Science activity lesson plan

Before teachers carry out teaching activities, they often need to write an excellent lesson plan. Writing lesson plans helps us understand the content of the teaching materials and then choose scientific and appropriate teaching methods. So what issues should we pay attention to when writing lesson plans? Below are 6 science activity lesson plans that I have compiled for you. You are welcome to read them. I hope you will like them. Science activity lesson plan Part 1

Activity goals:

1. Explore some methods of using bottles and plates to build heights, and accumulate superficial experience in keeping objects balanced.

2. Able to carry out operational activities patiently and meticulously, and actively express one's findings.

Activity preparation:

Teachers and children each have a set of operating materials, including: 3 mineral water bottles, 3 mouth cleaning bottles, 4 chewing gum bottles, and 6 paper plates.

Activity process:

1. Talk about bottles to bring up the topic of barrier heights.

1. Observe the type and quantity of bottles, and compare the differences between several bottles.

Teacher: Look, what’s in the basket in front of you? What bottles are there? Besides XX, what other bottles are there? How many types are there in one bottle? Count how many bottles of each type are there? Which one has the most?

Are these bottles the same? What's the difference? (The teacher shows three bottles: height, thickness, and cap)

2. Talk about the uses and gameplay of bottles.

Teacher: What is the use of the bottle? (What are these empty bottles for?) Have you ever played with bottles? How to play? (If you were invited to play, how would you play it?)

3. Lead the bottle stacking game

Teacher: You have thought of so many ways to play. Okay, today we are going to play a game with bottles and plates.

2. Children’s first operation: free base height, accumulating preliminary base height experience.

1. Understand how to build a high base

Teacher: Let’s use the materials in the basket to build a house later. How to build a house? (Put one layer of bottles and one layer of plates together to build a tall building. How do you build it?) See how many layers you can build? When building, you must protect your own building and be careful not to knock down other people's buildings. Wait for the teacher to ring the bell and then return to the small chair to sit down.

2. Children’s first operational exploration, the teacher observes some situations when children build buildings.

3. Focus on communication and sort out some key experiences, such as:

If the height of the bottles on the same floor is the same, the "building" can be erected stably.

The relationship between the number of bottles and the stability of the "building".

Three pointed (domed) bottles can hold up the plate steadily.

The taller the bottle, the smaller the cap, and the more unstable the center of gravity.

The bottom floor of the "building" must be solid.

Teacher: How many floors did you build? How did you build it? Are the bottles the same height on each level? (Houses must be of the same height to be stable) How many of the same bottles do you put on one floor? Why does his house stand firm? (The more bottles on the bottom floor, the more stable the house, and be careful when placing them). Oh, we have shared again, do you have any other good ways to make your house stand tall and stable? Why don’t many children use small pointed bottles? (Three comparisons show that the lid is flat and easy to hold, so how do you make the small pointed bottles hold up the paper cone? If one doesn’t work, how about two? The teacher demonstrated that three small pointed bottles can hold up the paper cone stably. . )

3. Children’s second operation: experience in moving barriers and comparing who can build a stable and tall building.

1. Clarify the operating requirements

Teacher: Just now we learned some ways to make the building stable and secure. Let’s build the building again later. How many floors do you want to build this time? ? (Do you dare to challenge yourself?) Try to use all the bottles in the basket to see whose building is taller and more stable. You have to use your brain to think about the best way to build it. You can try the good methods recommended by others.

2. Children organize materials

3. During children’s second operation exploration, teachers focus on observing whether children can transfer their previous barrier height experience and provide timely guidance to children.

Teacher: Let’s give it a try and see who can build it more steadily and taller.

4. Concentrate exchanges to further sort out and improve Legao experience.

Possible key lessons:

The higher the building, the fewer bottles are used on each floor.

Be sure to find the right position when placing it and put it down with care.

