Teaching plan for lighting the bulb of science in big class.

As a people's teacher who specializes in teaching others, it is often necessary to write an excellent teaching plan, which is the joint point of the transformation from preparing lessons to classroom teaching. How to write the lesson plan? The following is a lesson plan of scientific light bulb for everyone, which is for reference only and I hope it will help you.

Lesson plan for lighting scientific light bulbs 1 activity goal:

1, playing with flashlights, like to operate and fiddle with, can find ways to make flashlights light up.

2. Know the positive and negative poles of the battery, and understand the reasons why the positive and negative poles of the battery can light up when connected.

3. Experience and explore the fun of installing a flashlight.

4. Cultivate children's curiosity about things and be willing to explore and experiment boldly.

5. Stimulate children's interest in scientific activities.

Activity preparation:

1, the teacher prepares all kinds of old flashlights and batteries (let the children take them apart to observe the composition of flashlights).

2. Each person has a record sheet.

Activity flow:

First, output flashlights in the form of riddles to stimulate children's desire to explore.

An iron pillar is not small, with a glass flat-topped hat;

One eye is shining, look where it is dark. -(flashlight)

Question: What is the flashlight used for? Why does the flashlight shine?

Second, show flashlights and batteries for children to assemble.

1. Show various flashlights and batteries, and ask children to observe and understand the diversity of flashlights and batteries.

2. Guide children to observe the battery carefully and know the positive and negative poles of the battery.

Summary: No matter how big or small the battery is, it has a positive electrode and a negative electrode.

3. Let the children match the flashlight with various batteries and explore how to assemble it to make the flashlight light up.

4, you can install a successful demonstration of children's operation, knowing that the positive and negative poles are connected can make the flashlight light up.

Third, ask children to explore small games with assembled flashlights.

1, please put the flashlight on the side of the watercolor pen about 10 cm, gradually change the angle between the flashlight and the watercolor pen, and observe the change of shadow length. Understand that the smaller the angle between flashlight and watercolor pen, the longer the shadow, and the larger the angle between flashlight and watercolor pen, the shorter the shadow.

2. Children are required to record their own findings on the record sheet.

3. Turn off the lighting in the activity room, close the curtains, let the children shine freely with a flashlight, and feel the relationship between the linear propagation of light and the shadow.

Fourth, hand shadow games.

Game play and requirements: one person in each group shines a flashlight on the wall, and other children assemble various shapes by hand to play games, and then change the lights to play in turn.

Activity expansion

1, let children know all kinds of batteries in life.

2. Guide children to continue to observe and understand what other items in life need batteries, what the batteries look like, and try to disassemble them themselves.

Activity reflection:

In the whole activity, I pay attention to the scientific activity mode based on children's free exploration, and always revolve around: Why does the flashlight light up? With the development of this main line, children have a good grasp of activities, can correctly distinguish the positive and negative poles of batteries, and can correctly install flashlights, so that children can fully experience the fun of exploring and installing flashlights.

However, there are still some shortcomings in the experiment: for example, the number of experiments is too much, the experimental time is slightly longer to ensure that every child can master the activities, and the communication time of children is shortened. In scientific activities, there will be some unsafe factors, such as fragile light bulbs and metal wires inside wires. Children should always be reminded of safety.

The science light bulb in the big class is on. Writing lesson plans is an indispensable job for kindergarten teachers. A good teaching plan determines the teaching quality of a class. How to write high-quality lesson plans? Committed to collecting and sorting out all kinds of excellent teaching plans in China, I believe you will benefit a lot. In the activity, children are guided to be interested in the phenomenon of electric conduction, and they like to cooperate with their peers to explore ways to make light bulbs glow, and explore ways to connect batteries with wires and other things to make light bulbs glow, so as to initially perceive that metal objects can conduct electricity, improve children's cooperative exploration ability and symbolic expression ability, and enhance children's awareness of self-protection.

Design intent

The scientific field of "Guidelines for Kindergarten Education" points out: "Science education in kindergarten is the scientific enlightenment education, which focuses on stimulating children's cognitive interest and inquiry desire, creating conditions for children to participate in inquiry activities as much as possible, and science education should be closely linked with children's lives"; "The children in the big class next semester are very sensitive and curious about the common things around them and their changes. They prefer to fiddle with materials by hand, and their interest and ability to explore are constantly developing. Children like to play with electric toys and batteries. Starting from their actual level and interest, I chose light bulbs, batteries and wires that are common in children's lives as the main materials, and designed the activity of "Light bulbs are on".

moving target

1. Interested in conducting phenomena, I like to cooperate with my peers to explore ways to make light bulbs glow.

2. Explore the method of connecting the battery with wires and other things to make the light bulb glow, and initially perceive that metal objects can conduct electricity.

