Big class lesson plan to make hot water cold quickly

As a silently dedicated educator, it is inevitable to prepare lesson plans. Teaching plans are the link and bridge between teaching materials and outlines and classroom teaching. So the question is, how should the lesson plan be written? The following is a lesson plan for large classes that I have compiled to help you make hot water cold quickly. You are welcome to share it. Large class lesson plan to make hot water cold quickly 1

Activity goals:

1. Explore various ways to make hot water cold faster.

2. Experience the fun of participating in experimental operations.

Activity preparation:

Plastic cup; thermometer; dry towel for hand drying; ice cubes; wet towel; small basin (fill water in the middle); spoon; fan; one recording board for each group , markers.

Activity process:

1. Ask questions to guide children to think.

"I have a cup of hot water here. What will happen if I keep this cup of water here?

(The water temperature will drop and the hot water will become cold)

2. Design a plan to make the hot water cold faster.

(1) "What methods do you have to make the hot water cold faster?"

"Please work in groups of three and record the methods you discussed in the grid one by one."

(2) Children discuss and design in groups, and the teacher guides and understands the children design intent.

(3) Group communication.

3. Put forward experimental requirements.

(1) "Now I will do an experiment with you. I will not use your methods. I will let the hot water cool by itself and see how many degrees it can drop to in 5 minutes. Just follow your methods. Design a plan and conduct an experiment. Let's see who can lower the temperature of the hot water.

(2) Guide the children to divide the labor in the experiment.

(3) Experimental steps:

The groups discuss their respective experimental projects - pour hot water, measure the temperature and record it - select experimental materials for the experiment - measure the water temperature again after 5 minutes and record it - do one thing well before doing the others .

(4) Children’s experiment, teacher’s tour guidance.

(1) “What methods did your group use to make it hot?” The water will get cold quickly? What was the water temperature after the experiment? How many degrees did it drop? (Introduction to grouping of children)

(2) Guide children to observe and compare and discover the differences between experiments and non-experiments.

“Why does the temperature of my glass of water drop slowly, but the temperature of your hot water drops quickly?”

(We have used various methods to increase the temperature of the hot water. Dissipate)

5. Teacher’s summary:

There are many ways to make hot water cold quickly, such as stirring with a spoon, exchanging two cups, blowing with your mouth-- -, can increase air circulation, add ice cubes, put it in cold water---, these methods can transfer the heat of hot water to ice cubes and cold water, making the hot water The temperature decreases to achieve the cooling effect, but hot water without experiments can only transfer heat slowly to the air, so its cooling rate will be slower. (Discuss or leave questions for children’s problems) Large class lesson plan to make hot water cold quickly 2

Activity goals:

1. Explore various ways to make water cold faster method, learn to use a thermometer and record it.

2. Learn to cooperate with others and experience the fun of participating in experimental activities.

Activity preparation:

1. Learn to use a thermometer

(1) Show the thermometer. Teacher: Children, what do you think the teacher has brought? (Thermometer)

(2) Do you know what the use of a thermometer is?

(3) Children explore and identify temperature for the first time.

(Teacher: Please work in pairs to see what temperature your thermometer is now?) Children communicate, teacher records

(4) Share with peers: Let’s see why the temperatures are all the same? Who can tell me what the temperature on the thermometer is? (Room temperature)

2. Measure the temperature of the water and sense the changes in water temperature at different times.

(1) The teacher prepares a cup of hot water for our children. What should we do if we want to know the temperature of this cup of water? (Use a thermometer to measure)

(2) Children measure the water temperature in pairs and record it. (Teacher: Please work in pairs to measure the temperature of this glass of water, and record the results after measuring)

(3) Focused communication: What is the temperature of the water in your glass? The teacher records the water temperature of the baby's milk.

(4) Discussion: The water in your cups is poured from the kettle. Why are some temperatures low and others high?

(5) Teacher summary: It turns out that if you leave a glass of water for a long time, the water temperature will drop much, but if you leave it for a short time, the temperature will drop less.

