Small Class Mental Health Picture Book Story Teaching Plan
The following is an example of a small class mental health picture book story lesson plan: ** 1. Activity Target ** 1. It allowed the child to recognize the basic emotions in the story. 2. Guide the child to understand the causes of emotions and how to deal with them. 3. Cultivate children's interest in picture books and promote their psychological health. ** 2. Event preparation ** 1. Choose a mental health picture book suitable for small children, such as My Little Emotional Monster. 2. Create simple props related to the story of the picture book, such as the headdress of the little monster. 3. A multi-media device used to display picture books or play audio from picture books. ** 3. Activity process ** #(I) Introduction 1. The teacher entered the classroom wearing the little monster headdress and greeted the child as a little monster to arouse the child's interest. 2. Ask the child if he has seen the little monster and what kind of mood the little monster might have. Guide the child to express his thoughts freely. #(2) Picture Book Reading and Explanation 1. The teacher began to tell the story of the picture book. When he turned to each page, he described the content of the picture in vivid language. For example, when talking about the different colors on the little monster's body representing different emotions, he pointed to the color in the picture and said,"Look, the little monster is very angry when it's red, just like a child who can't find his favorite toy." 2. During the narration, he would ask the child from time to time, such as,"When the little monster turned blue, what was its mood? When did children have such a mood?" Guide the child to connect the emotions in the picture book with his own life experience. #(3) Emotional Experience and Discussion 1. After the story was over, the teacher and the child reviewed the various emotions of the little monster together. They took out the prepared props and let the child choose the props that represented different emotions. For example, red cards represented anger, blue cards represented sadness, and so on. 2. The children were organized to have group discussions and share similar emotional experiences they had. They were encouraged to talk about their feelings and what happened at that time. The teacher guided the child to express his emotions correctly, such as "I'm angry because my toy was taken away by someone else." #(4) Emotional Coping Strategy Guidance 1. According to the emotional experiences shared by the children, the teachers guided the children to think about good ways to deal with these emotions. For example, when the child said that he was angry, the teacher could say,"Then let's be like little monsters and vent our anger by saying it out loud, okay?" Or we can ask our teachers, parents, and friends for help." 2. The teacher summarized some simple and effective emotional coping strategies, such as deep breathing, confiding, diverting attention, etc., and demonstrated them to the children with simple actions. #(5) Activity summary 1. The teacher once again emphasized that everyone had emotions. It was normal to have all kinds of emotions. 2. Children are encouraged to observe their own and other people's emotions in their lives and learn to express and deal with emotions in a healthy way. ** 4. Event Extension ** 1. Put more picture books related to mental health in the corner of the classroom for children to read on their own. 2. In daily activities, pay attention to the emotional changes of the child and guide the child to use the emotional coping strategies learned in a timely manner. Read more exciting novels for free
A Reflection on the Teaching Plan of Crow Drinking Water and Mental Health in Small Class
The following is a reflection summary and evaluation of the mental health lesson plan for the small class of "Crow Drinks Water": ** I. Reflection and conclusion ** #(I) Achievement of Teaching Aims - ** Knowledge and Skill Target ** - In this lesson plan, if it involved letting the child know some of the elements in the story, such as the crow, the bottle, the stone, and other basic goals, from the process of the activity, through the experiment and storytelling, the child might have a better understanding of these elements. However, if there were more in-depth requirements, such as asking the child to accurately describe the steps of the crow drinking water, more detailed guidance might be needed. For example, in the process of experimenting with children, some children might simply imitate the operation without in-depth understanding of the crow drinking water segment corresponding to each action. - As for the cultivation of children's language skills, if they were designed to tell stories or describe the experimental process, they might find that the completeness and accuracy of the expression of the children in the small class were insufficient. For example, when describing the mood of the crow when it was looking for water, the child might only use simple words, such as "anxious", and it was difficult to describe in detail. - ** Emotions, attitudes, goals ** - The lesson plan was designed to cultivate a positive thinking attitude when children encountered difficulties. The achievement of this goal was challenging. From the perspective of the activity