Small class health lesson plan, delicious soy products
The following is a health lesson plan for the small class,"Delicious Soy Food": ** 1. Activity Target ** 1. Knowing the common soy products, knowing their names and nutritional value, and then liking to eat soy products. 2. He tried to use his own seasoning to make cold tofu and experience the fun of the activity. 3. actively participate in activities and boldly express their ideas. 4. Cultivate the social quality of sharing and cooperation with others and the feelings of caring for others. ** 2. Event preparation ** 1. He cut the dried incense into small pieces, prepared toothpicks, soybeans, hundred leaves, tofu, and so on. ** 3. Activity process ** #(I) Know the common soy products 1. The teacher showed the food he brought and guided the child to say the name. 2. The teacher concluded that these foods were made from soybeans and were collectively called soy products. #(II) Taste the dried incense 1. The teacher showed the dried incense to the children to taste. 2. Ask the name of the food the child eats and the ingredients used to make it. 3. Ask the child what other soy products he knows. 4. The teacher concluded that there were many types of soy products and they were nutritious. Eating more soy products was good for children's health. #(3) Cold Tofu 1. The teacher took out the prepared tofu and introduced the activity of making cold tofu. 2. The teacher introduced the condiments to the children and demonstrated the process of making cold tofu. 3. The children started to make the cold tofu and tasted it together after they were done. Read more exciting novels for free
Small class, health, eat everything, lesson plan
The following is a lesson plan for a small class: ##1. Activity Target 1. Let the children know that the human body needs different kinds of nutrients. 2. Through various methods, such as stories and games, they could guide children to understand that only by loving everything could they be healthy and grow up. They could also cultivate good habits of not being picky with food and not being partial to food. ##2. Difficulties of the Activity 1. ** Main point ** - Nurture children to develop good habits of not being picky with food and not being partial to food. 2. ** Difficulty ** - To make the child understand that the human body needs different kinds of nutrition. ##3. Event preparation 1. a cute doll, eg a piglet 2. It was a multi-media platform that contained pictures of various foods. 3. Prepare a story about not being picky with food, such as "Baby and Babe." ##4. Activity 1. ** import ** - The teacher and the children greeted each other and then asked,"What do you like to eat the most?" "Is there anything you don't like to eat?" Guide the child to state his or her preferences. 2. ** Story segment ** - Tell a prepared story (such as "Baby and Baby") to convey the disadvantages of being picky and the importance of eating everything to the child. - After the story, ask the children what they have learned from the story to strengthen their understanding of not being picky. 3. ** Game segment ** - The game "Food Speak" was launched, and at the same time, a slide show of various food pictures was shown. For example, the teacher showed a picture of a food and asked the child to name the food and say something to encourage everyone to eat the food, such as "Apples are sweet and nutritious. We want to eat apples." 4. ** Children's song segment ** - The teacher used the mouth of the doll to recite the children's song "Not picky" based on food. The children followed the teacher to recite the children's song to further deepen their understanding of not picky. 5. ** Reward segment ** - The doll expressed that the children were doing well, and then gave the prepared healthy food (such as vegetable salad) to everyone (it could be a fake food prop or a real small vegetable salad for the children to share). ##5. Event Extension Children were encouraged to make vegetable and fruit salads with their parents when they returned home. In the family atmosphere, they would continue to strengthen the healthy concept of not being picky and eating everything. ##6. Activity Reflection During the activity, pay attention to the children's reactions and understand their acceptance of the concept of not being picky. For example, if it was found that some children still had resistance to certain foods, they could focus on more interesting activities for these foods in the follow-up activities, such as letting the children personally participate in the simple preparation process of such foods. At the same time, the timing of each part of the activity should be flexibly adjusted according to the child's attention to ensure that the activity was carried out efficiently. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Delicious egg products, teaching plan, small class art
The following is a lesson plan for a small art class on delicious egg products: ** 1. Teaching objectives ** 1. Guide the children in the small class to be interested in egg products and stimulate their artistic desire. 2. Cultivate children's observation, imagination and hands-on ability, so that children can use simple art forms to express egg products. ** 2. Teaching preparation ** 1. All kinds of egg products (such as fried eggs, poached eggs, custard, cakes, etc. or realistic models), pictures (showing the process of making egg products and the appearance of different egg products). 