Science activity lesson plan for large class: Loach

As an educator who teaches and solves doubts for others, you always have to write lesson plans. Writing lesson plans helps to accumulate teaching experience and continuously improve the quality of teaching. So have you learned about the lesson plans? The following is a science activity lesson plan for large classes that I compiled for you: Loach. I hope it will be helpful to you. Science activity lesson plan for the upper class: Loach 1

Activity goals:

1. Try to use gloves of different materials to catch loaches, and perceive the phenomenon that rough materials can prevent slipping.

2. Dare to get close to loaches and experience the joy of catching them.

Activity preparation:

1. Large carpet, loach, basin, towel; plastic gloves, woolen gloves; picture and text cards (rough, smooth)

2 , nursery rhyme song "Catching Loach", PPT

Activity process:

1. Look and talk - boldly express your understanding of the characteristics of loach

T: (Show PPT) Spring is here, and the hibernating animals are waking up. Recently, we have a new friend in our natural corner, who is it?

Question: Do you know loach? Do you know the secret about it?

Summary: The loach is a fish with a long and slender body and a slippery protective layer - mucus.

2. Catching loaches - discovering the relationship between the convenience of catching loaches and materials during operations and competitions

(1) Catching loaches with bare hands for the first time

T: You said the loach’s mucus can protect it from being caught, is that true? So do you want to try catching a loach? (Remind children to roll up their sleeves)

1. Ask individual children to try to catch a loach and ask: What do you think about catching it?

2. Invite all the children to try catching a loach together and experience how smooth the loach is and how difficult it is to catch.

(2) Wearing gloves to catch loaches for the second time:

T: Loaches are all smooth, so it’s really hard to catch them! So, today I bring you two secret weapons - two kinds of gloves. Give them a try and see if they can help you catch loaches more easily.

1. Children wear gloves to catch. Requirements: Wear one and use the gloved hand to catch. Try both gloves to see which one is easier to catch.

2. Exchange and discussion: Which kind of gloves are easier to catch? Why? (Enriched words: rough, smooth)

Summary: It is difficult to catch smooth loaches with smooth gloves, but it is easier to catch smooth loaches with rough gloves. It turns out that rough things can - anti-slip .

(3) The third loach catching competition

T: Everyone thinks that rough green gloves are convenient for catching loaches, so let’s have a loach catching competition to see if it is real. It has anti-slip ability like the one you just tried!

Listen clearly to the game requirements: 3 people work together in a group, 2 people catch, 1 person counts. Let’s see which team works well together! Give you 30 seconds. When the time is up when you hear "ding", stop catching the loaches. Compete to see which team catches more and counts them most clearly.

2. Communication: How many loaches did your team catch in one day? Why do we catch so many?

Summary: It seems that in addition to having suitable non-slip gloves, you must also have good skills and good cooperation to achieve greater success.

3. Anti-skid in life - a preliminary understanding of anti-skid measures and anti-skid supplies in life

T: Catching loaches today made us discover that rough gloves are easier to catch loaches, so , rough materials can prevent slipping.

In fact, there are many places in life that need to be anti-slip, take a look -

1. (PPT photo shown) Our hall is very slippery on rainy days, what should we do?

It is easy for people to fall on the icy ground. How to prevent slipping?

2. Are there any other places in our lives that need to be anti-slip? What are some things that can prevent slipping?

(PPT shows shoes and bathroom anti-slip mats)

Extension: There are many places in life that need to be anti-slip and good anti-slip methods. We will look for them after we go back. Would you like to record it? Science activity lesson plan for large classes: Loach 2

Scientific activities:

Loach

Ningbo No. 1 Kindergarten: Yu Hongbo

Goal:

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1. Initial experience and understanding of loaches, and an interest in exploring small animals;

2. Make children aware of the existence of friction by exploring the use of various materials to catch loaches.

Key points:

Get a preliminary understanding of loaches and explore the use of various materials to catch them.

Difficulties:

1. Individual difficulties: Fear of loaches.

Reasons for the difficulty: Because the appearance of the loach is not cute, and the loach is very active, it can easily arouse fear in some timid children.

Solution strategy:

This is a psychological problem for children, and the solution is also from a psychological perspective

a. Positive demonstration method;

b. Systematic desensitization method

2. Group difficulty: studying loaches

Reasons for the difficulty:

For young children, although they like to study, But due to age restrictions, they are aimless in research.

Hard environment (various operating materials, television media, etc.)

Soft environment (design of the problem)

Tools and materials:

1. Knowledge and experience: Have a preliminary understanding of fish.

2. Material preparation: several loaches, pictures, rough and smooth materials, projectors, etc.

Activity process:

(1) Setting up doubts to stimulate interest

The teacher shows four sealed fish tanks. Invite the children to come up and touch it.

Main question: What does the thing you touch look like? What do you think it is?

