Teaching plan of scientific activities in kindergarten

As a people's teacher who specializes in teaching others to solve doubts, he is usually asked to write lesson plans, which help students understand and master systematic knowledge. So what is an excellent lesson plan? The following are eight teaching plans for kindergarten science activities that I have compiled, hoping to help you.

Teaching plan for scientific activities in kindergartens 1 the first stage of teaching

Science: all kinds of vegetables

Activity objectives:

1, know several common vegetables, and know their names and appearance characteristics.

2. Enrich children's corresponding knowledge and guide children to learn to classify edible parts of plants with different names.

Activity preparation: celery, radish, cabbage, cauliflower, corn, eggplant.

A set of pictures of various vegetables in each group.

Activity flow:

Introduction: Today, the vegetable babies are going to have a get-together. I want to invite the children to join us. Would you like to?

Second, collective learning activities.

1, show all kinds of vegetables respectively, guide children to know all kinds of vegetables, and talk about their appearance characteristics, various eating methods and tastes in combination with life experience.

2. Baby vegetables all appeared, but they quarreled about "who contributed more". Someone said, "My contribution is greater than yours. People can eat my roots. " Some people say, "My contribution is the greatest. People love my flowers, they are rich in nutrition. " In this way, they quarreled sentence by sentence, and no one would give in. What should we do?

3, the children will be mediators and help them classify and evaluate!

4. The teacher took the real thing in his hand and introduced his own characteristics in the tone of a baby vegetable:

Celery: I'm little celery. People like to eat my stems. My stalks are fresh, tender and delicious.

Radish: I am a radish. People like to eat my roots. My roots are nutritious and bactericidal.

Cabbage: I'm a Chinese cabbage. People like my leaves. My leaves are big, white and watery. It is delicious.

Cauliflower: I'm a cauliflower. People like my flowers. My flowers are beautiful and delicious, and they also have anti-cancer function.

Eggplant: I'm a little eggplant. People like my fruit. My fruit is black and bright and rich in nutrition.

Corn: I am a little corn. People like my seeds. My seeds are delicious when cooked. People even say that I am a health food.

5. They all introduced themselves. Let's give them some advice.

(Guide children to know six different ingredients of vegetables: roots, stems, leaves, flowers, fruits and seeds, and know that all kinds of vegetables can provide different edible parts for people, and each vegetable is rich in nutrition)

6. The vegetable babies said that the children spoke very well and the comments were very reasonable. They all became good friends and went to the party happily.

Third, group learning activities.

Baby Vegetable has many good friends. Can you help them find good friends respectively?

(Guide children to classify vegetables according to their different components)

Four. Evaluation activities

Please choose a representative from a group of children who get a quick and correct score to demonstrate and make an appropriate evaluation.

The second stage of teaching

Activity objectives:

1. Understand the sounds of harvesting various plants and the expressions of various sounds, and arouse children's interest in pinyin.

2. Guide children to pay attention to the picking methods of various plants and experience different actions.

Activity preparation:

tupelo

Activity flow:

First of all, introduction: Last time we helped the baby vegetables a lot. So, do you know who planted these vegetables? Where do they grow? Today, the teacher brought a big book about doll dishes. Let's have a look.

Second, cover reading.

1. Who is the cover character? Where are they going? (Before showing the title "Grandpa and I go to the vegetable garden", guide the children to observe the pictures carefully)

Third, read the pictures page by page with words.

Page 1: What do you see? On the basis of fully observing the pictures and combining the experience of the last activity, let the children talk freely, guide the children to guess what sound they will make when cutting leeks, and then show the words to the children to read. )

The guidance method on pages 2 to 6 is the same as before, with the focus on guiding children to understand verbs and the expression of various sounds during harvesting.

Page 7: I have harvested so many vegetables, what will I say to grandpa? What will grandpa say to me?

Page 8 (key page): What plants do you see? What am I thinking in the photo? (Stimulate children's desire for invention)

Fourth, reread page by page, and learn to choose various vegetables while talking with readers.