Teacher: How many layers did you build this time? Is it more than last time? How many more layers? How did you release it? As the house becomes taller, are more or less bottles used on each floor? Without it, how can we make the building stronger? Find the right position and handle it carefully.

IV. Extension of the activity: Explore building taller buildings

Teacher: Look, is the house we built beautiful? It’s so beautiful, let’s give ourselves a round of applause!

Today, we used these bottles to build a beautiful house. We can also use other bottles to build it in the future. There are also many materials in life that can be used to play Jenga, such as boxes and jars. …Let’s look for it again and give it a try, shall we? Science activity lesson plan Part 2

Activity goals:

1. Know the name of the ellipse and understand the basic characteristics of the ellipse.

2. Compare the differences between ovals and circles and describe them in words.

3. Can find oval-like objects in life.

Activity preparation:

Experience preparation: Children have learned about shapes such as circles, squares, triangles, etc. and understand their basic characteristics.

Material preparation: one PPT courseware, one set of operation materials for ovals, circles and straws, several pictures of physical objects of different shapes, 5 baskets with different shapes, etc.

Activity process:

1. Use the story of "Little Monkey Selling Circles" to arouse children's interest in the activity.

Teacher: Children, you have all heard the story of "Little Monkey Selling Circles". The little animals in the story all bought the circles they needed. Today, I heard that a batch of new goods have been purchased in the children's department store, and some small animals have come to buy things. Let's see what they want to buy.

(In the introduction part, I used the story of "Little Monkey Selling Circles" to introduce the topic, attracting children's attention, stimulating children's interest in participating in activities, mobilizing children's existing experience, and preparing for the next understanding of ellipses.

2. Guide children to review basic shapes based on courseware.

Teacher: The little pig is here. What is drawn on the piece of paper in its hand?

Young: Triangle.

Teacher: The little pig said, my mother asked me to use this triangle for breakfast, so the little monkey handed it a piece of sandwich.

Teacher: The chicken is here, what is the shape on the piece of paper?

Small: square.

Teacher: The kitten said that I had a cold and wanted to use it to wipe my nose. The little monkey gave it a handkerchief.

Teacher: The little tiger is here. What is the shape of the thing it wants to buy?

Small: round.

Teacher: The little tiger said that it had new sneakers, but it just needed a circle to kick around, so the little monkey gave it a football.

Teacher: The little turtle is here too. What does it buy?

Small: rectangular.

Teacher: The little turtle said that he was going to kindergarten and wanted to use it to draw. The little monkey handed him a box of watercolor pens.

Teacher: Then the little bear came and handed the piece of paper to the little monkey.

The little monkey looked at it and was stunned, "Huh? What shape is this?"

(In this session, I adapted the storyline of "The Little Monkey Selling Circles" and demonstrated the little monkey with vivid and intuitive courseware. The storyline of pigs, chickens, kittens, little tigers, little turtles and little bears going to the department store to buy items of different shapes guides children to review shapes such as circles, squares, triangles, and rectangles through dialogue and interaction)

3. Guide children to understand ovals and compare the differences between ovals and circles.

(1) Show the oval shape and guide the children to recognize the name of the oval shape.

Teacher: Children, do you recognize it? Tell the little monkey, what is the name of this graphic?

Young: oval.

(Based on the development of the storyline, I will show pictures of ovals in the courseware to guide children to name the ovals themselves.)

(2) Guide children to compare ovals Different from round ones.

Teacher: The little bear said that he was going to have a treat today and that he would use it to fill the braised fish. The little monkey handed it a round plate. The little bear looked at it, shook his head quickly and said, "No! No!"

①The courseware shows ovals and circles, observe and discuss the differences between ovals and circles.

Teacher: So what is the difference between an oval and a circle?

Small: A circle is round, and an oval is flat.

Young: The oval shape looks longer and flatter.

Small: Circle is round, oval is long and flat.

Teacher: You observed so carefully and what you said is very good! What are the other differences between an oval and a circle? Let's compare our hands.