process, children might pay more attention to the operation itself during the experiment, and the transfer of the experimental results and the emotional attitude of thinking about solutions when encountering difficulties might not be deep enough. For example, when a child found that a certain material could not raise the water level in an experiment, he might just be curious or disappointed and not take the initiative to think of other ways. #(II) Teaching content - ** Adaptability of content ** - For the children in the lower class, the story of "Crow Drinks Water" was more suitable. The story was simple and easy to understand. It had a specific plot and image, and it was easy to arouse the interest of young children. However, there might be some shortcomings in the expansion of the content. For example, the connection between the story and the actual life of the child could be deepened and guide the child to think about what similar situations in life needed to be used. - ** Consecutive content ** - If the lesson plan was designed with multiple segments, such as experimenting first and then appreciating the story, or vice versa, the continuity between the segments needed to be paid special attention. In actual practice, there might be situations where the transition was unnatural. For example, if a child were to directly transition from the experimental stage to the story appreciation stage, it might be difficult for the child to quickly match the experience in the experiment with the plot in the story. #(3) Teaching Methods - ** Diverse teaching methods ** - In the process of teaching, using experimental methods and story-telling methods were more common and effective methods. However, for children in small classes, more diverse teaching methods might be needed. For example, role-playing could be added to let the child play the role of a crow to experience the whole process of drinking water. This way, they could have a deeper understanding of the story and the principles contained in it. - In the experimental stage, the teacher would tour around as a noise controller. During the itinerant guidance process, more personal guidance could be given according to the different operation situations of the children, such as questions, hints, etc., to stimulate the children's thinking. - ** Child participation ** - On the whole, the participation of children in the experimental and story-telling sessions was high, but there were individual differences. Some children may be more proactive, while others may be more shy or lack confidence and less engaged. In the teaching process, more attention should be paid to these children and they should be encouraged to participate actively. #(4) Teaching Resources - ** Full utilization of resources ** - If he used teaching resources such as coursewares and experimental materials, there might be room for improvement in the full use of resources. For example, if the pictures or animations in the lesson were simply displayed without digging into the educational value, it would result in a waste of resources. Similarly, if the experimental materials were only used for operation, and the children were not guided to observe and think about the relationship between the materials and the story, the resources would not be fully utilized. ** 2. Evaluation ** #(I) Strengths - ** Children as the center ** - The lesson plan could pay attention to the main position of the child, allowing the child to participate in teaching activities through doing experiments and telling stories. This was conducive to the child's independent learning and development. - ** Combining practice and theory ** - Through the experiment, let the child experience the process of the crow drinking water, and then combine it with the story, so that the child can establish a connection between practice and theory, which helps to deepen the child's understanding of the story content and truth. #(II) Not Enough - ** Depth and breadth need to be improved ** - There was room for improvement in the achievement of teaching goals, the expansion of teaching content, and the variety of teaching methods. It was necessary to further improve the teaching plan to better promote the comprehensive development of children. - ** Not enough personal attention ** - In the teaching process, there was not enough attention to the individual differences of children, and the learning ability and participation of different children were not fully considered. This may affect the learning effect of some children. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Bubble house picture book story teaching plan small class
