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Kindergarten candy teaching plan

Kindergarten candy lesson plan activity goal 1

1, know the shape, color, taste and other characteristics of candy, and know the variety of candy.

2. Learn to perceive candy by seeing, touching, smelling and tasting.

3. Willing to participate in the activities of exploring candy and express their findings and feelings.

Activities to be prepared

1, the children choose to bring 2-3 different kinds of candy, sit around the table and put their own candy in front of them.

2. Paper jam and 1 marker.

3. Each group has a candy tray.

Activity process

1, introduce the candy you brought.

Teacher: Who wants to tell everyone what candy you brought?

Child: I brought a lollipop.

Child: I brought chocolate candy.

The teacher recorded the types of candy with stick figures. (For example, when a child introduces a lollipop, the teacher will draw an icon of the lollipop.

Lead the students to count how many kinds of sweets the class has brought.

The teacher concluded that the children had brought so many different kinds of sweets.

2. Observe the diversity of candy.

Teacher: You brought so many sweets! Please put it in the candy tray in the middle of the table to see if they are the same.

Child: It's different.

Young children: I think there are some similarities and some differences.

Teacher: What's the difference? Please take a closer look.

Young children: Some are red, some are green and some are yellow.

Young children: Some sweets are big and some are small.

Child: lollipops have sticks, but other sweets don't.

The teacher concluded: It turns out that these candies are so different. Not only the packaging is different, but also? Some are big, some are small; Some are round, some are square, and some even have sticks.

Teacher: Please squeeze it with your hands and see what you will find. Smell it with your nose again. What will it taste like?

Child: I think QQ candy is a little soft, and it tastes like orange.

Child: lollipops are hard and sweet.

3. Taste and share candy.

Teacher: What does candy taste like?

Child: That's sweet.

Child: Oranges are sour.

Teacher: Please choose a candy you like.

Who wants to tell you how to eat candy? (Let individual children demonstrate peeling candy. )

Child: Peel off the sugar paper.

Young children: tear it as soon as you tear it, then put it in your mouth.

Teacher: put the candy in your mouth and taste it! Encourage children to peel off the candy paper through their own exploration. )

Teacher: What's the taste of the candy you eat? What happens to the candy in your mouth? (Guide children to express their feelings freely. )

Child: Mine is fruity.

Child: Mine is grape-flavored. It melts in my mouth and is very sweet.

Child: My sugar is getting smaller.

The teacher concluded: It turns out that different sweets have different tastes. Candy will slowly melt and get smaller in our mouths.

4. Extended activities

Watch the courseware: the big tiger without teeth.

Question: What happened to his teeth?

Child: His teeth are all broken.

Child: He has a decayed tooth and all his teeth have fallen out.

Teacher: What should we children do?

Child: We don't want to eat candy.

Child: I won't eat sugar in the future, and my teeth will fall out if I eat sugar.

The teacher concluded that candy is delicious, but eating too much can easily lead to tooth decay, so you can't eat too much. After eating candy, children had better gargle or drink some boiled water.

Kindergarten candy lesson plan II activity goal

1. In the game of guessing, grasping and tasting, children experience and perceive the difference of candy (quantity, shape, hardness, taste, etc. )

2. Cultivate children's ability to observe simple things.

Activities to be prepared

1, a pair of red, a pair of yellow and a pair of small cans, and mark them respectively.

2, all kinds of sweets. Sugar of different shapes and colors, etc. )

3. Two transparent plastic buckets and some candy paper.

4. Each child sticks paper photos and candy stickers.

5, according to the broken sugar leaves, a number of small bags of lollipops.

Activity process

First of all, the memory experience:

1, show the pictures in the regional games, and arouse children's memories of the game activity "giving candy".

Question: Do you know this photo? What game do we play with it?

Who's up there? Let the children read the names one by one. )

Cover half of the picture and ask: What kind of candy does * * * like, remember? Teachers must know clearly who likes it, such as between good friends. )

Second, operation and games.

"Guess Candy"

1. "One or more candies" in a red jar (there are candies of various shapes in the jar)

Grasp two points: first, whether listening and arguing are correct can be verified by counting; Second, guess

What shape of candy is hidden in the candy paper? (Focus on the ellipse)

Teacher's summary: Candy has various shapes.

2. Guess the "more and less" in the yellow jar (more cotton candy and 5 hard candy), shake it a few times near the child and put it carefully in your mouth. "Listen carefully."

Question tip: obviously there is a rumble in this jar. Why is this less and that more?

(note two points: one is verification. The second is to guide children to think about the difference between soft candy and hard candy. (It turns out that soft candy makes a light sound, while hard candy makes a loud sound. )

② Grab candy.

1, the teacher shows the transparent bucket and explains the rules of the game: grab it once with one hand.

2. Prepare two vats (filled with brown sugar) to save time. Children can count their own sweets.

Grasp two points: first, is every child counting, and second, is the number right? Can you say the total? )

3, the teacher's image statistics: use the candy bars prepared in advance to correspond to the children's sticky paper, the most and the least.

4. Teachers guide children to observe the process of teachers grasping sugar.

Question tip:

(1) Guess how many sweets Mr. Gu can catch? Why can I catch more?