(In this link, the teacher guides the children to fully observe the appearance characteristics of the graphics, and encourages the children to boldly express their findings in language.)

②Children operate in groups to explore and discover ellipses Different from round ones.

Teacher: I first folded the circular piece of paper in half left and right, and then folded it up and down. After opening it, there are two creases. Take a look. What do you think of these two creases?

Young: They are the same length.

Young: Different lengths.

Teacher: I folded the oval in half like this twice, and there are two creases after opening it. How do you compare these two creases?

Young: Different lengths.

Young: One is long and the other is short.

●Children operate in groups, verify their guesses, and teachers observe and guide.

Teacher: First fold the circular piece of paper in half left and right, then fold it up and down. Use a straw to measure. Are the two folds the same length? After measuring the circle, use the same method to fold it in half to compare the two creases of the oval.

●Teachers and children share and exchange operation results and sort out and improve their experience.

Teacher: How did you compare just now? What did you find? Please talk to the kid next to you.

Young: I placed the straw on the circular fold and found that both folds were as long as the straw.

Teacher: You found the two oval creases. How about comparing them?

Young: I overlapped the straws on the oval folds and found that one fold was short and the other was long.

Teacher: So are the two creases of the oval the same length?

Young: Different lengths, one is longer and the other is shorter.

Teacher: (Summary) It turns out that the two folds of a circle are the same length; while the two ends of an oval are longer, and the folds of the upper and lower folds and the left and right folds are different lengths.

(This link is the focus and difficulty of this activity. In order to solve the key points and break through the difficulties, I adopted teaching strategies such as problem inspiration, observation and comparison, conjecture verification, and hands-on operations. First, I used the problem "ellipse" What's the difference between a shape and a circle? "First, let the children observe with their eyes and compare the differences between the two shapes. After the children discover that the shapes are different, I further deepen and advance the question to guide the children to pay attention to and Explore the essential differences between the two graphics.

I folded the circle and the oval in half up and down and left and right respectively, and asked the children to guess and judge, "How about comparing the two creases of the circle and the oval?" In order to support the children to verify their ideas, I gave each Children are given a circle, an oval and a straw, giving them sufficient time to operate, guiding them to explore independently, interact with the materials, and discover the difference between the two creases of the two figures. Among them, the length of the straw is the diameter of the circle, and the diameter of the dropped circle is as long as the short axis of the oval. After the children's operation and exploration, the teacher encourages the children to boldly express the process and results of their exploration in language through pairwise communication, group communication, teacher-teacher communication, etc. )

4. Guide children to combine life experience and find the oval in life.

(1) Children share and communicate with their peers about oval-shaped objects in life.

Teacher: A few days ago, the teacher asked the children to go home and look for ovals in life and collect some oval objects and pictures. Now, please tell the children next to you, what other oval-shaped products can you add to the department store?

(2) Teachers use PPT to improve children’s cognitive experience of ovals.

Teacher: In addition to the items the children just mentioned, I also found a lot of things that look like ovals. Please take a look. Where do these items look like ovals?

(The "Kindergarten Education Guidelines" points out that children should be guided to feel the quantitative relationship of things from life and games and experience the importance and interest of mathematics. Therefore, in this link, I guide children and their peers Talk to each other about the oval-shaped objects that we have been looking for in life. Based on the children's communication, I showed common oval-shaped objects in life in the form of courseware to sort out and improve the children's perception of oval shapes.)

5. Use the game of “organizing the containers” to guide children to classify according to graphics.

Teacher: Another batch of new goods arrived in the department store today. Little Monkey asked you to help sort them out. First look at the shape of the item in the picture and then put it into the basket labeled with that shape.

(In this link, I continue the storyline of "Little Monkey Selling Circles", asking children to add products to Little Monkey's department store, and using the game form of "Help Little Monkey organize the shelves" to guide children according to the pictures Put the shapes of the items into baskets with corresponding graphic signs for classification)

6. Group activities to further consolidate the understanding of ovals.

(1) Graphic search: Put in geometric decorative cards to guide children to find ovals and decorate and color them.