3. Improve the ability of cooperative exploration and symbol expression; Understand the safety of electricity use in daily life and improve the awareness of self-protection.

Important and difficult

Focus of activity: guide children to explore ways to connect batteries with wires and other things to make light bulbs shine.

Activity difficulty: improve the ability of cooperative exploration and symbolic expression.

Activities to be prepared

1. experience preparation: the child has initially understood the characteristics of batteries and wires; Practice cooperative routines in pairs.

2. Material preparation:

(1) learning tools: the first time-two people bring a plate of materials: batteries, wires (connected to light bulbs);

The second time-two people add a plate of materials: plastic rope, cloth, wool, copper key, paper clip, iron wire, white and pink recording paper, pen, etc.

(2) Teaching AIDS: rabbit house scene map, mouse picture, a power cord, a set of school tools, a guessing map, a combing map, two exhibition boards, and bright icons.

Activity process

First, the topic of conversation. (Guide children to express their opinions boldly in combination with life experience)

1. Show the scene diagram to stimulate interest:

Teacher: The rabbit has moved to a new home, but it is dark in the room at night. What happened? What do you need to install electric lights?

2. Encourage children to express boldly and get a preliminary understanding of the lighting conditions of electric lights.

Second, explore the activity "How to make the light bulb light up". Guide children to cooperate in experiments, explore ways to connect wires and batteries to make light bulbs shine, and boldly exchange their own exploration process and results.

1. Teachers introduce experimental materials:

Teacher: Today, the teacher will invite you to do the experiment. The teacher has prepared batteries and wires for you to connect the light bulbs. Think about it. How do you make the light bulb light?

2. The teacher introduced the experimental operation steps and methods:

3. Children independently carry out experimental inquiry activities and exchange their own experimental processes and results;

(1) The teacher focuses on guiding the children to do experiments in pairs, and does not dispute the materials;

(2) Guide children to observe the characteristics of the positive and negative poles of the battery, and encourage children to describe the observation process and results completely in language;

(3) Encourage children to exchange their experimental process and results with each other.

4. Concentrate on communication and summarize.

(1) Encourage children to express themselves boldly by combing the charts.

(2) carding summary: press the light bulb connected to the lead at one end of the battery, and press the lead at the other end of the battery to turn on the electricity, and the small light bulb will light up.

(3) Connect the wires to the rabbit's house.

Third, the "connection" of inquiry activities. (Guide children to explore the conductive phenomenon of objects independently, initially perceive that metal objects can conduct electricity, and encourage children to express the operation process and results in complete language)

1. Set the problem scenario:

Teacher: Huh? Why doesn't the light just installed in rabbit's house work again?

Teacher: What material can be used to connect this wire?

2. The teacher introduces the experimental operation materials, and the children guess:

(1) Doubt: Plastic rope, cloth strip, wool, copper key, paper clip, iron wire, can these things be electrically connected by wires?

(2) The teacher makes a guess on the record sheet.

3. Explain the experimental and observation requirements.

(1) Two children choose a plate of materials to do the experiment. Each plate has two recording papers, one is pink and the other is white. Look at what material is painted on it, and then choose the material to do the experiment according to the record sheet.

(2) Please connect one end of the material with the wire and the other end of the material with one end of the battery;

(3) Every time you finish the experiment, record the results on a recording paper and write down the numbers of the two of you;

(4) After the experiment, put the materials back in their original places, return to their own positions, and talk with other groups of children. How did you do that? Is the light bulb on?

(5) When cleaning, please clamp the recording paper on the iron shelf according to the bright and unlit symbols.

4. Children's experiment, teacher guidance:

(1) Remind children to take corresponding materials for experiments according to the recording paper;

(2) Encourage children to do experiments in pairs, one with batteries and the other with wires;

(3) Remind children to connect one end of the material with the wire at the end without the light bulb, and connect the other end of the material with one end of the battery for experiment;

(4) Encourage children to express the observation process and results in a more complete language.

5. Communicate in pairs.

6. Concentrate on communication and guide children to look at the record form for analysis and verification;

Encourage children to describe the experimental process and results boldly and coherently, and verify them according to their records and guesses, so as to further guide children to understand the method of lighting the light bulb.

7. Teachers and children * * * with summary:

Metal materials such as copper keys, paper clips and iron wires can conduct electricity, while non-metallic materials such as plastic ropes, cloth strips and wool cannot conduct electricity.

Fourth, the activity is over.

Teach children to use electricity safely.

