Big class science activity, what to do when the earthquake comes
The following is a lesson plan for a large science activity called "What to Do When an Earthquake Comes": ##1. Activity Target 1. Let the children understand the general knowledge of earthquakes, including the dangers of earthquakes. 2. To help children master the correct methods of self-rescue in earthquakes, such as hiding nearby. 3. Nurtures children to be able to calmly and calmly respond to dangerous situations, and to actively think about how to solve problems. 4. Arouse the child's interest in observing the surrounding environment. ##2. Event preparation 1. Coursewares related to earthquakes, such as videos of earthquake scenes, pictures of earthquake damage, etc. 2. A simulated first aid kit and items, such as flashlights, biscuits, water, skipping ropes, books, toys, radio, gloves, masks, whistles, etc. 3. Setting up daily life scenes. ##3. Activity ###(I) Introduction--The Harm of Earthquakes 1. Show the children a video of an earthquake (such as the shaking of buildings in the city, the shaking of the ground, the falling of objects, etc.), and then ask,"Children, what just happened in the video?" What did you see?" Guide the child to describe the earthquake scene, such as the building shaking, the ground making a loud sound, etc. 2. "Earthquake is a very serious disaster for us. What kind of harm does it bring us?" Let the children communicate with the children next to them first, then ask the children to share, and finally conclude that earthquakes will cause houses to collapse, bridges to break, landslides, etc., which will cause great harm to our lives and lives. ###(2) How to deal with an earthquake 1. He asked,"What if an earthquake happens right next to us? What should we do?" Guide the child to think and answer. 2. [When the ground starts to shake violently, where will it be safer for us to hide?] Ask the child to speak, and then the teacher will show some pictures (such as pictures of hiding under the table, in the corner, etc., and pictures of the wrong hiding place) for the child to judge right or wrong. The teacher used foam boards to demonstrate the triangular area (such as the protected space formed by objects such as tables, corners, etc.) to help the child understand where the safe place was. 3. Classroom simulation: "If there was an earthquake in our classroom, what would the children do?" The teacher would observe and guide the children to find a place to hide. The teacher would stick a small sign on the children who had found the correct posture and a safe place. After that, he concluded,"If an earthquake happens near us, we have to find a place to hide first and then find a chance to run out. Then when would it be more appropriate to run out? What should I pay attention to when I run?" Guide the child to understand that they must run in an orderly manner, along the wall, and protect their heads. "What can we use to protect our heads?" 4. [Trapped situation response: Play the voice of the trapped person (it can be simulated audio) and ask,"Children, listen! Someone was trapped, so he didn't run out. Then how can he let others know that he's trapped inside?" Guide the child to think and answer, such as shouting loudly, using a whistle, hitting objects, etc. Then he asked,"When should I shout?" What if there was no one around? What if you don't have the strength to shout?" Guide the child to understand that when there are people shouting, when there is no one to conserve physical strength, when there is no strength to shout, you can use a whistle or knock on an object to make a sound. At the same time, you can also find food to maintain life and think of ways to save yourself. ###(3) Earthquake prevention 1. "Children, in Japan, a country with frequent earthquakes, people will prepare earthquake first aid kits at home. There are many things inside. Now, let's see what we have and think about what they can be used for." Divide the children into groups and let them discuss the items provided.(For example, flashlight, biscuits, water, skipping rope, books, toys, radio, gloves, masks, whistles, etc.). After choosing, the first aid kit would be sent to the front, and then they would discuss the use of each item. For example,"Water and biscuits can help us replenish energy and water when we are trapped; flashlight can illuminate in the dark; radio can listen to information from the outside world; small whistle can make a sound for help; gloves can protect our hands" and so on. 2. "Although we can't predict when an earthquake will happen, if we observe carefully, we will find that there are often some unusual phenomena in the days or hours before the earthquake." Play relevant lessons (such as images of abnormal animal behavior, changes in underground water, etc.) to guide children to observe and understand these phenomena, and encourage children to tell the people around them after discovering them. ###(4) Earthquake Drill 1. He explained to the children,"Today, the children have learned so much about earthquakes. Now, we are going to have an earthquake drill to see if everyone can protect themselves." 2. According to the earthquake response method explained before, the children were organized to carry out drills. The teacher observed the children's performance during the drill and gave guidance. ##IV. Reflection on the Event 1. At the end of the activity, review the entire activity process and consider the child's understanding and mastery of earthquake knowledge, such as whether the child can accurately say the way to avoid the earthquake, the way to ask for help when trapped, etc. 2. To analyze the performance of the children in the earthquake drill, such as whether the children could calmly respond, whether they followed the correct method to avoid and escape, etc., and to summarize and improve the problems of the children in the drill. 3. Think about whether the content and form of the activity are suitable for the cognitive level and psychological characteristics of the children in the first class, and whether it can stimulate the interest and desire of the children to explore earthquake knowledge, so as to be optimized in the future activity design. Read more exciting novels for free
