Teaching plan of "playing gyro" in large class

As teachers, we often have to write an excellent teaching plan, which is the basic condition to ensure the success of teaching and improve the quality of teaching. So what problems should we pay attention to when writing lesson plans? The following is a "top-playing" lesson plan for everyone, welcome to share.

Before the activity, the teaching plan of "Top Beating" 1 comments.

In scientific exploration activities, we encourage children to discover the science around them while playing, and try to use common agricultural products such as radishes as experimental materials to explore and analyze problems, stimulate children's interest in exploration and accumulate exploration methods.

When I asked my children "What kind of gyro do you want to design", I found that many children answered "round". Indeed, in the children's impression, whether they see it on TV or buy it themselves, the shape is basically round. So I continued to ask the children, "Why do you all see circular gyroscopes?" "Can you design it into other shapes? Will other shapes rotate? " ..... With these problems, children's desire to operate is greatly stimulated.

The first link is to let children recall and communicate the rotation in life. Teachers guide children to combine their existing life experience and find that spinning phenomenon is everywhere in life, thus arousing children's interest in spinning phenomenon and stimulating their desire to play top. The second link is to let children use the materials provided by the teacher and try to find and analyze problems by comparative methods under the guidance of the teacher. In this link, teachers can guide children to operate and communicate, mobilize their existing cognitive experience, activate their thinking, and let them find some factors that affect the gyro rotation. The third link is activity extension, because there are many factors that affect the gyro rotation, and children can only find some of them in this activity. Teachers' questions can stimulate children's desire to explore again and expand their thinking.

moving target

1. Experience the fun of gyro rotation.

2. Use symbols and other methods to record the exploration process and your own findings.

3. Perceive the different phenomena of gyro rotation and master the method of making gyro independently.

Difficulties and difficulties analysis

Key point: try to use materials to make gyroscopes independently.

Difficulty: Explore how to make the gyro rotate quickly and for a long time.

Activity process design

First, import

Show examples of gyroscopes directly to stimulate children's association with "spinning phenomenon"

Teacher: What does the word "rotation" remind you of? Can you express it in one action? What are the rotating phenomena in life? What do these rotations have to do with our lives?

1. Show the gyro and lead to the topic.

Teacher: We find that there are many rotating phenomena in life, some of which will make our life more convenient, such as electric fans, washing machines and microwave ovens. Some will bring happiness to our lives, such as top toys, story tapes, amusement park turntables and so on.

2. What do you think this is? "Gyro" "It was invented by China people and has a history of 4000 years! Our ancestors are really smart and really awesome! " Do you know how to play top? Do you want to change? What is the top you have seen?

Second, expand: explore independently and make a rotating gyro.

1. Provide materials for children to make gyroscopes and encourage them to try to make them.

Note: The teacher has prepared some special materials for everyone. Please try to make a gyro (pay attention to the safety of tool materials during the production process) and try to make it turn. What can you do to make the top turn?

Pay attention to where the axis of the gyro should be. And write it down.

2. Children try to make gyroscopes independently, and teachers patrol and guide children to make records.

3. The child turns the gyro by himself.

4. Question: How did you do it and what did you find? (Focus on guiding children to discover that cotton swabs should be inserted in the center of round radish slices so that the gyro can turn steadily. )

Third, hands-on experiments and independent exploration.

Then make gyroscopes with different shapes, find different phenomena in observation and comparison, and record communication.

What can you do to make your gyro turn more stably? Where should the axis of the gyro be? You start the experiment! Be sure to make observation records!

2. Children's operation, the teacher guides children to find that it is easier to put a cotton swab in the middle and turn the gyro.

3. communicate and share. The teacher guided the child to find that the toothpicks were in the same position on it.

Teacher:

Auxiliary question:

(1) Where are the holes in the radish gyro? Where are the holes in the triangle gyro?

(2) What's the difference between two gyroscopes made by inserting toothpicks in the center of radish slices and inserting them next to radish slices when rotating?

4. The teacher summed up the elements: it turns out that the rotation of the gyro is related to the position where the toothpick is inserted on the radish slice.