(2) Graphic chess: Put out chess papers containing various graphics to guide children and their peers to play chess according to the specified rules.

(3) Add pictures: Put a base picture with an oval on it, and guide the children to add pictures to the oval to create a new image.

(4) Puzzle: Place oval base plates with different images on them to guide children to complete puzzles based on the characteristics of the oval.

(In this link, I have designed and put in a variety of materials with different levels of difficulty to guide children to consolidate, deepen, internalize and transfer the key knowledge of this activity during group operations.) Science Activity Lesson Plan 3

Activity goals

1. Through operating activities, understand the characteristics and uses of wheels.

2． Stimulate children's interest in experimentation and cultivate their spirit of experimentation.

3． Cultivate children's curiosity about things and their willingness to boldly explore and experiment.

4． Be willing to take risks and share your experiences with your peers.

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

Activity preparation

1. Each person has a small basket, which contains a wheeled rack and one rectangular, square, and triangular building block.

2． A small cart and some books.

Activity process

1. Children can freely play with things on the table to stimulate their interest

Teacher: Today, the teacher has prepared many things for you. Play on the table or on the floor. Ask the children to try playing with the things in front of you and see who can play in the most interesting ways.

Children play freely, and teachers patrol for observation and guidance. Talk to the children, what do you play with and how do you play?

2. Children’s first attempt: Find something that can roll

Teacher: The way the children played just now was very interesting. Now the teacher asks the children to use their brains. Give it a try and see what things are scrollable? Place non-rollable items in the front plastic basket.

Children try and find things that roll: toys with wheels, wheels.

3. Children’s second attempt: understanding the characteristics and uses of wheels

1. Question: Why can these toys roll?

2． Show the wheel and ask: What is this? (wheel) What do wheels look like? What material is it made of? What would happen if the wheels were made of rectangles or squares? What other things have you seen with wheels? Do you find any similarities between them?

IV. The third attempt: Explore how wheels can save effort

Teacher: (Showing a scooter and a book) I have a stroller and a book here. Invite two children to come up and compete. , one uses a trolley to transport books, and the other child holds books in his hands. Let's see who can run faster. Who is willing to give it a try? Why is it faster to use a trolley?

Children are free to form groups of two to compete in transporting books and toys to see who is faster. Through experimentation, young children understand that wheels can save effort.

5. Ending

In the warm atmosphere of the game, this activity ends naturally.

Reflection on activities

In children’s scientific activities, we should strengthen the cultivation of children’s thinking ability, enhance their independence and exploratory nature, and enable children to put learning tasks into full play. Complete the steps, truly master scientific knowledge, enter science, and let the light of science illuminate the path of children's growth. Science activity lesson plan 4

1. Activity title: Soil - the cradle of plant growth

2. Activity goal: Through experiments and hands-on activities, let children perceive that there is water in the soil, Components such as air, decay, and relationship to plants. Cultivate children's observation, comparison and hands-on operation abilities.

3. Applicable objects: Children aged 5 to 6 years old.

4. Resources required for the activity: three pots of soil (clay, loam, sand), shovel for digging, toilet paper, vegetable seedlings that can be planted, a small pot of water, three plates, four paper cups (Three of the cups have small holes in the bottom, and one cup contains water), and a measuring cup.

5. Activity process: Children go to the plantation two days in advance and pull out a few vegetables and grass. Take a look to see if the plants can leave the soil? Observe the vegetables and grass that were pulled out a few days ago.

(1) The vegetables and grass are all dry.

(2) Because their roots leave the soil, they will dry up if they leave the soil.

Question to explore: What is in the soil? Use a small shovel to dig the soil.

(1) There are tree roots and rotten leaves in the soil.

(2) There are dead insects in the soil.

(3) There are earthworms in the soil.