3. Design a solution to make the hot water cold quickly (1) Find a way to make the hot water cold quickly without using any materials.

Teacher: Now the teacher would like to ask you to use a method to cool the water in the cup, and then ask you to measure the water temperature and see whose method can make the water temperature drop faster.

A: Children operate and record the experimental results.

B: Focused communication: What method did you use? What is the current temperature of the water? (Children said, teacher recorded)

C: Teacher summary: We know that blowing with mouth and fanning with hands can lower the temperature of water, but the degree of decrease is not large.

(2) Provide materials and find ways to make the hot water cold quickly.

Teacher: Is there any other way to make the water get colder quickly?

A: Children exchange their ideas.

Teacher: Children, you are really capable. You have come up with so many ways to make the water cold faster. The teacher has provided you with the materials. Please try it and record the results after the experiment. Compare and see, which method can make the water temperature drop faster?

B: Children operate and record the experimental results.

C: Show children’s operation cards and focus on communication: Which method can make the water temperature drop faster?

D: Teacher summary: We found that ice cubes make the water temperature drop the fastest. Spoons and fans can also drop the water temperature, but not as fast as ice cubes.

4. Extension: Today we learned through experiments many ways to quickly cool water. If we are eager to drink boiled water in the future, we can use these methods, but we must pay attention to hygiene! Large class lesson plan to make hot water cold quickly 3

Design ideas

One day, a child asked: "How can hot water turn into cold water?" This prompted me to analyze the relationship between children Through life experience in this area, we found that young children have learned some methods of "making hot water cold quickly" in their lives. In fact, ordinary life often contains rich scientific knowledge. So, I decided to lead the children to use various methods to make "the hot water get cold quickly", and to pay attention to and explore the scientific phenomena around them.

In the activity, I first let the children understand the common use of hot water cooling naturally through the question "What will happen if a cup of hot water is left unmoving?", and on this basis, I guided the children to propose their own ideas. ideas, using different methods to explore the little secrets, such as using air flow, putting cold things in hot water, and placing hot water in a colder environment. etc. will make the hot water cold faster.

Throughout the activity, in addition to providing a large amount of materials, I encouraged the children to try boldly according to their own ideas and use experiments to prove their ideas; more importantly, I paid attention to and guided the children to interact with them. During the communication with peers, they discovered that "different methods can make hot water cold faster", thereby gaining the ability to discover problems, ask questions, try to solve problems, and gain more scientific knowledge.

Goal

1. Know that there are many ways to make hot water cold quickly, and explore the secrets of turning hot water into cold water.

2． Be willing to put forward your own ideas in activities and verify them through experiments.

3. Dare to ask questions in the group.

4． Develop the ability to collaborate in inquiry and record experimental results using symbols.

5. Learn to record your findings in various forms such as language and symbols.

Preparation

1. A glass (preferably with a scale that allows young children to perceive the same amount of water) with colored water inside.

2． Thermometer, towel.

3. Ice cubes, ice towels, cold water, pebbles and other materials.

4． Each child is provided with a record board and pen.

Process

1. Propose the topic

1. Teacher: There are many cups of hot water here. What should I do if I want to know what temperature it is now?

2． Young children naturally think of using a thermometer to measure water temperature. Individual children test and tell all the children the result of the water temperature of 38 degrees Celsius, and everyone records the water temperature.

3. Teacher: What will happen if these glasses of water are left standing forever?

Young: The water temperature will drop.

Young: Hot water will eventually turn into cold water.

2. Design plan

1. Teacher: Can you think of various ways to make the hot water get cold faster?

2． The children record their own design methods on the experimental report paper, and the teacher guides and understands the children's ideas.

3. Communicate their own methods in the group.

Some children said: "Put the water in the refrigerator, the water temperature will drop faster!" Some children said: "Put it in the air outlet!" Some suggested using a fan, and some said using a spoon to stir continuously... ...Children *** proposed 16 solutions, and the teacher recorded the first solution on the blackboard.

