The big class health lesson plan has a fever
The following is an example of a health lesson plan for a large class, Fever: ##1. Teaching objectives 1. Let the child understand the common causes of fever. 2. To let the child know how the body feels and the symptoms of a fever. 3. Guide children to master the correct way to deal with fever. ##2. Difficulties in Teaching 1. ** Main point ** - Understand the symptoms of fever, such as high body temperature, fatigue, blushing, etc. - Let the child understand that a fever is a signal sent by the body. 2. ** Difficulty ** - Teach children how to treat fevers correctly and when to seek medical attention. ##3. Teaching preparation 1. Pictures or videos of fever symptoms. 2. Thermometer model. ##4. Teaching process ###(1) Introduction 1. Interact with the children and ask,"Children, if there are little soldiers fighting in our bodies, what will happen to our bodies?" He guided the child to think about the uncomfortable state of the body and led to the topic of "fever". ###(2) Basic Part 1. ** Understand the symptoms of fever ** - Show pictures or play videos of children with fever, listless, red faces, and hot foreheads. Then he asked the children,"Children, what's wrong with the children in the pictures?" Guide the child to observe and talk about the symptoms he sees, such as blushing and lack of energy. - Take out the thermometer model and explain to the child that the thermometer is used to measure the body temperature. If the temperature exceeds the normal range (simply tell the child that the normal body temperature is about 36 - 37 degrees), it may be a fever. 2. ** Understand the cause of fever ** - Explain the cause of the fever to the children in simple and easy-to-understand language. For example,"Children, sometimes when we play too hard, the little soldiers in our bodies are tired, or when small bacteria or viruses run into our bodies to cause trouble, our bodies will have a fever. This is the body telling us that an enemy is coming and that it wants to fight the enemy." - List some common conditions that cause a fever, such as catching a cold, contracting germs, etc. 3. ** Ways to Cure Fever ** - Guide the child to discuss: "If the child has a fever, what should we do?" Children were encouraged to speak actively and then summarize. - Tell the children to tell their parents or teachers if they feel unwell or have a fever. If the fever is not serious, you can drink more water and rest. If the fever is serious, you need to see a doctor. The doctor will help you defeat the small bacteria and viruses in your body. - She emphasized that she could not take medicine indiscriminately and must listen to the doctor. ###(3) Game 1. He played the game of "I'm a Junior Doctor." Prepare a few small cards with different symptoms written on them (such as blushing, lack of strength, high body temperature) or ways to deal with a fever (such as drinking water, seeing a doctor, resting). Ask the child to draw a card and judge according to the contents of the card. If it is a symptom, say that it may be a fever. If it is a response, say whether the method is correct or wrong. ###(4) Summing Up 1. Review the symptoms, causes, and treatments of fever with your child. 2. He emphasized taking good care of his body and preventing fever, such as washing his hands frequently and changing clothes according to the weather. Read more exciting novels for free
Big class rice and rice health lesson plan
The following is a lesson plan for a large class on rice and rice health: ##1. Teaching objectives 1. To let children understand the relationship between rice and health, including the differences in nutritional value of different types of rice. 2. Guide children to realize the importance of cherishing food for a healthy life. 3. To improve the child's observation, thinking, and language skills. ##2. Teaching preparation 1. Physical samples of rice, brown rice (whole grain rice), refined rice, and rice products (such as rice, rice cakes, etc.). 2. It was a PTS class about the growing process of rice, the processing process of rice, and the nutritional comparison of different types of rice. 3. Simple cooking tools (such as a small rice cooker) and an appropriate amount of water. ##3. Teaching Flow ###(1) Introduction (5 minutes) 1. He showed the real rice and asked the children,"Children, do you know what this is?" Guide the child to observe the appearance of the rice, such as color, shape, etc. 2. A simple introduction of rice as the "predecessor" of rice aroused the curiosity of children about the relationship between rice and rice. ###(2) Transformation between rice and paddy (10 minutes) 1. The PPM was used to show the growth process of rice, from sowing, sprouting, growing to maturity. Explain the hard work of the farmer uncle in this process, such as planting, watering, fertilizing, de-worming, etc., to let the children understand that food is hard to come by. 2. It showed a picture of the processing process of turning rice into rice. It briefly explained that after removing the husks, the rice became the common rice. ###(3) Understanding the different types of rice (15 minutes) 1. Show the real thing of brown rice (whole grain rice) and refined rice. Let the children touch it with their hands and observe it with their eyes to compare the differences in appearance between the two, such as color and luster. 2. Through the Ppowerpoint tutorial, it was introduced that brown rice contained bran, embryo, and inner sperm, which were rich in fiber, vitamins B1, B6, and various minerals; while refined rice removed the bran and embryo during the processing process, leaving mainly starch and a small amount of protein, losing most of the naturally occurring B vitamins, minerals, and other nutrients. 