The following is a lesson plan for the small class picture book of Bubble House: ** 1. Activity Target ** 1. Children can listen to the story, understand the content of the story, and learn the word "more and more". 2. It helps children understand the wits of small animals and experience the rich imagination and humor of stories. 3. Let the children understand the moral and philosophy contained in the story. 4. Through the teacher reading aloud, the children read emotionally and participated in the performance, so that the children could perceive the story. ** 2. Event preparation ** 1. Prepare the flipchart No. 33, Children's Book, a tape, and a tape recorder. ** 3. Activity process ** 1. The story leads out - Tell the children about the small animals in the forest: The small animals in the forest are very unhappy because the stupid wolf always bullies everyone. Then, he asked the children, what would the small animals think of to deal with the stupid wolf? This led to the story. 2. Storytelling and Questioning - The teacher told the whole story of Bubble House for the first time, and then asked,"What's the title of the story?" How did the animals chase away the stupid wolf? Whether or not you like the story and why. - The teacher combined the wall chart to tell the story for the second time, and then asked,"What is the reason why the small animals in the forest are unhappy?" What did they think of to deal with the stupid wolf? Why did the stupid wolf run away the first time? After the bubble dispersed, when the stupid wolf came again, what did the little animals think of? Why did the stupid wolf run away the second time? Where did the bubble house go in the end? 3. Reading and narrating - Arrange for the children to read "Children's Book" and play the recording of the story. Let the children read and learn to tell the story. ** IV. Points to Reflect After Class ** 1. In the performance segment, if you create a situation where a stupid wolf bullies a small animal, you may find that although the children are interested, some of the children are simply imitating the actions. The teacher could guide the child to act independently, ask the child's thoughts, and respect the child's autonomy. 2. The teacher could enrich the performance situation, such as discussing other ways to deal with the stupid wolf (which could be done by talking or doing actions). 3. Small class children mainly focus on unintentional attention. Teachers should think about how to create rich and interesting situations, use vivid language, and play the charm of teachers to stimulate children's interest in learning, so as to truly realize "learning by playing" and "learning by doing". <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Lantern Festival picture book story, small class teaching plan
The following is a small class teaching plan for the Lantern Festival story: ##1. Teaching objectives 1. Let the children know that the Lantern Festival is one of the traditional China festivals. Try to understand the origin and customs of the Lantern Festival through the story of the picture book. 2. Perceiving that the Lantern Festival was a day for family reunion, feeling the happy atmosphere of the festival and developing a love for the festival. ##2. Teaching preparation 1. Choose a Lantern Festival picture book suitable for small children, such as The Story of the Lantern Festival. 2. Prepare a few simple riddles related to the Lantern Festival. 3. Color clay, one for each child. 4. An audio or video of the children's song "Selling Tangyuan". ##3. Teaching process ###(1) Introduction 1. Play the children's song "Selling Tangyuan" to attract the children's attention. Ask the children if they know what song it is, if they have eaten Tangyuan before, and on what festival to eat Tangyuan. Lead to the topic of the Lantern Festival. ###(2) Picture Book Narrations 1. The teacher took out the picture book and showed the cover to the child. He guided the child to observe the elements on the cover, such as lanterns, glutinous rice balls, etc., so that the child could guess what festival the story might be related to. 2. He began to tell the story of the picture book: - Use vivid and simple language to describe the content of the story. For example, when the palace maid misses her family, she can show Yuanxiao's sadness. When Dongfang Shuo comes up with an idea, she can show Dongfang Shuo's intelligence and wit. - During the presentation, he would ask the children,"Children, what do you think of Dongfang Shuo's idea?" "What if you were Lantern and couldn't go home?" and so on, to guide the child to actively think and participate in the story. - It emphasized the origin of the Lantern Festival. For example, because they wanted to eliminate disasters, everyone made glutinous rice balls and lanterns. Later, it formed the custom of this festival. - It described the interesting things that the family did during the Lantern Festival in the picture book, such as making glutinous rice balls, making lanterns, watching lanterns, etc., so that the children had a preliminary understanding of the customs of the Lantern Festival. ###(3) Interactivity 1. riddles - The teacher said a riddle that was related to the Lantern Festival, such as "White and fat, sweet and fragrant in the stomach, sold on the streets on the 15th of the first month, no one will see it after the first month." (Guess a food)", guiding the child to guess that the answer was Tangyuan. The child who guessed correctly would be rewarded. 2. Making Tangyuan (Using colored clay instead) - The teacher gave each child a set of colored clay and demonstrated how to make glutinous rice balls with colored clay. First, they rolled them into a circle, and then the children could use their imagination to add different decorations to the glutinous rice balls. - During the process of making dumplings, the teachers would guide the children and encourage them to exchange their dumplings. ###(4) Summing Up 1. The teacher emphasized once again that the Lantern Festival was a time for family reunions. People would eat glutinous rice balls, admire lanterns, guess lantern riddles, and so on. 2. Children are encouraged to tell their parents the story of the Lantern Festival and celebrate it with their families. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Picture frame making small class teaching plan
