Kindergarten science lesson plan: playing with building blocks

As a faculty member, you often need to use lesson plans. Teaching plans are conducive to the improvement of teaching standards and the development of teaching and research activities. Come and refer to the lesson plans you need! The following are kindergarten science lesson plans I have collected for you: Playing with building blocks, for reference only, everyone is welcome to read. Kindergarten science lesson plan: Playing with building blocks 1

Activity goals:

1. Understand the concept of thickness of objects and perceive the relativity of thickness.

2. Feel the thickness of objects while playing with building blocks.

Activity preparation:

1. Take pictures of three types of building blocks with the same length and width but obviously different thicknesses. Take a few of each and mark them in order from thinnest to thickest.

2. Pictures of various items of different thicknesses.

3. Several building blocks of different thicknesses.

Activity process:

1. Guide children to recognize objects of different thicknesses

1. The teacher shows the pictures of building blocks 1 and 2 on the computer and lets the children observe The similarities and differences between building blocks.

2. Teacher: What is the difference between these two building blocks? The children answer that the heights of building blocks 1 and 2 are different. The teacher can tell the children that since they are both too short, they do not need to distinguish them by height, but by thickness.

3. Teacher’s summary: Block No. 2 is thicker and Block No. 1 is thinner.

2. Children looking for different objects

1. The teacher shows some pictures and lets the children observe which objects are thick and which are thin. Invite some children to come to the computer and interact by clicking on which ones are thicker and which ones are thinner.

2. After looking at the pictures and interacting, you can ask the children to talk about other objects with different thicknesses around them.

3. Think about it and talk about it

1. The teacher shows building block 3, compares it with building block 2, and asks the children: Which building block is thicker and which one is thinner?

2. The teacher shows 3 building blocks at the same time. Teacher: When comparing building block No. 2 with building block No. 1, it is thicker. But when compared with the No. 3 building block, it becomes thinner. Why is this?

3. Teacher’s summary: Building block No. 3 is the thickest, building block No. 2 is thinner, and building block No. 3 is the thinnest.

4. Comparison of building blocks. The teacher shows on the computer a picture of building blocks of three different thicknesses.

1. Build pictures of three different building blocks of the same height, and count the difference in the number of different building blocks of the same height required.

2. Use the same number of different building blocks to build up the height of the picture, and see which kind of building blocks has the highest height.

3. After the pictures are shown and explained, the children are asked to divide into groups freely. The teacher gives the children the building blocks to build the blocks themselves and feel the relativity of the thickness of the object. Kindergarten science lesson plan: Playing with building blocks 2

Teaching requirements:

1. Allow children to have a preliminary understanding of the phenomenon of force transmission while playing with building blocks.

2. Find the appropriate distance between the building blocks and learn some simple measurement methods during the operation.

⒊Experience the joy of success and stimulate children's interest in exploring scientific laws.

Teaching preparation:

Each person has a basket of building blocks, several graphics, and several demonstration building blocks.

Teaching process:

Play with building blocks and discover new ways to play

⒈Today, the teacher brought a lot of building blocks. Do you want to play with them?

⒉Okay, your request will be fulfilled immediately. When playing, see who can use their brains the most, come up with new tricks, and have the most fun.

⒊Children’s operations, teachers patrol to observe and discover new ways to play.

⒋Now, the teacher asks a few children to introduce their gameplay.

⒌Three children came on stage to demonstrate how they played.

⒍Who do you think has the happiest gameplay? Why?

⒎Do you want to play? Come on, everyone, give it a try.

A new way for children to play - hitting building blocks

The teacher observed and found three phenomena of a kind of playing method.

⒈Now, the teacher invites three children to come up and play for everyone to see.

⒉Why can’t the distance be too large? Isn’t it too small? So what? Please do more research and try again.

⒊Children use measuring tools to discover the reasons.

The teacher summarizes the reasons for three phenomena of one gameplay.

⒋Just now, when the children were playing, I found that some children arranged the building blocks into their own shape. If he touched the first building block with his hand, the following building blocks would fall down one by one. Now, the teacher asks the children to arrange different shapes and compare which group uses their brains the most. If there are not enough building blocks, they can cooperate.

Three rows of different graphics to discover different phenomena.

⒈Show different graphics.

2. Why do different shapes have different phenomena when touching the first building block with hand? We'll study that next time.