The speech of a kindergarten class where crows drink water.

The story of "crow drinking water" has been passed down from generation to generation, and it is a household name. Everyone knows a truth: adding stones to a bottle can raise the water level, and crows can drink water. However, few people have done experiments. If there is too little water in the bottle, even if stones are added, crows can't drink water. To verify whether the research results are correct. I personally did experiments and found that whether crows can drink water is related to the amount of water in the bottle. For this reason, aiming at the cognitive level of large class children, I designed this operational, exploratory and tentative scientific activity-crow drinking water.

I. Activity objectives:

1. Adding stones and sand to a bottle filled with water can raise the water level.

2. Through active exploration, we found the relationship between whether crows can drink water and the amount of water they drink.

3. Study groups cooperate to explore and experience the fun of learning and communicating with peers.

Second, the activity process:

See the introduction of courseware → experimental exploration with stones → experimental exploration with sand → comparison of experimental results → conclusion 3. Activity flow:

(1) Observe the courseware "Crow Drinking Water" and introduce the activities.

"Is it possible to drink water by adding stones to a bottle filled with water? This problem puts forward clear operational requirements for the experiment. Here, I also made it clear that two people work together. This has played a guiding role in children's experimental activities, so that children know that they must cooperate in pairs. Requirements should not fall on the desktop, so that children can develop good operating habits from an early age.

(2) Do experiments with stones and sand and record them.

In these two links, I used three bottles of different colors to make it easier for children to find the grid of the corresponding color to record.

When comparing the differences between the results of the two experiments, I try my best to let children express their ideas and find out the mystery, because letting children fully express their activity experience can help children construct certain scientific concepts and let them understand things more deeply. Only Longlong, a child, expressed this problem completely. Most children talk about big stones and small sand, so crows can't drink water with stones, so add sand. They have observed the superficial phenomena of things, and teachers need to improve their scientific principles.

So I showed a paper-cut pile of stones and sand to help children understand. Because the gap between stone and sand is different, crows can't drink water after adding stone to a bottle with little water. Crows can only drink water after adding sand. With the comparison of the two pictures, it is easier for children to see the difference between them and understand the principle.

I think this activity is rich in content. The whole activity from watching courseware import → doing experimental exploration with stones → doing experimental exploration with sand → comparing the differences of experimental results → drawing conclusions embodies the teaching characteristics of layered first and step by step. In the spirit that children are the masters of learning, teachers try their best to create a good exploration environment, and try their best to let children actively participate in the two experiments in a cooperative way, so as to experience the fun of cooperating with their peers to do experiments and exchange experimental results. Use image diagrams to help children understand why crows can't drink water when stones are put into bottles with little water, which simplifies the complicated scientific principles and is easy for children to understand. In the activity, the teacher grasped the relationship between "teaching" and "learning" in the teaching process. Always encouraging children to do and think embodies the requirement of cultivating the spirit of "trying" and "exploring" in children's science education.