3. Experimental Demonstration

1. Children begin to search for materials to conduct experiments according to their own designed methods, and teachers guide them on tour.

＠Observe the situation of each child's experiment, such as: whether the experiment is carried out according to your own experimental design, whether you have found the materials you want, whether you have changed your experimental plan, whether you have any difficulties that need help solving .

＠Ask individual children the reasons for adopting a certain method.

@Teachers experiment with children using methods not used by children.

2． At the end of the experiment, ask each child to measure the temperature of the water in the glass after the experiment and record the entire experiment process.

4. Exchange and discussion

1. A glass of water that has not been cooled by any cooling method is shown and its temperature is measured to be 34 degrees Celsius.

2． Invite children to measure the water temperature in the sample cup, guide them to compare the water temperature in their own water cup with it, and find ways to make the hot water cold quickly so that the water temperature is lower than 34 degrees Celsius.

3. Question: What method do you use to make hot water cold quickly?

Methods for children to introduce themselves: some children put the water cup in a basin of cold water to cool it down, some children try to put ice cubes in the water cup, and some children put many pebbles in the water cup. Some children blew into the water cup... So, the teacher concluded based on the children's introduction: There are many ways in life to make hot water cold quickly.

4． Guide children to discuss together.

Teacher: Why does the hot water get cold faster if you keep stirring it?

Young: Because the heat comes out and the air conditioner comes in.

Reflection on the activity

This activity is based on "The teacher was thirsty and poured a large cup of hot water, but the water was too hot to drink. Ask the children to think of a way to make the cup of hot water faster. "It's getting cold soon" aroused the interest of the children.

So, the activity of "Let the hot water get cold faster" was launched. Focusing on "What are the ways to make the hot water cold?", I asked the children to fully guess, discuss, and then express their own ideas. There are many ways for the children. "Put the hot water under the air conditioner", "Use a fan to fan", "Add cold water to the cup", "Put the hot water in the refrigerator" and so on. There are so many ways to make hot water cold. I asked the children to conduct a small experiment. They were divided into several groups, selected materials provided by the teacher, and experimented with different methods. Children's participation and enthusiasm are very high, and their hands-on ability has been further developed and improved. During the activity, several children should be asked to come up and talk about the method they used to make the hot water cold. In addition, you should prepare more thermometers so that children can measure the water temperature by themselves. Large class lesson plan to make hot water cold quickly 4

Design ideas:

One day, a child asked: "How can hot water turn into cold water?" This prompted me to analyze the children Regarding life experience in this area, it was found that young children have learned some methods of "making hot water cold quickly" in their daily lives. In fact, ordinary life often contains rich scientific knowledge. Therefore, I decided to lead the children to use various methods to make "the hot water get cold quickly" and to pay attention to and explore the scientific phenomena around them.

In the activity, I first let the children understand the common sense that hot water will naturally cool through the question "What will happen if a cup of hot water is left unmoving?", and on this basis, I guided the children to come up with their own ideas. ideas, and use different methods to explore the little secrets, such as using air flow, putting cold things in the hot water, placing the hot water in a colder environment, etc., which will make the hot water cool faster. .

Throughout the activity, in addition to providing a large amount of materials, I encouraged the children to try boldly according to their own ideas and use experiments to prove their ideas; more importantly, I paid attention to and guided the children to interact with them. During the communication with peers, they discovered that "different methods can make hot water cold faster", thereby gaining the ability to discover problems, ask questions, try to solve problems, and gain more scientific knowledge.

Activity goals:

1. Know that there are many ways to make hot water cold quickly and explore the secret of making hot water cold.

2. Be willing to put forward your own ideas in activities and verify them through experiments.

3. Dare to ask questions in the group.

4. Actively participate in exploratory activities, develop a thirst for knowledge, and experience success and happiness.

5. Can describe one's own observations and findings in clearer language.

Activity preparation:

1. A glass (preferably with a scale that allows young children to perceive the same amount of water) with colored water inside.