Play gyro

Teacher: Today, the teacher plays gyro with everyone. Before playing the top, the teacher has to ask a few questions.

(1) What does the gyro look like when it rotates?

(2) What happened to the surface color of the gyro after its rapid rotation?

(3) What happened to the shape of the gyro after its rapid rotation?

(4) On the glass plate, the board or the towel, which one rotates faster and takes longer? We can make a guess and get it verified immediately.

We all went to play top with questions. The teacher also prepared towels, glass plates and boards on the table. You can spin the top on it again to see how long it takes and how fast it is. Get ready! Pay attention to observation when playing gyro.

4. The teacher summarizes the elements and helps the children to sort out the collected information.

(1) Different contact surfaces have different rotational speeds.

It takes longer, faster and more stable time to open the glass plate. The gyro contacts different materials, some are smooth and some are rough, so the rotation speed is different.

(2) After the gyro rotates rapidly, the surface color of the gyro changes.

(3) After the gyro rotates, the original angular shape looks round.

5. Connecting the preceding with the following, leading to the task.

Teacher: We played the spinning gyroscope and learned some related knowledge. Do you want to make one yourself? (ok). What material do you want to make a coat with? (cardboard, plastic board, wood, iron sheet, plasticine, bottle cap) We make a simple gyro with the fastest speed and make it rotate.

(2) Turn the game and find the problem.

Question: How to rotate quickly and for a long time? Draw a red dot on the edge of the radish slice with a watercolor pen as a mark.

1. Teacher: Everyone chose gyroscopes with the same shape to take part in the competition. Now, please find a good friend to compare and see who makes the gyroscope turn steadily.

2. Children compete with their peers, and teachers observe and guide them to inspire children to think: Why does your gyro turn more steadily (or unsteadily) than his?

3. Teacher: Now the cotton swabs on your gyro are all inserted in the center of the radish slices. Why do some children's gyroscopes turn steadily and some children's gyroscopes turn unsteadily?

(Help children find some gyro radish slices inserted above the toothpick and some gyro radish slices inserted below the toothpick. Everyone turns the gyro in different ways. )

Auxiliary question:

(1) What's the difference between the top two children in the competition?

(Guide children to find that the radish slice of children's gyro is inserted in the middle of the toothpick, and the plastic slice is far away from the desktop: the radish slice of children's gyro is inserted under the toothpick, close to the desktop. )

(2) Why does the same gyro sometimes turn steadily and sometimes unsteadily?

4. The teacher summed up the elements: the rotation of the gyro is related to the position of the radish slice on the toothpick and the method of rotation.

Activity expansion:

Teacher: Today, we discovered so many secrets about gyro rotation when we were making and playing gyro. There are also markers and colored paper. Has there been any change in the rotation of the gyro after we color it? Is there any way to make these gyroscopes turn more stably? We can go to the activity area to explore, and I believe there will be new discoveries.

Activity reflection:

Children's science education focuses on stimulating children's cognitive interest and desire to explore, so that they can experience the fun of exploration and discovery, and understand the process of knowledge generation and the methods of scientific exploration. Children have been in a state of active exploration, because the whole activity is natural and smooth, well organized, suitable for large-scale children's level and challenging. It stimulates children's interest and enthusiasm in exploring new things, and children have always shown strong curiosity and thirst for knowledge.

The second activity goal of the teaching plan "Top-beating" in the big class:

1, to guide children to explore and discover various related factors related to gyro rotation in the process of playing gyro.

2. Actively participate in exploration activities and sprout a desire for knowledge.

Activity preparation:

There are three small baskets with gyroscopes on each table, and one for children: 1 Basket No.2 has a different turntable, and Basket No.3 has a different axis.

Activity flow:

1, import: children, do you usually like to play with gyroscopes? Which one of you won the first place? How did your top win? Today, the teacher prepared all kinds of gyroscopes for everyone. Please come and play together.

2. Business exploration activities.

Activity 1:

(1) Let the children play with the gyro in the red basket first, and let's see whose gyro turns for a long time.

