As a faculty member, you may be required to prepare lesson plans, which are the key point in the transition from lesson preparation to classroom teaching. So how should we write lesson plans? The following are the large class theme lesson plans I collected: Birds. You are welcome to learn from them and refer to them. I hope they will be helpful to you. Top class theme lesson plan: Bird 1
Activity goals:
1. Appreciate prose, perceive and understand the relationship between leaves and changing birds.
2. By reading the pictures and tags, try to sort the pictures and tell the central content expressed by the pictures and tags.
Activity preparation:
1. Pictures
2. Children’s books
Activity process:
1. Appreciate the prose and encourage the children to boldly tell the changes they saw in the leaves in front of the group.
1. Teacher: There is a very old tree and it is about to die. One day, many birds flew over and sat on the old tree to sing. What would happen to the leaves?
2. Look at the pictures in the children’s book and tell the story so that the children can understand the story.
Teacher: What kind of tree is there in the picture? Who is coming? What is the bird doing perched on the old tree?
What happened to the leaves? Fly to where? What became of the leaves?
Where are the birds flying to? What happened to the old tree?
2. Children watch pictures, and teachers tell stories, using the method of leaving blank spaces to encourage children to participate in the telling.
3. Guide children to observe the pictures and marks, and read the leaves into leaves, bird hunger clues and marks.
Teacher (referring to the "→" mark in the picture): The leaves flew, flew over the green lake, flying, the leaves turned into green birds.
(Encourage children to choose pictures on the blackboard, place them behind the corresponding "→" marks, and tell the story: "The leaves are flying, flying over XX, flying, and the leaves become X-colored Bird. (Lead the children to read the picture marks on the blackboard completely)
4. Each child has a children's book, and the teacher and students read and tell the story together.
5. Music activities. "Mother Big Tree"
Teacher: The little bird likes the big tree mother, and sings to the big tree mother. The big tree mother also likes the little bird very much, and it also sings to the little bird. Next, we will play the role of the little bird flying. Would you like to play with Mother Dashu?
6. Activities extension:
Encourage children to imitate story content in the form of paintings to express fallen leaves, backgrounds and colors. bird, and use the sentence patterns in fairy tales to tell: The leaves flew, flew over XX, flew, and the leaves turned into X-colored birds
Teaching reflection:
< p> The Tree and the Magpie is a short and easy-to-understand essay that tells the story of the tree and the magpie's journey from loneliness to happiness. It lets students know that only by protecting birds and planting more trees can we improve the environment for our human existence in the classroom. Let students enter life from stories, "What are the happy stories of you and your friends in life?" By sharing stories, children can understand that they can get more happiness by being with friends. Top class theme lesson plan: Bird 2.Origin of the activity: Recently, two birds "lived" in our class, which immediately attracted the attention of the children. So, we carried out a series of activities around the theme of "birds". .
Activity objectives
1. Cultivate children’s attitude of observing things carefully, being good at discovering and asking questions, and actively seeking answers
2. Basic common sense to stimulate children's awareness of bird love and environmental protection.
1. Why do birds fly? 2. Why do newborn birds have no feathers? ?
3. What do the birds in our class feed?
……
Questions raised by the teacher:
1 ．Does the bird have a name?
2. What is the bird’s home like? ...... 1. Guide children to ask about the birds they are interested in and want to know about. The questions are expressed in the form of paintings. Teachers and parents assist in recording them in words.
2. "The World of Birds": Various Birds Drawn by Children
< p> 3. "Birds Column": Shows the children's recent interest in the theme.4. "Beautiful Bird Garden": A record of the children's visit to the Bird Garden.
Language area:
Provides bird books and pictures, self-made books, and flashcards
Nature corner:
Raises birds, various bird eggs and feathers, "Bird Tree" children's plasticine work
Art area:
A variety of materials, using different materials to express the characteristics of birds
Practice area:
Introduction of commonly used woodworking tools
Puzzle area:
Homemade bird puzzles, chess, microscopes, etc.
Performance area:
Opening a bird theater 1. Parents are asked to take their children to the library building or search the Internet for information about birds on their days off, sort it out and bring it with them.
