Teaching plan of large class 1
Activity objective:
1. Knowledge objective: Understand the forming process of pulp balloons and master the skills of drawing on pulp balloons; Know a variety of expression techniques and decorative uses of pulp balloons; (key points)
2. Ability goal: be able to conceive completely, imagine boldly and create freely on the pulp balloon; (Difficulties)
3. Emotional goal: to generate interest and desire in creating performance on the pulp balloon and experience the fun of creating beauty.
Activity preparation:
1. Experience preparation: Children have participated in the drawing activities of pulp plane materials
2. Material preparation: one pulp balloon; Painted pulp balloons and works of art made of pulp balloons; Pigment; Brush;
Activity process:
1. Show the pulp balloon to arouse interest
1. Teacher (showing the pulp balloon): Today, the teacher brought something interesting. What is it? (children guess after touching)
2. Teacher: It turned out to be a balloon, which is called a pulp balloon. But how is it different from the balloons we usually play with?
3. Young: (color) white, (appearance) covered with a layer of paper towels.
4. Teacher: Paste the paper towel with latex layer by layer on the balloon, and then dry it in the sun.
5. teacher: pulp balloons are heavier than ordinary balloons, because there is a layer of latex and napkins on them, so they can't fly. But we can draw beautiful patterns on it.
2. Appreciate the works and discuss the painting method
1. Teacher (showing a number of paper pulp balloons with patterns): There are several paper pulp balloons here, aren't they beautiful? (children enjoy it together)
2. Teacher: This is painted with a brush dipped in color.
3. Teacher: Now we each have a pulp balloon. What are you going to draw? Show the painting materials, explore the painting methods, and let the children express their opinions.
Third, children's creation, teacher's guidance
1. Teacher: When painting, we should not only pay attention to what we see, but also think about what to draw on the side and back. (Teachers demonstrate and ask for painting)
2. Children paint and teachers patrol and guide.
4. Show the works and enjoy the communication
1. Teachers and students * * * appreciate the works together, and ask the children to tell or evaluate them.
2. Teacher: We can dress up the pulp balloon more beautifully with different expressions. We can also use pulp balloons to match with other objects and make them into works of art to decorate our desks, bookcases or rooms.
lesson plan for large classes 2
Activity name:
What should I do if I am injured
Activity goal:
1. Guide children to learn to avoid injury.
2. Cultivate children's good qualities of caring and helping each other.
Activity preparation:
Pictures of injured cases
Activity process:
1. Inspire children to talk about burns, scalds and injuries in combination with their life experiences.
teacher: children, have you ever been scalded, burned, or fell to a break or cut? What's that like? How do you feel?
2. Teachers guide children to know how to avoid injuries through discussion
(1) Teachers encourage children to discuss ways to prevent burns, scalds and injuries: children sometimes get injured carelessly, so what should we do to avoid injuries? Go deep into the discussion of children and listen to what the children say about the situation. )
(2) Teachers use questions to help children consolidate and remember the questions that should be remembered in their daily lives: Can children get close when the teacher is holding lunch at noon? Can you run and jump in the classroom? Can you run around in peacetime? Playing too much? Can mom stand by while cooking? Can you play with fire? Can you play with sharp things?
3. The teacher briefly introduces the method of self-help to the children after being injured
(1) The teacher guides the children to discuss: If the adults are not around, what should you do after you or others are injured?
(2) Teacher's conclusion: If you burn or scald, you can expose the wound, wash it with cold water, and then ask an adult for help immediately.
4. Summarize the evaluation and end the activity.
lesson plan for large classes 3
Children in large classes are particularly interested in the interesting optical phenomenon of shadow. They like to play games with shadow, so we often carry out scientific activities about shadow. These activities are generally carried out around the principle of shadow generation, and it is difficult for children to understand the scientific truth contained in it. In this activity, we use the method of disproof, and find the "eyes" for the shadow of animals, so that children can verify the wrong or vague preconceptions about the shadow themselves, so as to further understand that the shadow will appear when the paper blocks the light, and the light can pass through the shallow scientific knowledge where the paper does not block it.
moving target
1. Explore the way to find "eyes" for the shadow of animals, knowing that the light can penetrate where the paper is not blocked, otherwise it will produce shadows.