There are so many kinds of vegetables in grandpa's garden. What other vegetables have you seen? How can you choose them? Come and share it next time.

The third stage of teaching

Activity objectives:

1, guide children to further understand the contents of the book and carry out simple editing activities.

2. Enrich children's descriptions of verbs and onomatopoeias.

3. Cultivate children's imagination and interest in pinyin.

Activity preparation: big books, small books, various vegetable cards.

Activity flow:

First, review activities: show big books and read them page by page.

Second, read short books.

1, guide the children to read the text and try to read it.

2. Wake up children to turn over books in the right way and take good care of them.

Third, creative activities:

1. What other harvesting methods do you know? Let's make up and learn together.

(According to the content of children's creation, show different vegetable cards in time, guide children to say different names and harvest methods of edible parts of vegetables, and create sentences for readers with similar sentence patterns, so that teachers can record children's creativity in time. )

2. Guide children to use their imagination, make a plant full of various vegetables with cards, and express it in sentences.

Extended activities: self-made books.

Teaching plan for scientific activities in kindergartens 2. Objectives of activities:

1, children can boldly develop their imagination and cultivate divergent thinking.

2. Children can boldly use complete language expressions to develop their language skills.

3. Be able to feel the fun of puzzles and the fun of communication in creativity.

Second, the activity preparation:

All kinds of toys and jigsaw puzzles

Third, the activity process:

1. Teacher: Today, we invited new friends to our class. Their names are square, triangle and parallelogram. Are you happy? Let's watch their performances together!

The teacher's operation makes these characters turn into various postures to welcome children.

2. Appreciate the various shapes made by new friends.

3. Please invite some children to come up and change their shapes for our new friends, so as to stimulate children's interest in creativity and their ability to take the initiative to innovate.

Teacher: Look at these beautiful patterns (toys).

5, children's operation activities

(1) Teachers guide children to know toys made of different materials by combining objects.

Let the children choose their own toys and let them fight together.

Let the children show their works and talk about what they have spelled out.

(4) Children's cooperative puzzles and teachers' itinerant guidance.

6, game activities: toys to find friends

The teacher took out one of the shapes (such as a round bead) from the toy and asked the children to find the same shape and lift it.

② Divide the children into groups and let them play the game of finding friends with toys.

7. Teacher evaluation

The design intention of the third lesson of kindergarten science activities;

The activity of "playing with seals" is taken from the theme of "I'm from China", a reference book for 5-6-year-old teachers in Shanghai. Seal is a unique historical and cultural product of China. It tells the world the history and culture of an ancient civilization in a unique language way in China. With the changes of the times, people have given it more meaning and connotation. Seals are still unfamiliar to children, so we use outdoor activities and community resources to find information related to seals, increase children's perceptual knowledge of seals, and provide experience preparation for "playing with seals" activities. During the activity, I tried to creatively adapt the textbook story "The King Who Loves Stamps" and use the works to draw out the seal, thus launching scientific activities. Arousing children's interest in seals and feeling the history and culture of seals is an interpretation of children's traditional culture enlightenment education and one of the teaching values.

Activity objectives:

1, in the process of listening, covering and looking for seals, understand the diversity and interest of seals.

2. Look for the role of seals in life and have the desire to make their own seals.

Activity flow

1, experience preparation-accumulating perceptual knowledge of seals

2. Tell stories-enrich the knowledge about seals.

3. Visit the "King Seal Shop"-feel the diversity and interest of seals.

4. Game: Looking for seals-further feel the role of seals in life.

5. Extended activities-the desire to make their own seals.

Kindergarten Science Activity Teaching Plan 4 Activity Objectives:

1. Actively participate in exploration activities and develop exploration ability.

2. Explore the places where some plant fruits grow.

3. Understand the diversity of plant fruit growth.

Activity preparation:

1. Various plant fruits: apples, watermelons, potatoes, lotus roots, sweet potatoes, radishes, water chestnuts, pears, strawberries, etc.

2. Each child has a child record table and a big record table.

3. Physical projection and video recording.

4, game preparation: a number of pictures of plant fruits, a tree, a pot of soil, a pot of water.