3. Ask the children,"Which kind of rice do you think is healthier?" Children were encouraged to think positively and answer questions, leading them to realize that brown rice had higher nutritional value. ###(4) Rice and Health (15 minutes) 1. Rice was a staple food that many people ate every day, but different ways of eating and combinations would have different effects on health. For example, it was mentioned that rice had a high Glycogenic Index, and if one ate too much, it could lead to health problems such as type 2 diabetes. 2. Show pictures of some tuber crops (such as sweet potatoes, cassava, etc.), introducing that these tuber crops are rich in RS and other bio-active compounds, which can increase satiety and prolong the hunger time between meals. When eaten with rice, it has a beneficial effect on blood sugar and serum calories. 3. Cook a small amount of brown rice and refined rice in an electric cooker on the spot (perform simple operations such as washing and adding water under the observation of the child). Let the child observe the difference between the two during the cooking process, such as the length of cooking time, the state of the rice grains, etc. After cooking, let the children taste a small mouthful to feel the difference in the texture, and guide them to think about why the brown rice needed to be chewed more and what benefits it had for digestion. ###(5) Cherish food education (5 minutes) 1. Once again, they showed the physical objects of rice and rice, emphasizing that grain was hard to come by. Every grain of grain was the result of the hard work of the farmers. 2. Play some Short videos of farmers working in the fields (you can prepare them in advance) to let the children intuitively feel the hard work of growing grain. 3. Guide children to discuss how to cherish food in their daily lives, such as not being picky and not wasting rice. ###(6) Review (5 minutes) 1. Review what you learned today with your child, including the relationship between rice and rice, the differences between different types of rice, the relationship between rice and health, and the importance of cherishing food. 2. Ask the child some questions, such as "Why do we eat brown rice?" "How to eat rice to be healthier?" Wait and consolidate the knowledge they had learned. 3. Children are encouraged to share the health knowledge they have learned about rice and rice with their parents when they return home. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Big class health lesson plan, happy little frog reflection
Take the Big Class Health Teaching Plan, Happy Little Frog, as an example. The reflection is as follows: 1. Early childhood development 1. * * Physical fitness ** - The whole activity had a good effect on the children's jumping ability and other physical qualities. For example, in the practice of jumping forward with both feet together, jumping over obstacles 25 centimeters high, jumping over the ridge, etc., the children's lower limb strength and body coordination were fully trained. - Through different forms of jumping, such as standing long jump, run-up jump, etc., children's physical fitness was improved, which helped to improve their athletic ability. 2. * * Psychological and social development ** - During the activity, the children experienced the joy of cooperation. For example, in the "Little Frogs Helping Each Other" segment, the children learned to take care of each other and help each other in the game of crossing the bridge. They cultivated the quality of solving problems and overcoming difficulties, and inspired team spirit. - In a segment like "Little Frogs of Unity and Friendship," children learn to rest together in a limited space and experience the joy of sharing, which is conducive to the development of children's social communication skills. Second, the achievement of teaching objectives 1. * * Skill Target ** - If the teaching goal included learning specific jumping skills, such as jumping forward with both feet together, standing long jump, and run-up jump, children could better master these movement skills through skill practice and games. - Judging from the children's performance in using jumping skills to catch pests, jumping over rivers and fields, they had basically achieved the goal of improving their jumping ability. 2. * * Emotional goal ** - Children were willing to participate in sports games. For example, they actively participated in all aspects, from the beginning of the warm-up to the final relaxation activities. They all showed a high enthusiasm for participation and experienced the joy of the game. It was in line with the goal of making children like to participate in sports activities in the field of health. Third, teaching methods and activity design 1. * * Teaching Method ** - Using the teaching method of the situation, such as the role of the little frog throughout the whole activity, from discussing the frog's skills to imitating the frog to carry out various activities, could attract the attention of the children and stimulate their interest. - The practice method was used properly. By letting the children jump freely, practice according to the formula, group practice, and other practice methods, it helped the children gradually master the jumping skills. 2. * * Event Design ** - The activities were designed step by step, from warm-up activities to different exercises in basic activities, then to the game segment, and finally to relaxation activities, in line with the children's learning and exercise patterns. - The content of the activity was challenging and interesting, such as setting up fields of different difficulty and adding crocodile characters in the game. It not only met the needs of children of different ability levels, but also maintained the enthusiasm of children to participate. However, there might be some shortcomings: 1. * * Individual differences ** - Although there was a certain degree of difficulty adjustment in the activity, it might not pay enough attention to the weaker or stronger children. For example, in the field jump segment, children with strong abilities might feel that it was not challenging enough, while children with weaker abilities might feel a little strenuous. 2. * * Safety ** - In some jumping activities, although there were reminders, children might ignore the norms of the movements because of excitement. There were certain safety risks, such as incorrect landing posture, which could lead to injuries. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