2. Take young children to the community to talk to bird keepers, learn about issues that interest young children and record them.
3. Parents participate in taking their children to visit and make activities. 1. Organize children to visit the Bird Garden.
2. Guide children to observe the bird's nest on the tree in the kindergarten.
3. Organize young children to go to the community to feed magpies and hang bird nests.
4． "Bird Love Week" organizes children to carry out publicity activities in the community.
5． Active cooperation from other staff in the kindergarten.
Activity network diagram:
Main activities:
1. Strange beaks
2. Visit the Bird Garden
3. I make a new home for the bird
Activity 1: Strange beaks
Activity goals:
1. Be able to use books, pictures and other materials to check what they want Questions to understand.
2. Understand that different shapes of beaks have different functions.
3. Able to speak clearly.
Activity form: a combination of collective and group games
Activity preparation: teachers and students collected books, pictures, videos, and parents used various channels to help children enrich themselves before the activity Some information about "bird's beak".
Design Intent: Reflection on Teacher-Child Interactive Education
Children were looking through books about birds in the activity area and found that the beaks of different birds have different shapes, and they were very interested. From time to time, I ask the teacher, "What kind of bird is this? Why does its beak look like this?" etc. Therefore, I designed this activity to guide children to understand the uses of birds' strange mouths through self-study and mutual learning. 1.
Check out the uses of different bird beaks by looking through books and pictures.
1. Guide children to observe books and pictures freely, focusing on observing different beaks.
2. During the observation process, children can be guided to discuss freely.
2. Be able to express your findings clearly and take advantage of group learning.
1. Guide the children to introduce to each other the knowledge they have learned about bird beaks from the book.
2. Allow children to complement each other and have the ability to accept different opinions.
3. Teachers and students summarize the functions of different beaks.
Teachers help children sort out messy knowledge and form a correct understanding of bird beaks. Most children can look up information on issues related to bird beaks. When looking up information, some children's attention will be attracted by other content.
Children can clearly explain to other children the knowledge about birds that they and their parents have learned together.
Children in my class have the ability to find answers to questions before activities (parents’ cooperation is very important)
The teacher has changed the past, and when conducting such activities, the teacher alone provides The picture explanation model allows children to express the knowledge they have learned before and during the activity, so that children can actively collect information before the activity, learn from each other during the activity, build self-confidence, and a sense of mutual respect.
Activity 2: Visit the Bird Garden
Activity goals:
1. Understand the physical characteristics and living habits of various birds.
2. Stimulate children’s awareness of loving birds.
Activity format: Group outing for a visit
Activity preparation: Teachers and students jointly formulate a visit plan, clarify the purpose of the visit, precautions, routes, etc.; cameras; written materials.
Design Intention: Reflection on Teacher-Child Interactive Education
Some children have the experience of visiting the Aviary. Bring photos, etc. to share with other children, so that children will have a desire to visit. At the same time, children previously only learned about birds from books, pictures and other materials. At this time, taking children to visit the Bird Garden not only allows them to intuitively experience the knowledge they have gained from the book, but also allows them to experience new problems not found in the book.
1. Help children recall the visit plan and clarify the visit tasks.
1. Question: What do you want to know about? What should I do if there is a bird I don’t recognize?
2. Note: How to care for birds
2. Visiting activities
1. Tell the guide about the children's visit plan, route, etc., and combine it with the pre-arranged route;
2. During the visit, children are reminded to care for the birds;
3. Encourage young children to ask polite questions.
3. Organize children’s experience of visiting
1. Parents are asked to help record their children’s oral visit diary;
2.
Organize communication among children. During the visit, the children were very excited and kept asking the instructor questions about what they were interested in. The children also held bird books in their hands and rummaged through the books while visiting. Along the way, the child's love for birds naturally emerged.
When organizing visits for children in upper classes, prior discussions should be conducted to allow children to visit with questions, so that their own problems can be released during the visit. At the same time, attention should also be paid to the summary after the visit. With the cooperation of parents, children can be guided to talk about their visiting experiences and feelings in the form of writing diaries, guide children to discuss, and also enable children to learn from each other.