2. Drawing tools, such as colored pens, drawing paper, oil painting sticks; handmade materials, such as colored handmade paper, scissors, glue, colored clay, etc. ** 3. Teaching process ** #(1) Introduction (about 5 minutes) 1. display egg products - The teacher placed the egg products on the table to attract the attention of the children. She asked,"Children, look at the delicious food that the teacher brought today. Can anyone tell us what these are?" Guide the child to say the name of the egg product. If the child can't say it, the teacher can give a simple hint, such as "This round egg with a yellow part in the middle like a small sun is a poached egg." 2. briefly discussed - The teacher continued to ask,"Do the children like to eat these egg products?" Do you know how they were made?" Children should be encouraged to answer actively and stimulate their interest in egg products. #(2) Observation and Perception (about 10 minutes) 1. Observing egg products - The teacher distributed the egg products to the children and let them observe them at a close distance. They could touch and smell them (if it was food, they had to ensure that it was clean). The teacher asked the children to observe: "Children, look, what color is the poached egg? What does the side of an omelet look like? What does an egg custard look like?" 2. Appreciate pictures of egg products - The teacher played the picture (it could be a picture of the process of making egg products, or a beautiful picture of egg products) and gave a simple explanation."Children, look at this cake. It is made from eggs, flour, sugar, and so on. Eggs are very important inside. They can make the cake fragrant and soft." #(3) Art Creation (about 20 minutes) 1. Painted egg products - Giving the children drawing paper and crayons, the teacher said,"Children, we've just seen so many delicious egg products. Now let's draw them down, okay?" For example, you can draw a big poached egg. First, draw a big white circle, and then draw a small yellow circle in the middle to represent the yolk." Children were encouraged to use their imaginations to draw their favorite egg products. The teacher toured around to give affirmation and encouragement to the child's drawing, such as,"The fried egg that the baby drew looks so fragrant. This curved line is like the edge of the fried egg." 2. handmade egg products - For children with strong abilities or little interest in painting, they could be guided to make egg products by hand. - Using colored clay to make egg products: distribute colored clay to the children. The teacher will demonstrate that the yellow clay is used to form a small ball to represent the egg yolk. Then, the white clay is used to form a larger round piece. The yellow ball is placed in the middle and gently pressed. A poached egg is ready. Then let the children try to make different egg products, such as kneading the colored clay into a rectangular cake shape. - Using colored handmade paper to make egg products: The teacher demonstrated using yellow paper to cut out a small circle as the egg yolk, then using white paper to cut out a large circle as the egg white, and then using glue to stick the egg yolk in the middle of the egg white to make a poached egg. Children can imitate the teacher's cooking, and they can also be creative, such as using different colors of paper to make multi-layered cakes. #(4) Exhibition and sharing of works (about 5 minutes) 1. display of a work - The teacher provided a display area for the children to display their works. 2. sharing and Exchange - Children were encouraged to introduce their work to their peers."Children, now let's take a look at the egg products that everyone has made. Who would like to introduce what they have drawn or made first?" Let the children boldly share their ideas and process of creation to enhance their self-confidence and ability to express themselves. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Interesting spoon game, small class health lesson plan
The following is an interesting small spoon game health lesson plan for small classes: ** 1. Name of lesson plan ** "Small Spoon Game: Learn to Eat Alone" ** 2. Activity Target ** 1. It would make the children willing to eat with their own spoons and enhance their self-care awareness. 2. Help children learn how to use spoons correctly. 3. Through the game to stimulate children's interest in using small spoons, to cultivate children's spirit of trying. ** 3. Important and Difficult Points in Teaching ** 1. ** Teaching Focus ** - Children learn how to use spoons correctly. 2. ** Teaching Difficulties ** - It would make the child willing to take the initiative to eat independently with a spoon and reduce dependence. ** 4. Event preparation ** 1. A few bunny toys. 2. Prepare a spoon and a plastic bowl for each child. 3. A small amount of rice or simulated food (such as colorful beads, small paper balls, and other safety materials). ** 5. Activity process ** #(1) Story Introduction 1. The teacher showed the rabbit toy and began to tell the story of "Bunny Eating." For example,"The bunnies used to let their mothers feed them, but the bunnies are slowly growing up. It's time for them to learn how to eat with spoons. Children, should we eat by ourselves like bunnies?" Through stories, children were encouraged to eat with spoons. #(II) Discussion on the correct way to use a spoon 1. He guided the children to talk about how they usually ate with a spoon, and then the teacher explained the correct method. Tell the child to place the spoon between his index finger and thumb, and then use his middle finger to hold the spoon so that he can hold the spoon firmly. Then, he demonstrated to the child how to use a spoon to put food into his mouth one mouthful after another. 2. For the children to practice the correct method of holding the spoon, they could first practice it in the air. #(3) Game segment 1. He introduced the game,"Feed Baby Bunnies with a spoon." The children were divided into groups. Each group had a rabbit toy, and each child had a small spoon and a plastic bowl. The bowl was filled with some rice or simulated food. The child needed to use a spoon to send the "food" in the bowl to the rabbit's mouth. As he fed, he said,"Baby rabbit, I'll teach you how to eat. You don't need Mommy to feed you anymore." 