2. Thermometer, towel.

3. Ice cubes, ice towels, cold water, pebbles and other materials.

4. Each child is provided with a record board and pen.

Activity process:

1. Propose a topic

1. Teacher: There are many cups of hot water here. What should I do if I want to know what temperature it is now?

2. Young children naturally think of using a thermometer to measure water temperature. Individual children test and tell all the children the result of the water temperature of 38 degrees Celsius, and everyone records the water temperature.

3. Teacher: What will happen if these glasses of water are left standing forever?

Young: The water temperature will drop; hot water will eventually turn into cold water.

2. Design plan

1. Teacher: Can you think of various ways to make the hot water get cold faster?

2. The children record their own design methods on the experimental report paper, and the teacher guides and understands the children's ideas.

3. Communicate their methods in the group.

Some children said: "Put the water in the refrigerator, the water temperature will drop faster!" Some children said: "Put it in the air outlet." Some suggested using a fan to fan, and some said to use a spoon to stir continuously. ------Children *** proposed 16 plans, and the teacher recorded the plans on the blackboard one by one.

Three. Experimental demonstration

1. Children began to search for materials to conduct experiments based on their own designed plans, and teachers guided them around. Observe the situation of each child's experiment, such as: whether the experiment was carried out according to his own experimental design, whether he found the materials he wanted, whether he changed his experimental plan, whether there are any difficulties that need help solving; ask individual children to use a certain method The reason is that teachers use methods not used by children to experiment with children.

2． At the end of the experiment, ask each child to measure the temperature of the water in the glass after the experiment and record the entire experiment process.

IV. Exchange and discussion

1. A glass of water that has not been cooled by any cooling method is shown and its temperature is measured to be 34 degrees Celsius.

2． Invite children to measure the water temperature in the sample cup, guide them to compare the water temperature in their own water cup with it, and find ways to make the hot water cold quickly so that the water temperature is lower than 34 degrees Celsius.

3. Question: What method do you use to make hot water cold quickly? Methods for children to introduce themselves: some children put the water cup in a basin of cold water to cool it down, some children try to put some ice cubes in the water cup, some children put many pebbles in the water cup, and some children face the water cup. Blowing ------- So the teacher concluded based on the introduction to the children; there are many ways in life to make hot water cold quickly.

4． Guide children to discuss together.

Teacher: Why does the hot water get cold faster if you keep stirring it?

Young: Because the heat comes out and the air conditioner comes in. The last child summed it up this way: When stirring, the hot air in the water cup will continue to escape, causing the hot water to become cold quickly.

Teacher: Why would the temperature of the two glasses of water be different if we add ice to one glass and pebbles to the other?

Young: Ice cubes are colder.

Young: After the pebble is put in, it heats up on its own, but the ice cube does not heat up, it only gets smaller and smaller.

Young: Because the heat in the water glass was transferred to the pebbles, the pebbles were also heated.

Teachers and children agree: Putting in colder objects can make the water temperature drop faster.

5. Guide children to discover new questions: Why does hot water get cold faster when you pour it into a larger container?

During the experiment, teachers may also encounter various other questions, such as: Why does hot water get cold faster when it is placed in cold water or in the refrigerator? Why does hot water turn cold quickly when poured into a larger container? (Increases the area in contact with cold air); In winter, when we exhale into our hands, we will feel warm, but why does the same exhalation make the hot water become colder quickly? Why does when many pieces of ice are placed in water, the water temperature drops to 0 degrees Celsius, and then the temperature rises to 5 degrees Celsius after the ice melts?

Comments on the activity:

Although a thermometer was used in the activity, the teacher did not implement the goal into knowledge points, but highlighted the spirit of "learning by doing" and allowed the children to pass the activity Children need to understand and use thermometers, and at the same time guide children to record experiments and fully express their own experimental experience and facts. It is also worth mentioning that teachers provide a variety of materials so that children can choose processes and methods according to their own wishes, obtain relevant scientific knowledge and construct their own experiences.

