Teaching plan for catching loach in kindergarten class

As a teacher, it is usually necessary to use lesson plans to assist teaching, and teaching activities can be better organized with the help of lesson plans. How to write lesson plans to play a better role? The following is the lesson plan of Hide-and-Seek compiled by me in kindergarten. I hope it will help you.

Teaching plan of "hide and seek" for kindergarten large class activities 1

1. Understand the appearance characteristics of loach and its relationship with living environment, and be interested in natural life.

2. Willing to handle all kinds of materials and feel smooth and friction.

3. Dare to catch loach, play loach and experience happiness.

4. Cultivate hands-on observation and operation ability, and master simple experimental recording methods.

5. Experience the sense of accomplishment in solving problems.

Activities to be prepared

1. Raise loach in the natural corner of the class and carry out observation activities in advance.

2. Video about the introduction of loach mucus knowledge.

3. Some loaches are kept in several big pots.

4. Tools and materials for catching loach: coal ash, sand, rags, gloves, etc.

Activity process

First play with loach by hand and feel the appearance characteristics of loach.

1. Playing loach for the first time:

The teacher led out the theme of the activity: let's play with loach and see what will happen.

(1) Children can catch loach and play freely, and teachers can participate and guide them to visit.

Key points: the teacher guides some timid and dirty children to dare to touch and catch loach gradually, encourages children to communicate in language and describe the feeling of playing loach.

(2) After playing loach, teachers and students share interesting things. Highlights: Children feel the characteristics of loach and learn the corresponding vocabulary, such as slippery, sticky, naughty and slippery.

2. Play loach for the second time:

(1) The teacher put forward the key point of exploration: trying to catch the loach by hand to prevent it from slipping.

(2) Children are free to try. Teachers encourage children to explore ways to catch loach boldly, and ask the winners to introduce and show the methods of catching loach with their bare hands in time, such as pinching, moving against the washbasin wall, grasping with both hands and so on.

(3) The teacher once again put forward the observation points of catching loach: The loach is so naughty, what is its secret that it is difficult for us to catch? Let's look for it.

Concentrate on feedback observation information, ask children with relevant knowledge to introduce it, and learn more about the shape and function of mucus by watching the knowledge CD.

(The key point of this section: Let children know the reasons why loach is not easy to catch in the process of watching, playing and catching, such as loach's slender figure and slippery mucus, and describe it in vivid language, laying the foundation for the next link to try to catch loach with various materials to increase friction. )

Second, use materials to catch loach and feel smooth and friction.

1. Children's narrative experience: how adults catch loaches in life.

2. Show all kinds of materials (sand, coal ash, rags, etc. ), the teacher introduced, the children identified.

Children distribute free trial materials, and teachers visit around for information.

4. Communication and carding: talk about what materials or tools are used, how to catch loach with these tools, and why you can catch it. (Let the winner demonstrate)

5. Compare the materials used and capture methods to understand the friction phenomenon. (Using materials to increase friction makes it easier to catch loach. )

6. Learn from other people's methods, and then use the materials freely to grab and play, and the teacher patrols to observe and guide.

(Key point of this section: When children use various materials and tools, they feel that their hands are not as smooth as before, but they seem rough and increase friction. It is intended to use materials to catch loach and feel the ubiquitous friction in life and the convenience brought by friction. )

Third, catching loach with gloves.

1. The teacher shows the work gloves, and the children talk about why they should wear gloves to catch.

2. Children wear gloves to catch loach freely, and teachers patrol to encourage children to catch it faster.

3. Let several children catch loach with gloves, and finally compare who has more and who has less, and find out the reason: everyone wears the same gloves, why do they catch different amounts? Encourage children to be bold and cautious in catching loach, and be quick-eyed and quick-handed. )

(Key point of this section: Wear the same gloves to lift loaches, but the number of loaches caught is different, which leads children to think that there are many other factors that affect the effect of catching loaches, such as courage, luck and sensitivity. You should know that solving problems in life depends on your own courage and wisdom, in addition to using appropriate tools and materials. )

Fourth, the end of the activity

Let the children say what kind of animal the loach belongs to. What do these animals have in common? (Children's experience feedback, the teacher does not comment. )

(Key point of this section: Let children talk freely about the species of loach by virtue of their understanding of loach. The teacher focuses on the children's original experience in animal classification, paving the way for the next time to continue to understand loach and compare it with other similar animals. )

Teaching reflection:

Kindergarten scientific activities emphasize the process that children operate and perceive the surrounding things, constantly find problems and try to solve them with the help of teachers' guidance and their own activities. Let children explore the unknown independently on the basis of the known, succeed in constant attempts, and finally acquire knowledge.

Encyclopedia: Misgurnus anguillicaudatus has no scales on its body surface, but it has sticky mucus. Fish with mucus on the body surface, such as loach, eel, eel, etc., are generally scaleless. From this point, we can know and speculate that this mucus must have replaced scales as their protective layer.

The Design Intention of Teaching Plan II of "Catch Misgurnus" in Kindergarten;

Misgurnus anguillicaudatus is one of the common animals around us and is often placed in the natural corner of kindergarten. Children often like to stand by and watch loach, but they dare not change water for loach. When changing the water, the loach escaped, and some girls screamed with fear, afraid to approach or even catch the loach. According to the characteristics of children who like to observe but are afraid of loach, I designed the scientific activity of "catching loach" to eliminate children's fear of animals and encourage children to interact with animals boldly and bravely.

