The three-state change of water in kindergarten
The following was the teaching design of a kindergarten class on the three-state change of water: ** 1. Teaching objectives ** 1. Let the children perceive the special properties of water, explore the changes in the three states of water, and have a preliminary understanding of the water cycle process in nature. 2. He learned to record the process and results of the experiment in a form. ** 2. Important and Difficult Points in Teaching ** 1. ** Main point ** - Guide the child to observe and understand the changes in the three states of water. - It allowed the child to use simple language to describe the characteristics of water in different states. 2. ** Difficulty ** - To help children understand that the changes in the three states of water are caused by temperature changes. - Let the children have a preliminary understanding of the water cycle in nature. ** 3. Teaching preparation ** 1. Pre-class preparation: The day before the activity, let the children observe the characteristics of water, that is, water at room temperature is transparent, colorless, tasteless, and can flow. The teacher and the child put the ice cube filled with water into the refrigerator and felt the temperature in the refrigerator. 2. There was an electric cooker, a paper cup filled with hot water, and an ice cube for each person. 3. Each person would have a record form and a colored pen. 4. Teaching Coursewares: Three states of water change animation--"Small Water Droplet Change Change". 5. Several water-saving signs. ** 4. Teaching process ** #(1) Perception, Discussion 1. The teacher took out the ice cube from the refrigerator the day before the activity and distributed it to the children in each group. Guide the child to observe and touch. Ask,"Look at the water in the ice cube. What's the change?" He encouraged the child to answer, then concluded that the water had turned into ice. 2. Then he asked,"Why does water turn into ice?" He guided the child to think and answer. In the end, he concluded that because it was very cold in the refrigerator, the water would freeze and become ice. 3. Ask the child to feel the ice with his hand and ask,"What does ice look like?" Guide the child to say that ice is cool, hard, and can't flow out like water. 4. The teacher concluded once again that water turned into ice when it was cold. When the temperature dropped below zero degrees Celsius, liquid water would turn into solid ice. Ice could not flow. #(2) Experiment, Observation 1. The teacher and the child operated the experiment together: put the water in the electric pot to heat it up. During the heating process, they asked,"Water turns into ice when it is cold. What will water turn into when it is hot?" Children were encouraged to make wild guesses. When the water is boiling, guide the child to observe and ask,"What changes do you see in the water?" The child might answer that it was steaming, smoking, and so on. At this time, the child would tell the child that the white rising gas was water vapor, which would turn into water vapor when it was heated. 2. The teacher took out a cold pot lid and let the child touch it. He asked,"Little child, how does it feel to touch the pot lid?" After the child answered, he continued to ask: "If the teacher puts the cold pot lid above the steam, what will happen to the steam?" Then, the child would observe the phenomenon of the teacher putting the cold pot lid on top of the steam. The child would find that the steam turned into water droplets and flowed down. At this time, the teacher concluded that water turned into steam when it was heated, and turned back into water when it was cold. #(3) Group Experiment Operation 1. Ask the child: "Children know that water can turn into ice when it is cold. Then the teacher will ask the child, what will ice turn into when it is hot?" Guide the child to answer that ice can melt. 2. Let the children put ice cubes into a cup filled with hot water to carry out the experiment, observe the changes in the ice, and record the experiment using the method of recording the form. 3. After the experiment was over, the children's experiment records were shown and the children were asked to describe it in words. #(IV) Activity summary 1. Tell the child that the experiment is done and that he performed well, and then play the lesson-the cartoon "Little Water Drop Changes". 2. Guide the child to watch carefully, combine it with the experiment, and answer the questions to consolidate the child's knowledge. For example, he would ask the child what the water droplet had become. #(V) Activity Extension 1. Ask the child: "Just now, we discovered the secret of the three-state change of water in the experiment: water turns into ice when it is cold, and water turns into steam when it is hot. Do you know anything else about water? What is the use of water in our lives?" Children were encouraged to answer positively, such as washing hands and clothes with water, drinking water when thirsty, watering flowers with water, small fish living in water, etc. 2. "What would happen if there was no water one day?" Guide the child to think and answer, if there is no water, our clothes will be dirty and we will not be able to wash them, we will be thirsty, the flowers will die, the small fish will die, etc. 3. Finally, he told the children that water played an important role in our lives. We can't live without water, so we must cherish water and show the water-saving sign. Together, they pasted the water-saving sign in the bathroom to remind the children to cherish water resources and save water in their lives. Read more exciting novels for free