(2) Observe and feel the loach

1. Observe the loach

Let’s see what the loach looks like?

2. Teacher summary

(3) Try to catch loaches

1. Catch loaches with bare hands

2. Explore various ways to use them Materials to catch loaches

(4) Preliminary understanding of the principle

The teacher briefly explains the friction force with a diagram

(5) Extension: continue to set up science activity lesson plans for large classes: Loach 3

Activity goals:

1. Perceive and understand the main characteristics of loaches and experience the fun of catching them.

2. During the exploration activities, it was discovered that rough materials are easy to catch loaches, stimulating children's interest in exploring scientific phenomena around them.

Activity preparation:

1. Children have a preliminary understanding of fish knowledge.

2. Loach, washbasin, cotton gloves and plastic gloves, etc.

3. Related videos

Activity process:

1. Observe and feel the loach and understand its appearance characteristics.

1. Take a look, touch, and play. What does a loach look like?

2. Children can freely talk about their findings after observation.

3. Play and catch it again. What new discoveries have you made?

4. Share your findings with each other.

5. Watch relevant videos and sort out the knowledge about loaches.

2. Try to experience and compare the phenomenon that rough materials are easy to catch loaches.

1. Have you ever seen how adults catch loaches?

2. Show the materials and explain the requirements: Try and scratch everything to see if there is anything interesting?

3. Children try, compare and discover differences.

4. Discussion: What is the difference between cotton gloves and plastic gloves for catching loaches? Why is this?

5. Summary of teachers and students

3. Extended activity lesson plan for large class science activities: Loach 4

Activity goals:

1. Pass The scientific inquiry activity of "catching loaches" allows children to realize the scientific knowledge of "smooth surfaces of objects have low friction...".

2. Cultivate children’s experimental ability, observation ability, and logical thinking ability during activities, and stimulate children’s interest in exploring scientific knowledge.

Activity preparation: several loaches, a box of music tapes, pumpkin leaves, cotton gloves, waste handkerchiefs, chopsticks, cotton cloth, sand, some leaves of other plants, and some disposable gloves.

Activity process:

1. Guide children to learn about loaches.

1. Teacher: A group of young guests came to our class today. Do you know who they are? Here’s a reminder: Your body is long, swimming in the water and digging in the mud all day long? Guess what? (Children’s guessing)

2. Teacher: Are you guessing right? Look carefully, they are coming. (Teacher lifts the cover)

Question: What are they? It turns out that a group of little loaches came to our class. Let's take a look. What do the little loaches look like? (Children watch and talk freely) How happy the little loach is to come to our class! Are they swimming happily in the basin? Let’s also learn about the little loach. (Teachers and students watch the swimming movements of a classmate’s loach)

2. Set up a scenario to encourage children to try to catch a loach for the first time.

1. Teacher: There are so many small loaches crowded together, and we children can’t see them clearly. So, would you like to catch a few of them and let you take a closer look? (Teacher operation)

2. Teacher: Hey, why can’t I catch him? Who will help me? (Ask individual children to help catch loaches)

3. Children have difficulties.

Teacher: Children, let’s go and help my teacher! Don't let the loach fall to the floor! (Children’s first attempt) If one hand doesn’t work, you can use two!

4. After the activity, ask the children to wipe their hands.

3. Summarize the trial results.

1. Teacher: (After settling the children down) Children, what secrets did you discover when you were catching loaches? Why can't the loach be caught? (Children’s answer)

2. Teacher: Since loaches are so difficult to catch, how can we catch them better? (Encourage children to discuss and communicate individually)

Teacher: Who will tell us all the good ideas they have thought of. (Children communicate individually)

4. Children use other objects ( rough) to catch loaches.

1. Teacher: Children, you are so thoughtful. Even the teacher has never thought that we can borrow so many gadgets to help. So besides these, what other gadgets can we use to help? Come and take a look, what gadgets are there? (Show them one by one so that children can recognize them) Please give it a try and see if you can catch them!

2. The child operates again.

(Teacher guidance)

3. Teacher: What gadget did you ask for help? Was it successful? (How did you catch him)! (Record the results of the operation)

4. Teacher: Why can’t these gadgets be picked up? (Can you catch it?)

5. Draw a conclusion.

5. Guide children to understand the function of mucus on loaches.

1. Teacher: When we were catching loaches just now, we found that there were slippery things on the loaches. My teacher has always been curious, why are the loaches slippery? Do you know? (Children speak freely - speak individually)

2. The teacher summarizes the functions of loach mucus.

Teacher: It turns out that the slippery thing on the loach is so magical. In addition to the loach that has this ability, what other animals also have this ability? (Children’s communication)

6. End-of-game activities.

Teacher: The children are really capable today. They can even catch something as slippery as a loach. Let’s praise ourselves together. Let’s play a game to celebrate. (End activity of children playing games) Science activity lesson plan for large classes: Loach 5

Objectives

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

2. Willing to operate with various materials and feel the smoothness and friction.

3. Dare to catch and play with loaches and experience happiness.

Activity preparation

1. Raise loaches in the natural corner of the class and carry out preliminary observation activities.

2. Video introducing knowledge about loach mucus.

3. Several loaches are kept in several large pots.

4. Tools and materials for catching loaches: soot, sand, rags, gloves, etc.

Activity process

1. Play with a loach with bare hands and perceive the appearance characteristics of the loach

1. Playing with a loach for the first time:

Teacher Introduce the theme of the activity: Let's go play with the loach and see what interesting things will happen.

