As a selfless teacher, it is necessary to carefully design a lesson plan. The lesson plan is conducive to the improvement of teaching standards and the development of teaching and research activities. So what kind of lesson plan is a good one? Below is the sheep small class lesson plan I compiled for you. You are welcome to learn from it and refer to it. I hope it will be helpful to you. Sheep Small Class Lesson Plan 1
Activity goals:
1. Explore and learn to draw spiral shapes from the inside out to express the wool of sheep.
2. Learn to add paintings evenly within the designated range.
3. Paint carefully and carefully, and like painting activities.
4. Be bold in painting and decorate with symmetry.
5. Let children experience the ability to be independent, independent and creative.
Activity preparation:
1. Children’s books and crayons.
2. Sheep toys.
Activity process:
1. Sing the song "Marshmallow" to derive the theme of the activity: sheep. Arouse children's interest in activities.
1. "Everyone is really happy today. Do you want to sing a song?"
Ask the children to perform movements while singing, and imitate the movements of small animals during the singing process. (The order is chick, duck, bunny, mouse, lamb)
2. Children recall the animals they have just sung.
①“What animals did we change just now?” (Chicken, duck, bunny, mouse, lamb)
②“What does the lamb look like? ?” The teacher showed a model picture of a lamb. Guide children to observe in an orderly manner: head (with curved horns; beard) → body (with wool growing on it) → tail (short)
2. Stimulate children’s interest and enthusiasm in adding paintings to the lamb.
1. Look, winter is here, and the children are all wearing thick cotton clothes, but what about the lamb?" "Do you want to help the lamb put on beautiful clothes? What are the lamb's clothes like?
2. Teacher’s summary: The lamb is wearing a curly coat with a lot of curly hair on it, which is very warm.
3. The teacher guides the children to practice drawing spiral shapes.
Teacher: How to draw curls of wool?
1. The teacher demonstrates the drawing and asks the children to observe how to draw a spiral shape from the inside out.
2. Children practice with their hands.
4. Children’s painting, guided by teachers.
5. Evaluate and post children’s works.
Teaching reflection:
Children’s art activities require them to use their hands, eyes, and brains together, and they need to transform their own imagination and information sensed from the outside world into their own Mental imagery, and then the operational activities of expressing it using certain art media. Sheep small class lesson plan 2
Activity goals:
1. Get to know sheep, understand the appearance characteristics of small sheep, and learn to use cotton to paste "sheep wool" in specified areas.
2. Experience the fun of art activities while watching and doing.
3. Encourage children to paint cooperatively with their peers and experience the fun of cooperative painting.
4. Will use them to boldly express and create art, and like to decorate.
Preparation for the activity:
Cotton, outline of a sheep with double-sided tape
Important and difficult points in the activity:
Try using a sponge Expressing the fluffy feathers of the chick
Activity process:
1. The song "I Love My Little Animals" leads to the theme of the activity: sheep. Arouse children's interest in activities.
1. Children recall the animals they have just sung.
① "What animals are in this song?" (chicken, duck, kitten, lamb)
②The teacher invited the lamb to come and take a look What does the little sheep look like? The teacher shows the little sheep doll. Guide children to observe in an orderly manner: head (with rubbed hair) → body (with wool growing on it) → tail (short)
2. Stimulate children’s interest and enthusiasm in adding paintings to the lamb.
1. The teacher also invited a little sheep to play with us. What is the difference between this little sheep and the one just now?
2. Teacher’s summary: This little sheep is naked and has no clothes. Then let's help him get dressed, shall we? How can I help him get dressed?
3. Introducing cotton
Teacher: Do any children know what this is? What can cotton be used for?
Summary: Cotton can be used to make quilts, clothes, cotton swabs for disinfection, etc.
3. Teacher’s explanation and demonstration
Today we are going to use cotton to make a dress for the little sheep. Watch carefully with your little eyes! Pick up the cotton from the table and gently roll it into a small ball and stick it on the little sheep. Press it lightly with your fingers and the cotton will stick to it.
Do this bit by bit until the whole body of the little sheep is covered, and the clothes are ready. Be sure to press the cotton, otherwise it will not stick!