The health lesson plan and reflection of drinking warm water in the big class
"Big Class Health Teaching Plan: Drink More Warm Water." ** 1. Activity Target ** 1. Let the child understand the benefits of drinking warm water and know that drinking warm water can help maintain health. 2. Guide children to develop the habit of taking the initiative to drink warm water and improve their health awareness. 3. Able to distinguish warm water from other drinks, such as beverages, cold water, etc. ** 2. Event preparation ** 1. Water samples of different temperatures (cold, warm, hot), various beverage samples (cola, fruit juice, etc.). 2. Pictures or simple animations about the human body's water requirements and the effect of warm water. 3. Make a small drinking water record form to record the daily drinking situation of the child. ** 3. Activity process ** #(I) Introduction 1. Take out the prepared water and drink samples of different temperatures and ask the child to observe and tell the difference between them. Guide the child to feel the difference in the temperature of the water by touching it. 2. Ask the children what they usually like to drink most, water or drinks, stimulate their interest, and lead to today's theme-drink more warm water. #(II) Basic Part 1. Explain the benefits of warm water to the body - Use pictures or animations to show the internal organs of the human body and briefly explain the role of water in the body, such as participating in metabolism and digesting food. He emphasized that warm water was friendly to the stomach and helped with digestion and absorption. It was unlike cold water that might irritate the stomach, and it was unlike hot water that could easily burn the mouth and esophagus. - For example, if a child caught a cold, drinking warm water could make the body recover faster, and drinking warm water after exercise could replenish the water lost by the body and restore physical strength. 2. Distinguish between warm water and other drinks - He asked the child to observe the warm water and drink samples again. He told the child that although the drink was delicious, it might contain a lot of sugar and impurities. Drinking too much was not good for the body, and warm water was the healthiest drink. - A small test was conducted. The children were asked to close their eyes and taste different drinks. Then, they would tell which one was warm water to deepen their understanding of warm water. 3. Children are encouraged to develop the habit of drinking warm water - discuss with your child when to drink warm water, such as after getting up, after exercise, when thirsty, etc. - Make a simple drinking plan and tell the child how much warm water he should drink every day to be healthy. According to the age and activity of the child, it is recommended to drink an appropriate amount of warm water every day, such as 4 - 6 cups (adjusted according to the actual situation). #(3) Practice Part 1. Set up a drinking area in the classroom with warm water to encourage children to take the initiative to drink warm water during breaks. 2. The teacher supervised and guided the children by the side, reminding them to use the correct drinking posture, such as drinking water in small mouthfuls to avoid choking. 3. Using the drinking water record form, let the children record how much water they drank on the form every time they finished drinking water to cultivate their self-management awareness. ** IV. Reflection on the event ** 1. merit - Through the intuitive sample display and simple explanation, the children had a certain understanding of the concept and benefits of warm water. Many children showed an increased interest in drinking warm water during the activity and were able to take the initiative to go to the drinking area to drink warm water during breaks. - The use of drinking water record forms helps children develop the habit of self-supervision and management, and improves their self-awareness. 2. deficiencies in - When explaining the benefits of warm water to the body, some of the content might be difficult for the older children to understand, such as the concept of metabolism. In the future, he could use simpler and more vivid analogies to explain these complex concepts. - In the practical segment, although a drinking area was set up, some children might forget to drink water because of playing, so further guidance and supervision were needed. You can consider setting up some small reward mechanisms. For example, children who drink water according to the drinking plan for a few days in a row can get a small sticker or a small prize to encourage more children to develop a good habit of drinking warm water. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Food health Mini games lesson plan big class reflection