Activity flow:

First, show some fruits for children to observe.

1. Show apples, watermelons, potatoes and lotus roots respectively.

2. Question: Do you know where it grows?

3. Free discussion among children

4. Ask individual children to talk about the results of the discussion.

5. Teacher's summary: Apples grow on trees, watermelons grow on the ground, potatoes grow in soil and lotus roots grow in water.

Second, observe and explore all kinds of fruits and record them.

1. The teacher prepared a lot of fruit today. Please observe them and tell us where they grow.

2. Show the record form

Let children record the results of observation.

3. Children's free exploration record.

Third, summarize the record results.

1, showing the record of a single child.

Please tell the children where each kind of fruit grows according to the results recorded by yourself.

2. Show the record form and make records according to the summary results.

3. Teacher's summary

By recording the results, the children know that some fruits grow on trees, some on the ground, some in soil and some in water. Let children know the diversity of plant fruit growth.

Fourth, play games and send them home.

Rules of the game: (Show a tree, a pot of soil, a pot of water) Fruits that grow on the tree are attached to the tree, those that grow on the ground are placed on the soil, those that grow in the soil are buried in the soil, and those that grow in the water are placed in the basin.

1, the children send them home according to their own fruit pictures.

2. Let the children check the game results with each other.

5. Watch the video to learn about soilless culture.

With the development of science and technology, children know that some crops can bear fruit without soil.

Activity suggestion:

Let the children collect some fruits of plants in their daily activities and tell their partners where they grow.

Design ideas of teaching plan 5 for scientific activities in kindergartens;

In life, children have a strong desire to imitate adult behavior, and they can't help but want to take part in all kinds of labor, such as cutting vegetables, washing dishes and sweeping the floor. Therefore, according to children's age characteristics and the concept of "learning by doing", I selected some foods that children are most familiar with, guided children to identify the size of objects by visual inspection, and tried to change the size of objects with common tools, developed children's fine hand movements, and satisfied children's desire to participate in labor. I also help children express their operation process and cultivate their memory and oral expression ability.

Activity objectives:

1, know some common tools, and cultivate a preliminary sense of self-protection.

2. Identify the obvious size difference between objects by visual inspection, try to use some tools to change the size of various foods, and be willing to express the operation process.

Activity preparation:

1. Various foods: cucumber, eggplant, mushroom, cabbage, dried bean curd, watermelon, apple and pear.

2, various tools: spoons, scissors, knives.

Activity flow:

1, learn about all kinds of delicious food.

Teacher: There are many things hidden in the teacher's treasure chest. Do you know what they are? The teacher asked the children to find them and tell everyone, okay?

2, predict the possibility of "from big to small"

(1) Can we put these foods in bottles?

Lead to saying "the bottle is too small and the food is too big."

(2) How do you put these foods in?

According to the child's reaction, use some action hints appropriately to guide the child to try to use tools.

3. Carry out the experiment of "from big to small"

The children try to make the food smaller and put it in the bottle with various tools. The teacher toured to guide the children to express the experimental process while operating.

Consciously ask: "What did you use to make what smaller?"

Some children have problems with the choice of tools, so guide them to try other tools to see what is easier to "change".

Some children have been using one tool and consciously guide them to try other tools boldly.

Emphasize the cultivation of behavior habits, put the used tools back, wipe your hands with a rag, and carry out safety education.

4. Discuss with teachers and children.

(1) Discuss the problem 1: How did you put the food in the bottle?

Guide the child to say, "I made it smaller." Further ask, "How did you make it smaller?" Guide children to recall the operation process, help children to name the tools, and use the marking diagram to represent them.

(2) Discuss Question 2: What does a knife look like?

Recall what the "knife" looks like, emphasize that the knife has a "very sharp side", and remind children to cut things with this side of the knife, but don't touch it. Guide children to observe the difference between knives in kindergarten and knives at home, and tell them that knives provided by teachers are safe, and knives for cutting vegetables at home are dangerous and cannot be played.