The following is an example of a small class lesson plan: ##1. Activity Target 1. He tried to paste the photo in the frame and add some simple drawings to cultivate the child's hands-on ability. 2. To stimulate children's love for their parents and experience the warmth of a family. ##2. Event preparation 1. Paper workers write in photo frames. 2. Paste. 3. One photo for each child. ##3. Activity 1. ** import ** - The teacher took out the photo and asked the child what it was. He guided the child to say the photo. Then, he explained to the child that the four corners of the photo were easy to break if it was placed for a long time, leading to the topic of using a photo frame to protect the photo, and then suggesting that they make a beautiful photo frame together. 2. ** Explain and demonstrate the steps ** - Give each child a piece of paper with a picture frame, point out that the picture frame is not beautiful without decoration, and guide the children to decorate it with flowers. Explain to the child how to tear off the flowers (gently along the small teeth). After tearing off all the flowers, the teacher will distribute the paste. Teach the child to gently touch the paste with his index finger to the place where the flowers are to be stuck, and then stick the flowers on it. Pay attention to the flowers to be evenly pasted and not overlapping. Ask a child to be a small teacher to demonstrate the operation, let the other children point out the advantages and disadvantages, and remind the children to pay attention to the key points when operating. 3. ** Child operation, teacher guidance ** - After the teacher distributed the paper, the child was asked not to move and to wait for the teacher's permission before starting. During the operation of the infant, the infant with weak circulation guidance ability should correct the improper operation in time, especially when putting in the paste. 4. ** Show your work and comment on it ** - Ask the children to appreciate the work together. Ask the children to point out the advantages of the beautiful work and the shortcomings of the work. Praise the child who had a standard operation process, a clean picture, and an even paste. 5. ** Event Extension ** - Ask the child to go home and ask his parents to find a beautiful photo and put it in the photo frame. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Mental health teaching plan in kindergarten
The following is a short essay on the reflection of a mental health lesson plan for a kindergarten class: During the implementation of the mental health teaching plan in the kindergarten, there were both effects and shortcomings. In terms of effectiveness, through a variety of methods, such as storytelling, scene creation, etc., it successfully attracted the attention of children on topics related to mental health. The children showed a high degree of participation in the activities and actively expressed their feelings and thoughts, which indicated that the teaching method was in line with the cognitive and psychological characteristics of the children in the upper class to a certain extent. However, there were still shortcomings. In the setting of the activity segment, the transition of some segments was not natural enough, which caused the child's thinking to be affected to some extent. In terms of guiding children to understand the concept of mental health, the method was relatively simple and lacked more diverse guidance methods. For example, when dealing with the psychological phenomenon of children being afraid of the dark, more interaction activities could be added to allow children to feel and overcome fear more effectively. In addition, there was insufficient attention and individual guidance for the special reactions and needs of individual children. In the future teaching plan design and teaching process, more attention should be paid to the connection between links, the variety of guidance methods, and the care for individual children to improve the teaching effect and better promote the healthy development of children's mental health. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Reflection on the Health Teaching Plan of the Small Class of Disease prevention
In the reflection of the health lesson plan for the small class, there were the following points: ##1. Teaching content 1. ** Depth and breadth ** - When explaining the knowledge of disease prevention, more specific and practical cases might be needed to assist the understanding of small children. For example, when explaining food hygiene, one could say that if one ate food that fell on the ground, one might have a stomachache, just like how a mouse would get sick after eating dirty things. He could not just explain the principles and methods of disease prevention in an abstract way. He had to let the children intuitively feel the consequences of getting sick if they were not careful. - For some complex disease prevention knowledge, such as flu prevention, more in-depth explanation and demonstration were needed. For example, how to spread the flu virus, in addition to telling children not to go to crowded places, they could also let a child play the flu virus through role-playing to "infect" other children who did not have good protection (such as not wearing a mask or not washing their hands). This way, the child could have a deeper understanding. 