The following is an example of a reflection on a food health mini-game lesson plan (large class): * * 1. Achievement of the goal ** 1. * * Knowledge and Skill Target ** - In the food health game lesson plan, if the goal was to let the child identify healthy food and junk food, from the implementation of the lesson plan, the game segment might effectively help the child achieve this goal. For example, in the food contest, children could quickly determine which type of food the teacher reported belonged to, which could deepen the ability to distinguish between healthy food (such as fruits and vegetables) and junk food (such as potato chips and fried chicken legs). However, if during the game, some children were found to be confused about some peripheral foods (such as processed preserved fruits, which might be difficult for children to accurately judge), this indicated that the preparation of the teaching content needed to be more detailed. It was necessary to provide additional explanations or provide more comparison cases for the food that might be confused. - If the goal is to let the child understand the identification of food safety labels, if this element is not involved in the game, then this goal is missing in the lesson plan. Or even if it was involved, the child's reaction in the game indicated that they did not understand it thoroughly. For example, their understanding of the concept of production date and shelf life was vague. This required adjusting the rules of the game or adding relevant content when improving the lesson plan in the future to ensure that the child could really master these knowledge and skills. 2. * * Emotions, attitudes, goals ** - If the lesson plan is to cultivate a child's love for healthy food and resistance to junk food, the design of the game should help stimulate this emotion. For example, in a role-playing game, a young child might feel positive emotions when playing healthy food, but might be aware of its negative effects when playing junk food. However, if the child only participated in the game mechanically and did not show more yearning for healthy food or disgust for junk food, then the design of the game might lack emotional guidance. It might be necessary to add some encouraging words or plots during the game. For example, eating healthy food could be rewarded (virtual health medal, etc.), and eating junk food would have a small punishment (such as a pause in the game), so as to strengthen the child's emotional attitude. 3. * * Course, Method, and Target ** - Assuming that the goal is to improve the child's observation and classification skills through games, these skills can be trained by sorting food pictures or advancing according to healthy and unhealthy categories on the game board. However, if the pace of the game was too fast, the child might not have enough time to observe and think, resulting in blindly following the wind to make a choice. This required adjusting the rhythm of the game, giving the children appropriate time to think, and ensuring that they could really use the observation and classification methods to participate in the game. * * 2. Game design ** 1. * * Interesting * - The fun of the game was very important for the children in the first class. If the game format is too simple, such as simple questions and answers or card sorting, the child may lose interest very quickly. For example, a simple game of "healthy food and junk food classification", if the child was only asked to repeatedly put the card into the corresponding basket, it lacked plot and interaction, and the child's participation might not be high. He could consider adding some interesting elements, such as setting the game scene as a "food kingdom", with children playing the role of little messengers to save the healthy food residents trapped by junk food, and so on, to make the game more interesting and interesting. - The difficulty of the game had to be moderate. If the game was too simple, the child would not find it challenging. For example, all the healthy food and junk food were very familiar to the child, and they could easily answer. This would not stimulate the child's thinking ability. On the other hand, if the game was too difficult, the young child would feel frustrated because he often made mistakes. For example, in a game that required judging whether complex processed food was healthy, it might be too difficult for the older children. 2. * * Interactivity ** - A good food health game should have a strong interaction. If the game was mainly played by the child, the lack of group cooperation or teacher-student interaction might affect the child's learning experience. For example, in a food knowledge competition game, if the children were to answer the questions individually, there would be no group discussion or interaction with the teacher. The cooperation ability between the children and the communication between the teacher and the student would not be fully utilized. He could consider adding a group cooperation session, such as giving answers after group discussion, or setting up a teacher-student interaction session. The teacher would ask questions, guide, and explain in a timely manner in the game. This could increase the participation and learning effect of the children. * * 3. Teaching Organization ** 1. * * Time Management ** - Time management was very important in the game teaching process. If a certain game segment took too long, it might cause other segments to be compressed, affecting the overall teaching effect. For example, in a "healthy food puzzle" game, if there was no reasonable time limit for the child's puzzle, it might cause this segment to drag on, resulting in insufficient time for the subsequent food knowledge summary segment. The child would not be able to fully understand and digest the knowledge involved in the game. Therefore, when designing the lesson plan, it was necessary to estimate a reasonable time for each game segment and adjust it flexibly according to the performance of the child in the actual teaching. 