2. In the process of children playing games, the teacher should carry out itinerant guidance, observe whether the child's method of using the spoon is correct, and give timely correction and encouragement. Praise those children who have mastered it well to stimulate the enthusiasm of other children. #(IV) Activity Extension In the corner activities, some dolls, small spoons, and small bowls were placed to let the children continue to practice feeding the dolls with spoons, further consolidating the children's skills of using spoons correctly and strengthening the children's awareness of eating independently. Through such lesson plans, the children's love for games and stories would be utilized. In the interesting activities, the children in the small class would learn to use the spoon correctly and improve their self-care ability. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Small class, society and health, eye protection lesson plan
The following is a lesson plan for a small class on social and health protection: ##1. Teaching objectives 1. Guide the children to understand the basic structure of the eyes, and have a preliminary understanding of the characteristics of the appearance and structure of the eyes. 2. It was to let the children deeply understand the important use of the eyes and thus establish the awareness of protecting the eyes. 3. Help young children understand behaviors that can harm their eyes and how to protect them. ##2. Teaching preparation 1. Close-up pictures of the eyes, pictures of certain situations (such as watching TV too close, rubbing eyes with dirty hands, playing with sharp objects close to the eyes, looking at things under strong light, etc.). 2. Each person had a small mirror. 3. Music for eye exercises. ##3. Teaching process ###(1) Introduction 1. Playing the "Finger" Game - The teacher said,"Today, let's play the game of 'pointing at the five senses.' The teacher will name the five senses, and the children will point them out quickly and accurately." (Say the names of the five features slowly to quickly) - After that, he asked the children what their eyes looked like and asked them to look at each other and talk to their good friends. 2. Riddle Introduction - The teacher said the riddle: "The top is hairy, the bottom is hairy, and the middle is a black grape." Go up the door, go down the door, close the door and sleep." - He guided the children to guess that the answer was the eyes. ###(2) Understanding the structure and function of the eye 1. The teacher asked the child to think about the shape of the eyes. The child was encouraged to touch the surroundings of the eyes gently with his hand to feel the shape of the eyes like a small ball. 2. The teacher further asked where the eyes would move. The child looked and touched. The teacher guided the child to discover that the eyelids would blink and the eyeballs would move. 3. The teacher showed a close-up picture of the eyes and asked what was on the eyes (such as eyelashes), what was the black grape in the middle (eyeball), and what was the use of the eyelashes. Then, the teacher guided the child to close his eyes and feel the state of being unable to see, so as to understand the important use of the eyes. The teacher concluded that the eyes were very important to us. Without eyes, we could not see anything. ###(3) Understand the behavior that hurts the eyes 1. The teacher showed the pictures in turn to guide the children to observe and understand. - Show pictures of people watching TV too close to the TV, explain that watching TV too close to the TV will hurt your eyes, and you can't watch TV for too long. - Showing pictures of children secretly wearing adult glasses, telling children that they only need to wear glasses if they have eye problems and that they can't casually wear other people's glasses, or they will hurt their own eyes. - Showing a picture of rubbing your eyes with dirty hands, indicating that there are many bacteria on dirty hands, and rubbing your eyes with dirty hands will hurt your eyes. - Showing pictures of people looking at the sun or staring at bright lights, explaining that strong light can hurt the eyes. - Showing pictures of children playing with sharp objects close to their eyes, telling them that playing with sharp objects may accidentally prick their eyes. If their eyes are injured, they will not be able to see anything. ###(4) Learn how to protect your eyes 1. The teacher asked,"Children, do you know any ways to protect your eyes?" Children were encouraged to speak freely, and then the teacher would summarize and supplement them. - After reading and watching TV for a long time, one had to look into the distance, look at things in the distance, look at the green woods and grasslands, and let their eyes rest and relax. - Eat more food that is good for the eyes, such as carrots, duck liver, pig liver, etc. - You should pay attention not to rub your eyes with dirty hands every day. You can wipe your eyes with a clean tissue or handkerchief. - Learn to do eye exercises (the teacher can give a simple demonstration). - Try to eat less ice cream or high-sugar food, because too much sugar will soften the eardrums of the eyeballs and easily lead to eye distortion. - Don't drink too much soda, because soda will cause the loss of calcium, which is an important component in protecting the eyes. - Don't look at electronic products in the dark. The flashing screen of electronic products will make your eyes extremely tired. - Don't stay at home all the time. Do more outdoor exercise. This will stimulate the retina through natural light, release Dopamine, and prevent blindness. ###(5) 1. The teacher and the child summarized the methods to protect their eyes and emphasized that harmful behavior should not be done. 2. The teacher played the music of eye exercises and led the children to do simple eye exercises. ##4. Extension of Teaching 1. Set up a corner for eye protection in the class activity area, showing pictures of eye protection drawn by children or pasted tips on eye protection. 2. In daily life, teachers constantly reminded children to pay attention to eye protection habits, such as the correct posture of reading and drawing. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