Activity expansion

Put relevant materials in the science area and encourage children to continue to explore which materials can conduct electricity.

Teacher: What else can conduct electricity and what can't? We can try it in the science area.

Activity summary

The theme of this activity is "helping rabbits to install electric lights", trying to let children explore ways to make light bulbs light up through independent exploration and various methods such as watching, thinking and trying. By guessing, verifying and recording, children can find out which objects can conduct electricity and which objects can't, fully experience the fun of scientific exploration and cooperative exploration, improve their language communication and expression skills, and learn to pay attention to the safety of electricity use in daily life, so as to improve their safety awareness and self-protection ability. The whole activity is compact, focusing on difficulties, concise language and clear requirements before operation. Children have clear goals in the experiment and can explore and use symbols through cooperation. In the process of activities, children have a strong interest and can feel the happiness of success through activities. However, due to the lack of experience in recording children in towns and villages, children can say a variety of symbols when encouraging them to record with their favorite symbols, but in actual recording, they prefer a single recording method, such as tick and cross.

Scientific small light bulb lighting teaching plan 3 in large class Activity goal:

1. Interested in conducting phenomena, I like to cooperate with my peers to explore ways to make light bulbs glow.

2. Explore the method of connecting the battery with wires and other things to make the light bulb glow, initially perceive that metal objects can conduct electricity, and boldly express their operation process and results in complete language.

3. Improve the ability of cooperative exploration and symbol expression; Understand the safety of electricity use in daily life and improve the awareness of self-protection.

Activity preparation:

1. experience preparation: observed the circuit and structure of the class lamp; Familiar with the name and characteristics of experimental materials; Have a preliminary understanding of the characteristics of batteries and wires; Practice cooperative routines in pairs.

2. Material preparation: learning tools: the first time-two people bring a plate of materials: batteries, wires (connected to light bulbs); The second time-give two people a plate of materials: cloth, wool and plastic rope, paper clip, copper key and wire, yellow and blue recording paper, pen, etc. Teaching AIDS: a scene map of the rabbit house, a mouse toy, a power cord, a set of school tools, a guessing map, a combing map, two exhibition boards, bright icons and "√, ×" symbols.

Activity flow:

First, the topic of conversation.

(Guide children to express their opinions boldly in combination with life experience)

1. Show the scene diagram to stimulate interest:

Teacher: Rabbit moved to a new home today, but it was dark in the room at night. What happened? What do you need to install electric lights?

2. Encourage children to express boldly and get a preliminary understanding of the lighting conditions of electric lights.

Second, explore the activity "How to make the light bulb light up".

(Guide children to cooperate in experiments, explore ways to make light bulbs glow by connecting wires and batteries, and boldly exchange their own exploration process and results)

1. Teachers introduce experimental materials:

Teacher: Today, the teacher will invite you to do an experiment. The teacher has prepared a battery and wires wrapped around the light bulb for you. Think about it. How do you make the light bulb light?

2. The teacher introduced the experimental operation steps and methods:

(1) two people with one plate of materials, please cooperate with the experiment;

(2) After finishing the experiment, tell the children next to you if your light bulb is on? How did you do that?

(3) After hearing the piano, put away the information and immediately return to your seat.

3. Children independently carry out experimental inquiry activities and exchange their own experimental processes and results;

(1) The teacher focuses on guiding the children to do experiments in pairs, and does not dispute the materials;

(2) Guide children to observe the characteristics of the positive and negative poles of the battery, and encourage children to describe the observation process and results completely in language;

(3) Encourage children to exchange their experimental process and results with each other.

4. Concentrate on communication and summarize.

(1) Teacher: Let's listen together. How did these children successfully light the light bulb?

(2) Encourage children to express boldly by combing pictures.

(3) carding summary: press the light bulb connected to the lead at one end of the battery, and press the lead at the other end of the battery to turn on the electricity, and the small light bulb will light up.

(4) Connect the wires to the rabbit's house.

Third, the "connection" of inquiry activities.

(Guide children to explore the conductive phenomenon of objects independently, initially perceive that metal objects can conduct electricity, and encourage children to express the operation process and results in complete language)

1. Set the problem scenario

Teacher: No, the wire just installed in the rabbit's house was chewed off by a mouse, and the light didn't work. What material can be used to connect this wire?

2. The teacher introduces the experimental materials and the children guess.

(1) Doubt: Red cloth strips, green wool, white plastic rope, paper clips, copper keys, iron wires, can these things be connected by wires to conduct electricity?

(2) The teacher makes a guess on the record sheet.

3. Explain the experimental and observation requirements

(1) Two children choose a plate of materials on the table to do the experiment. Each plate has two pieces of recording paper, one yellow and one blue. See what materials are drawn on it, and then do experiments according to the recorded single-choice materials.