2. * * Individual differences between children ** - There were individual differences among the children in the upper class, which needed to be fully considered in the game teaching. Some children may already have a certain understanding of food and health knowledge, so they are very active and skilled in the game, while some children may have a weak foundation and may have difficulty participating in the game. For example, in the food name contest, children with a lot of knowledge may always be successful, while those who don't know much may not have the opportunity to participate. Teachers needed to pay attention to these differences in the teaching process. They could adopt group teaching, layered questioning, or individual coaching to ensure that every child could gain something from the game. * * 4. Safety and Health ** - If the game involved food props (such as props that simulated healthy food and junk food), the safety and hygiene of these props needed to be ensured. For example, the food models used should not have sharp edges to avoid scratching the children, and the edible props (such as small fruit pieces, etc.) should be kept fresh and clean. If these problems were ignored during the game, it might bring safety or health risks to the child. In the reflection of the lesson plan, the safety and hygiene of the game props should be checked and evaluated to ensure that the next teaching activity could be carried out safely and healthily. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
The secret on the food bag, reflection on the big class health lesson plan
The following is a reflection on the "secrets on the food bag" class health lesson plan: ** 1. Achievement of the target ** 1. ** Knowledge target ** - Regarding the information on the food bag, most children could recognize the basic information such as the production date, shelf life, quality and safety signs on the food bag. Through observing the packaging of different foods, interacting with questions and answers, and group discussions, children had a more intuitive understanding of these concepts. For example, when children were asked to look for the quality and safety mark on the food bag, most of the children could accurately point out and say the meaning, indicating that they had mastered this important knowledge. However, for some of the more complicated information, such as the specific nutritional content on the nutrition label and its impact on health, some children had difficulty understanding it. Although examples and explanations were used, concepts such as " energy, protein, fat, vitamins, and minerals " were still relatively abstract for the older children. They might need more examples or a comparison with the food in their lives to allow the children to better understand. 2. ** Ability Target ** - In terms of observation, analysis, and judgment, children performed better in distinguishing between healthy food and junk food. They could judge whether certain foods were suitable for consumption based on the information on the food bag and the knowledge they had learned about the types of food. For example, when discussing the bags of fried food and fresh fruit, children can point out that fried food may have more unhealthy factors, while fruit is relatively healthy. However, the ability of young children to judge the safety of food based on multiple pieces of information on the food bag still needed to be improved. For example, when the production date on the food bag was close to the shelf life and there were some unfamiliar ingredients, the child would be confused when judging whether it was edible. This indicated that more training was needed to guide children to consider a variety of factors to make judgments. 3. ** Emotional goal ** - The teaching plan had achieved some results in stimulating children's interest in healthy diet and cultivating healthy diet concepts. By showing all kinds of food packaging, talking about the harm of junk food to the body and the benefits of healthy food, children showed a high degree of attention to healthy eating. In the follow-up activities, such as putting labels on food packaging and sorting the food on the supermarket shelves, the children actively participated and actively discussed which foods should be eaten more and which foods should be eaten less. However, in order to continue this healthy eating concept formed in the classroom into daily life, it may require further cooperation and strengthening from the family and kindergarten. ** 2. The effectiveness of teaching methods ** 1. ** Q & A and group discussion ** - The way of group discussion and question answering played a positive role in teaching. Children can actively think and share their thoughts while answering questions and discussing with their peers. For example, when discussing the meaning of the green food logo, the children could say that green food was beneficial to the body and non-polluting food through group discussions and their own life experiences. This method not only deepened the children's understanding of knowledge, but also improved their language skills and teamwork. However, there were some problems during the group discussion. Some groups might lead the discussion because some children were too active, resulting in low participation by other children. Teachers need to better guide group discussions in future teaching to ensure that every child has the opportunity to express their views. 2. ** Instance demonstration and explanation ** - Demonstrating and explaining with examples was an important way for children to understand the information on the food bag. By showing the real food packaging, the child could see the various information labels on it. However, when explaining more abstract concepts, such as nutrition labels, it might not be enough to rely on examples. He could consider adding some multi-media resources, such as animated videos, to explain these concepts more vividly and improve children's interest in learning and understanding. ** 3. Rationally designed event ** 1. ** Food packaging bag observation activity ** - It was reasonable to let the children observe the food packaging. It was in line with the cognitive characteristics of the children. By looking for the secrets on the packaging, the children could have a deeper understanding of the information on the food packaging. However, during the event, it was found that the types of food packaging bags collected by children were limited, mainly concentrated on common snacks and beverage packaging bags, and lacked some other types of food packaging bags, such as fresh food, health food, etc. This might limit the child's comprehensive understanding of the information on the food bag. In future activities, children and parents could be guided in advance to collect more types of food packaging bags, or teachers could add some different types of packaging bags themselves to enrich the children's observation content. 