Gently pinch the soil from the toilet paper bag.

(1)The paper is wet. (2) There is moisture in the soil.

Put the soil into the cup with water.

(1) There are bubbles. (2) There is air in the soil.

Let’s talk about why plants grow in soil?

(1) Plants grow in soil because there is fertilizer in the soil.

(2) Because there is water and air in the soil.

Compare, what are the differences between the three types of soil (clay, sand, loam)? Place three cups of soil on three plates, and use measuring cups to pour the same amount of water into the three cups of soil. .

(1)The water in the sand quickly flowed into the plate below.

(2) The water in the loam only flows a little, and the rest is absorbed by the soil.

(3) The water in the clay is at the mouth of the cup and cannot seep out. There is no water in the plate below.

Think about it, in which kind of soil can the roots of plants absorb the most water and nutrients? If you plant one kind of soil, which kind of soil is the most suitable for plants to settle down? Children will plant vegetable seedlings in three types of soil. In the soil, guide children to observe and record the growth of vegetables every day. Record the growth of green vegetables in three types of soil.

6. Precautions

1. When children take soil and wrap it in toilet paper, the teacher guides the children to choose moist soil. In this way, the effect of paper wetness is more obvious.

2． When children water three cups of soil, the water should not be too much to prevent water from overflowing from the mouth of the cup and flowing into the plate, affecting observation.

7. Expand ideas and inspire children to observe and explore why cacti can live in the desert, and understand that different plants have different needs for soil conditions. Science activity lesson plan 5

1. Activity content:

Science: Paper stands up

2. Activity goals:

1 ． Through children's independent exploration, they boldly find ways to make the paper stand up and stack it high.

2． Through operation, understand simple mechanical principles.

3． Actively participate in discussions and be willing to express your findings in operations in the group.

3. Activity preparation:

Paper camera marker with a large number of ppt pictures 4. Activity process:

1. Show the ppt to arouse the interest of the children.

Teacher: There is a person that I don’t know if the children recognize. Today I brought his photo. Let’s take a look at it, okay?

Show Liu Qian’s picture, who is this? (Liu Qian) Do you know what his greatest skill is? (Magic) Ask the children to talk about what they know about Liu Qian. Is he great? (Awesome) Do you want to be as powerful as him and become an outstanding magician? (Think) The teacher wants it too. How about we do some magic today, okay? (Okay) Then let’s start together.

2. Introduce situations to stimulate children’s interest.

Show a piece of white paper and say, "Today we are going to do some paper magic." Let the children observe the white paper and name one of the characteristics of the white paper - soft, unable to stand up, as if It's like having no strength. "Can the soft paper stand up? (Can't stand up) Then please use your brain and hands to give it a try and make the paper stand up, okay?" 1. Toddler's first try.

2． After trying, communicate and the teacher records the children’s method of holding the paper upright.

Question: ①How did you make the paper stand on the table. (Ask children to explain and demonstrate).

②Why does this method make the paper stand on the table?

③I just saw a few children using this method to make the paper stand up, but then it fell down again. What happened?

④Is there a different method?

⑤What is the difference between his method and the one just now?

3． Children's second attempt. Just now, the children have come up with several ways to make the paper stand. Now the teacher asks the children to try all these methods. Later you will tell everyone which method can make the paper stand on the table. Standing the most stable.

4． Communicate after trying ① Which of these methods do you think can make the paper stand the most stable on the table?

②Why?

3. Guide the children to comprehensively use the methods just now to build the paper higher.

1. Teacher: Just now we came up with different ways to make the paper stand, and also discussed which method can make the paper stand more stable. Now the teacher has prepared a lot of colored paper for each child. What are you doing? The teacher wants you to use these papers to make changes and build a house to see who is the magical magician. The house can be built high and stable.

2. Toddlers try 3. Communicate different methods of building. Communicate whether you encountered any difficulties while riding and how you solved them.