I will use the spoon correctly, small class health lesson plan
The following is a health lesson plan for a small class on "I can use a spoon correctly": ** 1. Activity Target ** 1. Let the children learn the correct way to use the spoon. 2. Children should be encouraged to eat with their own spoons and cultivate the habit of eating independently. 3. To stimulate children's curiosity and desire to explore, to cultivate children's spirit of trying. ** 2. Event preparation ** 1. Bunny toys. 2. Each person had a spoon, a plastic bowl, and a little rice. 3. Pictures or videos of children eating (including images of children eating alone and adults feeding them). ** 3. Activity process ** #(1) Story Introduction 1. Show the rabbit toy and tell the story of "Bunny Meals". 2. Ask questions to guide children to think, such as why the bunny in the story doesn't eat by itself, whether the children will eat by themselves, whether they have to wait for their parents to feed them, etc., and encourage children to help the bunny learn how to eat with a spoon. 3. The teacher's summary emphasized that children should eat with spoons at home and in kindergarten. They did not need to be fed by adults. #(II) Discussion on the correct way to hold the spoon 1. Guide the children to discuss how to eat with a spoon based on their daily experience. 2. The teacher summarized the correct method: put the spoon between the index finger and thumb, gently press the spoon with the middle finger, and then use the spoon to send the rice into the mouth one mouthful at a time. #(3) Practice holding a spoon 1. The teacher led all the children to teach the bunny the correct way to hold the spoon. 2. Start the game "Feed Baby." The introduction of the game was that each group had a rabbit toy. Each child had a spoon and a plastic bowl with a little rice in their hands. The child used the spoon to send the "rice" to the mouth of the rabbit toy. As he fed it, he said,"Baby rabbit, I will teach you how to eat. In the future, you don't need your mother to feed you." The teacher was patrolling and guiding them. #(4) Watch the meal scene and discuss 1. Play pictures or videos of children eating alone and adults feeding them. 2. Guide the children to observe and discuss which way of eating is better and why. It emphasized the benefits of eating independently, such as training one's abilities and allowing one to grow up faster. #(5) Learning Children's Songs 1. Children were taught to learn the correct way to eat, such as "Sitting at the small table, the baby learns to eat, holding a small spoon in his right hand, holding the bowl in his left hand, eating a mouthful of rice, a mouthful of vegetables, and eating them all cleanly." 2. Through repeated recitation of children's songs, deepen the child's memory of the correct way to eat. ** 4. Event Extension ** 1. In the corner activity, a living area was set up and a big-mouthed doll made of Sprite bottles was provided for the children to continue practicing the method of using a spoon. 2. In terms of home-based education, parents should urge their children to use spoons correctly at home and develop the habit of eating independently. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Small class health activities, children are sick, lesson plan reflection
The following is an example of a reflection on the lesson plan of the small class health activity "Children are sick": ** 1. Achievement of the goal ** 1. ** Knowledge and Skill Target ** - During the activity, the children had a preliminary understanding of the symptoms of common diseases and ways to prevent them. Through setting up scenarios and discussions, children could tell some symptoms of common diseases such as colds and stomachaches, such as stuffy nose and runny nose when they catch a cold. However, some children did not have a deep understanding of some of the more complicated disease prevention methods. For example, although children knew to wash their hands, they still needed to further strengthen the correct steps of hand washing and the specific importance of hand washing in disease prevention. 2. ** Course, Method, and Target ** - Setting up a scenario to introduce activities, such as the topic of the bear's illness, could better attract the attention of children and stimulate their interest in participating in the discussion. During the discussion session, the children actively shared their experiences of being sick and trained their ability to express themselves. However, in the experience of seeing a doctor, due to the limited knowledge of the actual operation of the doctor, it was difficult to maintain order during the simulation of seeing a doctor. Some children paid too much attention to the doctor's tools and ignored the steps of seeing a doctor, which affected the achievement of the goal of understanding the process of seeing a doctor. 