2. ** Putting a logo on food packaging ** - This activity was creative and allowed children to consolidate their understanding of the meaning of the logo on the food bag. However, during the activity, it was found that some children were not clear about the location of the logo, and there were cases of random sticking. In future activities, the general location where the logo should be pasted could be clearly informed to the children before the activity, or some food packaging template with the pasted area logo could be provided for the children to operate, so as to improve the regularity of the activity. ** IV. Modification measures ** 1. ** Deepen knowledge explanation ** - In order to solve the problem of children's difficulty in understanding nutritional labels, they could make a closer connection between nutritional content knowledge and the food in children's daily diet. For example, using apples that children were familiar with to explain the role of vitamins and minerals, and using rice to explain calories. At the same time, some simple experiments or comparison activities could be added, such as comparing the nutritional content of different brands of milk, so that children could more intuitively understand the meaning of the nutritional content label. 2. ** Enhancing teaching methods ** - In the group discussion, teachers should pay more attention to the participation of each child, guide the overly active children to give other children a chance to speak, and encourage introverted children to actively participate. As for the explanation of abstract concepts, more multi-media resources could be introduced, such as making simple animation videos to show the nutrition content, food production process, and other knowledge to children in the form of animation, so as to improve their learning interest and understanding ability. 3. ** Perfect event design ** - In the process of collecting food packaging bags, children and parents should be informed of the collection requirements in advance to encourage the collection of more types of packaging bags. Before the activity of sticking the logo on the food packaging bag, it was necessary to clarify the standard requirements for the label sticking. Some demonstration samples could be made for children's reference. At the same time, it could increase the extension of the activity, such as letting the child design a healthy diet menu according to the labeled food packaging, further strengthening the child's understanding and practical ability of healthy diet. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Not afraid of the dark, health lesson plan class
The following is a "Don't Be Afraid of the Dark" health lesson plan for small classes: ** 1. Teaching objectives ** 1. Teach children to understand that darkness is not scary and encourage children not to be afraid of darkness. 2. Help children to establish an independent and independent consciousness, and cultivate a brave and optimistic personality. 3. Children are encouraged to actively participate in activities and express their thoughts boldly. ** 2. Important and Difficult Points in Teaching ** 1. ** Main point ** - Let the child walk out of the fear of darkness and become brave. 2. ** Difficulty ** - Guide the child to experience the dark environment alone. ** 3. Teaching preparation ** 1. Make a big sealed house (made of cardboard). 2. Prepare some toys (such as small animals, plush toys, etc.). 3. "Baby is not afraid of the dark" statistics and a few small sticker. 4. PowerPoint (Can include some black shadows, such as the shadows of furniture, etc.). ** 4. Teaching process ** #(1) Introduction of situation-stimulate children's interest 1. The teacher asked the children,"Children, how old are we this year?" "Then who do you sleep with at night?" she asked. Let the child speak freely. 2. Teacher's summary: Some babies sleep with grandparents, some babies sleep with parents, and some babies sleep alone. 3. The teacher introduced a new friend, Kaka."Today, I will introduce a friend to everyone. His name is Kaka. Children, say hello to Kaka." #(2) Guess the Shadow-Let the child perceive that the night and shadows are not scary 1. The teacher said,"Kaka is a baby in the small class. He has his own bed and wants to sleep alone, but Kaka is afraid of the dark. At night, when Kaka was sleeping alone, he woke up and saw a black shadow in the room. He was very afraid and thought it was a monster or a monster. Children, let's help Kaka see what this black shadow is?" - He showed a PowerPoint presentation of the shadow of the sofa and floor lamp and asked,"What do you think this shadow is? Where did you get that from?" "Kaka, don't be afraid. This is the shadow of the sofa and the floor lamp." - He showed a PowerPoint presentation of the shadow on the slide and asked,"What do you think this shadow is?" "Kaka, don't be afraid. This is the shadow of the slide." - He showed a PowerPoint presentation of the shadow of the TV and cabinet and asked,"What do you think this shadow is?" "Kaka, don't be afraid. This is the shadow of the television and the cabinet." 