2. ** Interactivity and hands-on operation ** - There might not be enough interaction in the teaching process, causing the child's attention to be easily distracted. For example, when explaining disease prevention knowledge, you can add a question segment, such as "Children, when should we wash our hands?" "If a little bug flies onto the food we eat, can we still eat it?" Wait. They could also organize group discussions and let the children share what they saw when they were sick or how they felt when they were sick. - There was a lack of practical operations. It could add content such as simulating hand washing and demonstrating the correct coughing posture, so that children could better grasp the actual operation of disease prevention. For example, the teacher first demonstrated the correct steps to wash hands, then let the children practice one by one, and the teacher corrected them. It could also be done through games, such as health knowledge quizzes. Children who answered correctly would be given small sticker rewards to stimulate the participation of children. ##2. Teaching Method 1. ** Validity ** - Teaching methods such as demonstration, group discussion, and game interaction were effective, but some children were not focused during the demonstration. He could use a more lively and interesting way to present theoretical knowledge. For example, he could weave the knowledge of disease prevention into a simple children's song, such as "It is very important to prevent diseases. You must remember to wash your hands and eat well. It is good to exercise more. If you see germs, run quickly." He could demonstrate the correct behavior while singing. - The group discussion and game interaction could be further optimized. During the group discussion, the children could be given some cue cards with different scenes of disease prevention drawn on them, so that the children could discuss according to the contents of the cards. In terms of game interaction, more kinds of games could be added, such as disease prevention jigsaw puzzles, where children put together correct preventive behaviors, and so on. 2. ** Student participation ** - In the demonstration section, it was necessary to better stimulate the children's interest in learning. In addition to the knowledge mentioned above, they could also use the form of stories. For example, small animals fell sick because they did not pay attention to hygiene, and then other small animals helped them develop good habits and recovered. The knowledge of disease prevention could be incorporated into the story to attract the attention of young children. At the same time, in the group discussion and game interaction session, the shy children could be encouraged to participate actively, and more positive feedback could be given to the actively participating children, such as praise and small prizes, to increase the overall participation. ##3. Evaluation of Teaching Effects - After the lesson plan was completed, a more comprehensive evaluation of the teaching effect was needed. Not only should they observe the participation and interaction of children in the classroom to understand their interest and acceptance of the teaching content, but they could also use simple tests after class, such as drawing (asking children to draw ways to prevent diseases) or answering questions (such as asking children what methods to prevent diseases they learned today) to more accurately determine whether children have mastered the basic knowledge and skills of disease prevention and whether they have achieved the expected teaching goals. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Small class health epidemic teaching plan activity summary
The following is an example of a small class health epidemic lesson plan: ** 1. Achievement of the event objective ** 1. ** Cultivate hygiene habits ** - During the event, important hygiene habits during the epidemic were conveyed to the children in small classes in various ways. For example, emphasizing frequent hand washing was a very important healthy habit for small children. Use simple and easy-to-understand methods, such as children's songs, demonstration, etc., to let children know the importance of washing their hands and master the correct steps of washing their hands. - Teach young children not to eat unclean food and recognize that food safety is essential during the epidemic. Due to the limited knowledge of the children in the small class, pictures and stories were used to show the possible harm of unclean food, such as falling sick, so that the children had a preliminary sense of self-protection. - As for the habit of not drinking raw water, through vivid explanations and comparisons (such as comparing pictures of clean water and dirty water), the children had an intuitive feeling. Most children could understand and express their willingness to drink boiled water. 