(2) Please connect one end of these materials with the thread of the bulb-free end, and then connect the other end of the materials to one end of the battery for experiment;

(3) Every time you finish the experiment, record the results on a recording paper and write down the numbers of the two of you;

(4) After all the experiments, go back to your position and talk to the children in other groups. What materials did you use? How did you do that? What did you find?

(5) When cleaning, please stick the recording paper on the board according to the bright and unlit symbols.

4. Children's experiments, under the guidance of teachers

(1) Remind children to take corresponding materials for experiments according to the recording paper;

(2) Encourage children to do experiments in pairs, one with batteries and the other with wires;

(3) Remind children to wrap one end of the material with a wire at the end without a light bulb, and connect the other end of the material with one end of the battery for experiments;

(4) Encourage children to express the observation process and results in a more complete language.

5. Communicate in pairs.

6. Concentrate on communication and guide children to look at the record form for analysis and verification;

Encourage children to describe the experimental process and results boldly and coherently, and verify them according to their records and guesses, so as to further guide children to understand the method of lighting the light bulb.

7. Teachers and children * * * and summary

Metal things like iron and copper can conduct electricity, but plastics, cloth and wool can't.

Fourth, the activity is over.

(Educate children to pay attention to the safety of electricity use)

1. Connect the wire and light the bulb.

2. Educate children to use electricity safely.

Activity expansion:

Ask open questions to stimulate children's desire to continue exploring experiments.

Teacher: What else can conduct electricity and what can't? We can go home and talk to our parents and have a try.

The science light bulb in the big class is on. Lesson Plan 4 Activity Purpose:

1. During the observation and exploration activities, the conductive phenomena of circuits with light bulbs and metal materials were found.

2. Be able to explore and understand simple scientific phenomena through experiments in situations, and be willing to express their findings in their own language.

3. Fully experience "science is at hand" and generate interest in discovering, exploring and communicating in life.

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

5. Have a preliminary understanding of its characteristics.

Material preparation:

1. Teaching aid: a display board (figure 1), a picture of batteries, wires, light bulbs and cups.

2. Learning tools: batteries, wires, light bulbs, cups, building blocks, keys, morning check cards, pieces of paper, etc.

Experience preparation: Have a preliminary understanding of the battery through PPT.

Activity flow:

1. lead-in: in the form of questions, stimulate interest and lead to topics.

(1) The teacher turned on the tape recorder that was not plugged in. Hey, what happened to the tape recorder today? ("The tape recorder is dead", and the tape is broken. )

(2) Teachers plug in the power supply to verify the results of children's guessing.

(3) Teacher: Electricity makes the tape recorder turn. What is the use of electricity? Electricity makes electric toys move, light bulbs light up and electric fans turn. )

2. Try: Choose materials and explore the circuit of the light bulb.

(1) Teacher: The teacher has prepared some materials here. Show me the picture 1. Among so many materials, there are two materials that can make small light bulbs light up. Please look at them carefully and think about them Which two do you think? You better tell me why.

(2) Teacher: Can these two materials really make the light bulb glow? Please try it yourself.

(3) Children operate freely, and teachers observe, encourage and guide (Figure 2).

(4) Teacher: Please tell us how you make the light bulb light up. Show it on the blackboard with this picture (Figure 3).

(5) Teacher: You connect one end of the wire to the light bulb and the other end to the top or bottom of the battery. As long as the light bulb touches the other end of the battery, it will light up.

(6) Teacher: Is that right? Can this connection really make the light bulb light up? Let me try it, too?

(7) Teachers intentionally choose wires with bare wires to operate. Hey! Why didn't it open?

3. Discovery: Create scenarios to discover the conductivity of metals in operation.

(1) Teacher: Your light bulbs are all on. Why didn't mine open?

(2) Teacher: "Children, you all think it's the wire, and it's also the wire. Why is this line ok and this line not? "

(3) Compare the differences between the two lines.

(4) children's comparison operation, describing the operation results, boldly expressing the causal relationship between the material and whether the light bulb is on or not.

(5) The teacher described the child's conclusion: "Children, you all think that the light bulb can glow when the wire is exposed and connected to the battery, but the wire wrapped in plastic cannot make the light bulb glow when connected to the battery. Right? (6) The teacher doubts again, so that children can further perceive the conductivity of metal in operation.

Teacher: Show me the cup. What material is it made of? (Metal) If it is connected to a battery, will the light bulb light up?

(7) children operate and find that any part of metal can conduct electricity. (Figure 4)

Teacher: Please try. What secret did you find?

