As an excellent people’s teacher, you usually need to use lesson plans to assist teaching. Teaching plans are the basis for teaching activities and have an important status. How to write lesson plans to be more effective? Below is the small class lesson plan "Interesting Footprints" that I collected and compiled. You are welcome to learn from it and refer to it. I hope it will be helpful to you. Small class lesson plan "Interesting Footprints" 1
Purpose of the activity:
1. Let children understand that they can make different footprints with different parts of their feet.
2. Let children practice walking on paths with different footprints to initially develop coordination and flexibility of movements.
Activity preparation:
1. Material preparation: a box of music tapes, a path with the same footprints, 4-5 clay tablets, paths with different footprints, two arched doors , two shoe racks.
2. Site preparation:
Activity process:
1. Review the structure of the feet
Look, we all have a pair of something ah?
Review the forefoot and heel.
“Today we are going to play games with little feet.”
2. Preparatory activities: In the activity room, teachers and children go barefoot and perform whole-body exercises together with the accompaniment of music, focusing on Guide children to use their heels, toes, and feet to walk, run, and jump.
3. Let children experience that they can make different footprints with different parts of their feet.
"Now, the teacher will take you to walk on a very special path. There are many small footprints on this path. You can think of various ways to walk on this path."
lTeachers and children walk together on a path formed by the same footprints.
Question: What method did you use to walk this path?
Ask the children to talk about it and demonstrate it.
l Guide children to use their imagination and make footprints on the "mud tablet".
Question: What other different footprints will your little feet make?
Invite individual children to talk about it and make footprints on the "clay board".
Summary: You can make different footprints with different parts of your feet.
4. Guide children to walk on paths made up of different footprint boards to initially develop coordination and flexibility of movements.
"We just took this special path. Next, the teacher will take you to a different path to see what you find." Guide the children to observe the footprints on the path.
Question:
lWhen you just walked this path, did you notice any difference in the footprints on this path?
Summary: When children make footprints, they should see clearly which part of the footprints they made and which way their toes should face, so that they can walk accurately.
Then let’s go walk this trail again. Remember, you have to follow the footsteps and no fouls are allowed. This time, the teacher also asked the children to use their brains to think about how to walk faster.
Children practice again.
lHow did you leave just now?
lSo how can I walk faster?
Then let the children and their companions try it out and compare whether they can walk or jump faster, okay?
The children were very tired from playing just now, let’s relax together!
5. Teachers and children do relaxing activities together with the accompaniment of music. Small class lesson plan "Interesting Footprints" 2
Activity goals:
1. Let children understand that they can make different footprints with different parts of their feet.
2. Let children practice walking on paths with different footprints to initially develop coordination and flexibility of movements.
3. Cultivate children’s keen observation ability.
4. Be willing to try boldly and share your experiences with your peers.
5. Exploration and experimentation stimulate children’s enthusiasm for active exploration.
Activity preparation:
1. Material preparation: a box of music tapes, a path with the same footprints, 4-5 clay tablets, paths with different footprints, two arched doors , two shoe racks.
2. Site preparation:
Activity process:
1. Review the structure of the feet. Look, what do we all have?
Review the forefoot and heel.
“Today we are going to play games with little feet.”
2. Preparatory activities: In the activity room, teachers and children go barefoot and perform whole-body exercises together with the accompaniment of music, focusing on Guide children to use their heels, toes, and feet to walk, run, and jump.
3. Let children experience that they can make different footprints with different parts of their feet.
"Now, the teacher will take you to walk on a very special path. There are many small footprints on this path. You can think of various ways to walk on this path."
Teachers and children walk together on a path made of identical footprints.
Question: What method did you use to walk this path?
Ask the children to talk about it and demonstrate it. Guide children to use their imagination and make footprints on the "clay tablet".
Question: What other different footprints will your little feet make?
Invite individual children to talk about it and make footprints on the "clay board".
Summary: You can make different footprints with different parts of your feet.
4. Guide children to walk on paths made up of different footprint boards to initially develop coordination and flexibility of movements.
"We just took this special path. Next, the teacher will take you to a different path to see what you find." Guide the children to observe the footprints on the path.
Question: When you just walked this path, did you notice any difference in the footprints on this path?
The footprints are different. How did the child walk just now? (Follow the pattern of the footprints)
Summary: When children follow the footprints, they should see clearly which part of the footprints they made and which way the toes should face, so that they can walk accurately.
Then let’s go walk this trail again. Remember, you have to follow the footsteps and no fouls are allowed. This time, the teacher also asked the children to use their brains to think about how to walk faster.
Children practice again.
How did you leave just now?
How can I walk faster?
Then let the children and their companions try it out and compare whether they can walk or jump faster, okay?
The children were very tired from playing just now, let’s relax together!
5. Teachers and children do relaxing activities together with the accompaniment of music.
Reflection on activities:
Whether it is teaching activities or sports activities, children should be involved as much as possible, so that children can understand through their own specific feelings. . In addition, when organizing the classroom, not only do I need to cooperate well with the children, but I also need to cooperate well with the teacher in charge of the class. Activities organized in this way will be smoother and richer. Small class lesson plan "Interesting Footprints" 3
1. Design Intention
The science field in the "Guidelines for Learning and Development of Children Aged 3-6" points out that children should be allowed to understand the things around them through exploration. and phenomena, recognize common animals and plants, and be able to notice and discover that the surrounding animals and plants are diverse.