4. Children’s painting, guided by teachers.
Do you want to give it a try? Gently lift your little chair to find an empty seat at the table at the back, and dress the little sheep together.
5. Evaluate and post children’s works.
Teaching reflection:
Children’s art activities require them to use their hands, eyes, and brains together, and they need to transform their own imagination and information sensed from the outside world into their own Mental imagery, and then the operational activities of expressing it using certain art media. Sheep Small Class Lesson Plan 3
Activity goals:
1. Be able to carefully perform pasting activities and exercise small muscle control.
2. I like to participate in art activities and experience the fun of pasting.
Activity preparation:
Each group has one piece of cotton for pasting; one piece of art paper with sheep on it; one piece of white latex for each group; one piece of brush for each group; A semi-finished product and a finished product for teacher demonstration.
Activity process:
1. Introduce riddles to stimulate children’s interest.
Teacher: The teacher wants the children to guess a riddle: Wear a big cotton-padded jacket, eat enough weeds, survive the harsh winter, and donate all your hair. I see that kid’s brain is moving very fast.
Teacher: The riddle asks the children which animal wears a big cotton-padded jacket, likes to eat wild grass, and contributes all its hair after a cold winter? (Explain the riddle to make it easier for young children to understand)
Summary: Sheep have thick hair and like to eat delicious weeds.
2. Experience observation, compare similarities and differences, and initially perceive the operating materials.
Show the two little sheep used by the teacher for demonstration, one with wool on it and one without.
Teacher: Look, teacher, there are two little sheep here. I would like to ask the children to come up and touch them to see what are the differences between these two little sheep?
Teacher: Today the little sheep wants to ask the children to help him put on a neat and beautiful dress. The teacher prepared cotton, white latex, and hand towels for you all. After a while, the children will work in groups. Now let’s see how the teacher puts clothes on the little sheep. You have to look carefully.
3. The teacher explains and demonstrates and puts forward operational requirements.
(1) Explanation and demonstration
① Brush latex;
② Glue cotton;
③ Correct the work;
< p> (2) Make requirements:①Do not brush latex onto the table;
②Do not stick cotton beyond the outline;
4 , children's operations, the teacher will provide tour guidance
(1) Use a hand towel to dry the white latex that accidentally sticks to the outside;
(2) Concentrate during the operation and do not argue. ;
(3) Children with stronger abilities can slightly raise the requirements and let her sort the wool more neatly.
5. Teachers and children evaluate each other together and guide children to appreciate the strengths and weaknesses of others.
Collect children’s works, appreciate the works, and ask the children to talk about that sheep they like and why they like it?
6. The activity ends naturally. Sheep small class lesson plan 4
Activity goals
1. Get to know the little sheep and be willing to help the little sheep.
2. Be able to tear and stick small notes and experience the fun of making "wool".
3. Will use them to boldly express and create art, and like to decorate.
4. Cultivate children’s appreciation ability.
Activity preparation
1. "Cute Little Sheep" teacher teaching resources and teacher model drawings.
2. Video about little sheep.
3. Glue stick, white paper and the “little sheep” outline drawing paper prepared by the teacher.
Activity process
1. Provide teachers with teaching resources to guide children to understand the little sheep.
(1) The teacher guides the children to observe the little sheep and briefly understand the basic appearance characteristics of the little sheep. (Focus on asking children to observe the shape and characteristics of “wool”).
(2) The teacher organizes the children to watch the video of "Little Sheep". The teacher guides the children to understand that the little sheep have to put on "thick new clothes" for the winter.
(3) Show the "little sheep" outline drawing paper and guide the children to observe the little sheep on the drawing paper.
Ask the children: How can we help this little sheep withstand the cold and survive the winter safely?
2. Under the guidance of the teacher, ask the children to tear and paste the "wool", Experience the fun.
(1). The teacher demonstrates how to make "wool" - tearing off paper strips. At the same time, remind the children to watch how the teacher tears the paper with both hands in a coordinated manner.
(2). When children operate, the teacher will guide and remind the children to tear the paper strips as thinly as possible.
(3). The teacher instructs the children to paste the "wool" on the "little sheep".
Children paste it independently, and the teacher guides the children to paste the "wool" in the corresponding position.