2. Teacher's summary: So these are the shadows of the furniture. The night is not scary at all. After Kaka knew, he would not be afraid to sleep alone in the future. Thank you for your help. #(3) Find friends-encourage young children to not be afraid of the dark and experience the joy of the game 1. "There's a dark room here too," the teacher said."I think I heard some noise inside. Are you guys willing to explore it?" 2. The teacher said,"It's dark in the room. Please look around carefully and touch it. Then come out and tell everyone what you think is inside." Then, they invited the children to go in for an "adventure" with a purpose. The last batch of children took out everything in the house and rewarded the participating children with small sticker. 3. Teacher's summary: So darkness is not scary. Children should be brave children. At night, they can sleep alone and go to the toilet alone. #(4) Extension activities-let children have the desire to sleep alone at night The teacher took out the "Baby is not afraid of the dark" statistics and said,"The children are all brave children, and they will be promoted to the middle class soon. If you are brave enough to sleep alone at night, then please ask the teacher to put a '' next to your name. Go home and try to see who is the bravest." <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
The middle class lesson plan glider health
The following is a lesson plan for the middle class on gliders: ** 1. Teaching objectives ** 1. Let the children practice listening to the signal and running in all directions. 2. To stimulate the willingness of children to participate in sports games, so that children can experience the fun of running and chasing in the game. 3. Nurturing children to be fearless, strong, brave, and positive. ** 2. Teaching preparation ** There were two shawls, and the corners of the shawls were fixed to the child's collar with a pin. ** 3. Teaching process ** 1. ** Game segment ** - When the teacher shouted " Begin," the child held a corner of the scarf with both hands and made a glider flying. He ran forward and made the scarf float. - When the teacher shouted "circle", the "glider" flew in a big circle. - When the teacher said "spin", the glider flew in circles. - When the teacher said " land ", the " glider " would fly from high to low, gradually lowering its arms from high to low. When it stopped, it would crouch and hang its arms down. In the entire lesson plan, the children could train their body coordination and ability to listen to instructions through the simulation of the glider flight game. At the same time, they could also experience the joy brought by the game and help to cultivate good qualities such as positive progress. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
How to make a healthy baby lesson plan for the big class health activity
The following is a lesson plan for the big class health activity,"How to be a healthy baby": ** 1. Activity Target ** 1. Let the children understand the discomfort of the body when they are sick, so that they understand the importance of preventing diseases. 2. To help children master some ways to prevent diseases and take care of themselves. ** 2. Event preparation ** PowerPoint presentation. Before the activity, they would also understand the actual development level of the children. ** 3. Activity process ** #(I) Introduction Show a few pictures of sick children, guide the children to observe and ask questions: "Children, what's wrong with the children in the pictures? Have you ever been sick? How did you feel when you were sick?" Children are encouraged to share their feelings when they are sick, such as discomfort, fever, coughing, etc. After that, he concluded,"Because illness will cause fever, cough, runny nose, headache, and other symptoms, which make people feel very uncomfortable, we have to prevent diseases and be a healthy baby." #(II) Discussion of methods to prevent diseases 1. Children were encouraged to talk about ways to prevent diseases. 2. By watching the PowerPoint presentation, the children were introduced to the prevention of diseases in detail: - Keep the air in the room circulating and pay attention to opening the windows for ventilation. - Drink more warm water to replenish the water in your body. - In terms of diet, eat more vegetables and fruits to enhance nutrition, so as not to be picky about food and not partial to food. - Pay attention to personal hygiene, wash your hands frequently, bathe frequently, cut your nails frequently, and keep your body clean. - Strengthening physical training and strengthening one's physique. - Sun exposure could promote the body's absorption of nutrients such as calcium. - Cultivate a good work and rest habit, sleep quietly on time, and ensure adequate rest. - Get the vaccine on time and encourage the children to be brave enough to get the vaccine. - Try not to go to crowded places, such as theaters, supermarkets, restaurants, and other crowded places. - Maintain a happy mood and be positive. - Take care of the environmental hygiene around you. Don't spit or throw rubbish everywhere. #(3) Consolidating 1. To summarize the knowledge of disease prevention and consolidate what the children have learned. 2. Guide the child to talk about simple ways to take care of himself, such as adding clothes when he feels cold, etc. ** 4. Event Extension ** Ask the children to share the ways to prevent diseases with their parents when they get home. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Big class hands throwing and catching embroidered ball health lesson plan