Small Class Science Activities in Kindergarten: Playing with Stones

I. Activity objectives:

1, willing to participate in the game of playing stones and experience the fun of playing stones.

2. Perceive the basic characteristics of stones by looking, seeing, touching, smelling and rolling.

3, through the stone game, I found that there are so many interesting ways to play in life, which aroused my interest in exploring things around me.

Second, the activity preparation:

All kinds of "clean stones" (different sizes, colors, switches and varieties); Stone photos; Cheerful music.

Third, the activity process:

1, guess the stone

Teacher: I have a good thing hidden in this pocket. What could it be? (Children look and guess) Let the children count one, two and three together. The teacher shows what's in the pocket.

Teacher: What's this?

Yang: It's a baby stone.

Teacher: So Xiaoshi came to see us.

Step 2 look for stones

Teacher: There are many stone babies here today. I want to see where they will hide. The teacher shows the photos and tells the children to look for stones. ) Look for stones, let the children choose the ones with stones in the photos and stick them in the blank space next to them. Teachers and children observe the stones in the pictures together, and explain some typical stone photos, such as big, high and small, and try to express them in body language.

Teacher: I'll ask if Stone Baby has found it.

Teacher: Teacher, there are some other stone babies here. Let's see where they are hiding and what they have become. The teacher also showed some other photos: stone bridges, stone lions, stone tables and chairs, stone houses, steps and so on. Children can look at photos and talk freely.

Step 3 play with stones

Teacher: Xiaoshi also brought a big gift package. Guess what this is?

Yang: It's a baby stone.

Teacher: Let me see if it's a baby with stones. (The teacher opens it slightly) It's really a stone baby. They are still sleeping. Shall we wake them up together? (Teachers and children call Xiaoshi to get up together, first slowly and loudly) When Xiaoshi wakes up, let's say hello to Xiaoshi!

Teacher: Hello, Stone Baby!

Teacher: There are so many stone babies. Some of them are lying in the grass, others are lying on the bridge. They all come from far away. They walked a lot, so tired that they were sweating and there was a lot of dust on their bodies. It's too dirty. Shall we give them a bath?

Yang: OK.

Pick up stones. Who sits best, please choose first.

Wash the stones. While listening to music, the children washed the stones with their bare hands.

Play with stones. Children observe and discuss with each other and play with stones.

Say its name.

Teacher: We children all have nice names, and Stone Baby also wants to have nice names. Shall we name the baby stone together?

The teacher showed a stone baby, and asked the children to name it after observing it. According to its shape, color, texture, feel, etc.

The children named their stone baby. Teacher: There are many stone babies here. Please come and find another one to play outside.

Kindergarten Science Activity Teaching Plan 6 Activity Objectives

1, let the children try to stand chopsticks with "triangular support" in the process of playing with sticks.

2, initially guide children to use statistical methods to record the operation process and results.

3. Cultivate children's thinking ability, hands-on operation ability, teamwork ability and the ability to find and solve problems through activities.

4. Let children experience the joy of success in operation and stimulate their desire to explore.

Activities to be prepared

1, several disposable chopsticks and 5 tablecloths.

2.5 Statistical table.

Activity process

First, play chopsticks for free.

1, lead: Today we will come to chopsticks to see who has many methods and good methods.

(Children are free to play with chopsticks, and teachers participate)

2. Question: How did you play with chopsticks just now? What method did you use? (Children tell)

Second, try to put chopsticks on it and record it (the statistical table is attached).

1, lead: There are so many ways for children to play with chopsticks. Now please guess. Can chopsticks stand up without any help? (Children discuss freely)

Then you have to give it a try, and then record the methods and results you tried in the first operation of this form.

2. Children try, operate and record.

3. Report in groups.

Lead: Did you make chopsticks stand up? How many chopsticks did you use?

Third, try to use the "triangle support" method to inspire children to set chopsticks.

1, the teacher inspired the children to set up a vertical stick with three chopsticks and asked them to stand up without any support.

Teacher: Please try to stand up with three chopsticks and record the results in the second operation of the form.