(1) Children are free to catch and play with loaches, and teachers participate and provide guidance on the tour.

Key points: Teachers guide some timid and dirty children to gradually dare to touch and catch loaches, and encourage children to communicate with each other in language and describe their feelings about playing with loaches.

(2) After playing with loach, teachers and students shared interesting stories together. Highlights: Children learn the characteristics of loaches by themselves, and learn corresponding words and phrases, such as slippery, sticky, escaping naughtily, constantly sliding, etc.

2. Playing with loach for the second time:

(1) The teacher proposed the key point of exploration: try how to catch the loach with your hands and prevent it from slipping.

(2) Children are free to try, and teachers encourage children to boldly explore ways to catch loaches, and promptly ask successful people to introduce and demonstrate methods of catching loaches with bare hands, such as pinching, sticking, etc. The basin wall moves, grabbing with both hands, etc.

(3) The teacher once again raised the key points of observation when catching loaches: Loaches are so naughty, what secrets does it have that make it difficult for us to catch it? Come and find out.

Focus on feedback observation information, ask children with relevant knowledge to introduce it, and watch the knowledge CD to further understand the form and function of mucus.

(The focus of this section: Let children understand the reasons why loaches are difficult to catch, such as the slender body of loaches and the slippery mucus on their bodies, etc., and be able to use visualization to understand the reasons why loaches are difficult to catch. Use the language to describe it, paving the way for the next step to try to use various materials to increase friction to catch loaches.)

2. Use materials to catch loaches and feel smoothness and friction

1. ． Children narrate their experiences: How do adults catch loaches in life?

2． Various materials (sand, coal ash, rags, etc.) are presented, the teacher introduces them, and the children identify them.

3. The children are scattered and free to try out the materials, and the teacher goes around to learn the information.

4． Communication and sorting: Talk about what materials or tools were used, how to use these tools to catch loaches, and why they were able to catch them. (Let the successful person demonstrate)

5. Compare the materials used and catching methods to understand the phenomenon of friction. (Using materials increases friction, making it easier to catch loaches.)

6. Learn from other people's methods, and then freely use materials to catch and play, and the teacher will patrol for observation and guidance.

(The focus of this section: When children use various materials and tools, they feel that their hands are not as smooth as before and seem to become rough. This is an increase in friction. The intention is to use materials to capture Loach. Perceive the ubiquitous friction in life and the convenience it brings to people)

3. Wearing gloves to catch loaches

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

2． Children wear gloves to catch loaches freely, and teachers go around to encourage children to catch more and more quickly.

3. Invite several children to compete in catching loaches with gloves. In the end, they will compare who has more and who has less, and find out the reason: everyone wears the same gloves, why do they catch different numbers? (Encourage children to be bold and careful when catching loaches, and have quick eyes and quick hands.)

(The focus of this section: Wear the same gloves to lift loaches, but the number of catches is different, so as to guide children to think In addition to using materials that increase friction, there are many other factors that affect the effectiveness of catching loaches, such as courage, luck, sensitivity, etc. To know how to solve problems in life, in addition to using appropriate tools and materials, you must also rely on your own courage and courage. Wisdom, etc.)

IV. End of the activity

Let the children talk about what kind of animal the loach belongs to. What characteristics do these animals have in common? (Children’s experience feedback, teachers do not comment.)

(The focus of this section: Let the children freely talk about the types of loaches based on their understanding of loaches. The teacher focuses on understanding the children’s original experience in classifying animals. , laying the foundation for continuing to understand loaches next time, and comparing and classifying them with other similar animals)

Science Encyclopedia:

Loaches have no fish scales on their body surface, but they have no fish scales. There is sticky, slippery mucus. Fish with mucus on their surfaces, such as loaches, eels, and eels, generally have no scales. From this, we can know and speculate that this mucus must have replaced the fish scales as their protective layer. Loach is very difficult to catch and is extremely slippery. Mucus allows them to reduce resistance in mud and water, making it easier to escape. Secondly, this mucus also acts as a barrier against bacteria. So the mucus on the loach is like soft self-defense clothing. (Bian Juanjuan, Experimental Kindergarten, Huzhou City, Zhejiang Province)