Large class peanut peeling teaching plan

As a diligent educator, it is essential to compile teaching plans, which are the basic conditions to ensure the success of teaching and improve the quality of teaching. So how should I write a lesson plan? The following is the lesson plan for the large class activities of peanut peeling that I arranged for you. Welcome to share.

Teaching plan for large class activities of peanut peeling1;

Observe the characteristics of peanuts and understand their uses. Record the situation of peeling peanuts and learn simple statistical data methods. Experience the fun of activities.

Activity preparation:

Peanut 10, a small bowl of snack plate, and a single record.

Intelligent ab guessing questions. Some peanut food.

Activity flow:

First, observe the shape of peanuts.

1, imported by guessing: children like to guess. Today, the teacher brought a riddle to the children. Please guess, little ears. "Hemp room, red curtains, a white fat man sleeping in it" Who guessed?

2. How do you know? Ask the children to explain the riddle. Let's see, where are the peanut shells? What about inside? After opening it, what's inside? Learn about peanuts (understand the shape characteristics of peanuts)

Second, peel peanuts.

1, great kid. They can not only guess the riddle, but also tell the reason. Is there a peanut kernel in every peanut? Then guess how many peanuts are there in this peanut? (Children guess) Is that right? How can we know? (Peel it off and have a look)

2. Do you want to peel peanuts? Today we are recording while peeling peanuts. How to remember? This is a record sheet with two rows of squares on it. This line tells you how many times to peel peanuts 10, and the next line tells you how many peanuts to fill. If you peel 2 peanuts for the first time, use 2 peanuts for the first grid and 3 peanuts for the second time. Where did you write it? Ok, children should peel it once until it is finished, and put the peeled shell in the middle basin. Can you play? Can you peel and eat at the same time?

Ok, let's start now!

3. Let the children peel peanuts and record them while peeling.

4, the teacher tour guidance, remind children to record the peeling results.

5. Encourage undressed children to talk about the game results.

6. Statistical data.

Communication: Have you peeled all the peanuts, children? Can you tell us the recorded results? Yes, please introduce some children. )

A. Today, children are really smart. They can not only peel peanuts, but also record the number of peanuts. They know that a peanut has 1 grain, 2 grains and 3 grains. How many peanuts are there in each of the 10 peanuts you peeled? Let's count, shall we?

You see, the teacher also peeled 10 peanuts, and I wrote it down. Let's see, how many times have I peeled 1 peanuts? Write it down (where there are peanuts). How many times have two peanuts been peeled? How to remember? How many times are there 3 or 4? Where did you write it?

B. Summary: Ok, now I have counted the peanuts I peeled. (The teacher pointed to the record sheet and said it again.)

C. Do children also count their own records? Let the children have a try and see what kind of peanuts you count.

D, children's statistics, teacher guidance.

E. communication: what is the result of your statistics? Who would like to introduce you? How many peanuts are the most? (Children tell) Who else wants to talk about it?

F, what about you, other children? Tell your parents about your records. Tell him, what kind of peanuts do you have best? (Low-level communication)

Third, understand the use of peanuts.

1, great kid. According to statistics, two peanuts were found to be the most. What is the use of peanuts? (The child said it himself)

2. Summary: The child speaks very well. Peanut kernels can be eaten and used to extract oil. Are its shell and clothes useful? Let's hear what Peanut himself has to say! Another teacher will play the role of peanut. )

3. It turns out that peanuts are so capable that they are all treasures. Do you remember?

Fourth, the game: intelligent ab guess

1, let's play a secret game about peanuts, called intelligent ab guess.

2, I say a word, if you think A's answer is right, you are on A's side, if you think B's answer is right, you are on B's side. The right child can get a smiling face flower, so you must listen carefully before choosing to see who can answer all the answers correctly. You got it? Ok, the game begins now.

Peanut seeds are in it.

First, on the soil

B, under the soil

2. Moldy peanuts

You can eat it.

B, can't eat

3. Peanuts can extract oil.

First, can

hear nothing of

4, peanuts can only be eaten

Yes

hear nothing of

5. All peanuts have only two kernels.

Yes

hear nothing of

6. Peanut shells

First, useful

B, it's useless

Evaluation: Game over. How many smiling faces do you have? Let's see if anyone has six smiling faces. These children are the champions of our competition. Don't feel sorry for other children. We will continue to strive for the championship next time.