2. Be able to observe and record in cooperation with peers, and be interested in exploring the phenomena of light and shadow in life.
Activity preparation
1. Children's operation materials: headdresses of paper-cut animals, flashlights, scissors, a background board, and children's recording paper.
2. Teacher's demonstration materials: ppt about animal shadow, rabbit head with cut eyes, flashlight and a collective recording paper.
activity process
1. Talk about shadows to arouse interest
1. Teacher: We are all playing shadow games these days. What interesting phenomena do you find in shadows?
Young: Sometimes the shadow becomes very long, sometimes it becomes very short, and sometimes it disappears.
Young: I run with the shadow, and when I stop, the shadow will stop.
Young: The colors of shadows are all black, some are dark and some are light.
2. Summary: Shadow is really like a magician, sometimes it appears and sometimes it hides; Sometimes it gets longer, and sometimes it gets shorter.
(Analysis: Before the activity begins, we first communicate with the shadow game that has just ended, and the teacher specially highlights the word "interesting" when asking questions, which can effectively stimulate children's interest in exploring shadow characteristics. Through the teacher's summary, help children review all kinds of experiences about shadow and prepare for the next activities. )
Second, compare different shadows and record all kinds of guessing results
1. Teachers demonstrate ppt about animal shadows, and children guess which animals are shadows according to local characteristics.
2. Show the picture of the rabbit shadow with eyes, and ask the children to talk about the difference between this shadow and the shadow seen before.
3. Guess why rabbits have eyes on their shadows. Children discuss with each other and record the guessing results.
4. exchange all kinds of speculation records.
Guess 1: Draw two eyes on the rabbit head;
Guess 2: Stick two eyes on the rabbit head;
guess 3: draw two eyes on the shadow of the rabbit;
Guess 4: Cut two eyes on the rabbit head.
5. Teachers write down children's guesses on the collective record paper and ask for them.
teacher: please try it in the agreed way, and then take a photo with a flashlight to see if you can see the eyes in the shadow of the small animal.
(Analysis: Teachers show pictures of rabbit shadows with eyes by demonstrating ppt of animal shadows, which causes children to compare the two kinds of shadows, thus naturally transitioning to the stage of guessing and recording. Children are divided into several groups and boldly guess "how to see eyes in the shadow of animals", and with the encouragement of teachers, they begin to preliminarily verify their own ideas. )
Third, experimental verification, looking for answers
1. Children use the method of guessing to verify and record.
teacher: please record the results when you do the experiment, whether it is successful or not. After trying your own methods, you can also try others' methods.
2. Children communicate their findings according to the experiment.
● There will be "eyes" on the shadow after the light passes through the small hole in the animal headdress
Teacher: Why can't we see the eyes on the shadow by drawing and pasting the eyes on the animal headdress, but by cutting a small hole?
Summary: When the light from the flashlight passes through the small hole in the paper, the shadow will have eyes, but drawing or sticking the eyes will block the light, so you can't see the eyes on the shadow.
The relationship between the size of the hole and the size of the "eyes"
Teacher: Are the eyes of small animals the same size? Why? Is it true that the big eyes are big when the hole is cut, and the small eyes are small when the hole is cut?
Summary: The bigger the hole is cut, the more light is transmitted, and the bigger the eyes on the shadow are. On the contrary, the smaller the cut hole, the less light passes through it, and the smaller the eyes on the shadow.
(Analysis: After the experimental verification, when children begin to exchange experimental results, teachers' open-ended questions can effectively guide children to observe carefully and encourage children to explain more complicated optical principles in simple language. Some key questions preset by teachers can help children to verify some mistakes or vague pre-concepts of light and shadow, and further understand the optical phenomenon of "how can eyes appear on the shadow" through peer guidance and their own operation. )
Fourth, extended activities: hand shadow game
1. Show the ppt of the hand shadow game and ask the children to talk about what they saw.
2. Children imitate hand shadow movements in the corner to play games.
lesson plan for large classes 4
Activity objectives:
1. Know that business cards can bring convenience to people's life and work, and experience the happiness and sense of accomplishment brought by unique innovation.
2. Cultivate children's observation, aesthetic and creative abilities
3. Design and decorate your own business cards in your favorite form, initially design and make different styles of business cards, and enjoy the fun of artistic activities.