2. ** Awareness of viruses and diseases ** - Although it was more difficult for the children in the lower class to understand the virus, through simple descriptions and figurative comparisons, such as comparing the virus to a small monster, the children had a certain fear of the invisible virus and understood that they had to take protective measures. At the same time, inform the child of some symptoms after the illness, such as coughing, fever, etc., so that the child knows that if he or the people around him have these symptoms, he should inform the adults in time. ** 2. The performance of the child during the activity ** 1. ** Active participation ** - The children showed high enthusiasm in the activities. For example, when explaining the steps of washing hands, the children raised their hands one after another, trying to imitate the teacher's actions. When watching stories or pictures about hygiene habits, they could also listen attentively and actively answer the simple questions raised by the teacher. 2. ** Comprehension ** - Most children could understand the basic health messages conveyed in the activities. Children could quickly master intuitive habits such as washing their hands and wearing masks (if they were involved). However, for some abstract concepts, such as the way viruses spread, it was difficult to understand. The teacher had to repeat and emphasize it many times. ** 3. Inadequacies in the event ** 1. ** Depth of Education ** - Due to the age characteristics of the children in the small class, it was difficult to explain some health knowledge in depth. For example, when describing the protective principle of masks, they could only describe it in very simple words, which might cause young children to not have a comprehensive understanding of this knowledge. - In some complicated measures involving epidemic prevention and control, such as maintaining social distance, it was difficult for young children to really understand why they should do so. Most of them were carried out mechanically under the supervision of teachers. 2. ** Limitations of the event format ** - The activities were mainly indoor explanations, pictures, and stories. There was a lack of outdoor experiential teaching. For children in small classes, practical outdoor experiences might give them a deeper understanding of health knowledge. For example, outdoor experiences could simulate scenes such as keeping a distance in public places. ** IV. Modification measures ** 1. ** Education method optimization ** - In the follow-up health education, more interaction games could be added. For example, making props related to epidemic prevention and control, so that children could deepen their understanding of health knowledge in the game. For example, the steps of washing hands could be made into cards, and the children could arrange the cards in the correct order. - By combining the power of the family, parents could also consolidate the health knowledge of their children at home. Teachers could pass on the key knowledge of the activity to parents through online communication and other means, and give parents some tips on home education. 2. ** Event Form Expansion ** - Increase outdoor health activities. For example, setting up some scenes related to epidemic prevention and control in the playground or outdoor space of the kindergarten, such as "small supermarket"(which can teach children to keep a distance when shopping, choose clean food, etc.),"small hospital"(which can let children understand the concept of seeking medical treatment in time after falling sick), etc., so that children can learn health knowledge in the simulated life scene. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Health and epidemic prevention safety teaching plan small class
The following is a health and epidemic prevention safety lesson plan for the small class: ##1. Teaching objectives 1. Let the children understand the common infectious diseases (such as flu, swine flu, etc.) and their dangers. 2. Guide children to master basic hygiene and epidemic prevention methods and develop good personal hygiene habits. 3. Stimulate children's interest in hygiene and epidemic prevention, and enhance their self-protection awareness. ##2. Teaching preparation 1. Pictures or videos of infectious diseases (such as flu patients, swine flu patients, etc.) 2. A number of small sticker used to reward children. ##3. Teaching process ###(1) Introduction 1. Teacher's questioning guidance - Teacher: "Children, have you ever been sick? Do you feel uncomfortable when you're sick?" - Let the children speak freely and share their experiences and feelings of being sick. 2. lead up the subject - Teacher: "Today, I'm going to learn how to prevent illness with the children. This is the knowledge of hygiene and epidemic prevention." ###(2) Knowledge Explanation 1. Introduction to common infectious diseases - Through pictures or videos, the symptoms of flu patients, such as coughing, runny nose, fever, etc., were shown to tell the children that it was flu, a respiratory disease caused by an epidemic virus. Swine flu (a pig respiratory disease caused by the Swine Flu A virus, which is now also infected by humans) could also be briefly introduced. - It emphasized the serious harm that these infectious diseases could bring, such as pneumonias, breathing difficulties, and even death in serious cases. 