2. Children's operation and teachers' participation.

Fourth, show the record form, discuss the results of the activity, and draw out its daily use.

1, show five groups of record forms and report them to children in groups.

2. Summarize and draw out its life purpose.

Kindergarten Science Activity Teaching Plan 7 Activity Objectives:

1, master the method of measuring length with natural objects.

2. Further perceive that the length of the measuring tool is related to the measurement result. The longer the measuring tool is, the fewer the measuring times are, and the shorter the measuring tool is, the more the measuring times are.

3. Interested in measurement activities.

Activity preparation:

1, the experience that children have arranged one by one with equal-length measuring tools to measure.

2. Learning tools:

(1) Measuring tools with different lengths

(2) Work sheets, pens, etc. Used for recording

3. Teaching supplies: several small desks of the same length, other things, etc.

Activity flow:

First, dress up the classroom to stimulate children's interest in measurement

Spring has arrived, and all our children have put on beautiful clothes. Our kindergarten will also be dressed up. We will make a tablecloth for this small table. The table cover should be as big as the table. Now let's measure the length of this table.

Second, the child chooses a measuring tool to measure. Please write it down with a pen and paper after the measurement.

Third, children communicate their own measurement methods and results just now. The teacher told the right way: pay attention to the end-to-end connection in each measurement.

Discussion: Why do the same number of tables have different measurement results?

Summary:

The longer the measuring tool, the smaller the measurement result.

The shorter the measuring tool, the greater the measurement result.

Children change a measuring tool to measure, compare it with the first measurement result, and feel the relationship between the length of the measuring tool and the measurement result again.

Teacher-student summary

In the measurement activities, we found that the longer the measuring tools are used, the less the number of measurements; The shorter the maximum value, the more times of measurement.

Design ideas of the eighth class of scientific activities in kindergartens

Guessing boxing is a game that children like and are familiar with. When there is disagreement or insufficient distribution of toys, they will make a decision by guessing fists spontaneously. However, in the process of guessing boxing, there are often disputes about winning or losing. One of the reasons is that there are many competitions, several wins and several losses. Children often cheat on purpose, and it is not clear who wins or loses in the end. The activity of "guessing who is the expert" is to help children solve the difficulties in the game, learn to record the results of the game with statistical methods, and thus experience the convenience brought by statistics to people's games and lives.

moving target

1. You can record the competition process and results in your own way and try to make simple statistics collectively.

2. Perceive the convenience that statistics bring to people's lives, cultivate a preliminary statistical awareness, and sprout interest in statistics.

Activities to be prepared

Some paper and pens; Some "guessing expert statistics"; Various marks and materials for making statistical tables; Three statistical tables with different contents.

Activity process

Set suspense and stimulate interest

1. Teacher-child interactive game.

Teacher: Do you like to play guessing games, children?

Which one of you is a master at guessing boxing? Let's compare!

Children play games in pairs.

Teacher: Please compare with your good friend and see who is better.

(Comments: At the beginning of the activity, the teacher set the suspense of "Who is the master of guessing boxing" for the children, and stimulated the enthusiasm of the children to participate in the activity through the interaction between teachers and students and the game contest between partners. )

Children can talk about this game freely.

Teacher: How many times did you compete with your good friend just now? How many times have you won?

(Comments: Problems and difficulties are naturally found in children's expressions. For example, a * * * has failed to reach a * * understanding several times, the number of games is too many to distinguish clearly, the number of wins and losses between two people is biased, and it is difficult to decide whether to win or lose without a referee. )

4. Teacher: Yes, how come many people know clearly how you play at once? (Children's stories, group discussions)

(Comment: This is a very enlightening question. Children can answer according to their own life experience, such as writing it down, drawing it down and sticking a five-pointed star. Finally, "recording the game process" can make many people see at a glance. )

Think with your head and make a preliminary attempt.

1. Provide statistical materials and discuss statistical methods in pairs.

Teacher: Today, the teacher prepared some materials for everyone, including paper, pens and stickers. Now, please discuss with your friends how to record the game.