3. Display the works. Children can appreciate the little sheep wearing "new clothes" and experience the joy of sharing and helping others.
Teaching reflection:
This reflects from one aspect that the development of fine hand movements of children in small classes is immature. In the activities designed in the future, teachers can gradually transition from the plane to the Three-dimensional, with the continuous coordinated development of children's hand movements, the difficulty of operating materials is increased. Sheep small class lesson plan 5
Activity goals
1. Get to know the little sheep and be willing to help the little sheep.
2. Be able to make paper balls and experience the fun of making "wool".
3. Guide the children to sort and place their painting materials after the activity to develop good habits.
4. Feel the beauty of the work.
Activity preparation
Pictures of little sheep, silhouettes of little sheep, crepe paper, glue sticks, etc.
Activity process
1. Guide children to understand the little sheep
1. Show the picture of the little sheep, observe the little sheep, and simply understand the basic appearance characteristics of the little sheep.
2. Focus on observing the shape and characteristics of wool with the children, knowing that the little sheep needs new clothes for the winter.
2. Children make "wool" by making paper balls and experience the fun of it
1. The teacher demonstrates how to make "wool"---paper balls, and the children observe the coordination of their hands to make "wool" Paper ball.
2. When children operate, the teacher will provide timely guidance and pay attention to balling up the paper in the palm of your hand.
3. The teacher instructs the children to paste the “wool” on the “sheep”.
3. Appreciate the little sheep wearing "new clothes" and share the joy of helping others.
Teaching reflection:
Children are very interested. Through this activity, we also know that as long as children are interested in something, they will give you unexpected surprises. Therefore, in future activities, we should start from children's interests to improve the quality of activities, because interest is the best teacher for children. Sheep small class lesson plan 6
Activity goals:
1. Learn to use rubbings to express the oval and velvety body of sheep.
2. Explore the method of using newspaper balls to rub sheep’s bodies.
3. Experience the surprise of little clouds turning into sheep.
4. Cultivate children’s skills and artistic temperament.
5. Guide the children to sort and place their painting materials after the activity to develop good habits.
Activity preparation:
1. Children have touched furry and soft things, such as plush toys, etc.; get to know sheep and understand their furry characteristics.
2. Use paper rubbings to draw a sample of a sheep’s body and some worksheets with grass on them.
3. White. Ocher-colored gouache paint, newspaper balls rubbed by children themselves, cotton swabs.
Key tips:
Teachers should provide children with white paint that does not add water or only adds a small amount of water, so that fluffy marks will appear when rubbing on paper. Teachers can provide each group with a large piece of homework paper with grass drawn according to the situation of the children in the class, so that the children can collaborate to create, and the effect of the picture will be better.
Activity process:
1. Create a situation where the "cloud girl" is floating, and guide children to experience the effect of paper rubbing.
(1) The story is engaging and arouses children’s interest in Miss Yun.
Teacher: Miss Yun was floating, and she saw a piece of green grass. The grass was so beautiful! Miss Yun wanted to play on the grass!
(2) The teacher showed Worksheets with grass painted on them, paper balls, and white paint are provided to guide children to understand the painting materials.
Teacher: What materials are here? Let’s try to use these materials to become the cloud girl.
2. Teachers and children work together to create a method of rubbing the chubby girl Yun.
(1) Teacher: Miss Yun has various forms and changes. Today we want to make a chubby and round girl cloud, so how can we do it?
(2) Teacher: How can we make a small, round girl cloud? And how can we make it? What about the big, round Cloud Girl?
3. Children try to use paper balls to rub the body shape of a sheep in the "Cloud Girl" situation.
(1) Teacher: The grasshoppers also want to play with Miss Yun. Let's make many cloud girls on the grass!
(2) The teacher guides around and encourages children to express the body shapes of sheep of different sizes.
4. Children appreciate the teacher’s painting in the situation of “Miss Yun changes and changes”, and experience the surprise of Miss Yun turning into a sheep.
(1) Teacher: "Miss Cloud" floated to the grass and saw many small animals playing on the grass. She also wanted to become a small animal and play with them. Guess, what will Miss Cloud become?