Reflection on the Spring Open Class of Big Class Science Activity
Here are some reflections on the spring public science class: ** 1. Achievement of the goal ** 1. ** Knowledge and Skill Target ** - In guiding children to feel the breath of spring and discover the changes in flowers, plants, and trees, it might be better to set up more contrasting observation links. For example, comparing the withered branches in winter with the sprouting branches in spring could let the children feel the changes in the plants in spring more intuitively. In the process of expressing their findings, some children may be limited by their vocabulary and cannot describe the characteristics of spring well. Teachers can prepare some simple vocabulary cards related to spring in advance and give hints when children have difficulty expressing themselves. In order to better achieve the goal of children expressing their love for spring in their own language. - For the purpose of recognizing specific Chinese characters (such as "come" and "swallow"), more interesting ways of memorizing may be needed. For example, by making up a simple story about the arrival of spring, the structure of the word "Yan" could be integrated into the story. This could increase the children's understanding of Chinese characters and increase their interest in learning. 2. ** Course, Method, and Target ** - In the process of guiding children to observe spring, more group observation methods may be more conducive to communication and mutual learning between children. For example, the children would be divided into small groups, each group responsible for observing a small area in the kindergarten, and then the group would share their findings with each other, and finally report to the whole class. This could improve the child's ability to cooperate and observe carefully. - When children express their feelings about spring, other than verbal expressions, they can add some other forms of expression, such as painting, hand-made, etc. This way, children who were not good at expressing themselves with words could fully display their understanding and love for spring. 3. ** Emotions, attitudes, goals ** - Most children could show their love for spring, but for some children who were more introverted or less sensitive to seasonal changes, teachers could give more attention and guidance. For example, during outdoor activities, he would look for the little secrets of spring with these children and help them discover the beauty of spring, so as to better stimulate their love for spring. ** 2. Teaching content ** 1. ** Selection of content ** - Choosing the flowers and trees in the kindergarten as the observation object was very close to the children's life, but it could be expanded appropriately. For example, he could increase the activity content of some small animals in spring, such as ants starting to appear frequently, butterflies flying, etc. You can also introduce some natural phenomena unique to spring, such as the characteristics of the spring breeze (gentle, warm, etc.), so that children can have a more comprehensive understanding of spring. 2. ** Depth of the content ** - As for the content of plant growth and changes, he could go a little deeper. For example, when introducing peach blossoms, they could briefly mention the process that the peach blossoms would go through after they bloomed (such as bearing fruits, etc.). This would satisfy the curiosity of young children and lay a foundation for them to learn the growth cycle of plants in the future. ** 3. Teaching methods ** 1. ** Observation Method ** - When leading the child to observe the flowers and trees in spring, the child could be guided to observe from multiple angles. Other than looking and smelling, they could also touch (feel the texture of the newly grown leaves) and listen (the sound of the wind blowing the leaves). This way, the children could feel the breath of spring more comprehensively. 2. ** The Use of Questioning Method ** - In the Q & A session, the design of the questions could be more open and enlightening. For example, when asking a child where spring is, don't limit yourself to the findings in the kindergarten. You can guide the child to think about the spring scenes that may be seen around the family, on the way to the park, etc. This can expand the child's thinking. ** 4. Teaching Resources ** 1. ** Use of Teaching Aids ** - During the teaching process, he could increase the use of some teaching aids. For example, using a magnifying glass to let the child observe the structure of the flower more carefully, using a small shovel to let the child observe the humidity of the soil, etc. This could increase the child's desire to explore. 