Lesson plan for peeling peanuts for a large class

As a hard-working educator, it is inevitable to prepare lesson plans, which help students understand and master systematic knowledge. So what issues should we pay attention to when writing lesson plans? Below is a lesson plan for a large class on peeling peanuts that I carefully compiled. You are welcome to read it. I hope you will like it. Peeling peanuts lesson plan 1

Relevant knowledge:

It is a nut that is abundantly produced and widely eaten in my country. It can be eaten in many ways (boiled, fried, cooked, etc.). Oil can also be squeezed. Soap making and raw materials for cosmetics.

Activity goals:

1. Learn to record the number of peanuts using numbers and symbols.

2. Try to carry out activities of peeling peanuts and recording multiple times in a planned and orderly manner.

Activity preparation:

One plate of peanuts per person (about 10 pieces, the number of peanut kernels varies from 13), one pen per person, two empty basins per group, children One record card per person.

Activity process:

1. Guess riddles, elicit peanuts, and observe peanuts

(1) Today the teacher brought a new friend, which is hidden in this riddle (Show the riddle-faced house with a red tent and a fat white man living inside.) Let’s guess together. If we guess correctly, it will play a game with us. Do the children have the confidence to guess? OK, listen carefully, think seriously, and let’s work together. (Teacher tells the riddle, children guess)

(2) Yes, it’s Peanut’s mother who lives in a hemp house. Peanut’s mother said that the children are so smart. She gave each child a plate of peanuts. (Ask each child to get a plate of peanuts.) I want to play a game with the children, okay? Listen, first carefully observe the peanuts on your plate. Do not peel them. Talk about the differences between them. Look at the differences in size and length.

(3) Can you guess how many peanut babies each peanut mother has in her belly?

(4) Choose a peanut, guess how many baby peanuts are inside, then peel it and see if you are right?

1. Why are there so many peanut mothers? How can we remember how many peanut babies each peanut mother has? The first one, the second one, do you have any good ideas? (Children’s discussion) How to record? Should we record them together after peeling them off, or record them one by one?

2. Children operate and record the number of peanuts.

(1) Children peel the peanuts, count the number of peanut kernels inside and record them on the children's record card. (Teachers pay attention to the methods and steps of each child's peeling and recording, and understand the children's problem-solving strategies)

(2) Guide the children who finished first to observe their own record cards and look for the peanuts in the mother's belly There are several records of the same number of peanut babies.

1. The results of children observing and recording each other.

2. Ask the children to talk about what the numbers or symbols they recorded mean. Peanut peeling class lesson plan 2

Activity objectives:

1. Observe the characteristics of peanuts and understand their uses.

2. Record the situation of peeling peanut kernels and learn simple statistical data methods.

3. Experience the fun brought by activities.

4. Arouse children’s interest in learning.

5. Let children understand simple mathematical principles.

Activity preparation:

Each person has 10 peanuts, a snack plate and a small bowl, and a recording sheet.

Intelligent AB guessing test questions. Some peanut foods.

Activity process:

1. Observe the appearance of peanuts.

1. Introduction with riddles: Children all like to guess riddles. Today the teacher has brought a riddle to the children. Please guess it. Little ears are tuned. "Hemp house, red tent, a fat white man sleeping inside" Who can guess?

2. How did you know? Ask the children to explain the riddle.

Let's take a look, what does the shell of a peanut look like? What about inside? When you open it, what's inside? Learn peanut kernels (understand the appearance characteristics of peanuts)

2. Peel peanuts

1. Children are awesome. Not only can they guess the riddles, but they can also tell the reasons. Isn’t that right? There is a peanut kernel sleeping inside each peanut? Then guess, how many peanut kernels are in this peanut? (Children guess) Is that so? How can we find out? (Peel it open and take a look)

2. Do you want to peel the peanuts? Today we are peeling peanuts and we have to record them at the same time. How to record them? (Show the record sheet) There is a record sheet here with two rows of grids. This row tells you to peel peanuts 10 times. The lower row asks you to fill in the number of peanut kernels. If you peel 2 peanuts for the first time, For a peanut kernel, you use 2 to represent it in the first grid. The second time you peel out 3 peanut kernels, where do you record them? Okay, the children should peel it one at a time and keep track of it until they finish peeling it off. The peeled shells should be placed in the basin in the middle. Can you play? Can you peel it and eat it at the same time?

Okay, let’s get started!

3. Ask children to peel peanuts and record them while peeling.

4. The teacher conducts guided tours and reminds children to record the peeling results.

5. Encourage the children who have finished peeling to talk about the results of the game.

6. Statistics.

Communication: Children, have you peeled all the peanuts? Can you tell everyone the results of the recording? (Yes, please introduce individual children)

A. Today, the children are so smart. Not only can they peel peanuts, they also record the number of peanut kernels, and they know that there are 1 kernel in a peanut. , some have 2 peanut kernels, and some have 3 peanut kernels. How many of each type are there in the 10 peanuts you peeled? Let's count it up, shall we?