(2) The teacher created a second creation of the children’s works, using cotton swabs dipped in ocher-colored gouache paint to add sheep’s heads and horns to the small clouds. , legs, and transform into various sheep with different postures.
(3) Teacher: Wow! What happened on the grass? What is different about these little sheep? Which little sheep do you like and why?
Activity suggestions: < /p>
☆Activity extension: Encourage children to imagine boldly, add pictures, and try to express different postures of little sheep.
☆District corner activities: ①Puzzle area: Provide books about lambs to guide children to understand different types of sheep and what they like to eat. ②Art area: Provide homework paper, double-sided tape, and cotton with a base map of Mianyang, and let the children paste double-sided tape and cotton on the base map to express the lamb.
☆Environment creation: ①Collect some pictures of sheep with different postures and place them on the wall of the activity room for children to enjoy. ② Combine the children's works into a large picture of "Little Sheep on the Grass" and place it in the exhibition area to guide the children to appreciate the lambs in different postures.
☆Home Education: Parents and children read picture books about sheep together.
Teaching reflection:
Children are very interested. Through this activity, we also know that as long as children are interested in something, they will give you unexpected surprises. Therefore, in future activities, we should start from children's interests to improve the quality of activities, because interest is the best teacher for children.
Little Encyclopedia: Sheep is a common domestic animal in the genus Ovis of the family Bovidae. The body is plump and the body hair is dense. The head is short. Male sheep have large spiral-shaped horns, which are very majestic but are actually for looks. Female sheep have no horns or only have tiny horns. Sheep Small Class Lesson Plan 7
Activity goals:
1. Inspire children to love and care for sheep.
2. Cultivate children’s more detailed observation and sensitive thinking.
3. Let children initially perceive the appearance characteristics of sheep and understand the close relationship between sheep and people.
Activity preparation: courseware, sheep model, watercolor pens, paper with the outline of the sheep, tape, and multimedia equipment.
Activity analysis:
Sheep are not very familiar to young children, because young children rarely see sheep, and children do not know exactly what sheep look like, so this activity is based on Let the children initially perceive the appearance characteristics of sheep as the focus, and let the children understand the relationship between sheep and people as the difficulty. In the activity, the teacher mainly uses heuristics and questioning methods, through questions: Do you know what a sheep looks like? What is on the head of a sheep? What is on the body of a sheep? (Guide children to learn from the whole body, head, body, and limbs. etc. Tell them separately) Do you know what sheep like to eat? What do they call? Children break through the key points through observation and discussion. When breaking through difficulties, teachers mainly use heuristics, encouragement, and observation, and children draw conclusions through observation and discussion. The extension activity of this activity is: hands-on operation of "My Little Sheep".
Activity process:
Introduction:
Children drive a car into the classroom to the music and park in their favorite parking space.
Expand:
1. Children watch the courseware and guess riddles to stimulate their interest in understanding sheep. Vocabulary enrichment: sheep sheep.
2. Guide children to observe sheep:
(1) What does a sheep look like?
(2) What is on the head of a sheep?
The sheep has two curved horns, a pair of eyes, two ears, a mouth, and a nose on its head.
(3) What is on the body of a sheep?
The body of a sheep is covered with curly soft hair. The sheep has four legs and a tail.
3. The teacher summarizes the appearance characteristics of sheep.
4. Question:
What does a sheep call? What does it like to eat?
5. Inspire young children to understand the relationship between sheep and people.
(1) What can sheep’s wool do?
(2) What can sheep’s skin do?
(3) What does sheep milk have to do with people? Relationship?
(4) What other role do sheep play in our lives?
6. Teacher’s brief summary.
7. Inspire children to love and care for the little sheep.
End:
1. The teacher briefly summarizes the activities.
2. Extended activities: Complete the painting of the little sheep. (Add pictures) Sheep small class lesson plan 8
Design ideas:
Children in small classes like to doodle and tear paper at will, and tearing paper activities are often ignored by our teachers and parents, thinking that they are Just playing around.
