Kindergarten class "Interesting Water" lecture notes

1. Design Intention

The famous educator Mr. Tao Xingzhi said that "life is education", and the selection of activity content should be close to the lives of young children. Water is the source of life and an indispensable thing in life. It is one of the things that young children are most familiar with. Almost every child likes to play with water. The transparency, fluidity, solubility and other characteristics of water make children have a strong affinity for water. interest. The outline points out: Early childhood science education focuses on stimulating children's interest in knowledge and desire for inquiry. It is necessary to try to create conditions for children to actually participate in inquiry activities, so that they can experience the process and methods of scientific inquiry and experience the joy of discovery. Therefore, I started from the things around the children, grasped the children's points of interest, and designed this activity to fully create conditions for the children to "learn by playing" and "learn while having fun."

2. Activity goals

Activity goals are the starting point and destination of teaching activities, and play a guiding role in the activities. (Children in middle classes already have preliminary observation ability, operational ability and language expression ability. On this basis, based on the age characteristics of middle class children and analysis of teaching materials, I formulated the following two goals from three aspects of cognitive and emotional skills: < /p>

1. Understand the basic characteristics of water through observation and operation activities, and experience the fun of independent exploration. 2. Understand the importance of protecting water resources and initially cultivate environmental awareness.

I focus on this lesson: try to operate and understand the (three) basic characteristics of water (i.e. transparent, flowing, and able to dissolve substances)

3. Activity preparation.

In order to enhance children’s interest in learning and better serve the goals of this activity, I made the following preparations:

1. Two fish tanks (one with (water, ) Goldfish, one with (meter,) plastic ball inside)

2. Each person has a plastic basket, a plastic bag with holes, a small container with holes, half a bucket of water, and a stirring stick

3. Each group has one portion of sugar, salt, chrysanthemum essence,

IV. Activity process

Guided by the goal, our activity process is designed as four Each link: 1. Show the fish tank and compare and observe 2. Analyze and discuss, make bold statements 3. Children operate, explore and solve 4. Watch the pictures and stimulate thinking

In the first link, show two fish tanks at the same time and compare. Observation arouses the desire to explore (1) Children, look at the teacher bringing two fish tanks. What are in these two fish tanks? Guide the children through observation to say that there is water in one fish tank and fish in the water; There is rice in it. The first part is straight to the point, directly guiding the children to observe the two fish tanks in a clear and concise manner, stimulating the children's curiosity and desire to explore, and laying a good foundation for the next step.

In the second session, children are guided to analyze and discuss, express boldly, and perceive the transparency of water.) The teacher asks: What is there in Miri? Invite a child to search in the rice field and find a plastic ball. The teacher continued to ask:) Why can you see fish swimming in the water, but not plastic balls in the rice? (Based on the teacher’s questions, the children were first allowed to express their opinions freely, and then the teacher made a summary: water is transparent.) Through the sharp contrast of the two objects, the children intuitively perceived that water is transparent, breaking the previous teacher’s The principle of instilling knowledge in young children is to draw conclusions through independent observation and inquiry. In this link, the teacher acts as a guide

In the third link, children operate, explore and solve, and try it out , learn about the fluidity and solubility of water through play.

This link is also the focus of this lesson. I designed two operational experiments in this link. 1. Mobility experiment, each child has a plastic basket, a plastic bag with holes, a small container with holes, and half a bucket of water. The teacher allows the children to choose materials to hold the water. (1) Who can tell me, just now Did you succeed in your little experiment? What happened? (Encourage children to boldly tell what happened during the experiment) Give full affirmation and encouragement to children during the narration process, creating a relaxed learning atmosphere for children, allowing children to say what they want and dare to say. In this link, the teacher provides a variety of materials for children to make independent choices, which fully reflects the children's autonomy and sense of ownership. During the operation, since all materials that can leak are provided, children can fully understand that water is fluid.

Finally, the teacher summarized: We found through experiments that water can flow. Deepened understanding of the properties of water.