Activity 3: I make a new home for the bird
Activity goals:
1. According to your own plans and ideas, choose different materials to carry out production activities to cultivate children's hands-on ability and preliminary creativity.
2. Use tools and materials correctly and experience the joy of cooperation.
Activity form: a combination of collective and dispersed activities
Activity preparation: teachers and children prepare various tools and materials together, such as carpentry tools, latex, needlework, scissors, etc.; Human resources within kindergarten.
Design Intention Teacher-child Interactive Education Reflection
This activity is a series of activities based on the current theme of my class "Birds". Through the activities in the previous stage, children have already gained rich knowledge and life experience. Through conversations, visits, feeding and other activities, children have a certain understanding of the types and habits of birds. This activity is a generative activity. It originated from the fact that the children discovered many bird nests during their visit, and during outdoor activities they discovered magpie nests on the trees in the park. So the desire to make a bird's nest arose. 1.
Help children recall their own plans and encourage them to boldly design different production methods.
Question: What kind of home do you want to make for a bird? What materials are needed? Problems you may encounter? How to deal with it?
2. Introduce the grouping of activities and the people who can provide help to children.
1. Introduce the materials that children and teachers have prepared together and the locations where each group’s activities will be carried out, and remind children to try to solve problems by themselves.
2. Introduce people who can help young children during activities.
3. Discuss the rules of the activity with the child.
3. Children carry out production activities.
1. Please choose your own materials according to your own interests, and join freely. Cooperation is encouraged.
2. Observe children's activities and provide appropriate help.
3. Ask individual children to introduce the unique features of the work.
4. Teachers and students went to the community to hang bird nests and conduct preliminary environmental education. Children can make products according to their own plans, creatively use materials they have collected, and are willing to try various tools.
Teachers encourage and support children’s bold ideas, breaking the previous concept of “teachers subjectively believe that a bird’s nest is like this and should be like this”. Highlight children's innovation and production process. During the activity, pay attention to guiding children to implement their ideas and encourage cooperation.
Thinking Baton: Children, do you know that there are many kinds of birds flying in the sky in Beijing? Look carefully and see how many species you can spot? Top Class Theme Lesson Plan: Bird 3
1. Source of the theme
In March, spring is thick, and everything in the world slowly wakes up under the warm sunshine. After the meal, I took the children to the lawn of the back playground to look for spring. When the children happily discussed their discoveries, child Xu Jichao came to me with a small feather and asked in his immature voice. Said: "Teacher Zhao, what kind of bird feathers are these?"
The children watching nearby rushed to say: "I know, it's from a swallow." "No, it's from a sparrow." ...At this time, Xu Jichao raised his head again and asked: "Teacher Zhao, did someone hit the bird with a gun before its feathers fell off?" Seeing the children paying so much attention to this light feather , and also thought of so many valuable questions, we came up with the idea of ??letting children understand birds and discover their secrets, so as to pay attention to and care for birds. So, we started the "bird" theme activity.
(Analysis: Children will pay special attention to things they are interested in, and will generate rich associations and raise questions.
So when encountering this kind of problem, adults should pay corresponding attention, let the children's associations be put into practice, and the children's doubts be solved, so that the spark of curiosity generated by the child will not be extinguished and will continue to grow. Burn to the ground. )
2. Investigate existing experience
In order to understand the children’s existing understanding of birds, we first conducted a survey activity and asked the children to talk about "the birds I know." "Name", the children said many names of birds. When the child Su Kaiming said "eagle", Hu Chenchao immediately expressed his own opinion: "I know, the eagle is the eagle." This opinion aroused the other children. In the debate, some said: "The names of the eagle and the eagle are different, so the eagle is not an eagle."
Some said: "The eagle and the eagle look the same, so the eagle is an eagle"... The debate is endless. In order to prove that his point of view was correct, some children came up to me and asked: "Teacher Zhao, is the eagle an eagle?"
I shook my head deliberately: "I don't know either. Today This is a very good question, children. When you get home, you can look for information on this and see who is right. "So, we started to explore this issue first. In the process of searching for information, the children finally got the answer. It turns out that the eagle is not an eagle, but they belong to the same family and are both birds of prey.