2. ** The use of multi-media resources ** - He could make use of the multi-media resources to add some content. For example, playing a video of spring nature with various spring scenes (such as the blooming of rape flowers in the fields, the unfreezing of the stream, etc.) could let the children see the broader spring world outside the kindergarten. ** 5. Teaching interaction ** 1. ** Teacher and student interaction ** - In the whole activity, the interaction between the teacher and the child was more frequent, but the child could be given more opportunities to ask questions. For example, after introducing a certain feature of spring, ask the child if he had any questions or wanted to know something. This would better satisfy the child's curiosity. 2. ** Life-to-life interaction ** - Although there was communication between children in some segments, it could be further strengthened. For example, when making works related to spring (such as paintings and crafts), let the children evaluate each other's works and say which spring elements they like in other people's works. This can improve the quality of children's interaction and understanding of spring. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Big Class Science Activity Astronauts Teaching Plan
The following is an example of an astronaut lesson plan for a large science class: ** 1. Teaching objectives ** 1. To guide children to understand the work of astronauts and their living conditions in space, and to stimulate children's interest in space exploration and respect for astronauts. 2. Cultivate children's observation, imagination, expression, and cooperation skills. ** 2. Important and Difficult Points in Teaching ** 1. ** Main point ** - Let the children understand the basic knowledge of astronauts. - To stimulate children's interest in space exploration. 2. ** Difficulty ** - Help children understand the working principle of astronauts and the living conditions in space. ** 3. Teaching preparation ** 1. training aid - Astronauts 'pictures, space capsule models, astronauts' clothing, space food, etc. - There were videos, pictures, and space music recordings related to space and astronauts flying into space. - Different levels and types of cotton mats, ocean ball pools, jumping beds, climbing walls, and other simulated space scenes were set up on the playground."Space treasures" of different materials were placed everywhere. 2. learning tools - Drawing paper, colored pens, space mud, etc. ** 4. Teaching process ** #(I) Introduction (Arouse interest) 1. The teacher showed pictures of astronauts or played videos of astronauts flying into the sky to guide the children to observe and ask questions: "Children, do you know who these uncles and aunties are? What do they do?" 2. Children were invited to share their knowledge about astronauts. The teacher summarized the information briefly and told the children that they were going to be little astronauts today and start an interesting journey of exploration. #(2) Knowledge Explanation 1. Using pictures, models, and other teaching aids, they introduced the work of astronauts to the children in detail. For example,"Astronauts have to do a lot of scientific experiments in space. They also have to explore space to see if there are new planets or other interesting things." 2. He explained the living conditions of astronauts in space, such as,"In space, because there is no gravity, the astronauts sleep, eat, walk, etc. are different from us on Earth. They have to sleep in a fixed place, or they will float up. When they eat, the food is also specially made. Some are squeezed like toothpaste." 3. Play the video or show more pictures to deepen the children's understanding of the work and life of astronauts. During the process, the children were encouraged to ask questions and the teachers patiently answered them. #(3) Experience 1. Let the children wear the astronauts 'clothing and imitate the activities of the astronauts in the simulated space scene (such as the cotton pad, the ocean ball pool, etc.) to feel the difference in walking and activities in the weightless state. 2. The teacher guided the child to think,"If you are in space, how do you get things far away?" Children should be encouraged to communicate with each other and try different methods. #(4) creative expression 1. With the theme of "The Astronauts in My Heart," the children were allowed to use drawing paper, colored pens, space mud, and other learning tools to draw or create by hand. 2. During the creative process, the teacher would guide the children and encourage them to use their imagination. For example,"You can draw a super large rocket for the astronauts, or design a very special space house for them." 3. After the creation is completed, please introduce your work to other children to train your children's ability to express themselves. #(5) Game segment: Treasure Hunting in Space 1. The teacher created a situation: "Now we're going to search for treasures in space like real astronauts. However, in space, due to the loss of gravity, walking would be unstable and floating. Moreover, a light jump would cause one to jump very high, and one would not know where they would fall. Therefore, everyone had to help each other. There are treasures everywhere in space. We must look for them carefully." 2. The children were divided into groups and asked to look for "space treasures" in the simulated space scene. During the game, the teacher reminded the children to pay attention to their safety and cooperate with each other when they encountered difficulties. #(6) Summing Up and Extending 1. The teacher and the children reviewed the knowledge they had learned about astronauts in this lesson, such as the work and life of astronauts. 2. After school, they would assign small tasks: When the children got home, they would draw a scene of an astronaut's life in space with their parents, or they could use the waste items at home to make a small space-related object. 3. Children were encouraged to listen to music in the performance area and freely perform their movements in space. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Red Culture and Science Activity Class