In fact, paper tearing is the most suitable manual activity for children in small classes. Using paper tearing activities can cultivate children's learning attitude and creativity such as patience and meticulousness. The cute and fluffy appearance of the little sheep is familiar to young children. Children also have a certain understanding of little sheep in their lives. In this activity, children are allowed to observe the little sheep to stimulate their emotions of helping the little sheep. In the activity, according to the age and psychological development characteristics of the children in the small class, by tearing and pasting small notes, the children's hands-on ability is cultivated, and the children can boldly imagine and dare to innovate. Therefore, I combined the special project I studied this semester, "Appropriate Models of Inquiry-Based Activities in Science Areas", to focus on how to let children "tear out thin and long strips of paper" to carry out activities, combining paper tearing activities with scientific inquiry activities. Integrating each other allows children to naturally discover the relationship between the texture of the napkin and the difficulty of tearing it off during the process of independent exploration.
Activity goals:
1. Through exploration, we know that it is easier to tear out thin and long "wool" along the fibers of crepe paper.
2. Be able to patiently participate in exploratory activities and exercise the flexibility of your fingers.
3. Experience the joy of helping the "little sheep" stay warm.
4. Cultivate children’s curiosity about things and be willing to boldly explore and experiment.
5. Stimulate children’s interest in scientific activities.
Activity preparation:
1. Each group has a piece of paper with a sheep outline and some solid glue.
2. 2-3 napkins per person.
Activity process:
(1) Create a situation to trigger children’s desire to tear up the note.
The teacher showed the "sheep outline": A few days ago, the wool on the little sheep had just been cut off by the worker's uncle. The weather was getting colder and colder, making the little sheep tremble with cold. What's going on? What to do? Does anyone have a good idea to keep the little sheep warm? (Children talk about how to keep the little sheep warm.)
Children 1: Put clothes on it
Children 2: Let it grow wool again
（ Comment: The creation of situations can help children enter the activity atmosphere better and faster, stimulate children's emotions of helping small animals, and play a very good introduction role)
(2) The first operation. : Guide children to independently explore how to tear out long "wool".
1. Understand the shape of wool.
Teacher: The little sheep also thought of a good way, which is to put a layer of wool on itself, so that the little sheep can stay warm. Do you know what wool looks like? (Teacher plays the courseware)
Children 1: The wool is white
Children 2: The wool is thin
Children 3: The wool is long
Teacher: There are a lot of napkins here that are as white as wool. (Show the napkins) Who can turn these white napkins into thin, long wool? Invite two children to come forward and explore tearing wool.
2. Explore and tear out the "wool" independently.
Teacher: Have you torn out the long and thin wool?
Teacher: The teacher asked the child who tore out the long strips: How did you tear out the long strips?
3. The teacher summarizes the correct way to tear "wool".
Teacher: It turns out that there is a little secret hidden in the napkin. The paper on one side is very tight and difficult to tear, and it is also easy to break, but the other side is very loose and can be easily broken. It will tear when you tear it, so when it is difficult to tear, just turn the paper around, switch sides and continue tearing, and you will be able to tear out long "wool".
(Commentary: Using the method of letting children try it first and then the teacher summarizing it can not only develop children's hands-on ability, but also cultivate children's inquiry ability in the operation process, truly making children explore first. , the teacher summarizes later, letting children become the masters of learning, and through children's demonstration, children can understand how to tear out long and thin noodles, breaking through the key points of the activity)
(3). ) The second operation: guide the children to explore the "secrets" in the napkin.
Teacher: Let’s try it together and find the “secret” in the napkin. Is it tight on one side and loose on the other?
(Commentary: Let the children practice tearing long and thin wool again, not only to consolidate the tearing skills, but also to master the little secrets of napkins.)
(4) Third Second operation: guide children to tear out thin "wool".
Teacher: It seems that you have all found the little "secret". You have torn out so much long wool, but the little sheep said that it likes thin wool, so that it is soft when draped on the body! Coarse wool will prick it. Who can make wool fine? (Ask a child to demonstrate)
Teacher: Later, pick out the thick wool in your basket and tear it into fine pieces, and then paste it on the little sheep, covering every place. , so that the little sheep will not be cold, let us hurry up and help the little sheep!
(Commentary: In the process of helping the little sheep to attach wool, it not only improved the children's cooperation ability, but also stimulated the children's emotion of helping others and experienced the fun.)
(5) End the activity.