3. ** Emotions, attitudes, goals ** - During the event, by telling the story of Little Bear bravely taking injections and medicine when he was sick and introducing the good babies in the class who were not afraid of injections and medicine, the children were trained to be brave children and not afraid of injections and medicine to a certain extent. However, there were still some children who showed fear of injections during the activity, which meant that more emotional guidance needed to be strengthened. For example, they could add some positive cases about how injections could make the body recover quickly. ** 2. Teaching content ** 1. ** Adaptability of content ** - The teaching content was suitable for the life experience of the children in the small class. The knowledge related to common diseases was selected for teaching, which was in line with the cognitive level of the children. However, for children in small classes, the content was a little complicated. For example, when introducing methods to prevent diseases, there was a lot of content involved, and it might be difficult for children to fully absorb it. It could be simplified and highlighted appropriately. 2. ** Consecutive content ** - The overall teaching content was relatively coherent. From the introduction of Little Bear's illness to the discussion of the causes and symptoms of the illness, to how to prevent the disease, it progressed step by step. However, in the discussion of the symptoms and causes of common diseases, the types of diseases mentioned by the children were more and scattered. The teacher could strengthen the guidance of the children in concluding and making the content of this link more compact. ** 3. Teaching methods ** 1. ** Diverse teaching methods ** - It used a variety of teaching methods such as scene teaching, discussion method, and experience method. Scenario-based teaching played a very good role in the introduction and throughout the activity process, allowing the children to have a sense of immersion. The discussion method helped to stimulate children's thinking and expression skills. Although being a doctor in the experiential method had a certain educational significance, it was difficult to operate because of the young age of the child. He could consider adding some teaching methods that were more interacting and more suitable for small classes. For example, role-playing games, where children played the role of sick children and doctors respectively, and deepened their understanding of the process of seeing a doctor through simple dialogue and actions. 2. ** Teacher's guidance role ** - During the activity, the teacher played a certain guiding role, such as making a summary after the children's discussion, guiding the children to correctly understand the knowledge related to the disease. However, in the process of children's discussion, the teacher's guidance was sometimes not timely and precise enough. For example, when the child deviated from the topic when discussing the cause of illness, the teacher could not quickly bring the topic back on track, affecting the efficiency of the discussion. ** 4. Teaching Resources ** 1. ** Resource utilization effectiveness ** - The teddy bear toy was used as a prop for setting the scene, attracting the attention of the children and playing a very good role in assisting teaching. The pictures of how to prevent diseases also helped children to understand the relevant knowledge intuitively. However, although the teaching resource of doctor's tools could increase the authenticity of the activity, it would distract the children's attention to a certain extent due to their curiosity. They could consider choosing simpler and more representative doctor's tools to display. ** 5. Event Organization ** 1. ** Event arrangement ** - The arrangement of the activity was basically reasonable. From the introduction to the discussion, to the experience and summary, the links were relatively complete. However, there was still room for improvement in the control of the activity time. It took more time in the discussion segment, resulting in the last extension segment being rushed. The children did not have enough time to visit the health room and did not have a deep understanding of the health room. 2. ** Child participation ** - Most of the children were able to actively participate in the activities, especially in the discussion of their illness experience and how to prevent diseases. However, there were still a few children who participated less, probably because they were not interested in the activities or were more introverted. In future activities, they could pay more attention to this group of children and use individual questions and encouragement to increase their participation. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Small class health, my little emotional lesson plan reflection
The following is an example of a reflection on the "My Little Emotions" lesson plan for health in the small class: ** I. Reflection on the achievement of teaching objectives ** 1. ** Emotional Awareness Target ** - In the teaching plan design, through pictures (such as smiling, angry, sad and other expressions) or storytelling, the children in the small class could understand the basic emotions. Most children can recognize common emotions, such as happiness and sadness. However, for some complex or similar emotions, such as the subtle difference between anger and anger, young children may have difficulty understanding. This might be because the cognitive ability of the children in the small class was limited, and their understanding of abstract concepts was still in the initial stage. In the follow-up teaching, more examples or situation simulations could be added to deepen the child's understanding of different emotions. 