Activity preparation:
1. Teachers and students collect various business cards together. (including landscape, stationery, lace, simulation and other business cards)
2. Colored pens or oil pastels.
3. The song "Looking for Friends", electronic organ, video instrument and color TV set.
4. Various colors of wool, sponge paper, glue, confetti, millet, leaves, etc.
Children have relevant knowledge and experience:
In daily life, I found that children are very interested in business cards, and often play with them in their hands. They even asked me how to make business cards. However, children in our class have poor hands-on ability and spatial imagination ability, so I want to give them a chance to exercise. I took this opportunity to organize this activity. Before carrying out this activity, children in our class had understood the story of Lele's Business Card and knew the story.
Record of the activity process:
First, lead in to stimulate children's interest.
(1) Children move into the activity room with the song "Finding Friends".
activity evaluation: children entering the activity room with cheerful music can not only enhance their sense of rhythm, but also enhance their interest, so that children can participate in activities with a happy mood.
(2) Teachers show Lele's headdress and business card in the story that has been told (to attract children's attention), and guide children to tell the content of the story, so that teachers and children can recall the content of the story together.
teacher: after Lele came to the forest, what helped him make so many new friends?
You: Business Card Master: Lele uses its own business cards to send to small animals. Who did she meet first?
Young: It met a deer, took out a business card and said, "Hello, Deer! Here's my business card. I'd like to make friends with you. " Teacher: Then who did you meet?
Young: I met Little Rabbit and took out a business card and gave it to Little Rabbit: In this way, Lele made many friends through the business card, and Lele was so happy.
(3) Teacher's summary: It's good to have a business card, we can make many new friends, and we can keep in touch with friends with the phone number and address on the business card. Then we should design a business card ourselves and give it to our new friends.
activity evaluation: teachers and students recall the story content together, which not only strengthens children's understanding of the story content, but also makes children curious about business cards, thus making children have the desire to make business cards.
2. Appreciate business cards
(1) Appreciate all kinds of business cards collected by teachers and students (the children have a heated discussion, and some of them are even compared with each other): Look how beautiful mine is, there are many flowers!
yueyue: then I have a big car!
Hao Hao: There are many words on this one of mine. Look, they are all on the front and back.
...
(2) Play the business cards (such as landscapes, cartoons, stationery, lace, etc.) prepared by the teacher with the video instrument for children to enjoy and let them tell the contents of the business cards.
(3) children's summary:
Xiaoyu: write the name Lele on the business card: draw beautiful flowers; draw a huge car; write down the phone number ... Teacher's summary: children observe carefully. When making business cards, they should not only draw beautiful pictures, but also write down their names and phone numbers. Now, children should make their own business cards.
activity evaluation: I used visual teaching AIDS and audio-visual teaching equipment in this session, which is convenient for children to observe well and can stimulate their desire to make business cards.
3. 1. Making business cards (1) In the shortest time (5 minutes), let's see who can make the most clear and beautiful business cards.
(1) The teacher reminds me that the name and telephone number should be clearly written, and you can also write your own class to see who can make the most beautiful business card in the shortest time.
(2) The teacher went to observe the business cards designed by children.
activity evaluation: in this session, I didn't give guidance, but only gave help to some special children, so that children can give full play to their imagination and creativity and make the most beautiful business cards according to their own wishes.
2. Make business cards (2) In the shortest time (5 minutes), see who makes the most reasonable and beautiful business cards.
(1) Teachers' requirements (basic art skills): clear lines, reasonable color matching, moderate modeling size, reasonable material selection, etc.
(2) Teachers go among children to guide them in designing business cards.
activity evaluation: my main intention in designing this session is to let children master one or four, introduce business cards (1) evaluate business cards.
An An: I drew a big car, and I wrote my name and phone number in Meng Meng: mine is the most beautiful, and I drew a lot of flowers ... (2) Mutual evaluation of business cards.
Yueyue: Mengmeng painted beautifully, but the car I painted is not like ... Activity evaluation: I didn't participate in the self-evaluation and mutual evaluation of children. I think children are independent individuals, and they have their own ideas and understandings. At this time, anything I say may affect children. If I don't speak, children will speak out more boldly.