(2) Children play with gyroscopes, and teachers tour to guide and encourage children to compete boldly.

(3) Exchange feedback. Temperature: Who have you compared with? How's the grade? Why is it faster (slower) than his?

(4) verification. Let's compare it again and see why.

5. Teachers and students * * * Summary: The length of gyro rotation is related to the shape of the gyro.

Activity 2:

(1) Let the children play with the little gyro in the green basket to see whose gyro is the best.

(2) Teachers' itinerant guidance.

(3) Exchange feedback.

(4) verification.

5. Teacher-student summary: The rotation time of the gyro is related to the turntable of the gyro.

Activity 3:

(1) Let the children take the gyro out of the yellow basket and compare it.

You see, the gyroscopes in their hands are all of the same shape, and so are the turntables and rotating shafts. Do they rotate at the same time now?

(3) Children's competition and verification.

⑷ Summary: The length of gyro rotation is also related to force and speed.

3.End: Further exploration and doubt.

Children, think about it. If you put the gyro on the tile or the carpet, which one will take longer to turn? The teacher will leave this problem to you to explore, ok?

Teaching plan of "playing top" in big class three I. Activity objectives

1. Guide children to explore and discover various related factors related to gyro rotation in the process of playing gyro.

2. Actively participate in exploration activities and sprout a desire for knowledge.

Second, the activity preparation

1. There is a small gyro in the basket on each table.

2. A child's hand: small gyroscopes with different shapes in the box 1; Small gyroscopes with different turntables in box 2; Small gyroscopes with different axes in box 3.

Third, the activity process

(1) import theme: teacher: children, do you usually like to play with gyroscopes? Which one of you won the first place? How did your top win?

(2) Operation Exploration 1

1. Today, the teacher prepared various gyroscopes for everyone. Would you please come and play together? Please play with the little gyro in the box 1 first. Let's see whose gyro takes longer. (2) Children play with gyroscopes, and teachers tour to guide and encourage children to compete boldly. ③ AC feedback. Question: Who have you compared with? What is the performance of the gyro? Why is it faster (slower) than his? 4 verification. Let's compare and see why. ⑤ Teachers and students are the same: the rotation time of the gyro is related to the shape of the gyro.

Let the children play with the little gyro in box 2 again to see whose gyro is better. ② Teachers' itinerant guidance ③ Exchange feedback. 4 verification. ⑤ Teachers and students are the same: the rotation time of the gyro is related to the turntable of the gyro. Let the children play with the little top in box 3 again to see who will win. ② Teachers' itinerant guidance ③ Exchange feedback. 4 verification. ⑤ Teachers and students are the same: the rotation time of the gyro is related to the axis of the gyro.

(3) Operation Exploration 2

1, the teacher asked some children to take out the gyro in box 3 and compare it again.

You see that the gyroscopes in their hands are all of the same shape, and so are the turntables and rotating shafts. Does it take the same time to rotate now?

3, children's competition, verification.

4. The time of gyro rotation is also related to force and speed.

(4) Conclusion: Further exploration and questioning. Children, think about it. If you put the gyro on the tile or the carpet, which one will take longer to turn? The teacher will leave this problem to you to explore, ok?

Teaching plan of "spinning top" in large class IV. Activity objectives:

1. Guide children to explore and discover various related factors related to gyro rotation in the process of playing gyro.

2. Actively participate in exploration activities and sprout a desire for knowledge.

Two. Activity preparation:

1. There is a small gyro in the basket on each table.

2. A child's hand: small gyroscopes with different shapes in the box 1;

Small gyroscopes with different turntables in box 2;

Small gyroscopes with different axes in box 3.

Three. Activity process

(1) Import theme:

Teacher: Children, do you usually like to play with gyroscopes? Which one of you won the first place? How did your top win?

(2) Operation Exploration 1

1. Today, the teacher prepared various gyroscopes for everyone. Would you please come and play together? Please play with the little gyro in the box 1 first. Let's see whose gyro takes longer.