The following are some red cultural and scientific activities suitable for kindergarten classes: * * 1. Scientific Exploration in the Red Story ** 1. * * Geography in the Long March ** - Choose the story of the Red Army's Long March and guide the children to explore the geographical knowledge involved in the Long March. For example, the Red Army passed through different terrains such as snowy mountains and grasslands. Through pictures and simple maps, children could be shown the characteristics of different terrains. For example, snowy mountains were cold and snowy places, while grasslands might be low-lying areas with many wet lands. Then, the children were asked to think about the difficulties faced by the Red Army in such an environment, such as the need to keep warm in the cold snow mountains, the possibility of people sinking into the wet land, etc. This involved simple scientific concepts such as the effect of temperature on the human body and the physical properties of different terrains. 2. * * Weapon science in red battle ** - When narrating some red battle stories, introduce the weapons and equipment of the time. Such as pistols, rifles, grenades, etc. They could display simple pictures of these weapons or children's toy models so that children could observe their shape and structure. Guide children to think about how weapons fire bullets and how grenades explode (explain in a simple, safe, and suitable way for children to understand, such as bullets are fired from the barrel, like a small marble being quickly pushed out of a small pipe; grenades explode through a detonating device, etc.), so as to involve simple mechanical principles and the initial concept of chemical energy release. * * 2. The combination of red culture and natural science ** 1. * * Exploration of Plants in the Red Citadel ** - If he told the story of some red base areas (such as Jinggang Mountain), he could introduce the plant resources of the base area. For example, there was a lot of bamboo in Jinggang Mountain. Bamboo could be used to make many things, such as bamboo rice and bamboo rafts. To introduce the growth characteristics of bamboo to the children, such as bamboo growing section by section, its growth speed, etc. They could also discuss the use of bamboo in the life of the Red Base Area at that time, such as using bamboo tubes as containers to hold water and food. This involved the use of plants and the simple concept of ecological utilization. 2. * * Meteorology in the Red Age ** - It was based on the weather in some red stories, such as the Red Army encountering wind and rain during the march. Guide children to observe daily weather phenomena, such as sunny days, cloudy days, rainy days, wind, etc. Let the children think about what preparations the Red Army needs to make under different weather conditions, such as finding a place to shelter from the rain on rainy days to prevent getting wet and getting sick. Then, they could briefly introduce the reasons for the formation of the weather, such as why it rains (simple concepts such as water vapor accumulation and cloud changes). This would help children understand the relationship between weather and life, as well as basic scientific knowledge of weather. * * 3. Health Science in the Red Culture ** 1. * * Red Warrior's Health Protection ** - It was about how the Red Warriors maintained their health during battle and marching. For example, they needed to drink water, eat, rest, and so on. It was a scientific knowledge that allowed children to understand that the human body needed water and nutrients to function normally. It could also introduce the simple medical treatment of the Red Warrior after he was injured, such as bandaging the wound, so that the child could learn some simple health care knowledge, such as not touching the wound with dirty things and keeping it clean. 2. * * The hygiene habits of the red era ** - It was to explore the hygiene habits of the people during the Red Age, such as washing hands frequently and cleaning the living environment. Through the story, the children were guided to develop good hygiene habits, while explaining why they should do so. For example, washing hands could remove bacteria from the hands. Germs were very small things that could make people sick if they were eaten. This involved the preliminary concept of microorganisms. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Big Class Art Activity Painting Cactus Activity Reflection
