Small Class "Understanding Animals" Teaching Plan

5 Small Class "Understanding Animals" Teaching Plan

Children are especially fond of animals. In their world, small animals can live, play and learn like themselves. The following is a small class "Understanding Animals" lesson plan I compiled for you. I hope you like it!

Activity intention of "Understanding Animals" lesson plan in small class (1):

Many children still lack the ability to carefully judge the fur characteristics of some animals with the same color and different patterns, so I designed this activity "Animal Flower Clothes". The purpose is to let children discover the differences of fur patterns and colors of several common animals, arouse children to like and get close to various common animals, and distinguish their obvious characteristics.

Activity objectives:

1, to understand the main characteristics of animal fur.

2. Dress small animals in flowery clothes in corresponding ways.

Activity preparation:

There are several corresponding patterns such as zebra, Dalmatian and sika deer.

Activity flow:

First of all, talk about Bibi

Knowing about three different houses, the children found the owners of the houses.

1. How many houses are there?

2. What's the difference between small animals' houses? (Different colors and sizes)

3. Who lives in this house? Guess.

Second, observation and discussion

Guess the owner of the house and understand the fur characteristics.

1. Who lives in this house? Guess. (The exposed part of zebra hair)

What kind of animal is this? (zebra)

What are the stripes on a zebra? Does it look like a horse?

2. I like barking, eating meat and bones, and wearing spotted clothes.

What small animal is it? (Dalmatian)

What pattern does Dalmatian have? (A lot of little black dots) Like what?

3. Show the shadow of sika deer and guess the animals.

There are small flowers. who is it? (sika deer)

Why is the pattern on it like plum blossom?

Third, look for stickers.

Deepen the knowledge and understanding of animal fur patterns.

1. Find out the colorful clothes of small animals in different pictures and texts.

2. Choose animal patterns according to your own preferences and stick the corresponding patterns on their bodies.

Activity reflection:

In the first part, I showed three houses of different colors and sizes. According to the different colors, the children boldly imagine. Some say Dalmatians live, others say sika deer live, and they all boldly express their ideas.

In this activity, I let my children know the main characteristics of animal fur. In the second part, children can guess what kind of animal it is by observation. Some children say that they are spotted dogs when they see zebra hair, which shows that children have not fully understood the patterns of animals, so I emphasize that patterns are blocky and striped, so that children can distinguish between various animals.

In the last link, children can find small animals through different pictures and texts, but I found that when the children finally found their favorite animal patterns, they grabbed them, probably because the teaching AIDS were not well prepared. Next time, they can find more animals for children to choose from.

Small Class "Understanding Animals" Teaching Plan (Part II) ◆ Activity Objectives

1. Understand the lifestyle and habits of animal mothers and babies.

2. Be able to name favorite animals and know that animals are good friends of human beings.

3. Feel the affection between animals.

◆ Activity preparation

◎ Small animal mother wall chart (see teaching aid box).

◎ "Animal Baby" game card (see teaching aid box)

◎ "Looking for Mom" operation list (see children's operation package)

◆ Activities and guidance

speak

1. Show the wall chart of mother animals to stimulate children's interest in participating in activities.

Teacher: Have a look. Who's in the picture?

2. Operate the "Animal Baby" game card to help small animals find their mothers.

Teacher: The kitten can't find its mother. Very anxious. Can you help it?

Some small animals are also anxious. Let's help them find their mother.

identify

1, children's observation, distinguish the difference between childhood and adulthood.

Teacher: Do kittens look like their mothers? What do they have in common? What is the difference?

Does a kangaroo look like its mother?

Does this chicken look like a hen? What's on the hen's head?

2. Guide children to observe and distinguish the difference between frogs and tadpoles.

Teacher: Mother Frog's baby is missing. Do you know who mother frog's baby is?

Its baby is hiding in our classroom. Let's find it.

Do tadpoles and frogs look the same?

connect

Encourage young children to communicate with their peers about their small animals and their mothers.

Teacher: What other animals and mothers have you seen?

Do they look like their mother?

operate

Ask the children to help the baby animals in the "Find Mom" homework list find their mothers.

◆ Activity suggestion

This activity is based on children's cognitive experience of animals. By identifying some animal babies and mothers, we can initially understand their different characteristics and feel the affection between them.

Before the activity, teachers can enrich children's experiences by collecting pictures and stories, such as tadpoles looking for their mothers. In the activity, teachers should guide children to distinguish between adult animals and young animals from different angles, such as head size, tail length and fur color. And provide children with sufficient opportunities for communication. In Frog and Tadpole, children can be guided to tell the characteristics of frogs with the help of stories. After the activity, parents and children can be invited to collect photos of small animals and their mothers. Feeding allows small animals and children to sprout the feelings of caring for animals.

In addition, the operation link of this activity can also be completed by using the time of regional activities. You can also provide an operation list of "Egg Baby Wearing New Clothes" in the art area to guide children to paint, decorate and complete their works.