(Analysis: Because children do not have rich knowledge and experience, they easily confuse things, so they have many own opinions on things, which leads to arguments. But I think these arguments are the trigger for cultivating problem awareness. When there are arguments, there are doubts, and when there are doubts, there are problems. The important thing is how the teacher touches this fuse and how to turn the children's arguments into truly meaningful and valuable issues)
3. Collect information, exchange and introduce
With the help of parents, the children collected a lot of bird information, including books, pictures, flashcards, bird feathers, real birds, etc.
One day, Zhang Xinyi, a child, brought a picture of a butterfly. She introduced it to everyone: "The name of the bird I brought is butterfly." At this time, Weng Shaohang heard it and stood up immediately and said: "That's not right. No, butterflies are not birds." Other children also started arguing, and I guided them to ask questions: "Just now we were divided into two groups. One group thought butterflies were birds, and the other group thought butterflies were not birds. We have a problem, what is the problem? The smart kid Wang Ruoyu raised his hands high and said, "I know it's a question of 'is a butterfly a bird?'" After my suggestions, the children's questions emerged and they learned to summarize and refine them. From now on, they will delve deeper into this issue. Xu Jichao brought his findings after observation: "I found that butterflies have antennae, but birds do not." Zhao Junlei brought a biology book from his sister and said: "Butterflies are made from caterpillars, and birds are from From the egg laid by the mother bird.” From this, we came to the conclusion: the butterfly is not a bird.
Another morning, the child Gong Yizhen brought a book. He introduced to everyone: "Some birds cannot fly, and penguins cannot fly." Wang Kaidi found it very strange. , immediately asked: "Why can't penguins fly?" This question aroused the children's interest. Later, Gong Yizhen shared the books he brought with his companions and discovered that the penguin's wings had deteriorated and so it could no longer fly. After discovering the secret of birds, Ji Yu raised a new question: "Teacher, I saw that the peacocks in the zoo can't fly. Are there many birds that can't fly?" Based on these questions, the children were happy. Constantly searching and exploring.
(Analysis: While children are receiving information from their peers, they are also giving feedback, thinking, and colliding with their existing knowledge and experience. In this collision, doubts will arise and problems will be discovered. As long as With a little guidance from adults, children will naturally ask questions. In addition, children must pay attention to it and find ways to solve it after asking questions. Only then will the child maintain a long-term habit of asking questions and become more in-depth and knowledgeable. Ask your own questions at the destination.)
4. Visits and interviews
Children are not satisfied with the birds in some pictures. So we took the kids on a field trip to visit the only bird shop in our town. As soon as we arrived at the bird shop, we were submerged in a sea of ??chirping birds. The children were full of excitement, but more of a novelty. They wanted to reach out and touch and hug it.
They dragged the old man in the bird shop and asked each other questions they were interested in:
Wang Ruoyu: Grandpa, is that green-feathered bird a parrot? What can it say?
Xu Bingqing: Grandpa, what is the name of this bird with a long tail?
Weng Shaohang: Grandpa, what is the name of that little big bird with red feathers?
Xu Jiahao: Grandpa, do these birds like to eat?
Zhao Junlei: Grandpa, are these little birds going to fight if they are locked together?
Wang Kaidi: These little birds have sharp beaks. Will they bite our fingers?
Ji Yu: Do these little birds need regular baths?
Xu Yan: Grandpa, what are these bird foods?
……
I asked questions again and again, and found satisfaction in the grandfather’s patient answers. As a result, the children knew the names of many birds: Jiaofeng, parrot, starling, hibiscus; they also knew that they should clean the birdcage frequently and clean the feathers of the birds; they also learned that those birds like to be lively and like to be with their companions. Living together...