Activity objectives:

1. In the exploration activities, it is found that rough materials and materials with pockets are easy to catch loach.

2. Understand the appearance characteristics and living habits of loach.

3. Eliminate the fear of animals and be able to interact with animals boldly and bravely.

4. In the activities, guide children to observe and discover phenomena carefully, and study scientific phenomena with empirical evidence.

5. Fully experience "science is just around the corner" and generate interest in discovering, exploring and communicating in life.

Activity preparation:

1, five to six loaches in each group,

2. A set of operating materials (including towels, net bags, food clips, disposable gloves, fresh-keeping bags and chopsticks).

3. Physical projectors, plastic baskets and record forms

Activity flow:

Show the loach first to stimulate children's interest in catching loach.

1, Teacher: Teacher Huang brought a group of animal friends today. Guess who it is?

Summary: This is a group of naughty and lovely little loaches.

2. Teachers and individual children try to catch loach, so that children feel that loach is not terrible, thus stimulating children's interest and courage in catching loach.

3. Please talk about how to catch loach with your own experience. The teacher affirmed the child's idea. )

Second, introduce the materials, the child's first exploration: what materials can be used to catch loach.

1, Teacher: Just now, the children used a lot of materials to talk about many ways to catch loach. Teacher Huang also prepared some tools ... (introducing the materials one by one). Please try to play with these materials. What materials can be used to catch loach? Please put the caught loach in the green box.

2, children's operation. (Playing the background music "Hide and Seek")

3. Exchange experiences in catching loach.

Teacher: Did you catch the loach? How did you catch the loach?

Show the "Loach Catch Record Form", and the collective record can catch loach.

Look at the record sheet and talk about the operation results collectively.

4. Teacher's summary:

Towels and other materials have rough surfaces, and contact with slippery loach will increase friction, and loach is easy to be caught;

Moreover, both the net bag and the insurance bag have a bag, which can hold loach, so you can also catch loach.

Third, children's second exploration: What material is the fastest and most convenient to catch loach?

1, wondering: What is the fastest and most convenient way to catch loach? (Children can guess freely)

2. The second time the child operates (playing background music to catch loach), the teacher encourages the child to play with every tool and compare which one is the fastest and most convenient.

3. Children exchange operational experience.

Teacher: Did you try every tool just now? Which is the fastest and most convenient?

4. Loach catching competition.

According to the children's answers, choose the representative of each material to compete, and other children will serve as judges. Children who use materials will catch them first, and the materials are the fastest.

5. Teacher's summary: Through the competition, it can be seen that catching loach with towel is the fastest and most convenient, and using net bag is also very convenient. So we catch fish with net bags everywhere.

Fourth, a simple understanding of loach.

1, understand that there is mucus on loach and its function.

Teacher: Children, we just played catch loach. Are you happy? Why is loach so hard to catch? What's the use of slippery mucus on loach? (Reduce friction and protect yourself)

2. Understand other treasures on loach and their functions. (Using a physical projector)

There are eyes and cheeks on the head (breathing)

There are patterns and fins on the body

3. Simply understand the life habits of loach.

Where does loach like to live?

Fifth, set up doubts and end the activity.

Teacher: Today, we played catch loach and got to know our loach friends. We raise loaches in Nature Corner to see what they like to eat.

Activity reflection:

By carefully preparing materials, designing lesson plans and implementing activities, I took them seriously, and the children also participated in the activities, with good results. Through this activity, I also realized the following points:

1, content selection should be close to children's life and conform to children's interests. In fact, at the beginning, the activity I designed was "Understanding Misgurnus anguillicaudatus". The activity of catching loach came into being after I tried. When I tried it on, I followed the original design step by step. Because of the hot weather, loach is very naughty and active. I kept swimming in the tray and finally jumped out of it. I was dumbfounded because I was afraid of loach myself and didn't dare to catch it. Under my influence, several girls screamed, but most of the children were very excited and rushed to catch loach, especially when they were about to catch it. But the loach slipped and escaped, and the children were more excited. I couldn't help but want to try. Looking at the children's performance, I also had a new idea. The activity changed from knowing loach in ordinary class to catching loach in exploration class.

During the activity, the children behaved as I expected. The activity site was full of enthusiasm, and all the children were very interested and active.

2. Teachers should take positive children in emotional contagion. I was afraid of loach at first, but at the beginning of the activity, a teacher caught loach. In order to overcome my fear of loach, I bought loach in advance and practiced at home. First I grabbed it with gloves, and then I took it off when I got used to it. Before class, I was no longer afraid, and I thought it was cute. I think it's the emotional infection of having a baby like me. Every child explores boldly in the activity, and no child does not participate in the activity because he is afraid of loach.

There are also some shortcomings in the activities. Although children can fully interact with materials, teachers lack the awareness of caring for small animals for children. So in the activity, the children's performance seems a bit cruel. When the loach was being eaten, some loaches were bleeding, but the child still wouldn't let go. I also saw the blood on the rag at that time. Although I encouraged my children to pay attention to protection when catching loach, so as not to let loach get hurt while playing, later the children also noticed this problem. But now that I think about it, if I ask the children to pay attention to protecting animals before the activity, and don't let the loach get hurt, then the activity will be more perfect. This is my thoughtlessness before the activity. I will learn a lesson in the future and think carefully before the activity.