Verb (short for verb) sharing activities.

Today, we played the peanut game, and we learned a lot about peanuts. Now let's try the peanuts we peeled ourselves.

Children share peanuts.

Teaching plan for peeling peanuts in large classes II. Activity objectives:

1, guess the number of peanuts

2. Try to peel peanuts many times in a planned and orderly way and make records.

Second, the focus of activities:

Let the children discuss their own recording methods and communication methods and come up with their own suitable methods to record.

Activity difficulty: be able to express the recording method in clear language.

Third, the activity preparation:

1, material preparation; Each person has a plate of peanuts (the quantity is about 10), markers and peanut record sheets (one for each person).

2. Experience preparation: The recording method has been carried out once in advance.

Fourth, the activity process:

1, scene import:

Guess what I have in my hand, children. How many peanuts are there in this peanut? How did you guess (from the size, length and shape of peanuts)? Let's observe its shape together.

2. Ask individual children to come up and verify, peel peanuts and see how many peanuts live inside.

3. Children, let's look at Peanut's home. It turns out that its home is protruding and there are two peanuts living in it.

4. Ask another child to peel peanuts for verification.

5. Discuss the recording method: We guessed twice, and the result was the same every time. Let's record it together. Miss Li has a peanut record sheet here, which is recorded once in each box. After the children get peanuts, they use a symbol to represent peanuts. Guess how many peanuts are in it and record them, then peel them off to verify and record them.

6, exchange and share records: children observe the results of each other's records. Please tell each child what you remember.

What do the recorded numbers or symbols mean? This has happened several times.

7. The teacher found several recording forms with completely different recording methods. Let's take a look at them. What kind of peanut records do you like? Why? You can tell at a glance that there are several peanuts in the peanuts. Children can also learn to record in this way in the future.

8. The peanuts have been recorded, and then there will be our tasting. Please share it with your parents!

Large class peanut peeling teaching plan three activity objectives:

1, observe the characteristics of peanuts and understand their uses.

2. Record the situation of peeling peanuts and learn simple statistical data methods.

3. Experience the fun of the activity.

4. Develop children's logical thinking ability.

5, like math activities, willing to participate in various arithmetic games, and cultivate rebellious thinking.

Activity preparation:

1, 10 peanuts, a snack plate and a small bowl, and a record sheet.

2. Some peanut food.

Activity flow:

First, observe the shape of peanuts.

1, imported by guessing: children like to guess. Today, the teacher brought a riddle to the children. Please guess, little ears. "Hemp room, red curtains, a white fat man sleeping in it" Who guessed?

2. How do you know? Ask the children to explain the riddle. Let's see, where are the peanut shells? What about inside? After opening it, what's inside? Learn peanuts (understand the shape characteristics of peanuts) 2. Peel peanuts 1. The children are great. They can not only guess riddles, but also tell the reason. Is there a peanut in every peanut? Then guess how many peanuts are there in this peanut? (Children guess) Is that right? How can we know? (Peel it off and have a look) 2. Do you know how many peanuts there are in peanuts? Now we are recording while peeling peanuts. How do we remember? This is a record sheet with two rows of squares on it. This line tells you how many times to peel peanuts 10, and the next line tells you how many peanuts to fill. Peel two peanuts for the first time, with two in the first grid and three in the second grid. Where did you write it? Ok, children should peel it once until it is finished, and put the peeled shell in the middle basin. You can't eat it while peeling!

3. Let the children peel peanuts and record them while peeling.

4, the teacher tour guidance, remind children to record the peeling results.

5. Encourage undressed children to talk about the game results.

6. Statistical data.

Children, have you peeled all the peanuts? Can you tell us the recorded results? Today, children are really smart. They can not only peel peanuts, but also record the number of peanuts. They know that a peanut has 1 grain, 2 grains and 3 grains. How many peanuts are there in each of the 10 peanuts you peeled? Let's count them, shall we? You see, the teacher peeled 10 peanuts, too, and I wrote it down. Let's see, how many times have I peeled 1 peanuts? Where did you write it? You peeled peanuts twice? How to remember? How many times are there 3 or 4? Where did you write it?