(8) conjecture verification: explore again

(1) Define the operation requirements.

Teacher: "Today, the teacher also prepared many different materials for the children, including morning check cards, building blocks, pieces of paper and keys. Please guess what materials are connected to the circuit, and the light bulb is on. " Which ones are not bright? Then record your guess in the form. "

(2) Children's operation records the guessing results, and teachers observe and guide them (Figure 1).

(3) Guess the result by dividing the * * stream.

Teachers count children's guess results through different questioning methods (Figure 5).

Question 1: "How many children think the morning exam board is on the circuit, and how many children think it is not? (Teacher and children count together) How many children are active? ( 16)

Question 2: "Eight children think that the paper connection is bright on the circuit. How many children think it is not?"

Question 3: "There are 1 children who think the key is connected to the circuit. How many children think it is not bright?

(4) Children's operation, verification of guessing results, communication and discovery. (Figure 6)

4. Expansion: provide electrical appliances, observe the material of the handle, and understand the relationship between conductivity and safety.

Clear operational requirements.

The teacher provided wire cutters, needle-nosed pliers, screwdrivers, adjustable wrench, electrician's knives, electrician's hammers, electric drills and soldering irons. : "Next, let's find out where their handles are and what material they are made of, and why? Is it made of metal? "

5. Activity expansion:

Teacher: We still have a lot of materials around us. Let's do this experiment again with our parents after we go home today to see what materials can conduct electricity and what materials can't.

Encyclopedia: It is generally believed that the electric light was invented by Thomas Edison, an American. However, if carefully researched, another American, Heinrich Gbel, invented the same principles and materials decades earlier than Edison. 180 1 year, the British chemist David electrified the platinum wire to glow. He also invented the electric candle in 18 10, which was illuminated by an arc between two carbon rods. 1854, Henry Goebbels put a carbonized bamboo filament under a vacuum glass bottle to make it glow. His invention seems to be the first incandescent lamp with practical value today. The light bulb he tested at that time could last for 400 hours, but he didn't apply for a design patent immediately.

Large-scale scientific light bulb lighting teaching plan 5 related knowledge:

The most common function of light bulbs is lighting. The lighting source that emits heat through electric energy was invented by Henry Goebbels (Edison actually found a suitable material, that is, he invented the incandescent lamp with strong practicability, and the light bulb appeared as early as 1854).

Activity objectives:

1. Know how to connect the battery with wires to make the light bulb glow, and initially feel that metal can conduct electricity.

2. Cultivate the ability of cooperative inquiry and recording experimental results with symbols.

3. I am interested in conduction phenomena and like to explore with my peers.

Activity preparation:

1. Preparation of knowledge and experience: Children are familiar with the names of experimental materials, and have a preliminary understanding of the shape characteristics of batteries and wires and the types of metals.

2. Material preparation: battery, wire (connected with small light bulb), a piece of cloth for every two children, wool, plastic rope, paper clip, copper key, iron wire, recording paper, pen and power cord; Little bear puppet, battery demonstration comb diagram, large record sheet, etc.

Activity flow:

First, create situations and introduce activities.

Teacher: (showing the little bear puppet) There was a power outage at the little bear's house today. The room is dark. It's really uncomfortable The bear couldn't find the candle, but found a battery and a wire tied with a small light bulb. He wants to install a lamp by himself with these things. What do you think the bear should do to make the light bulb light up?

Second, guide children to explore independently "how to make the light bulb light up".

1. Introduce the experimental materials.

Teacher: Today, let's help Little Bear install electric lights. The teacher prepared batteries, light bulbs and wires. One end of the wire is exposed, and the other end of the wire has been wrapped around the small light bulb. Where should the two ends of the wire be connected to the battery before the light bulb lights up?

2. Explain the operation steps and activity rules.

Teacher: Two children cooperated in the experiment. They can try to make the light bulb glow in different ways.

3. The two children cooperated in the experimental exploration, and the teacher focused on guiding the children to try to connect the batteries in different positions with wires.

4. Guide children to share the experience gained in the exploration collectively through physical demonstration and graphic demonstration.

Third, set up problem situations to guide children to explore the conductive phenomenon of objects independently, and initially perceive that metals can conduct electricity.

1. Set the problem scenario.

Teacher: No, the wire of the light bulb that Bear just installed was bitten by a mouse. When the wire is broken, the light bulb won't light up again. What material can be used to help the energized light bulb rekindle?

2. Introduce the operation materials and arouse the children's guess.

3. Children's experiments and teachers' guidance.

4. concentrate on communication.

Fourth, the end of the activity

Remind children to pay attention to the safety of electricity use.