(Analysis: The environment is the source of cultivating children's problem awareness. Children feel, experience, discover and think in the environment. Therefore, we should take more children to conduct field observations and interviews, Generate questions and ask questions in your own discoveries)
5. Feeding pigeons and phoenix birds
One day after visiting the bird shop, child Wang Ruoyu brought a pigeon. , the child Xu Jichao brought a beautiful phoenix bird. The children really like the addition of two live birds in the classroom. They go to see the birds whenever they have time, talk and chat with the birds, and even save their own biscuits and meals for the birds to eat. In the process of feeding the birds, I often hear the children describing their discoveries happily, and at the same time constantly raising their own questions:
Ji Yu: Why are the pigeons chirping so often? Is it because of their stomach? Hungry?
Zhao Qingru: Pigeons like to eat the rice I bring the most. They eat a lot of rice.
Zhao Zheng: The pigeon seems very unhappy and often walks around. Is he thirsty?
Wang Zhiyuan: I found that pigeons have to eat a lot, while Jiaofeng birds eat less. Is it because the pigeons have a big belly?
Wang Kaidi: Why doesn’t the Jiaofeng bird like eating rice and drinking water?
Weng Shaohang: Why doesn’t the bird eat my biscuits?
After about two weeks of feeding, as soon as I entered the classroom on Monday morning, several children came to tell me that the Jiaofeng bird had died. Many children were in grief. They all came to ask me: "Teacher Zhao, how could the bird die? Why did it die?" I left this question to the children, and many children expressed their guesses:
Wang Kaidi: We have Sunday Did he starve to death if he wasn't fed at home?
Hu Chenchao: Is it because we didn’t give it water for two days that it died of thirst?
Ji Yu: Are our children too noisy and killing the birds?
Su Kaiming: We didn’t ask the grandfather who raised birds how to raise birds. We didn’t know how to raise birds, so the birds died.
Xu Zhicheng: Is it because we haven’t been here for two days that the little bird is very lonely and dies of loneliness?
……
I was deeply touched by the children’s sad words. They were full of affection for this little bird that they had been with for two weeks. Later, they all suggested burying the bird in the ground and planting some flowers to accompany the bird so that the bird would no longer be lonely.
(Analysis: Children particularly like small animals, and especially like to feed small animals with their own hands. During the feeding process, due to their insufficient life experience, they often associate some of their living habits with animals. As a result, some unexpected problems will arise, and these problems often become things for them to explore in the future. Teachers should let children observe more practices, listen more to children's problems, and look for valuable educational opportunities to solve their problems. It truly becomes the key to opening the door to wisdom)
6. Promote love and protection of birds
In a series of exploration activities, the children deeply felt the importance of birds to the world. The benefits of nature and people, birds are mankind's good friends.
They spontaneously formed a bird-loving team: some made bird nests and prepared to place them in big trees for the birds to live in; some painted posters and prepared to introduce to everyone how to Love birds; some are designing bird protection slogans and preparing to post them on trees and streets so that everyone can act together; some have made promotional banners... During these actions, many problems have arisen among the children. .
Before starting to make the bird's nest, Ji Yu raised a question: "What material should the bird's nest be made of?" The children thought of many things, some said it would be made of iron sheet, some said it would be made of lead wire. Some say to use paper boxes, but based on the child’s ability, we choose to use paper boxes. The children brought various packaging boxes from home. During the process, Wang Kaidi and Zhao Zheng discovered a new problem: "Where does the bird come in? How does the bird breathe?" So they thought of opening doors and windows for the bird's nest, and they made various shapes. doors and windows.
After making the bird's nests, the children were about to hang them on the tree, but found that it was raining. Xu Zhicheng said anxiously: "Teacher Zhao, these bird's nests are going to get soaked by the rain and rot. What should I do?"
Another new question arose: "How can we keep the bird's home from getting wet?" The children began to use their little brains again.
Xu Jichao said: "Put a small umbrella on the bird's nest."
Wang Kaidi said: "Put the bird's nest under the dense leaves so that it won't get wet. "
Wang Zhiyuan said: "Put a plastic bag on the bird's nest so that the rain can't get in. , and were solved in the children's exploration. At the same time, new questions were generated in the process of solving the problem, and new exploring behaviors were developed.
In fact, children have been repeating this process, and this repetition will encourage children to ask questions more actively and discover and explore more deeply...)