Design intent:
Natural corner is a difficult problem in the creation of kindergarten corner. How to make children really walk into the natural corner, take the main responsibility in the natural corner, make the natural corner no longer a simple plant arrangement, and make the natural corner full of vitality forever is what we have been exploring and looking forward to. Since the first half of this year, our kindergarten has taken the natural angle as our subject and combined it with our curriculum. During this period, not only our teachers, but also our children pay more and more attention to the corners of nature, but there are often two situations when taking care of plants, either forgetting to water for a long time or watering too much because they don't know the ways and means of watering. Therefore, it is necessary for our children to understand the principle of "drinking water" of plants in essence, so that they can really understand why and how to water natural corners after they feel it.
Activity objectives:
1. Through experimental observation, it is known that plants absorb water by roots and transport water by stems.
2. Germinate the enthusiasm for exploring the phenomenon of drinking water in plants, and initially learn simple ways to take care of plants.
3. Cultivate children's curiosity about things and be willing to explore and experiment boldly.
4. Stimulate children's interest in scientific activities.
5. Cultivate children's interest in exploring scientific phenomena.
Highlights and difficulties of the activity:
Focus of activities:
Understand the secret of plant drinking water through experiments.
Activity difficulty:
Can accurately express the scientific phenomena observed by oneself.
Activity preparation:
1. Put celery in red ink with the children before class.
2. Video of water absorption by plant roots and ppt of water absorption by plant stems.
3. Two children have a set of experimental materials: celery that has absorbed water and a magnifying glass.
Activity flow:
(1) Look at the picture and understand that everything can't grow without water.
1, ppt shows zebras, elephants and children drinking water, (same picture),
Q: What are they doing? (Drink water), why drink water? What do they drink? People and animals need water, so do plants also need water? How can it drink water without a mouth? Why?
Teacher Liang brought a celery. Let's guess. Where does it drink water from? Why?
(B) experimental verification, to mobilize the enthusiasm of children to explore.
1, PPT presents the experimental results and asks: What do you see? What do plants drink?
Summary transition: It turns out that plants drink water by roots, so how does water "run to the whole body of plants?"
Just now we put celery in red pigment. Now let's take a look again and show the changes of plants before and after drinking water (show the comparison chart of celery drinking water phenomenon)
Q: What secret did you find?
Summary: It turns out that plants transport water by stems. What does the stem of a plant look like? Today, we are going to be a little botanist to dissect celery stems.
(3) Cooperate to explore the transportation function of plant stems.
1. Show the cross section and longitudinal section of the valve stem graphically.
2. Explain the operation requirements: in pairs, first cut the celery horizontally and vertically, then use a magnifying glass to see what the stem looks like, and share it with you later.
3. Group cooperation and exploration: teachers guide children to observe the cross section with red dots, and when they cut vertically, they see red lines.
4. Concentrate on the discussion. Please draw what you see in red lines. Q: What did you find? Why is this happening? How do plants "drink water"
5. Show me a bundle of straws.
Summary: The stems of plants look like straw in the longitudinal direction, with long passages. There are holes in the horizontal direction. Plants absorb water through their roots, and then transport water through the slender tubes of their stems.
(4) Pass on experience to further arouse children's good feelings of caring for plants.
Show a rotten cactus and guide the children to observe: What happened to the cactus? Why is it rotten? Explain your reasons, and then let the children who share the same opinion raise their hands to vote (because the children poured too much water on it and its roots rotted)
Teacher's summary:
Although plants need to drink water, the water that each plant needs to drink is different. There are many plants in our natural corner. How should we take care of them? Listen to the advice of the doctor of science. PPT gives full play to the essentials of watering: first, water is needed for soil drying, and second, water should be poured on the roots to make them permeable; The morning or evening of the third day is the best watering time.
Activity reflection:
In the activity, I had a phenomenon that had never appeared before when I tried to teach. Because celery is wet in the morning, it no longer absorbs water and the absorption speed is very slow, so the phenomenon of the experiment in the activity is not very obvious. Also, my child's answer was unexpected. I didn't know that the children in our class are actually aware of root water absorption, so the children answered my answer directly in the first link, which made me a little embarrassed, so maybe we can ignore the phenomenon of root water absorption. In fact, I feel that my language is still not refined enough in scientific activities, and some words are verbose and I can't respond to the questions thrown by children in time.