The following is a health lesson plan for a large class: ##1. Teaching objectives 1. To train children's ability to throw and catch embroidered balls with both hands, improve hand-eye coordination and reaction speed. 2. Cultivate children's sense of cooperation, so that children can learn to interact with their peers in the process of throwing and catching embroidered balls. 3. To enhance children's self-confidence and overcome the fear of difficulties that may arise during the process of throwing and catching embroidered balls. ##2. Teaching preparation 1. A certain number of embroidered balls (determined according to the number of children, to ensure that each group of children can have embroidered balls for throwing and catching practice). 2. Choose a relatively open and safe area, such as a kindergarten playground or an open area in an indoor activity room. ##3. Teaching process ###(I) Beginning 1. Gather the troops - The teacher guided the children to stand in a few rows quickly and orderly, checked the number of children, and simply interacted with them to attract the attention of the children, such as asking the children about their mood today. 2. warm-up activities - Lead the child to warm up the whole body, including head rotation, shoulder stretching, waist twisting, wrist and ankle joint activities, etc. Each movement should be done four times eight beats to prepare the body for the upcoming throwing and catching embroidered ball activities. ###(2) Basic Part 1. Know the embroidered ball - Show the embroidered ball to the child, briefly introduce the appearance, color and other characteristics of the embroidered ball, and stimulate the child's interest in the embroidered ball. 2. teacher demonstration - The teacher invited a child to come forward and demonstrate the action of throwing and catching the embroidered ball with both hands. - The key demonstration was the way to exert force with both hands when throwing the ball. It should be evenly coordinated. The direction of throwing the embroidered ball should be as close to the partner as possible. When catching the ball, both hands should take the initiative to reach out to meet the ball. The fingers should be slightly bent to cushion the impact of the embroidered ball. - As he demonstrated, he explained the essentials of the action, such as,"Look, children, when you throw the ball, you have to use both hands together. Throw the embroidered ball gently like this. When you catch the ball, you have to reach out and catch it." 3. Children's practice - Divide the children into two groups and give each group a silk ball. - The children began to practice throwing and catching embroidered balls with both hands, and the teacher patrolled and guided the children. - Give timely guidance to children's problems, such as: - For children who threw the ball too hard or too hard, the teacher could hold the child's hands and help them feel the appropriate strength of the ball. - For children who dare not reach out or can't catch the ball, teachers can encourage them to try bravely, telling them to keep their eyes on the ball and quickly reach out to catch the ball. 4. group interaction - The children's groups were encouraged to play games of throwing and catching embroidered balls. - Set some simple rules. For example, the thrower had to steadily throw the ball to the receiver of the same group. After the receiver successfully received the ball, he would throw it back to the thrower. After five consecutive throws and catches, he could exchange the ball with other groups for interaction. ###(3) End 1. relaxation activity - Lead the child to perform relaxation exercises, such as deep breathing, muscle relaxation and stretching, etc., and perform 2 - 3 eight-beat beats for each movement. 2. sum up - This class will summarize the performance of the children, emphasizing the key points of the movements when throwing and catching the embroidered ball with both hands, and encourage the children to continue practicing after class. - Praise the children who performed actively in the activity and mastered the skills of throwing and catching embroidered balls. At the same time, they also affirmed the efforts of other children. 3. Arrange the equipment - He guided the children to pack up the embroidered balls and put them back in the designated storage area. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
The health lesson plan of the middle class in kindergarten sprinted
The following was a kindergarten health lesson plan, Sprint Run: ##1. Activity Target 1. He would use newspapers to practice running 20 meters in various games. 2. Experience the fun of playing with many things. ##2. Event preparation One newspaper per person. ##3. Activity 1. ** Warm-up exercise ** - He warmed up his joints on the spot. - The newspaper jumped. 2. ** Exploring the various ways to play with newspapers ** - Children explore new games: Guide children to think about what other games they can use newspapers to play in addition to the games they have already played, such as paper, drilling holes, paper balls, pulling tails, etc. - They practiced together with reference to the children's playstyle. 3. ** Using newspapers to practice running fast ** - They discussed how to stick the newspaper on their chests without using their hands and encouraged the children to explore and try. - The child tried to run 20 meters to see whose newspaper could stay close to his body until the end. - The teacher summarized the principle of the newspaper not falling when running fast, that is, when running fast, a strong airflow is formed in front of the newspaper, the horizontal area of the newspaper is large, the airflow resistance in front of the newspaper is balanced with the support of the chest, and the friction of the clothes on the chest against the newspaper is balanced with the gravity of the newspaper, so the newspaper will not fall. Then, the children were allowed to practice freely to stimulate their enthusiasm. 4. ** Game "Sprint Run"** - The rules of the game were as follows: The teams would stand at the starting line, listen to the command and sprint to the finish line. They would compete to see who could run the fastest and the newspaper would not fall off. 5. ** Relax exercise ** <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>