Look, the teacher also peeled 10 peanuts, and I also wrote it down. Let’s see, how many times did I peel 1 peanut kernel? (Count) Where do you record it (the place where one peanut kernel is)? How many times have you peeled two peanut kernels? How to remember it? How many times are there 3 or 4 pills? Where to record it?

B. Summary: Fortunately, now I have counted the peanuts I peeled. (Teacher points to the recording sheet and says it again) C. Will the children also count their own recording results? (Yes) Ask the children to give it a try and see if you count which one has the most peanuts?

D. Statistics for young children, teacher guidance.

E. Communication: What are your statistical results? Who would like to introduce it to you? How many peanut kernels are the most? (Children’s Narration) Who else wants to talk about it?

F. Other children, where are yours? Show your record sheet to your parents and tell them, which kind of peanut kernels do you have the most? (Communication with the next person)

3. Understand the uses of peanuts.

1. The children are awesome. Through statistics, we found that 2 peanut kernels are the most common. So what are the uses of peanuts? (Children said it themselves)

2. Summary: What the children said is really good. In addition to being edible, peanut kernels can be squeezed for oil, but are their shells and coats useful? Let's hear what Peanut himself has to say! (Another teacher plays the role of Peanut and tells the story) 3. It turns out that Peanut has such great abilities and is full of treasures. Do you remember it?

IV. Game: Intelligent AB Guessing

1. Let’s play a game about peanut secrets called Intelligent AB Guessing.

2. Let me say one thing, if you think A’s answer is right, you will stand on A’s side. If you think B’s answer is right, you will stand on B’s side. The child who chooses the right answer will get a smiling flower, so you must listen carefully before choosing to see who can answer all the questions correctly? Do you understand? Okay, the game starts now.

1. The seeds of peanuts are in

A. Above the soil B. Under the soil

2. Moldy peanuts A. Can be eaten B. Can’t Eat

3. Peanuts can extract oil A, yes B, no

4. Peanuts can only be eaten A, yes B, no

5. All The peanuts have only 2 peanut kernels A. Yes B. No

6. Peanut shells A. Useful B. Useless

Evaluation: The game is over, look at you How many smiley flowers did you get? Let's see if anyone got 6 smiley flowers? These children are the champions of our game this time. Other children should not feel sad. We will continue to work hard and strive to win the championship next time.

5. Sharing activities.

Today we played games with peanuts and learned so much about peanuts. Now let’s taste what the peanuts we peeled by ourselves taste like?

Children share peanuts.

Reflection on the activity:

Introducing the new lesson, I chose a vivid and interesting riddle - a hemp house, a red tent, and a fat man sleeping inside. The students' interest was high Enthusiastically answered the riddle. Through the introduction, students' interest is stimulated, and students think about the characteristics of peanuts from this riddle, which subtly guides students to develop the habit of careful observation.

After answering the riddle, I promptly affirmed the students’ answers and explained the purpose and requirements of this composition class. The purpose of this composition class was to describe the activity of peeling peanuts, and students were required to pass the three steps of peeling peanuts. This link cultivates students' observation ability, hands-on practice, unity and cooperation and accurate expression ability. Learn to write essays about narrative activities.

Before the activity begins, students observe the appearance of the object in the activity-the peanut. Use accurate and vivid words to describe it. After careful observation, the students expressed their opinions. Starting from the color, shape, size, shell texture and other characteristics, they accurately and vividly described the appearance of the peanut. I have accumulated a wealth of words and phrases for writing essays.

When the activity started, the first part of the activity was peeling peanuts with both hands. I first put forward the activity requirements, starting with the common activities in life, peeling peanuts with both hands. Pay attention to the cooperation of both hands and see clearly how the two hands peel peanut shells. Students often do this kind of activities in their daily lives, and they feel very familiar, relaxed, and The atmosphere was lively, and many students carefully observed the methods, demeanor, and movements of their classmates during the process of peeling peanuts. When I asked my classmates to come to the stage to demonstrate, the students on the stage organized their language very well, and each action was well decomposed. The students in the audience listened carefully and actively participated in the supplementary discussion. The students complemented each other and described the process of peeling peanuts with both hands more accurately and vividly. I also excerpted the key verbs on the blackboard, Accumulate materials for students to write essays.

The second part of the activity - peeling peanuts with one hand. After I made the request, I emphasized that only one hand can be used in the process of peeling peanuts. Comparing the students with the first session, they immediately discovered the differences between the two sessions. The students were more interested. There were various methods of peeling peanuts. The students learned from each other and the atmosphere was warm. During the display session, the students on the stage and The discussion in the audience became more lively, the words and sentences summarized by the students were richer, and many students were even able to relate to real life through the activities and express their opinions.