In the reflection of the cactus painting activity, there were mainly the following aspects: - ** Children's drawing ability **: - Most of the children could draw the basic outline of the cactus, which indicated that in the early stage of teaching, the children's cognitive goals of the cactus's shape were better achieved. For example, in some teaching plans, it was mentioned that by letting the children recognize the shape, color, and other characteristics of the cactus, as well as observing the pictures of the cactus, potted plants, etc., it laid the foundation for the children to draw the outline. - However, there was a problem with drawing the cactus thorns. Many children drew dense, thick, and long thorns. This might be because the teacher's explanation was not detailed enough and did not emphasize the drawing method and characteristics of the thorn, resulting in such a situation when the child was drawing. - ** Teaching preparation and effectiveness **: - From the previous special class focused on the gradual change of colors, this laid the foundation for the cactus painting. It meant that the previous teaching content had a certain auxiliary effect on this cactus painting activity. - Many methods were used to let children participate in painting activities, such as radish rubbing, palm rubbing, etc., which could increase children's interest in painting. However, when guiding children to use these methods to paint, there might not be enough attention and guidance for children with weaker abilities. - ** Children's imagination and creativity **: In part of the cactus painting activities, children's imagination was brought into play. The teacher showed the pictures of the cactus after transformation, such as becoming a panda, cake, etc., to give the children enough space to think and guide the children to observe the whole and partial cactus to expand their imagination. The children could transform the cactus into caterpillars, rabbits, the sun and other objects, indicating that this guidance method could help improve the creativity of the children. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Big Class Art Activity Bird Nest Activity Reflection
The following is an example of a possible large-class art activity: ** 1. Achievement of the target ** 1. ** Skills and interests ** - In the activity, try to use different thickness strokes to achieve the goal of bird nest. Most children could recognize the difference between thick and thin strokes and try to apply them to the drawing of bird nests, such as using thick strokes to draw thick branches and thin strokes to draw dry grass. This effectively aroused the interest of children in line drawing. However, there were still a small number of children who were not skilled enough in the use of thick and thin strokes, and did not distinguish the use of thick and thin lines well during the painting process. 2. ** In terms of attitude cultivation ** - It was better to train children to be careful and complete one thing seriously. By observing the structure of the bird's nest and gradually drawing the various parts of the bird's nest, such as hay, mud, walls, branches, etc., the child needs to concentrate and complete the painting in order. During the activity, most of the children showed a high degree of concentration and were able to take their work seriously. However, there were also some children who were careless due to their eagerness to complete the work, such as incomplete bird nest structure drawing. 3. ** In terms of creativity and expression ** - Children were able to achieve the goal of expressing their own ideas boldly by being interested in squares, circles, lines, and other doodles. In the creation of bird nests, children were more flexible in the use of different shapes. For example, bird eggs were round, bird nests might have square parts, and so on. However, some children were more shy when it came to expressing their thoughts boldly. Although they had ideas, they were not willing to express them actively. 4. ** In terms of emotional experience ** - He had basically achieved the goal of being able to boldly express his feelings and experiences by participating in artistic activities. The children showed a high degree of participation in the whole activity. They had a deep feeling about the situation of building a bird nest for the baby birds. In the works, they could reflect their understanding of bird nests. For example, some children drew very strong bird nests to express their protective feelings for the baby birds. ** 2. Analysis of the teaching process ** 1. ** Introduction Stage ** - The introduction of the scene of a mother bird laying eggs and wanting to build a new bird nest when she saw the existing bird nest could attract the attention of the children and stimulate their desire to create. This scene was close to the child's life cognition, and it was easy for the child to resonate emotionally, allowing them to quickly enter the activity situation. 2. ** Demonstrations ** - During the observation demonstration, the structure of the bird's nest was broken down into hay, mud, walls, branches, and other parts for demonstration drawing. This step-by-step explanation helped the child understand the complex structure of the bird's nest and also made it convenient for the child to learn how to use painting to express it. However, the demonstration process may have certain limitations. Some children may over-imitate the teacher's demonstration and lack their own innovative thinking. 3. ** Children's creative segment ** - When children were creating, they were provided with examples, white paper, thick and thin pens, and other materials. However, the creative space could be further optimized. For example, they could add some real bird nest materials (such as twigs, hay, etc.) to let children feel the texture and structure of the bird nest more intuitively. At the same time, although the teacher could remind the children to pay attention to the painting skills and content in time, the creative guidance for the children could be more in-depth, encouraging the children to break the convention and create a more unique bird nest. 4. ** Evaluation Stage ** - In the evaluation stage, if the proportion of children's self-evaluation and mutual evaluation could be increased, it would be more conducive to the growth of children. The current evaluation was mainly based on teacher evaluation. Children could learn to appreciate other people's works better through self-evaluation and mutual evaluation, discover their own strengths and weaknesses, and thus improve their own artistic accomplishment. ** 3. Modification measures ** 1. ** For skill upgrade ** - In the follow-up activities, you can add some Mini games or small exercises that specialize in practicing the use of thick and thin lines. For example, let the children draw simple patterns with lines of different thickness to strengthen the child's ability to master the thick and thin lines. 