(Comment: The first recording is based on the difference of each child's existing experience. Teachers provide several different materials for children to choose recording methods and tools according to their own ideas and try to record. Let the child's existing experience be recalled to prepare for the next combing session. )

Teachers clearly defined the rules of the game.

(1) Two friends play a game;

(2) the game is recorded on a piece of paper;

Hearing the bell, the game is over. Two good friends work together: one arranges the materials and the other pastes the recording paper.

(Comments: In the activity, teachers should not only pay attention to the development of children's intelligence and learning ability, but also pay attention to the cultivation of other non-intelligence factors. Here, the teacher put forward three operational requirements in succession, on the one hand, to make the activities orderly and textured, on the other hand, to cultivate children's listening ability, understanding ability and good sense of order. )

3. Children play the second game and record it in their own way.

Teachers patrol and observe, and give timely guidance.

Explore methods and optimize collectively.

1. Displays the child record form.

2. Ask individual children to talk about their own recording methods and guide and organize them.

Teacher: That was a wonderful game. You have recorded the game in your own way. Now tell me, how did you record it?

(Comments: This link is very important, and it is the focus and difficulty of this activity. This is a reflection on teachers' educational tact. Because children's records can be described as varied, teachers can't preset them. When children tell stories, teachers should not only respect children, but also flexibly adjust their own guiding direction, actively help and optimize children's original experience, and extract various elements of statistical tables, such as the name of the competition, the number or name of the participating students, the number of competitions, the total number of victories, etc. Finally, the "guess master" statistics table is formed. The elements of all kinds of records come from the children's own original experience, so as to highlight the value and significance of this activity. In addition, in the activities, teachers encourage children to speak boldly, guide children to listen carefully, establish an orderly classroom, and ensure the effectiveness of the activities. )

Combine children's original experience, discuss collectively and make statistics. For example, through discussion, you can show the whole process of the game in a table and make a blank table to record the guessing game. Post the content of the competition at the top of the form. Then every time the child talks about an element, the teacher uses cartoon symbols to represent it: the final win or loss of the competition is represented by a hand V, the names of the contestants are represented by doll smiling faces, and the number of competitions is represented by numbers.

3. Teacher's summary: We designed the "expert guess" statistics table for the competition in our own way. We need to have the name of the competition, the student number or the names of the contestants, the number of competitions and the total number of victories on our table.

Verified use, convenient experience

1. Teachers and students discuss record symbols.

Teacher: What marks should we use to record? How to remember if you win? How to remember if you lose? How can you remember a draw?

(Comments: This series of open-ended questions makes children's thinking unrestricted, and children's wishes can be freely achieved. For example, some people say that different shapes are used to record, some people say that they use tick marks and cross marks to record, and some people say that they use numbers to record, winning plus 1 point, losing minus 1 point, and so on. )

2. Interactive demonstration and recording between teachers and children.

Teacher: (After recording the competition between teachers and children) From the table, who is playing with whom? How many times? What was the result of the game?

(Comments: The competition between teachers and children pushed the atmosphere of the activity to a climax, and the children were eager to watch the competition themselves. Watching the game and recording the process, not only let children further master the method of recording statistical tables, but also let children clearly see that the new statistical tables can make the game process and results clearer. )

2. Provide new statistics, and children will find friends again. Act in pairs and record.

3. Show the statistics of each group, and observe and talk about other people's games.

(Comments: After this game, the children looked at each other's statistics with great interest, learned about other people's games on the table, and really felt the convenience brought by using statistics. )

4. Teacher's summary: With this statistical table, the process and result of the competition can be seen at a glance. It seems that statistical methods are very useful.

Pass on experience and integrate into life.

Teacher: Statistical methods can not only be used in our games, but also often appear in our lives!

Teachers and children discuss and talk about how to record statistical data in life.

(Comments: Here, three statistical tables in life, such as the Olympic medal list and the weather statistics in September, can help children return to life and understand the practicality and extensiveness of statistical tables in life. )

Activity expansion

Teacher: In our life, statistics are everywhere, which brings great convenience to people's lives. Please look for different statistics in your daily life and introduce them to your friends.