(1) Teacher: Who can introduce the small house you built? (The teacher will show the photos taken in advance)

(2) You can introduce your own method of building a house to the children.

(3) Did you encounter any difficulties when building your house just now? How did you solve them? Does anyone have a better idea to help him solve this problem?

4. Extended activities: Children cooperate in building. The children just built it very well. They are all magical magicians. Later we will go to the classroom to design drawings together, and use more paper like Liu Qian. Let's change, let's build a taller building, okay? Science activity lesson plan 6

Activity 1. Understand food detergents

Purpose of the activity:

1. Let children know that there are many chemicals in the detergents we use now The ingredients are toxic, regular use affects your health, and pollutes the environment.

2. Guide children to understand the meaning and types of food detergents.

3. Cultivate children’s ability to use their senses to perceive various items.

4. Have a preliminary understanding of its characteristics.

5. Interested in scientific activities, able to actively explore, find answers, and feel the fun of exploration.

Activity preparation:

Four pictures, one doll, one dirty handkerchief and one dirty bowl. Arrange the animal kingdom, a bag of rice grains, Coke, noodle soup water, a bottle of acetic acid and white vinegar, a bottle of tea water, a bottle of dish soap, facial cleanser, shampoo, 84 disinfectant, and a bag of washing powder.

Activity process:

1. Lead the conversation to the topic: guide the children to talk about the cleaning supplies that their parents usually use at home, and the teacher will provide those cleaning supplies.

2. Guide children to look at pictures to understand the harm of detergents to people: "Although these detergents are very convenient to use, many of the chemical components of these detergents are toxic. What harm will they do to us humans if they are used regularly? "Please children look at the picture carefully.

3. Introduce food detergents: Today, the teacher will take you to visit the animal kingdom. Please see it with your eyes, smell it with your nose, and taste it with your mouth to learn about what small animals use to make cleaning supplies. ? (Coke, tea water, acid vinegar, etc.) "Now let's see how the little animals use these supplies?

(The teacher demonstrated in turn how to use Coke as a stain remover to remove dirt from snowflakes; acid Vinegar can be used as a disinfectant to sterilize toys; white vinegar can be used as facial cleanser to wash the baby's face; tea water can be used as shampoo to wash the baby's hair; noodle soup water can be used as dishwashing liquid to wash dishes; rice grains can be used as washing powder , wash off stains on clothes.)

4. Explain the names and benefits of food detergents: "These washing supplies used by small animals can be eaten and used as detergents. "Why do small animals in the animal kingdom like to use food detergents?" ” (Food detergents are harmless to the human body and do not pollute the environment.)

Activity 2. Use food detergents

Purpose of the activity:

1. Let children Further consolidate the understanding of food detergents during operation activities.

2. Cultivate children's hands-on operation ability.

Arrange it into a messy country. Various food detergents and washing supplies.

Activity process:

1. The teacher leads the children to visit the Sloppy Country, arousing their interest in operations. "What do you think of the Sloppy Country? Do you want to change it?"

2. Hands-on operations for children:

1. The teacher explains the operation requirements:

(1) Children must use food detergents to change the appearance of the sloppy country.

(2) Children can operate it alone or in a group of 2 to 3 people.

3. Children’s narration: What did you just do? What is it made of?

For example: I use dish soap made from noodle soup water to wash the dishes.

4. Teacher summary:

Activity 3. Looking for food detergents (extension activity)

After returning home, look for other items with your parents Food detergent, find it and tell the teacher.

Teaching reflection:

The beginning of a scientific activity should come from the children’s existing experience. The end of a scientific activity is not the real end and should enable children to explore further. Maybe it's the beginning of gaining experience. Children are the masters of learning, so our teachers must do their best to create various learning environments so that children can see with their eyes, listen with their ears, speak with their mouths, and think with their brains, and actively devote themselves to exploration, giving children Space for free expression. Let children gain knowledge and experience through games and happiness.