Teaching reflection:

This activity started with "The teacher was thirsty and poured a large cup of hot water, but the water was too hot to drink. Ask the children to think of a way to make this cup of hot water "Get cold quickly" aroused the interest of the children. So, the activity of "Let the hot water get cold faster" was launched. Focusing on "Is there any way to make the hot water cold?", I asked the children to fully guess, discuss, and then express their own ideas. There are many ways for the children. "Put the hot water under the air conditioner", "Use a fan to fan", "Add cold water to the cup", "Put the hot water in the refrigerator" and so on. There are so many ways to make hot water cold. I asked the children to conduct a small experiment. They were divided into several groups, selected the materials provided by the teacher, and experimented with different methods.

Children's participation and enthusiasm are very high, and their hands-on ability has been further developed and improved. During the activity, several children should be asked to come up and talk about the method they used to make the hot water cold. In addition, you should prepare more thermometers so that children can measure the water temperature by themselves. Large class lesson plan to make hot water cold quickly 5

Design intention:

Once I casually said "It's so hot" while drinking boiling water, and the child Wang Hao immediately said to me Said: "Blow on it with your mouth and it won't be hot." I asked the children: "Is there any way you can make my cup of hot water cold faster?" The children said many ways in one breath. Young children already have some life experience in this area. In fact, ordinary life often contains rich scientific knowledge. So I decided to guide the children to use various methods to make the hot water cold quickly, and to pay attention to and explore the scientific phenomena around them.

Activity goals:

1. Be able to use a variety of methods to explore the secret of making hot water cold quickly.

2. Try to make simple experimental records.

3. Be willing to participate in scientific activities and experience the fun of experimental activities.

Preparation:

Cup with hot water inside; thermometer, ice cubes, cold water, fan, spoon, chopsticks, empty cup, basin (with cold water inside), towel, etc.; Each person has a pre-drawn method recording sheet.

Lesson plan process:

1. Experimental demonstration, explore various methods to make hot water cold faster.

1. Give each child a cup of hot water, measure the temperature of the water in the cup and record it.

2. Find materials to conduct experiments according to the method you designed (let the hot water in the cup get cold quickly). The teacher will guide around, observe each child's experimental situation and make records.

3. At the end of the experiment, ask each child to measure the temperature of the water in the cup after the experiment and record the entire experiment process.

4. The children communicated with each other about their experimental processes, and the teacher asked: "What method did you use to make the hot water cold quickly?"

5. On the basis of the children's introduction Summary: There are many ways in life to make hot water cold quickly.

2. Connect with real life

1. Provide each child with a cup of hot juice and compare how to make the hot juice coldest

Hurry, who can drink the hot juice first?

2. Children communicate their own methods with their peers.

3. Extended Activities

Discuss with children the problems discovered in the experiment, such as "Why does the hot water get colder quickly if you keep stirring it?", "Why does the hot water get colder quickly?" Can it get cold faster by soaking it in a basin of cold water?" Wait.

Reflection on the activity:

Before the activity, I first let the children understand the common sense that hot water will naturally cool down. On this basis, I guided the children to come up with various ways to make the hot water cool quickly. And record the method in the form of pictures, and then provide a large amount of materials during the activity, encourage children to boldly try according to their own ideas, use experiments to verify their ideas, and try to make simple experimental records, and finally in "How can the best results be achieved?" Let’s make the hot juice cold and drink it” to fully experience the fun of the activity. During the activity, I provided a lot of materials so that children could choose the process and methods according to their own wishes, obtain relevant scientific knowledge from them, and construct their own experiences. There are also some shortcomings in the activities. For example, the placement of activity materials is not reasonable enough, causing children to focus on their own operations and experiments, and the discussions and exchanges with their peers are not enthusiastic enough.