2. In the solvent experiment, the teacher provides each child with a stirring stick, some sugar, salt, chrysanthemum essence, and the half cup of water used in the experiment for each group. The teacher asks the children to choose some on their own. Put the ingredients into the water and stir them with a stir stick. (1) Who can tell me, what did you put in just now? What has changed? (Guide children to talk about the color of water and the changes of physical objects in water) (Teacher summary: It turns out that some things will be dissolved by water.) (2) What other things have you seen in life that can also be dissolved? It brings the children back to real life in the experiment, which is in line with the characteristics of the children and close to their lives. Let the children use their existing experience to talk about the soluble things they know. In this process, the children's meaning of dissolution is also consolidated. (So can all things be dissolved by water? We will study it after we go back. Research. The teacher uses a question to expand the children's thinking and make the activity more extended.)

In the fourth step, look at the pictures to stimulate thinking and understand the importance of water through thinking and discussion. 1) (Water is really magical, transparent, flowing, and can dissolve many things. What would happen if there was no water? Guide children to talk about the dangers of no water based on their own life experiences. (2) If the water is dirty, What will happen if it is polluted? Ask the children to look at a set of pictures: dry rice fields, thirsty frogs, children looking for water, and dead fish in the sewage river. After watching, ask the children to talk about the contents of the pictures. (3 ) Then the teacher summarized: Water is very important. Animals, plants, and people all need it. If there is no water or the water is polluted, nothing on the earth can survive. ) (4) How should we protect water (resources). ? (Guide children to talk about, such as saving water, not recognizing garbage randomly, etc., to initially cultivate environmental awareness.

In this activity, I paid attention to several aspects of design:

1. Operational experiments focusing on children.

The teacher provides children with a wealth of operating materials, allowing children to fully interact with the materials, discover problems, explore problems, and solve problems during the operations, giving full play to the children's abilities. Initiative.

2. Teacher-led summary improvement

In scientific activities, the teacher’s summary can help children refine and deepen their impressions. , after the experiment, I paid attention to concisely summarizing it to improve the rigor of scientific activities.

3. The value of emotion-based activities

The design of this activity not only focuses on engaging children. During the activities, knowledge and skills are improved, and at the same time, attention is paid to stimulating children's desire to save water and protect water resources, and understand the importance of water, so that the activities can develop sustainably)

The above is my design. There are still many shortcomings in the lecture content of the middle class science "Interesting Water". Please criticize and correct it. Thank you

The whole teaching script has a clear level, the sentences can be more concise, the process of the activities should be clearly reflected in the teaching script, and the teacher’s summary cannot be missed. The last part should clarify the design highlights of your entire activity. The content is close to the children. You have already explained a lot in the design intention, so don’t repeat it again. Can you see if it's advisable to change it?

Water Will Change (Lecture Notes) 1. Design Intention Water is the source of life and an indispensable thing in life. It is one of the most familiar things for children. Water is something that children can come into contact with every day. , familiar and favorite things, almost every child likes to play with water. The famous educator Mr. Tao Xingzhi said that "life is education", and the selection of activity content should be close to the lives of young children. The transparency, fluidity, and other characteristics of water make young children have a strong interest in water. The "Outline" points out: Early childhood science education focuses on stimulating children's interest in knowledge and desire for inquiry. It is necessary to try to create conditions for children to actually participate in inquiry activities, so that they can experience the process and methods of scientific inquiry and experience the joy of discovery. Therefore, I started from the things around the children, grasped the children's points of interest, and designed this activity. Before the activity, I prepared a variety of materials to fully create conditions for the children to coordinate activities through their eyes, brain, hands and other senses. , to find problems and solve them. Let children take the initiative to learn, explore and develop a love for science.

2. Activity goals Activity goals are the starting point and destination of teaching activities, and play a guiding role in the activities.

(Children in middle classes already have preliminary observation ability, operational ability and language expression ability. On this basis, based on the age characteristics of middle class children and analysis of teaching materials, I formulated the following three goals from three aspects of cognitive and emotional skills: < /p>

1. Understand the characteristics of water during the operation.

2. Be able to observe carefully, be willing to try, and understand the changes of water (the three forms of water) during the operation. .

3. Arouse interest in reading the picture book "Water Will Change"

I set the focus and difficulty of this lesson on: try to operate and understand the basic characteristics of water (i.e. Transparent, colorless, odorless, flowing, and water will change with changes in temperature, arousing interest in reading the picture book "Water Will Change")

2. Activity preparation is to arouse children's learning. To stimulate their interest and desire to explore, and to better serve the purpose of this activity, I made the following preparations:

1. Courseware "The Sound of Running Water"

2. Two goldfish tanks (or transparent glass tanks), one with a tank of water and a fish in the water, and the other with a tank of rice and a small red building block.