2. ** Emotional expression goal ** - The plan was to use games (such as emotion-mimicking games) or role-playing to guide children to express their emotions. In actual teaching, it was found that children were more active in imitating expressions, but when they expressed their emotions under certain circumstances, their expressions were not clear enough. This may be because the language expression ability of children has not yet fully developed. In future teaching, more guidance and demonstration can be given to children after they express themselves to help them better organize their language to express their emotional experience. 3. ** Emotional regulation target ** - Try to teach children simple ways to regulate their emotions, such as playing with friends or toys when they are unhappy. In the process of teaching, children could remember these methods, but in the actual scene simulation, children might not be able to actively use these methods to adjust their emotions. This may be because children lack enough practical experience. In future teaching, they need to create more real emotional situations and let children practice these adjustment methods repeatedly. ** 2. Reflection on the effectiveness of teaching methods ** 1. ** Game Teaching Method ** - Games accounted for a large proportion of the lesson plan, such as expression imitation games. Games could indeed attract children's attention and increase their participation. However, in the process of organizing the game, sometimes the children would be too excited and cause the scene to get out of control, affecting the teaching effect. In the subsequent game design, the rules of the game needed to be more clear, and the guidance and management of the game process needed to be strengthened. 2. ** Story Teaching Method ** - The story was helpful for children to understand emotions. However, in the process of telling the story, it was found that some children's attention was easily distracted. This might be because the content of the story or the way it was told was not vivid enough. In the future, he could choose stories that were more close to children's lives and use a variety of storytelling methods, such as adding sound effects or action performances. ** 3. Reflection on the Suitableness of Teaching Materials ** 1. ** Difficulty of the content ** - The overall teaching content was challenging for small classes. For example, in the teaching of emotional regulation methods, some methods may be too abstract and difficult for children to understand. When adjusting the teaching content, the method could be simplified and explained with examples from children's daily lives, making it easier for children to accept. 2. ** Interesting content ** - Some of the teaching content was still interesting. Although there were game and story elements, some parts might not be interesting enough, resulting in the enthusiasm of the children not being fully mobilized. He could add some creative elements, such as making emotional cards, so that children could carry out emotional activities according to the expressions on the cards. This would increase the fun and strengthen the teaching effect. ** IV. Children's feedback and interaction reflection ** 1. ** Interactions ** - In the teaching process, the interaction between the children and the teacher was more active, but the interaction between the children was relatively small. More group activities or cooperative games could be designed to encourage children to exchange emotional experiences and share their own methods of regulating emotions. This would help children learn and grow better. 2. ** Individual differences ** - Every child's understanding and reaction to emotions had individual differences. Some children were more sensitive and could quickly understand and respond to the teaching content, while others needed more time and guidance. In future teaching, more attention should be paid to individual differences, and more patience and individual guidance should be given to children with slow reactions. <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>
Small class language lesson plan, my kindergarten lesson plan
I. Activity Target 1. Cultivate children's interest in stories and kindergarten. 2. Understand the content of the story, remember the name of the story,"Go to kindergarten", and remember the three characters and dialogue of the little white rabbit, little duck, and little cat. 3. To develop children's language skills, to be able to use coherent language to speak the role of dialogue, to learn the word "happy". II. Event preparation Pictures that matched the content of the story. The headgear of the little white rabbit, little duck, and little tabby cat. Third, the activity process 1. Guessing riddles to arouse children's interest in activities - The teacher gave a riddle: long ears, short tail, red eyes, white hair shirt, three lips are timid, vegetables and radishes are full. Guide the child to answer "little white rabbit", and the teacher will show the props to lure out the little white rabbit. Where was Bunny going? 2. Learning Story - The teacher demonstrated the teaching materials and told the story with expressions. The name of the story was "Going to kindergarten," and the white rabbit met a duckling and a kitten on the way to kindergarten. - Teachers and children retell stories, practice animal dialogue, and learn the word "happy". For example, ask the little white rabbit what it said after meeting the little duck ("Good morning, little duck (little cat), where are you going?""I go to kindergarten"), ask the child to repeat the sentence; ask the little white rabbit, little duck, and little cat how to go to kindergarten (smiling happily), the teacher reads the word "happy", and the child reads along. - Use of character headdress (role-playing and other expansion activities can be carried out, but the lesson plan does not mention this part in detail). <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>