Teaching reflection:

In the process of teaching, children are full of enthusiasm. In the process of teaching, children have almost become the pride and self-confidence of young doctors, and more importantly, they have learned to learn. Make children not only know the birth mode of animals, but also understand what is an oviparous animal and what is a viviparous animal, which has achieved the teaching purpose well.

Small Class "Understanding Animals" Teaching Plan (Chapter III) Activity Objectives

1, have a desire to know about animals.

2. Key points and difficulties

3. Various animals can be represented by different characteristics of the head (mainly the position of the ears).

Physical environment creation

1, colored fountain pen, crayons, green gouache.

2. Plush dolls: elephants, monkeys, bears, tigers, lions, dogs, rabbits, etc.

Activity flow

Dialogue arouses interest-appreciates discussion-discusses painting methods-children's creation-guides comments.

1, language guidance, to stimulate interest in activities.

It is suggested that children can talk about wildlife parks. Knowing that there will be a group of new friends in the safari park will stimulate children's interest in animals and their desire to participate in activities.

2. Thanks for the discussion.

It is suggested that children observe the outline of animal heads and guess who is the new friend of the zoo.

You can ask: whose ears grow on the top of your head?

Whose ears are on both sides of the head?

Who are those people with ears on both sides of their heads?

Activity description

Children's answers can't be uniform. Children should be allowed to put forward their own different opinions. For example, elephants, dogs and monkeys have ears on both sides of their heads, and different shapes can be discussed in the demonstration.

3. Discuss painting methods.

It is suggested that children add animal ears to the already drawn graphics and decide collectively whether it is right or not. For example, the ears of elephants, dogs and monkeys are both sides, but the ears of elephants are big, and the ears of monkeys and dogs can be oval-shaped, and the eyes, noses and mouths of animals can be demonstrated by teachers.

Problem: Bears, tigers and monkeys have similar ears in shape and position. What is the difference? It is suggested that on the basis of observing the dolls, let the children find them themselves. A lion with a mane and a tiger with a "king" on its forehead.

4. Children's creation

Suggest that teachers can prompt:

(1) Draw the animal's head a little bigger and draw the important features of various animals.

(2) Wash the animals, dress them neatly, and welcome the tourists (paint them full and thick)

(3) The prepared animals can go to the grassland to meet the tourists. Draw the grass with pink dots. )

5, guide the evaluation

There are so many new friends in the wildlife park. Look who they are. Besides the animals mentioned above, who else has come? Encourage children to be creative and paint boldly. )

Small Class "Understanding Animals" Teaching Plan (Chapter 4) Activity Objectives

1. Know that different animals have different feeding habits.

2. Interested in exploring the feeding habits of small animals.

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

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

5. Develop children's observation and imagination.

Activities to be prepared

Various physical objects: chicken, duckling, rabbit, millet, small fish, shrimp, corn flour, vegetable leaves.

Teaching AIDS: pictures of small animals, pictures of food.

Activity process

1. Take children to visit the homes of chickens, ducklings and rabbits, guide them to observe the shapes and movements of animals, encourage them to express the shapes and movements of small animals with actions, and imitate the sounds of several animals.

2. What do small animals eat? Encourage young children to speak their minds boldly.

3. Try it: provide all kinds of food, and children can choose food to feed small animals according to their own wishes.

4. Communication: What food did I feed the animals?

5. Report: Put pictures of foods that animals like to eat under pictures of small animals: Chickens like corn flour and lettuce leaves, ducklings like eat small fish shrimps and lettuce leaves, and rabbits like lettuce leaves.

Activity expansion

In daily life, children should constantly explore the feeding habits of other small animals according to their own interests.

Teaching plan of "understanding animals" in small class (Chapter 5) I. Activity objectives:

1. I would like to talk about all kinds of animals I saw in the zoo and introduce my favorite animals.

2. Be able to express your ideas boldly in Mandarin.

3. Stimulate the emotion of loving animals

Second, the activity preparation:

1, experience preparation: children know several common animal names.

2. Material preparation: photos taken by the slide show zoo.

3. Several little red stars with the same number of children.

Third, the activity process:

(A) stimulate the introduction of interest

1, teacher: "Have you ever been to the zoo, little friend? What animals have you seen in the zoo?

Guide children to talk about what animals they have seen according to their own experiences.

2. Guide children to visit the "zoo".

(1) Play multimedia courseware and watch various animal pictures.

(2) Guide children to know all kinds of animals and tell their names.

(2) Children talk to teachers.

1, please guess what little animals the teacher likes?

(1) Let the children guess what little animals the teacher likes.

(2) The teacher introduces his favorite small animals with animal pictures, and explains what small animals look like and why they like them, such as: Peacock-Beauty-Will open the screen …

2. Let the children say what your favorite animal is.

(1) Ask, "What small animals do you like? Why?

(2) Encourage children to express their ideas boldly in Mandarin.

(3) Ask individual children to come up and introduce their favorite animals.

(3) Send a red star to your favorite animal.

Please take a red star and stick it under the picture of your favorite animal.

(4) Game: Guess who?

Please come up and imitate small animals, and let other children guess what small animals this is!

(5) End of the activity:

Small animals are cute and are our good friends. We should care and love them.