2. ** Cultivating attitudes ** - For some careless children, you can communicate with them individually before the activity to clarify the requirements of the activity and the importance of completing the work seriously. During the activity, he would pay more attention to and remind these children to gradually cultivate their habit of being careful and serious. 3. ** For creative stimulation ** - In the demonstration segment, more bird nest works of different styles and creativity could be displayed to broaden the children's horizons and avoid the limitations of their thinking. In the creative process, teachers can encourage children to think about bird nest design from different angles through questions and inspiration, such as designing different bird nests according to different environments (trees, cliffs, etc.). 4. ** For evaluation optimization ** - In the evaluation stage, guide the children to actively participate in self-evaluation and mutual evaluation. For example, let the children first talk about the strengths and weaknesses of their works, then let other children express their views, and finally the teacher will summarize and evaluate. This could increase the child's participation and aesthetic ability. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Big class science reading activity, tree in bird nest, lesson plan
The following is an example of a lesson plan for the large science reading activity,"The Tree in the Bird's Nest": ##1. Teaching Materials 1. ** Teaching Material Connotation and Value ** - This picture book presented a picture of animals living in harmony with nature. Mr. Bird and Mrs. Bird built a nest to hatch eggs, but a sapling grew out of the nest. This kind of conflict and interesting plot could greatly arouse the interest of children in reading. Through this story, children could understand the growth space needs of animals and plants in terms of scientific cognition, and at the same time, they could experience the qualities of love and tolerance. 2. ** compatibility with early childhood development ** - The children in the first class had some reading experience and had a stronger understanding of the complicated plots in the picture books. They were curious about natural phenomena. The strange phenomenon in the story (the tree growing in the bird's nest) could stimulate the children's desire to explore, and they could express their thoughts more completely in language, which was conducive to in-depth discussion and sharing in reading activities. ##2. Tell me your goal 1. ** Knowledge and Skill Target ** - Children can accurately understand the content of the story, including the characters in the story (Mr. Bird, Mrs. Bird, mantis, grasshopper, etc.) and their attitudes. For example, the mantis wants to cut down the sapling, but Mrs. Bird does not agree. - Children were encouraged to observe the details of the picture and improve their observational skills. For example, children could discover the changes in the picture during the growth of a sapling. 2. ** Course, Method, and Target ** - Through teacher-guided questions, independent thinking and group discussions, children's thinking ability and cooperative communication ability were cultivated. For example, when discussing whether growing trees in bird nests is a good or bad thing, let the children fully express their views. - Guide the child to predict the development of the story and train his imagination, such as letting the child guess what would happen if he didn't move or cut down the tree. 3. ** Emotions, attitudes, values, goals ** - He experienced the love contained in the story, not only the love of Mrs. Bird for the sapling, but also the cherishment of Mr. Bird and Mrs. Bird for the bird's nest, as well as the mutual understanding between the animals. - Arouse children's curiosity about natural phenomena and cultivate their awareness of respecting and protecting nature. ##3. Prepare for the event 1. ** Material preparation ** - Prepare the "Tree in the Bird's Nest" picture book and a multi-media class. The class will include an animated demonstration of the story and some interaction elements, such as allowing the child to click on the small animals that appear in the picture to view the dialogue content. - Make some headwear related to the story characters, such as Mr. Bird, Mrs. Bird, mantis, grasshopper, etc., for the children's role-playing segment. 2. ** EXP preparation ** - Children had basic life cognitive experience about bird nests and the growth of trees. For example, they knew that bird nests were the homes of birds and trees grew slowly from seeds. ##4. Explain the process of the activity 1. ** Part of the import ** - For example, ask the child,"Have you ever seen a bird's nest? Where are the bird nests usually?" Then, he showed the cover of the picture book to guide the children to observe and ask,"Do you see anything special about this bird nest?" Arouse the child's curiosity and successfully enter the story-reading segment. 