In the third part of the activity - peeling peanuts without using hands, the activity requirements were also put forward first. The students began to feel novel. How to peel peanuts without using hands? Students first thought of ways to experiment on their own, and then wrote The students observe others and try again after summarizing their experiences. The various methods are really eye-opening. The students show their talents and want to show their own methods to others. The students explain accurately and vividly while demonstrating. , of course, other students also kept giving reminders and supplements. The students' interest is particularly strong. At that time, many students contacted Life to talk about their feelings.

Through three links, simple activities are made more layered and organized, and students can also be more layered and organized when narrating. Students can taste the fruits of their labor while summarizing the content of the composition, and the atmosphere is relaxed. ,nature. The students themselves participated in the activities, which fully mobilized students' autonomy and openness. The students commented on each other and summarized. The students felt that this composition class was very content-heavy, wanted to write, and wrote well.

Peanut peeling class lesson plan 3

Activity objectives:

1. Observe and discover the characteristics of peanuts and understand their uses.

2. Learn to use numbers and symbols to record the number of peanuts.

3. Record the situation of peeling peanut kernels and learn simple statistical data methods.

Activity preparation:

1. One plate of peanuts per person (about 10 pieces, the number of peanut kernels ranges from 1-3).

2. Each person has a pencil, two empty basins, and a recording form ("Children's Picture Book")

Activity process:

1. Introduction

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1. Riddle: A hemp house, a red tent, and a fat white man sleeping inside.

2. Please peel a peanut each person and observe its structure and characteristics.

3. The way a child talks about peanuts.

2. Understand the uses of peanuts.

1. Children communicate with each other about the uses of peanuts.

2. Teacher’s summary.

3. Peel the flowers

1. Guess how many peanut kernels there are.

(1) Observe the peanuts on the plate and talk about their differences. (Compare the size, length, shape, etc. of peanuts)

(2) Can you guess how many peanut kernels are in each peanut?

(3) Choose a peanut, guess the number inside, then peel it and see if you are right?

2. Discuss the recording method.

(1) Think about how you can remember how many peanut kernels are in the first peanut? What about the second and third one?

(2) How to record? Is it recorded together after peeling it off, or is it recorded once it is peeled off?

3. Remember the number of peanuts.

(1) Children peel open the peanuts, count the number of peanut kernels inside and record them on the recording paper.

(2) Pay attention to the methods and steps of each child's peeling and recording, and understand the children's problem-solving strategies.

(3) Guide the children who have finished first to observe their record sheets and look for records showing how many times the number of peanut kernels in the peanuts is the same.

(4) *** According to the same analysis, there are more peanut kernels in this batch of peanuts.

4. Exchange and share.

(1) Lead the children to observe and record the results of each other.

(2) Ask individual children to tell what the numbers or symbols they recorded mean.

(3) Taste the peanuts you peeled yourself. Guide the children to talk about the taste of peanut kernels.

End of activity:

In regional activities, paint peanut shells with seven colors and build them into beautiful "colorful necklaces", "colorful paths", etc. Peanut Peeling Class Lesson Plan 4

Objectives

1. Learn to record the number of peanuts using numbers and symbols.

2. Try to carry out the activities of peeling peanuts and recording multiple times in a planned and orderly manner.

Preparation

1. One plate of peanuts per person (about 10 pieces, the number of peanut kernels varies from 1 to 3).

2. Each group has two boxes of colored pens, two empty basins, and several sheets of recording paper.

Process

1. Guess how many peanuts there are.

——Look at the peanuts on the plate and talk about their differences. (Compare the size, length, shape, etc. of peanuts)

- Can you guess how many peanut kernels are in each peanut?

- Choose a peanut , first guess the number of pieces inside, and then peel it open to see if you are right?

2. Discuss the recording method.

——Think about how to remember how many peanut kernels are in the first peanut? What about the second and third peanuts?

——How to record? Yes Do you record them together after peeling them, or record them once you peel them?

3. Record the number of peanuts.

——Children peel open the peanuts, count the number of peanut kernels inside and record them on the recording paper.

——Pay attention to the methods and steps of each child's peeling and recording, and understand the children's problem-solving strategies.

——Guide the children who finished first to observe their record sheets and find the records of how many times the number of peanut kernels in the peanuts is the same.

4. Exchange and share.

——Lead the children to observe and record the results of each other.

——Ask individual children to tell what the numbers or symbols they recorded mean.

——Taste the peanuts you peeled yourself.

Suggestions

1. Encourage children to record using the method they think is appropriate, and express the recording results in clear language.