Children naturally like small animals, but they do not know much about the local characteristics of small animals. Therefore, this activity is designed according to the age characteristics of small class children so that children can understand the footprint characteristics of common small animals and learn about animals. The footprints created interest in exploration and love for small animals.
2. Activity goals
1. Learn about the footprints of four small animals.
2. Use observation and comparison methods to distinguish the footprints of chickens and ducks.
3. Love and care for small animals.
3. Key points of the activity
Understand the characteristics of the footprints of chickens, ducks, kittens and piglets.
IV. Difficulties of the activity
Distinguish the footprints of chickens and ducks.
5. Activity preparation
PPT, small animal audio
6. Activity process
(1) Beginning part
Teacher: Children, Mother Chicken is in a hurry, and she wants to ask the children for help. Let's listen together.
Play the audio of Mother Chicken: My baby chicken is missing. Look, there are its footprints in the snow. It must have been lost in the forest. Are you willing to help me find it?
(2) Basic parts
1. Know the chicken’s footprints
Teacher: Children, you can find the chicken by finding the chicken’s footprints. Let’s take a look at what the chicken’s footprints look like?
Teacher: The chicken’s footprints are thin and pointed, and the toes are separated. The chicken’s footprints are like bamboo leaves.
2. Recognize the kitten’s footprints
Teacher: Hey, are there some footprints here? Whose are they? Is it from a chick? Let's shout together to see if the chicken is here. "Chicken, chicken, come out quickly!"
Play kitten audio: Meow~meow~I am not a chicken, I am a kitten. My soles have thick fleshy pads. The footprints are like blooming plum blossoms, very beautiful. There are some footprints of small animals ahead. Go and see if there are any chickens.
Summary: The kitten’s paws have thick pads, and its footprints are like plum blossoms.
3. Get to know the piggy’s footprints
Teacher: There are footprints here again. Let’s shout together to see if the chicken is here. "Chicken, chicken, come out quickly!"
Play the piggy audio: "Hahaha. Who is disturbing my nap? I am a little piggy. These are the footprints I left behind when I ran just now. , my footprints have two parts, like open scissors. There are some footprints by the river that are similar to those of chickens. Go and take a look.
”
Summary: The piggy’s footprints have two parts, like open scissors.
4. Recognize the duckling’s footprints
Teacher: Children, look, There are really footprints by the river. Let's call the chicken out together. "Chicken, chicken, come out quickly!" ”
Play the audio of the duck: Ga~Gah~Gah, I am a good swimmer - little duck, and the footprints on the river are mine. My footprints are different from those of the chicken, my toes are connected They look like maple leaves in autumn. Go look for them elsewhere!"
Summary: The toes of ducks are connected together, like maple leaves.
4. Find the chicken and issue the task
Teacher: Children, look, are these the footprints of the chicken? "Chicken, chicken, come out quickly!" "Children, Thank you for coming to me, otherwise I would have spent the night in the cold snow. Thank you!"
Audio Hen: Kids, you are awesome. Thank you for helping me find my baby chicken. I heard that you also found the footprints of other small animals on the way to find the baby chicken. Please connect the small animal with its footprints.
(3) Ending part
The teacher summarizes today’s learning content. Retell the story while connecting the lines with the children: the chicken's footprints are like bamboo leaves, the duck's footprints are like maple leaves, the kitten's footprints are like plum blossoms, and the piggy's footprints are like scissors.
7. Extension of activities
Teacher: Whose footprints are there below? (Show pictures of elephant and puppy footprints) These picture books are very interesting and may contain answers.
Micro-reflection:
This activity was introduced with vivid and interesting situations, and the anthropomorphic audio attracted the attention of children and stimulated their interest in this activity. In the process of helping the mother chicken find her chicks, she will recognize the footprints of the other three small animals in turn. Understand the differences and characteristics of the four types of small animal footprints, and also make one-to-one correspondence with things in life. Use a short language to summarize what small animal footprints look like, which not only develops children's observation skills but also allows children to know how to compare things. different. This is in line with the requirements in the science field in the "Guidelines for Learning and Development of Children Aged 3-6": Let children like to contact nature, be interested in things and phenomena around them, have preliminary exploration abilities, and be able to explore with multiple senses. In the activity design, the anthropomorphic image of Mother Chicken is used to release two tasks, allowing children to learn and recognize the footprints of four animals in the process of completing the tasks, which is in line with the social guidelines in the "Guidelines for the Learning and Development of Children Aged 3-6" Field requirements: Like to take on small tasks. Overall, this event was cleverly conceived and the activities were smooth and clear. Four small animal footprints that are common in children's lives are selected as an opportunity to make children interested in exploring animal footprints. In future education and teaching activities, we should adhere to the educational concept of children as the main body, starting from children's interests, using multimedia means, selecting anthropomorphic animals or images that children like, in a contextualized and game-based way, and intuitively To carry out specific educational and teaching activities.