Kindergarten lesson plan 1
Activity name: Understanding time
Activity purpose: 1. Distinguish the prominent features of day, night, morning and evening.
2. Understand the temporal relationship of simple time sequence.
Activity content:
Activity 1: Morning and evening
1. Show the pictures in the morning and evening and ask the children to observe.
2. Compare the differences between the two pictures.
3. Express the relationship:
In the morning, it’s dawn! The sun is coming out! The kids are up!
At night, it’s dark! The moon and stars are out! The kids are sleeping!
Tips: Give your children corresponding language input based on the specific details of a day’s life.
Activity 2: Our Day
1. Based on the actual situation of the family, record what the children and family do throughout the day (photo-style). For example: morning ---Get up, wash up, have breakfast, and go to kindergarten.
During the day---the children go to kindergarten and parents go to work.
In the evening---go home, eat, watch TV, play games, do housework, wash up, and get ready for bed.
Dark night---it is very dark, there are moon and stars in the sky, and everyone is sleeping.
2. Dialogue and exchange:
What should you do after getting up in the morning?
Who goes to kindergarten during the day? Who has to go to work?
What can we do at night?
It’s dark and everyone is asleep. What time is this?
Tips: You can learn "first...then/then..." according to your child's understanding level, and understand the sequence of simple times, such as: "When I get up in the morning, I get dressed first, and then Wash your face and brush your teeth. "I'll wash my hands first and then eat."
Activity 3: Game
1. The adult tells the situation and lets the child judge what time it is. (Day, night, morning, night)
For example: It’s dark and everyone is sleeping --- night
Children play games in the kindergarten --- day
The sun comes out, the children sit on the bed and get dressed---morning
Take a bath and get ready for bed--evening
2. Adults prepare background pictures at different times. Play house with your children.
Activity points:
Combined with specific activities in daily life to help children understand the concept of time.
Thematic regional activities for kindergarten classes: Rain 2
1. Activity background:
One rainy day, Wang Yi suddenly came to me and told me, "Teacher, He Yang was stepping on the rain, and he splashed water on me. "I ran out quickly and found that He Yang was still stepping on the pond. The children next to me saw me and said, "He Yang, the teacher is going to criticize you." But. He Yang was still playing in the rain while looking at me. Seeing that the children were so interested in rain, I thought that at this stage we have been carrying out activities around "spring stories", so I asked the children, "What other stories are there in spring?" Some children said: "There are still rainy days." "
Seeing that the children are so interested, and that "Rain" also contains a lot of educational value, we think we should seize the children's interests in time, and according to the outline, "it is both close to young children. The principle of "choosing things and issues of interest in life, and helping to expand children's experience and horizons" fully taps the value of education. Therefore, our teachers and students jointly created the themed district activity "Rain" , in the activity, children are allowed to choose their own roles and partners to play games about rain, so that the children's existing sporadic knowledge and experience can be improved and expanded.
2. Activity goals:
1. Be able to choose game content and engage in corner game activities with game partners.
2. Try to use a variety of materials and forms to perceive and express rain, and cultivate children's ability to express boldly and creatively.
3. Share the joy of participating in corner activities with your peers, and feel and experience the fun and sense of success brought by creative activities in self-evaluation activities.
Partition target:
1. Hands-on area (raingear processing factory)
First-level goal: children can collect and choose their favorite waste materials (disposable tablecloths, shopping plastic bags, rice bags, tarpaulins, etc.) to make various raingears;
Second-level goal: be able to boldly use various auxiliary materials and use various methods (painting, handicrafts) to decorate the rain gear;
Third-level goal: be able to communicate with peers Work together in a friendly manner, help each other, make unique rain gear, and perform together.
2． Design Area (Colorful Dyeing Workshop) (This week’s key guidance content: Tie-dye umbrellas)
First-level goal: Preliminarily master the skills of tie-dying rice paper umbrellas with various pigments;
Two Level 1 goal: Master the rules of coordinated color matching, pay attention to cleanliness and hygiene during activities, and develop good operating habits;
Level 3 goal: Be willing to introduce your ideas, design process, and happy moments in activities to your peers Emotional experience.