2. ** Story telling and interaction segment ** - The teacher began to tell the story. During the process, he asked questions according to the plot of the story. For example, when talking about the saplings growing in the bird's nest, he asked the child,"If you were Mrs. Bird, what would you think?" When the mantis proposed to cut down the sapling, he asked the child,"Is it right for the mantis to do this?" Why?" Through these questions, the children were deeply involved in the story reading. - The key scenes in the story, such as the scene of the sapling growing and almost breaking the bird's nest, were displayed in the multi-media class. The children were asked to carefully observe and describe the content of the scenes they saw, so as to cultivate their observation and language skills. 3. ** Group discussion session ** - Divide the children into small groups and discuss the problem of how to solve the conflict between the bird's nest and the sapling. Each group could elect a representative to speak and share the results of the group's discussion. This segment could train the child's ability to cooperate and solve problems. 4. ** The role-playing segment ** - Let the children choose their favorite headwear and role-play. Act according to the plot of the story, and further understand the emotions and attitudes of the characters through the performance. During the performance, the teacher could guide the children to add their own creativity, such as the dialogue after the baby bird was born. 5. ** Summing Up and Extending Stage ** - The teacher and the child reviewed the content of the story together and summarized the main plot and the principles contained in the story, such as love, tolerance, etc. Then, he would guide the child to think about what other phenomena in life were similar to animals and plants living in harmony or needing to accommodate each other, expanding the child's thinking. ##5. Extending the event 1. ** Home Together ** - Ask the children to tell the story to their parents when they get home and discuss with their parents what they would do if they were the characters in the story. 2. ** Art Design Event ** - In the art design area, the children were provided with materials to create their own picture of the harmonious co-existence of bird nests and saplings, such as making bird nests and saplings with colored clay, drawing story scenes with brushes, etc. 3. ** Scientific Exploration Activity ** - Plant some small plants in Nature's Corner, observe how much space they need to grow, and what would happen if space was limited, and extend the scientific knowledge in the story to real-life exploration. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
What activity lesson plans are there in the soil of the middle class science activity?
Teaching plan content: Hello everyone, I am the science teacher of XX kindergarten. Today, we're going to bring you an interesting scientific activity--exploring the soil. We need to prepare some soil and have some children to participate in this activity. After the activity begins, we will take the children to explore the mysteries of the soil. Steps: We will use some soil to make some models such as animals and plants. Children can observe the details of these models, such as the body structure of animals, leaves and flowers of plants, etc. We will use the remaining soil to make some soil improvers such as fertilizers and soil protectants. Children can observe the effects and usage of these improvers. Finally, we will summarize this activity with the children and tell them how to protect their soil from soil erosion and environmental pollution. Event objective: Through this activity, children can understand the nature and function of soil and learn how to protect their environment. Difficulties: Children need to have enough patience and observation skills to observe and understand the details of the model. Children need to learn to use soil improvers correctly. Children need to learn how to protect their soil from soil erosion and environmental pollution.
What activity lesson plans are there in the soil of the middle class science activity?
Soil is a very important natural material that has many uses in scientific inquiry. The following is a lesson plan about the science activities in the middle class for your reference: Activity target: Let the students understand the nature and uses of soil. 2. Cultivate students 'experimental ability and scientific inquiry spirit. 3. Let the students understand the ways of spreading scientific knowledge. Event preparation: 1 Soil sample (can be collected from the park near the school). 2. Experimental tools and materials. 3. Teacher, prepare the materials. Event process: The teacher introduced the nature and uses of soil to the students. The teacher showed the students how to understand the nature of soil by experiment. The teacher asked the students to try putting different items into the soil to observe the changes in the soil. The teacher asked the students to carry out simple experiments and record the results. The teacher explained the results of the experiment to the students and explained how scientific knowledge was transmitted. The teacher asked the students to summarize their experience and told them that science was spread through learning and practice. Event Extension: Teachers can provide students with more experimental opportunities to improve their scientific literacy through exploration. Teachers can organize science competitions to encourage students to compete with each other in their studies. Teachers can ask students to record their experiences and results for future learning and application.