3. Each group has a clean cup. water and a small cup of vinegar. Each group has a bucket of water, a paper cup with holes, a plastic bag, and a sieve for washing vegetables.

4. A pan, a plate, and a cup of water, prepared in advance. Ice. Big book cover.

3. The activity process revolves around the goal. I designed the activity process into four links: 1. Leading to the topic 2. Discovering the secrets of water from three aspects 3. Water Change 4. In the first part of the picture book introduction, play the courseware "The Sound of Running Water" to introduce the topic.

In the second part, discover the secrets of water from three aspects. 1. Guess and show two fish tanks at the same time for comparison. Observation arouses the desire to explore.

Children, look at the teacher bringing two fish tanks. What are in these two fish tanks? Guide the children to say that there is water in the fish tank and what is in the water. Fish; there is rice in the other fish tank. The beginning is straight to the point, and it directly guides the children to observe the two fish tanks in a concise and clear way, stimulating the children's curiosity and desire to explore. The teacher asks: What is there in the rice? A child searched in the rice and found a plastic ball. The teacher continued to ask: Why can you see the fish swimming in the water but not the plastic ball in the rice? The children expressed their opinions freely, and then the teacher made a summary: Water is transparent.) Through the sharp contrast of the two objects, the children intuitively perceived that water is transparent, breaking the previous principle of teachers instilling knowledge in children. Children independently observe and explore to draw conclusions. In this link, the teacher acts as a guide. 2. Give it a try. The children observe the operation and understand the characteristics of water being colorless and odorless.

We just discovered. Water is transparent. Now the teacher has two glasses here that are both transparent. I want to ask the children to help me. Use your little noses, eyes, and mouths to help me find out which glass is water and what is the other glass?

In this link, I prepared clean water and vinegar for the children, allowing them to operate freely, find their own solutions, use their little noses, mouths and eyes to help the teacher find the water, and discover for themselves what the water is. No smell or taste. Not only did the children become more interested in helping the teacher, but they also truly understood that water is colorless and odorless during the actual operation. At the beginning, some children may not dare to taste it with their mouths. I will remind the children implicitly, and praise the children who dare to try in a timely manner, so that other children will be eager to try and boldly try.

(3) Mobility experiment, the children each have a plastic basket, a plastic bag with a hole, a small container with a hole, and a half bucket of water. The teacher allows the children to choose the materials to hold the water. Operate it and talk about it: Did you succeed in the little experiment just now? What happened? (Encourage children to boldly tell what happened during the experiment) Give full affirmation and encouragement to children during the narration process, creating a relaxed learning atmosphere for children, allowing children to say what they want and dare to say. In this link, the teacher provides a variety of materials for children to make independent choices, which fully reflects the children's autonomy and sense of ownership. During the operation, since the materials provided are leaking materials, children can fully appreciate the fluidity of water.

Finally, the teacher summarized: We found through experiments that water can flow.

Deepened the understanding of the characteristics of water. The third link is the changes of water (three forms of water). In this session, I took out the water that I put in the freezer before class and asked the children to observe what happened to the water. Then let the children think of ways to make ice do magic, come up with various ways to make ice change, and show them one by one. When the ice is heated, the ice turns into water, and when it is heated again, what happens to the water. Intuitively allow children to observe the entire process of water turning into ice, then heating into water, and then heating into water vapor. Then, the three forms of water are performed through movements to enhance children's understanding of the different characteristics of the three forms of water.

In the fourth session, the teacher left the children with suspense at the end. It turns out that water has more interesting secrets that no one knows about! It arouses children's eagerness to read this book.

In this activity, I paid attention to the following aspects of design:

1. Operation experiments focusing on children.

Teachers provide children with a wealth of operating materials, allowing children to fully interact with the materials, discover problems, explore problems, and solve problems during operations, giving full play to children's initiative.

2. Teacher-led summary improvement.

In the activity, the teacher’s summary is very important, which can help the children refine and deepen their impressions. After each observation and experiment, I paid attention to concisely summarizing it to improve the rigor of the activity.