Teacher: With our help, the little sheep is finally covered with long and thin wool! The little sheep said thank you! Are you happy that you helped the little sheep? Let's dance happily to the music!
Activity extension:
1. The science area provides colored paper for young children to continue exploring.
Teacher: After exercising for a while, the little sheep’s stomach is growling with hunger, but there is too little grass on the grass to eat. Can you use these green colored papers to tear out long strips for the little sheep? Where is the grass? Is there a little secret hidden in the colored paper? Let’s try it again during the game!
2. Provide paper of different materials and magnifying glasses for children to continue exploring, observing, and sensing the textures of various papers.
(Commentary: The end of the teaching activities does not mean the end of children’s exploration and learning activities, so I continue to create situations in the extension of the activities to further stimulate children’s desire to explore other types of paper)
Reflection on activities:
1. Interest is the premise
Interest is the best teacher. How to make "serious" scientific activities full of fun and mobilize children's desire to explore and think. This is the first prerequisite for conducting good scientific activities. The main goal of this activity is to allow children to explore and perceive the warp and weft patterns in the napkin. If children are only allowed to explore and perceive by repeatedly tearing paper without context to support it, it will be difficult for children to maintain their enthusiasm for exploration for a long time. This story situation was created at the beginning of the story: "A few days ago, the wool of the little sheep was just cut off by the worker uncle, but the weather was getting colder and colder, making the little sheep tremble with cold. What should I do? Who has a good way to warm up the little sheep? "This kind of introduction fully considers the interests and needs of the children, and it can be said that the atmosphere of the activity is instantly activated, which is a good way for the subsequent activities to be carried out smoothly. foreshadowing.
2. Pursuing the truth as the principle
Sometimes, in order to allow scientific activities to be carried out smoothly, we often adopt the method of "lowering the difficulty of questioning", "or making exploration activities a kind of form" approach. Let the activities seem active and smooth, but if you savor these activities carefully, there will be little change between the children's progress and failure, let alone the early scientific literacy and rational thinking enlightenment of children through activities. Therefore, in this activity, I strive to gradually guide children to discover and solve problems in operation through scientific and real questions and exploration.
1. Real question.
Before the first exploration, I asked questions like "There are a lot of napkins as white as wool here. Please use your little brains and hands later to think about how to use them." How about turning the napkin into "wool" and giving it to the little sheep (showing a torn piece of "wool")?" After that, the teacher did not demonstrate or ask the children what to do, but asked the children to observe the piece of paper. , make a bold guess and try after reading the note. In addition, the question of how to turn napkins into wool is relatively open, so that the children's ideas will be very broad, and the children will mobilize all their existing experiences to explore. This is the cultivation of scientific literacy - allowing children to use their existing experiences. to solve existing problems.
When the child tried to tear out the "wool" and attributed the reason to using the correct method, the teacher used actions and asked questions, "Why can't I tear out the "wool" this time with the correct actions?" "Trigger children's further thinking and attempts. After repeated attempts, the child gradually realized that one side of the paper is easy to tear and the other side is difficult to tear, that is, there are warp and weft lines in the paper.
2. Real exploration.
The exploration teacher of the entire activity is conducted in the form of asking questions to let the children think and operate independently. Because there are very clear questions to ambush, the children are still very purposeful and interested in the exploration activity. Interested. When children encounter difficulties, I always encourage them to actively explore and never give up. I ask questions to help children continue to think and explore. In the end, when the children finally covered the little sheep with thick wool through unremitting efforts, the satisfaction was not achieved by manual activities, because manual work is more about the practice of motor skills, while scientific exploration is full of It is full of challenges and fun based on children's thinking and unremitting efforts. '
3. Pursue expansion
A good scientific activity ending should be able to inspire children to continue to explore in depth. Therefore, at the end of this activity, I conducted such a Question: "After exercising for a while, the little sheep's stomach is growling with hunger, but there is too little grass on the grass to eat. Can you use these green colored papers to tear out long grass for the little sheep? Colored paper Is there a little secret hidden in it? Let’s try it again during the game!” Still using the story situation, the whole activity is integrated, but at the same time it fully stimulates the children’s interest in exploring other papers and makes the activity more enjoyable. Stop and explore.