(2) Children play with gyroscopes, and teachers tour to guide and encourage children to compete boldly.

③ AC feedback. Question: Who have you compared with? What is the performance of the gyro? Why is it faster (slower) than his?

4 verification. Let's compare and see why.

⑤ Summary between teachers and students: The length of gyro rotation is related to the shape of gyro.

Let the children play with the little gyro in box 2 again to see whose gyro is better.

② Teachers' itinerant guidance

③ AC feedback.

4 verification.

⑤ Teacher-student summary: The rotation time of the gyro is related to the turntable of the gyro.

Let the children play with the little top in box 3 again to see who will win.

② Teachers' itinerant guidance

③ AC feedback.

4 verification.

⑤ Summary of teachers and students: The rotation time of the gyro is related to the axis of the gyro.

(3) Operation Exploration 2

1, the teacher asked some children to take out the gyro in box 3 and compare it again.

You see that the gyroscopes in their hands are all of the same shape, and so are the turntables and rotating shafts. Does it take the same time to rotate now?

3, children's competition, verification.

4. Summary: The length of gyro rotation is also related to the magnitude and speed of force.

Fourth, the end: further exploration and doubts.

Children, think about it. If you put the gyro on the tile or the carpet, which one will take longer to turn? The teacher will leave this problem to you to explore, ok?

"Top-beating" Teaching Plan 5 Activity Target in Big Class

1, to guide children to explore and discover various related factors related to gyro rotation in the process of playing gyro.

2. Actively participate in exploration activities and sprout a desire for knowledge.

3. Initially cultivate children's ability to solve problems with existing life experience.

4. I like to participate in games and experiences.

Activities to be prepared

1. There is a small gyro in the basket on each table.

2. A child's hand: small gyroscopes with different shapes in the box 1; Small gyroscopes with different turntables in box 2; Small gyroscopes with different axes in box 3.

Activity process

(1) import theme: teacher: children, do you usually like to play with gyroscopes? Which one of you won the first place? How did your top win?

(2) Operation Exploration 1

1. Today, the teacher prepared various gyroscopes for everyone. Would you please come and play together? Please play with the little gyro in the box 1 first. Let's see whose gyro takes longer. (2) Children play with gyroscopes, and teachers tour to guide and encourage children to compete boldly. ③ AC feedback. Question: Who have you compared with? What is the performance of the gyro? Why is it faster (slower) than his? 4 verification. Let's compare and see why. ⑤ Summary between teachers and students: The length of gyro rotation is related to the shape of gyro.

Let the children play with the little gyro in box 2 again to see whose gyro is better. ② Teachers' itinerant guidance ③ Exchange feedback. 4 verification. ⑤ Teacher-student summary: The rotation time of the gyro is related to the turntable of the gyro. Let the children play with the little top in box 3 again to see who will win. ② Teachers' itinerant guidance ③ Exchange feedback. 4 verification. ⑤ Summary of teachers and students: The rotation time of the gyro is related to the axis of the gyro.

(3) Operation Exploration 2

1, the teacher asked some children to take out the gyro in box 3 and compare it again.

You see that the gyroscopes in their hands are all of the same shape, and so are the turntables and rotating shafts. Does it take the same time to rotate now?

3, children's competition, verification.

4. Summary: The length of gyro rotation is also related to the magnitude and speed of force.

(4) Conclusion: Further exploration and questioning. Children, think about it. If you put the gyro on the tile or the carpet, which one will take longer to turn? The teacher will leave this problem to you to explore, ok?

Activity reflection

The whole link and thinking of this activity are very clear, and the teacher's preparation before class is also in place. The selection of materials starts with the gyro that children are interested in, so that children's participation and interaction are better. During the activity, the teacher took the children to explore and observe one by one with questions, so that the children could discover that all kinds of gyroscopes would present a circle when they rotate rapidly in guessing, trying and speaking, and let the children gain more perceptual experience about rotation. However, teachers' ability to improvise in class needs to be strengthened. When children introduce their findings, mistakes should be solved on the spot to deepen their impressions, and should not be solved together at the end.