2. Explain hygiene and epidemic prevention methods - hygiene among - Teachers showed pictures of clean and dirty hands and told children to wash their hands frequently, especially after coughing and sneezing. They should wash their hands carefully with soap and running water. - He guided the child to observe his fingernails, emphasizing that he should not have long nails and that there should not be any dirt under his fingernails. - Showing pictures of neat and messy hair, telling young children to keep their hair neat and smelly, and boys not to keep long hair. - He mentioned that the face, neck, and ears should be clean and free of dirt; clothes should be neat and clean, and the collar and sleeves should not be dirty; shoes should be clean, socks should be worn to school, and slippers should not be worn. - living environment - Explain to the child the importance of keeping the house clean and open the window frequently to let fresh air in. - Show pictures of crowded places with poor ventilation and tell children to avoid such places as much as possible. - socially - Inform young children to avoid contact with patients with respiratory illnesses who have flu-like symptoms (fever, cough, runny nose) or pneumonias. - If you have symptoms such as fever, headache, cough, chest tightness, etc., you should tell your teacher or parents in time and go to the hospital. ###(3) Interactivity Game 1. "Right and Wrong" Game - The teacher showed some pictures of the children's daily life, such as some children washing their hands seriously, some children rubbing their eyes with their hands and eating without washing their hands, etc. - Ask the children to point out which behaviors are correct and which are wrong. The children who answer correctly will be rewarded with a small sticker. 2. "I can make" games - The teacher told the children about some hygiene and epidemic prevention behaviors, such as "wash hands frequently" and "cover your mouth with your hands when coughing", so that the children could show whether they would do so by doing actions. ###(4) 1. Review the key points - The teacher and the child reviewed the common infectious diseases and the methods of hygiene and epidemic prevention that they had learned today, such as maintaining personal hygiene, household hygiene, avoiding crowded places, and telling adults in time when they were sick. 2. encourage young children - Teachers encouraged children to develop good hygiene and epidemic prevention habits in their daily lives so that they could get sick less and grow up healthily. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Teaching plan for food and health education in a small kindergarten class
The following is a lesson plan for food and health education in a small kindergarten class: ** 1. Activity Target ** 1. Let the children understand that mold grows in moist food and that dry food can be stored for a longer time. 2. Through adventure activities, children can understand the hardships of adventure and improve their ability to suffer setbacks. ** 2. Event preparation ** 1. instructional media - [One copy of the experiment results: (One copy of moldy wet bread and one copy of dry bread that has been dried in the sun)] - All kinds of dehydrated food - Crayons, paper - I've experimented with dry bread and wet bread - Everyone gets a backpack - There is a giant panda in the big cage. Ask a child to play the role of the giant panda. ** 3. Activity process ** 1. Activity (1): Attract children with adventures and lead to topics - "Kids, do you like to explore? There is a giant panda in the distant North Pole. It has been caged by people. Today, I will be the expedition leader, and you will be the expedition team members. Let's go rescue the giant panda together, okay?" 2. Activity (2): Explain the content of the expedition and propose the rules of the expedition - Explain the content of the adventure - "On the road of exploration, we will encounter many obstacles and difficulties. Are you afraid, expedition members?" We will pass through the forest, then the swamp, then the cave, and finally the river. After passing through an obstacle, there will be a question waiting for you to answer. Let me see which expedition member is the smartest. After we reach the end, we will go and rescue the giant panda together, okay?" - Propose the rules of exploration - You must follow the Exploration sign (→). - You can't push and shove when exploring, or it will be dangerous. - The teacher instructed,"Are you ready, expedition members? Let's go!" 3. Activity (3): Through the exploration activities, I learned that mold grows in a humid environment and food should be placed in a dry environment. - "Brave Challenge 1" → "Walk through the forest", and observe the experiment results: "Dry bread and wet bread". - Question: "Look, what's on the building blocks? (Bread), touch it with your hand, smell it with your nose, and look with your eyes. What's the difference between these two kinds of bread? What did you find?" (Guide the child to speak freely) - "These breads are the results of the experiments we did a few days ago. One is dry bread, which has been dried in the sun and is not easy to mold. The other is moldy bread. This moldy bread is made by sprinkling water on fresh bread. After four days, mold spots will grow on the bread." - "What kind of bread would you choose?" (Dry Bread)"Now, let's put the dry bread in the backpack and continue exploring!" - The second level of the intellectual challenge, crossing the