(2) Teachers demonstrate the process of grasping sugar with big hands, which causes children to think. Why do you catch less candy with big hands? )

3 children discuss and teachers try.

5. Children grab candy for the second time.

If not, let the children try. The teacher can prompt the language. Did you count too much after you caught it?

The teacher observed the way children compared and arranged. Teacher's summary: Different grasping methods will lead to different amounts of candy. Next time, let's continue to play in the corner. Let's compare. )

③ Eat candy.

1, taste "eucalyptus leaf sugar"

The teacher invited the children to taste small eucalyptus candy.

Ask your child what it feels like to eat in his mouth. We usually have sweets. When do we eat spicy food?

After reading the introduction of "leaf sugar", I know that it is a kind of therapeutic sugar.

2. Taste "pop rock"? The children closed their eyes and opened their mouths to taste, and they ended happily. There used to be a very interesting candy, and you could dance in your mouth. Delicious and fun. )

Don't forget to protect your teeth when guiding your children to eat sugar.

Kindergarten candy lesson plan three activity objectives:

1, learn about several things that are easy to eat by mistake in daily life (such as drugs, glass balls, mothballs, desiccants), and understand the dangers of eating by mistake.

2. Try to paste the "No Eating" safety sign to improve safety awareness.

3. Experience the fun of the game.

Activity preparation:

1, sheep headdress, grey wolf headdress

2, music, courseware "Can't eat sugar peas"

3. A candy bag (including glass balls, mothballs, desiccant, etc. ), a mouth and an X mark (one hand),

Activity flow:

First, scenario introduction, to stimulate children's interest

Teacher: Who are you? (Happy) ... Then who am I? (I am the village head) Lambs, I am your village head. It's a beautiful day today. Let's do sports on the grass together! (Leading children to do sports)

Second, look at the courseware and know the reason why the little panda is in hospital.

Teacher: Listen, what's that noise? (Children guess), how clever! It really is an ambulance! Who is lying in the ambulance? (Little Panda)

Teacher: Why was the panda taken to the hospital by ambulance? (Initiate discussion, children guess freely, speak) Let's ask the little panda, shall we?

The teacher and the children shouted together and asked, Panda, Panda, why are you sick?

Teacher: Let me hear what the little panda has to say. (Recording: I saw a jelly bean at home, so I took it and ate it. As a result, my stomach hurts badly. )

Look at PPT, teacher: This is the candy that the little panda just ate. The lambs watched it carefully. Is it candy? Then what's this? But why does the little panda think of it as sugar? (The child replied: It's round, small and beautiful, really like jelly beans. )

Teacher: It turns out that the little panda ate pills as candy, and as a result, he was hospitalized with a stomachache. Remember, lamb, pills can only be taken when you are sick, or you will have a stomachache.

Third, create scenes to guide children to know things that are easy to eat by mistake in life.

The admission of Grey Wolf raises questions.

1, Teacher: Oh, no, it's Big Wolf. Sheep, hide in the grass with me.

The wolf came to the grass with a candy box.

Big Wolf: Dear lambs, I have prepared a lot of sugar for you today. It is delicious. Come and eat! As long as you eat, I can ... gnome male-"(the wolf distributes candy boxes on the grass) OK, I'll come back later!

2. The lambs know several things that are easy to eat by mistake through various senses.

(1) Each lamb picks up a packet of candy boxes and opens them to see what "candy" is.

Village head sheep: Grey Wolf has gone. Come out, lambs. Look, there are so many candy boxes. What's in it? Can I eat? Now each lamb goes to get a bag of candy boxes and opens them. (Use senses, sight, touch, smell and communication respectively)

Village head Yang: Let me think. Is it sugar that Big Wolf prepared for me?

Lambs, look at this. Is it sugar? How do you know it's mothballs? Smell it. Moth balls smell bad, and bugs don't like the smell, so put them in clothes and bugs won't come.

Let's see if this is sugar. (Glass ball) What shape is it? What are glass balls for?

Look, is this sugar? Where is the desiccant?

The hateful wolf didn't prepare sugar for me. Eating these things will make me sick. I'd better cover the box!

Four, mutton paste food safety signs.

(1) village head sheep: lambs, we already know that the things in this candy box are not edible, but other small animals don't know yet. I came up with a good idea. Look what this is. What's that on your mouth? (x) What does this mean? Just stick it on the candy box to remind other small animals not to eat it. You also have a candy box from Big Big Wolf, so the lambs should put an inedible sign as soon as possible!

(2) Lambs should be affixed with safety signs prohibiting eating.

Fifth, experience the joy of the game and the joy of success.

The wolf returned to the grass, and the lambs quickly hid in the grass. Grey Wolf: Huh? Why didn't the lamb eat the candy I prepared? There are some things posted on it. Alas, these lambs are too clever to be fooled. They also put a "no eating" safety sign on it, which made it impossible for me to eat mutton any more. Well, I'd better look elsewhere!

Village head Yang: Yes! Big Wolf is gone, lambs, you are so smart that you didn't fall for it. Remember, don't eat these things when you see them again!

Now let's go to bask in the sun together! (exit)