2. In regional activities, peanut shells can be painted with seven colors and assembled into beautiful "colorful necklaces", "colorful paths", etc. Peanut Peeling Class Lesson Plan 5

Objectives:

1. Perceive the structure of peanuts and know that the number of peanuts in peanuts is different.

2. Learn to use numbers and symbols to record the number of peanuts.

3. Try to carry out activities of peeling peanuts and keeping records in a planned and orderly manner.

Preparation:

1. 1 pot of peanuts for each table, about 40 pieces; pencils, classification boxes, record sheets, one for each person; two empty pots for each table

< p> 2. Gently press the peanuts into the opening in advance to make it easier for children to peel them.

Peanut peeling statistics table

The first time

The second time

The third time

The fourth time Time

The fifth time

One***

3. Teacher’s record table

Peanut peeling statistics table

Process:

1. Guess riddles to arouse interest in peeling peanuts.

l Guess riddles. Question: How did you know? Why do you say it is peanut? Observe the characteristics of peanuts.

l Guess how many peanuts are in the peanuts you selected? How do you know?

2. Peel the peanuts and record the number of peanuts.

l Each person chooses 5 peanuts and places them in the 5 grids of the sorting box.

l Introduce the record sheet and know how to record it.

l When children operate, pay attention to observing the methods and steps of individual children to understand their strategies for solving problems.

3. Exchange, share and count

l The teacher demonstrates statistics of which peanuts among the five selected peanuts have the most peanuts.

l Children keep statistics on their own records.

l Count the numbers of all the children in the class and see how many peanuts among the peanuts peeled by the children in the class have the most peanuts. Peanut Peeling Class Lesson Plan 6

1. Activity Objectives

1. Perceive the characteristics of peanuts and learn simple recording methods.

2. Explore ways to peel peanuts and understand the usefulness of tools.

3. Try cooperation and experience the joy of cooperation.

2. Activity preparation

Peanuts, record cards, plates, tools for peeling peanuts, etc.

3. Activity process

1. Perceive the characteristics of peanuts

Teacher: Autumn is a harvest season. Farmers have harvested a lot of fruits. Today, they have I want to give this fruit to the children in the first class. What kind of gift do you think it might be? Look, this is the shadow of the gift. Do you have any new ideas? Tell us your reasons. Is that so? Please open it and take a look. Ask each child to take a peanut from the plate and play with her as her friend. Teacher’s inspiring questions:

(1) What color are the peanuts in your hands? (Yellow)

(2) Let’s squeeze it with our hands and see how it feels? (Hard)

(3) Let’s shake it and listen. No sound? How come there is sound? (Oh, it turns out that baby peanut lives in it)

2. Peel the peanuts by hand and record the room and number of peanuts for each peanut.

(1) Teacher: Some peanuts have one room, and some have 2, 3, or 4 rooms (who has the same peanuts as me?)

(2 ) Then do you want to know what the room the peanut babies live in looks like?

(3) Ask the children to find a way to peel it open and take a look, and record how many peanut babies live in each peanut. on note card. Let’s take a look at how this record card should be recorded?

(4) Teacher tour guidance: communicate with individual children how to peel peanuts, and guide children to record

(5) Paste the completed record card on the blackboard,

Question: Have you discovered any secrets? (The number of Peanut rooms is equal to the number of Peanut babies inside)

Do some Peanuts have two babies in one room, and some rooms are empty? When you have a chance, you can look for it later.

(6) Collective exchange of methods for peeling peanuts

Question: The teacher wants to ask you what method you just used to peel the hard peanuts? (Peel with your hands, bite with your mouth, knock on the table)

What difficulties do you encounter when peeling peanuts?

3. Use tools to peel peanuts

(1) Try to use tools to peel peanuts

Teacher: I just found that the children had a hard time peeling a peanut. What’s a good way to peel peanuts quickly? (Children discuss with each other a good way to peel peanuts)

The teacher has prepared some special tools for you today. Look, what are these? After a while, you can try peeling peanuts with tools and see if it can help you.

Teacher: Who can tell you what tools you used and how you completed it?

(The teacher summarizes the use of various tools)

Do you think it is better to peel peanuts with tools or by hand?

(2) Compete in using tools and peeling peanuts by hand, and experience using tools quickly and effortlessly.

Teacher: Is it faster to peel with tools than with hands? Let’s have a competition. Two groups will peel with hands and two groups will peel with tools. The teacher will give you the same number of peanuts. Let’s see how you use them. Is the group using tools to peel peanuts faster than using hands? When peeling peanuts, children in the same group can cooperate with each other. Summary: It turns out that using tools to peel peanuts is indeed more convenient! There are many things in life that can be used as tools to help us complete tasks better and faster. We children must use more brains to discover them!