swamp, learning about all kinds of dehydrated food. - Question: "We successfully passed the second stage. Let's see what's on these tables. (Bread, biscuits, instant noodles, etc.) What do you see in these foods? Do you know why they put this drying agent?" (Guide the children to have a free discussion) - "These foods won't easily become moldy after being put into the drying agent, and they can be stored for a long time." - The third level was to climb over the cave and draw a picture of dehydrated food. - [What other dehydrated foods have you seen?] "Can you please draw a picture of the dehydration device that you've seen?" - Children's painting, teacher guidance, to help children with low ability to complete the work. - Break through the fourth level → cross the river and rescue the giant panda. - "Little kids, look. What happened to the giant panda in the cage?" <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Big class picture book teaching plan small toothbrush brush brush brush
The following is a large class picture book lesson plan,"Small Toothbrush Brush": ** 1. Teaching objectives ** 1. Understand the importance of dental health, including the causes of tooth decay. 2. Proficient in the correct brushing method, able to accurately demonstrate and develop a good habit of brushing your teeth every morning and evening. 3. Through picture books and related activities, children's observation, thinking, and language skills will be improved. ** 2. Teaching preparation ** 1. "Small Toothbrush, Brush, Brush, Brush"(determined by the number of children). 2. One tooth model, several toothbrushes (one for each child). 3. A multi-media class with animations or pictures related to tooth decay. ** 3. Teaching process ** #(I) Introduction 1. The teacher showed the model of the teeth and guided the children to observe the structure of the teeth. Ask the children what their teeth do, let them speak freely, and then the teacher will summarize, such as teeth can help us chew food, beautiful pronunciation, etc. 2. The teacher showed the pictures in the multi-media class. There were some pictures of children's unhealthy teeth (there were tooth decay, yellow teeth, etc.), which aroused the child's curiosity and asked the child why these children's teeth became like this. This led to the story of the picture book. #(II) Picture Book Reading 1. The teacher began to read the picture book "Little Toothbrush, Brush, Brush". During the reading process, the teacher could use a vivid tone and ask some questions at the right time. For example, when the picture book mentioned that the child had eaten a lot of sweets, the teacher could stop and ask the child,"What happened to the child's teeth after eating so much sweets?" Guide children to think and predict. 2. When reading the page related to bacteria, the teacher could explain in detail the role of bacteria in the formation of tooth decay. For example, bacteria like to eat food residue left on the teeth. They grow and reproduce on the teeth, slowly corroding the teeth and forming tooth decay. At the same time, the animation in the multi-media class showed the scene of bacteria moving on the teeth to deepen the children's understanding. #(3) Interactivity Discussion 1. After reading the picture book, the teacher organized the children to have a discussion. Ask the children what they have learned from the picture book. Ask the children to recall the contents of the picture book, such as which foods are bad for their teeth, why they should brush their teeth, etc. 2. Children were encouraged to share their usual brushing habits, whether they brushed their teeth every morning and evening, and how they brushed their teeth. Teachers could invite individual children to come to the front and demonstrate their own brushing methods with a tooth model and toothbrush. Other children could observe and evaluate them. #(4) Teaching on brushing teeth 1. The teacher explained the correct brushing method to the child in detail based on the tooth model. It included the way to hold the toothbrush, the amount of toothpaste, and the order of brushing (such as brushing the outside first, then the inside, and finally the occult surface; brushing the upper teeth from top to bottom, brushing the lower teeth from bottom to top, etc.). 2. As the teacher explained, he demonstrated the operation on the tooth model so that the child could clearly see the correct brushing steps. 3. The child picked up his own toothbrush and followed the teacher to brush his teeth. The teacher guided the child by the side and corrected the child's incorrect brushing movements. #(5) Summing Up and Extending 1. The teacher summarized the content of the activity, emphasizing the importance of protecting teeth and the key points of correct brushing methods. Children were encouraged to brush their teeth every morning and evening, eat less sweets, and protect their teeth. 2. In the art design area of the classroom, some materials were placed to let the children make hand-made works related to dental health, such as making their own small toothbrushes, drawing a promotional poster to protect teeth, etc. In the book area, more picture books about dental health were placed for the children to read on their own to further deepen the children's understanding of dental health. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>