3. Meteorological area (little weatherman):
First-level goal: learn to be a little weatherman and report today’s weather forecast to everyone;
Second-level goal: be able to do meteorology Record, and be able to introduce your own meteorological records to your peers;
Third-level goal: Understand some of the changes in animals and plants on rainy days, and be able to introduce them to the audience in a loud voice and in the form of weather forecasts .
4． Language area (dolls reading pictures and stories about rainy days)
First-level goal: to be able to read pictures, calligraphy, and read poems about "rain";
Second-level goal: to be able to pull strings Draw a way to express the plot of rain and try to tell it. Replace homemade pictures and word cards into poems, compose poems, recite and perform them expressively, and experience the fun of performing in collaboration with your peers.
Level 3 goal: Children can boldly be little teachers, teach their peers about books compiled by themselves and their parents, and try to perform.
5． Music area (Little Raindrop is singing)
First-level goal: to be able to sing songs such as "Spring Rain Shasha" and "Little Raindrop";
Secondary goal: to be able to choose the rhythm of Little Raindrop Cards arrange rhythm patterns and perform percussion activities to cultivate children's creativity;
Third-level goal: Try to make percussion instruments using the waste items you collect (clam shells, yogurt bottles, cans, etc.) and perform performance activities , experience the fun of creation and collaborative performance.
6． Science Zone (Travel Notes on Little Raindrops)
First-level goal: Understand the formation process of small raindrops through observation and discussion of pictures;
Second-level goal: Carefully observe, think, and try to use Use various tools to measure and record rainfall;
Third-level goal: Try to use painting to express the travel notes of small raindrops, and introduce them to peers and teachers.
Activity preparation:
1. Knowledge preparation: Before the activity, let the children watch the rain, play with the rain, perceive the rain, discuss the rain, etc., and gain certain knowledge and experience in the series of activities in the previous stage. .
2. Environment creation: Teachers and students collect various raincoats, umbrellas, ponchos and other materials together and arrange them in the activity room.
3. Creation of activity areas
(1) Meteorological area: weather record board, weather broadcast station, various weather maps and pens, recording paper, and related marks recorded in the early childhood stage Picture, microphone.
(2) Hands-on area: various plastic bags, disposable tablecloths, wrapping paper, suit bags, sticky notes, colored pens, scissors, tape, ribbons, plastic baskets, etc.
(3) Language area: pull board, colored thread, pictorials, pictures, children’s self-made books, etc.
(4) Design area: various pigments, rice paper, napkins, etc.
(5) Music area: rhythm board, raindrop cards, tea tubes, cans, soybeans, sand, pebbles, etc., several percussion instruments, microphones, tape recorders, tapes, etc.
(6) Science area: white paper, colored pens, pictures of the three states of water, various rainwater cups, rulers, small stick recording papers, etc.
3. Activity organization and guidance:
1. Activity process
(1) Free choice (children are free to choose
Activity area , game materials and partners, go to various areas for activities)
(2) Autonomous development (children act independently, teachers participate in children’s activities as observers, guides, and collaborators, and provide Appropriate guidance.)
(3) Independent communication (encourage children to communicate and cooperate with each other during the activity; at the end of the activity, they can self-evaluate the game situation and tell their feelings and experiences during the activity today. )
a. Ask the children to introduce the game situation to their peers, tell them what situations they encountered in the game and how they solved them.
b. Guide children to talk about their happy emotional experiences in the game.
2. Observation focus:
(1) Combined with the characteristics of children in the hands-on area (rain gear processing factory), there are many rain gears of the same style, and observe whether the children can use their imagination today , try using a variety of materials to make different rain gear.
(2) Guide children to boldly and creatively compose and perform rainy day stories in the language area.
(3) Gao Yejing’s children do things quickly, but lack creativity. Each activity is relatively simple. After finishing, they often cannot go to other areas to do activities independently and often repeat activities. In today's activity, the teacher will focus on observing whether she has made progress in this area.
3. Key points of guidance:
(1) When children’s interest decreases in activities, teachers take the following measures: add new game materials in a timely manner to enrich corner content, Attract children to participate; increase game requirements and difficulty for children; guide children to exchange game content with other groups of children in a friendly manner.
(2) When a child uses different materials from yesterday in production, praise him in time and consciously draw the child's attention to a variety of materials.
(3) For the weak points of some children who only know how to operate and are not good at communication, focus on guiding them to describe the content and process of the operation to help these children improve their oral expression skills.