B. Summary: Ok, now I have counted the peanuts I peeled. C. Do children also count their own records? Let the children have a try and see what kind of peanuts you count.

D, children's statistics, teacher guidance.

E. communication: what is the result of your statistics? Who would like to introduce you? How many peanuts are the most? (Children tell) Who else wants to talk about it?

F, what about you, other children? Tell your parents about your records. Tell him, what kind of peanuts do you have best? Third, understand the use of peanuts.

1, great kid. According to statistics, two peanuts were found to be the most. What is the use of peanuts?

2. Summary: The child speaks very well. Peanut kernels can be eaten and used to extract oil. Are its shell and clothes useful? Let's hear what Peanut himself has to say!

3. It turns out that peanuts are so capable that they are all treasures. Do you remember?

Fourth, share activities.

Today, we played the peanut game, and we learned a lot about peanuts. Now let's try the peanuts we peeled ourselves. Children share peanuts.

Activity reflection:

When introducing the new lesson, I chose a lively and interesting riddle-hemp room, red curtains, in which one hundred fat people fell asleep, and the students were interested and answered the riddle enthusiastically. Through introduction, stimulate students' interest, let students think about the characteristics of peanuts from this riddle, and subtly guide students to form the habit of careful observation.

After answering the riddle, I affirmed the students' answers in time and explained the purpose and requirements of this composition class. This composition class aims at describing the activities of peeling peanuts, and requires students to cultivate their observation ability, practical ability, unity and cooperation ability and accurate expression ability through the three links of peeling peanuts. Learn to narrate activity composition.

Before the activity, students observe the shape of the object in the activity-peanuts. Use accurate and vivid words to describe it. After careful observation, the students expressed their opinions and told the shape of peanuts accurately and vividly from the characteristics of shell color, shape, size and texture. Accumulated a wealth of writing vocabulary.

The activity begins, the first link of the activity-peeling peanuts with both hands. I first put forward the activity requirements, starting with the common activities of peeling peanuts with both hands in life, paying attention to the cooperation of both hands and seeing clearly how to peel peanuts with both hands. Students often do this kind of activity in their daily life, which makes them feel familiar, relaxed and lively. Many students carefully observe their methods, manners and movements in the process of peeling peanuts. When I invited my classmates to demonstrate on the stage, the students on the stage organized their language very well, and every action was broken down in place. The students in the audience listened carefully and actively participated in the supplementary discussion. Students just complement each other and describe the process of peeling peanuts by hand more accurately and vividly. I also extracted key verbs from the blackboard to accumulate materials for students' writing.

In the second part of the activity-peeling peanuts with one hand, after I made a request, I emphasized that only one hand can be used in the process of peeling peanuts. Compared with the first link, the students immediately found the difference between the two links. Students are more interested, and students peel peanuts in various ways. Students learn from each other and the atmosphere is warm. In the exhibition session, the discussion on stage and off stage was more heated, and the words summarized by students were more abundant. Many students can even connect with real life and express their views through activities.

The third part of the activity-peeling peanuts without hands, also requires activities first, and students begin to feel novel. How to peel peanuts without hands? Students try the experiment by themselves first, then write that students observe others and sum up their experience before trying. Various methods are really eye-opening. Students show their magical powers and want to show their methods to others. Students show and tell accurately and vividly. Of course, there are other students who constantly remind and supplement. The students are particularly interested. At that time, many students talked about their feelings in connection with life.

Through the three links, simple activities are more clear and organized, and students can be more clear and organized in narration. Students can taste the fruits of their own labor and summarize the contents of the composition, and the atmosphere is relaxed and natural. Students' participation in activities fully mobilized their autonomy and openness. Students evaluate each other, discuss and summarize. Students think that this composition class is not only content-oriented, but also well written.

Large class peanut peeling teaching plan 4 i. Activity goal

1. Perceive the characteristics of peanuts and learn simple recording methods.

2. Explore the method of peeling peanuts and understand the usefulness of tools.

3. Try to cooperate and experience the happiness of cooperation.

Second, the activity preparation

Peanuts, record cards, plates, tools for peeling peanuts, etc.