Big Class Life Activity, Hand-washing Activity, Reflection, Short
There were many aspects worth reflecting on in the hand-washing activities of large classes. In terms of pre-activity preparation, if you can make good use of materials such as hand-washing procedures, video clips, etc., it can better attract children. In the process of the activity, the teacher's guidance was crucial. For example, in the demonstration of hand washing, more emphasis should be placed on details to ensure that children understand the correct steps. As for the participation of children, although most children could learn the steps of washing hands, some children might play with water or forget the steps without the supervision of the teacher. This reflected that they still needed to strengthen the guidance in cultivating habits. At the same time, more diverse evaluation methods could be added in the teaching evaluation process. Not only should it focus on whether or not to master the hand washing method, but it should also cover the attitude when washing hands and the improvement of hygiene awareness, so as to fully understand the learning results of children. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Reflection on the Covid-19 prevention activity in the big class
The following is an example of a reflection on the large-scale prevention of the new crown: ** 1. Reflection on the achievement of the goal ** 1. ** Knowledge imparting ** - During the activity, the children in the first class were taught about the new crowns virus, such as the source, transmission route, etc. From the effect point of view, through pictures, videos and other intuitive methods, children have a preliminary understanding of the new crown virus. For example, young children could understand that the new crowns virus could be transmitted through droplets and contact, which indicated that there was some effect in achieving the goal of knowledge transfer. However, some children might have difficulty understanding some more abstract concepts, such as "silent transmission." 2. ** Skill development ** - In terms of preventive skills, they focused on teaching skills such as washing hands correctly. During the activity, the child could follow the teacher to imitate the steps of washing hands correctly, but in real life, more intensive practice might be needed. For example, in the follow-up observation of children washing their hands during class, it was found that some children might forget some steps in washing their hands, which indicated that further efforts were needed to truly internalize the skills into habits. 3. ** In terms of attitude and awareness cultivation ** - The activity aims to raise the awareness of children to prevent the new crown virus and cultivate a positive attitude towards the epidemic. During the event, the children showed vigilance against the new crowns virus and actively expressed their willingness to prevent the virus during the discussion. However, in the follow-up daily activities, it was found that children might easily forget the preventive measures needed in specific situations (such as after returning from outdoor activities) because of their young age. This indicated that continuous guidance was needed to strengthen children's awareness of prevention. ** 2. Reflection on the content of the event ** 1. ** Adaptability of content ** - For the older children, the overall difficulty of the activity was moderate. However, some content could be presented in a more diverse manner. For example, when explaining the transmission route of the new crowns virus, some role-playing sessions could be added to allow children to experience different transmission scenarios more deeply, which might increase children's participation and understanding. 2. ** Comprehensiveness of the content ** - The activity covered the basic knowledge of the new crowns virus, prevention methods, etc., but there was little coverage of the difference between the new crowns virus and other common diseases. This may make it difficult for children to accurately determine whether it is related to the new crowns virus when faced with similar symptoms. This can be supplemented in the subsequent improvement of activities. ** 3. Reflection on the activity method ** 1. ** The effectiveness of teaching methods ** - Many teaching methods such as pictures, video display, teacher demonstration, and children's discussion were used. Among them, pictures and videos could attract children's attention, and teachers could demonstrate the correct washing of hands. However, during the children's discussion session, there were sometimes situations where the discussion deviated from the main topic or some children's participation was not high. This could be due to the lack of clear topics or the lack of effective incentive measures, which needed to be improved in future activities. 2. ** Interactivity ** - The activity focused on teacher-student interaction and interaction between children. However, the depth of the interaction could be further explored. For example, when discussing prevention methods, young children could be encouraged to come up with more innovative ideas, rather than just repeating what the teacher taught. ** IV. Reflection on the event organization ** 1. ** Event schedule ** - The timing of the entire event was basically reasonable, but it took more time to teach the correct hand washing steps, which led to a hasty discussion of other methods to prevent the new crowns virus. In the follow-up activities, he needed to allocate the time for each segment more reasonably. 2. ** Event Order Management ** - During the activity, most of the children were able to follow the order of the activity, but when watching videos and having group discussions, there would occasionally be noisy situations. This required the teacher to be more clear about the rules of the activity before the activity, and to remind and guide the children to follow the order in time during the activity. ** 5. Modification measures ** 1. ** Consolidating knowledge ** - In daily activities, regularly review the relevant knowledge of the new crowns virus, through simple questions and answers, Mini games and other ways to deepen the child's memory. For example, you could set up a small question about the prevention of the new crowns virus in the morning talk every day. 2. ** Skill Training Enhancement ** - Posting pictures of the correct hand-washing steps next to the sink and arranging for the students on duty to supervise other children to wash their hands could continuously strengthen the children's skills in washing their hands correctly. 3. ** Enrich the content and format of the event ** - Add some stories and children's song creation activities related to the prevention of the new crowns virus, so that children can have a deeper understanding of prevention knowledge in the creation process. At the same time, medical staff could be invited to the kindergarten to give a simple science lecture to enhance the professionalism and authority of the activity. 4. ** Event organization optimization ** - He would make a more detailed plan before the event, and he would be clear about the time allocation and expected results of each segment. During the activity, more positive incentive measures were used, such as rewarding small sticker, etc., to encourage children to abide by the order of the activity and actively participate in the interaction. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>