Third, the activity process

1. Perceive the characteristics of peanuts

Teacher: Autumn is the harvest season. The farmer's uncle harvested a lot of fruit. Today, they prepared a kind of fruit for the children in the big class. What do you think it might be? Look, this is the shadow of the gift. Do you have any new ideas? Tell me your reasons. Is it? Please open it. Please take a peanut from the plate and make friends with her. Let's play together. Teachers' enlightening questions:

(1) What color are the peanuts in your hand? (yellow)

(2) Let's pinch it with our hands and see what we feel. (hard)

(3) Let's shake it and hear if there is any sound. Why is there a sound? (Oh, so baby peanut lives in it)

2. Peel peanuts by hand and record the room of each peanut and the number of peanuts.

(1) Teacher: Some peanuts have one room, and some have two, three or four rooms (who has peanuts like me? )

(2) Do you want to know what is the room where Baby Peanut lives?

(3) Let the children try to peel it off and have a look, and record how many peanut babies are in each peanut on the record card. Let's see how this record card should be recorded.

(4) Teachers' tour guidance: communicate with individual children the methods of peeling peanuts and guide them to record.

(5) Sticking the completed recording card on the blackboard,

Question: Did you find any secrets? (The number of peanut houses is equal to the number of peanut babies inside)

Do you have peanuts? One room has two babies, and some rooms are empty. Look for it again sometime.

(6) collective communication method of peeling peanuts

Question: The teacher wants to ask you how to peel hard peanuts just now. (Peel with your hands, bite with your mouth, and knock on the table)

What difficulties did you encounter when peeling peanuts?

Step 3 peel peanuts with tools

(1) Try to peel peanuts with tools.

Teacher: Just now I found it hard for children to peel a peanut. Is there any good way to peel peanuts quickly? The children discussed with each other a good way to peel peanuts.

The teacher has prepared some special tools for you today. Look, what is this? You can try peeling peanuts with tools in the future and see if it can help you.

Teacher: Who can tell us what tools you used and how you did it?

The teacher summed up the usage of various tools.

Do you think it is better to peel peanuts with tools or by hand?

(2) Use tools to peel peanuts by hand, and experience that using tools is fast and labor-saving.

Teacher: Is it faster to peel peanuts with tools than with your hands? Let's have a game. Two groups peeled peanuts by hand, and two groups peeled peanuts with tools. The teacher will give you the same amount of peanuts to see if the group that peels peanuts with tools is faster than that with hands. Children in the same group can cooperate with each other when peeling peanuts. Summary: It turns out that it is more convenient to peel peanuts with tools! There are many things in life that can be used as tools to help us complete our tasks better and faster. We children must use our brains to find it!

Five objectives of peanut peeling teaching plan in large class:

1. Perceive the structure of peanuts and know that the number of peanuts in peanuts is different.

2. Learn to record the number of peanuts with numbers and symbols.

3. Try to peel peanuts many times in a planned and organized way and make records.

Prepare:

1. There are about 40 potted flowers per table. Pencils, sorting boxes and a record holder; Two empty cans per table.

2. Gently press peanuts in advance to make it easier for children to peel.

Statistics of peanut peeling

first time

second time

the third time

the fourth time

the fifth time

A * * *

3. Teacher Record Form

Statistics of peanut peeling

Process:

1. Guessing riddles arouses the interest of peeling peanuts.

I guess riddles. Q: How do you know? Why peanuts? Observe the characteristics of peanuts.

I guess how many peanuts are there in your choice of peanuts? how do you know

2. Peel peanuts and record the number of peanuts.

L each person chooses 5 peanuts and puts them in 5 boxes of the sorting box.

L introduce the record form and know how to record it.

L children's operation, pay attention to children's individual methods and steps, and understand children's problem-solving strategies.

3. Exchange, sharing and statistics

Among the five peanuts selected by Teacher L's demonstration statistics, several peanuts have the most peanuts.

Children count their report cards.

L Count all the children and see how many peanuts the class has peeled.