Video of kindergarten water color change experiment
The following are some principles and examples related to the kindergarten water color change experiment video: ** 1. Purple cabbage water color change experiment ** 1. ** Experiment Principle ** - Purple cabbage contains cyanidins, and its color will change according to the difference in the ph value. When it encountered acidic substances, it turned red, and when it encountered basic substances, it turned blue. - In the experiment, purple cabbage (dried) was placed in the cup, soaked in hot water and separated for later use. The purple-red purple cabbage water was obtained. Drip it into a test tube with a transparent liquid (possibly a solution with a different acid or base), and the color of the solution will change. ** 2. Color Change Experiment ** 1. ** Experiment Principle ** - Using the principle of the three primary colors of red, yellow, and blue. Primary colors are colors that cannot be mixed with any other colors, and other colors other than the three primary colors can be obtained by mixing (adding) or mixing the three primary colors. For example, red, yellow, and blue could be mixed to form orange, green, purple, and so on. In kindergarten experiments, children might mix different colors to observe the change in color, such as mixing yellow and blue to green. ** 3. Color Disappearance Experiment ** 1. ** Experiment Principle ** - Iodine in the tincture was strongly oxidisable, while the vitamins C were reducing, and the two could undergo an oxido-reduction reaction. The reaction between starch and iodinate would produce a substance that changed its ability to absorb light and turned blue. After adding the vitamins C, the reactions between the vitamins C and the iodines caused the starch and the iodines to react to form blue or purple-black unstable compounds, which then proceeded in the reverse direction, turning the solution white. This experiment could be done by pouring a reducing substance (similar to a solution of vitamins C) into a cup that had been dripped with a dye (the color of the reaction between the disinfectant and starch) to observe the change in the color of the water. ** 4. Discolored water experiment (related to povidone and PVP)** 1. ** Experiment Principle ** - He poured water into a cup that had been dripped with the dye, and then dripped in povidone. The liquid changed color. This was because of some kind of chemical reaction. After shaking it evenly, the liquid returned to its original color. This was because the reduction property of the PVP reacted with the oxidisation property of the povidone, causing the previous color change reaction to reverse. These experiments could be made into a kindergarten video of the water color change experiment, showing the scientific principles behind the water color change to children in a simple and interesting way. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Is there any change in the water in the kindergarten? Teaching plan and reflection
The following is a lesson plan and reflection on "Changes in Water": ##1. Teaching Plan ###(1) Activity Target 1. Children can know that the three states of water can be converted to each other under certain conditions. 2. Children have a strong interest in scientific exploration activities and are happy to discover interesting scientific phenomena in their daily lives. 3. He was willing to try and share his experiences with his companions. 4. He actively participated in the event and boldly voiced his thoughts. 5. Cultivate the child's optimistic and cheerful personality. ###(2) Event preparation 1. Pre-class preparation: The day before the activity, let the children observe the characteristics of water, that is, water at room temperature is transparent, colorless, tasteless, and can flow. The teacher and the child put the ice cube filled with water into the refrigerator and felt the temperature in the refrigerator. 2. There was an electric cooker, a paper cup filled with hot water, and an ice cube for each person. 3. Each person would have a record form and a colored pen. 4. Teaching Coursewares: Three states of water change animation--"Small Water Droplet Change Change". 5. Several water-saving signs. ###(3) Activity process 1. ** Perception, Discussion ** - The teacher took out the ice cube from the refrigerator the day before the activity and distributed it to the children in each group. Let the children observe and touch, talk about the changes in water, the characteristics of ice, and under what circumstances water can turn into ice. Guide the child to say that the water has turned into ice. Because it is very cold in the refrigerator, the water will turn into ice when it is frozen. Ice is cool and hard, and cannot flow out like water. The teacher concluded that water becomes ice when it gets cold. When the temperature drops below zero degrees Celsius, liquid water will become solid ice. Ice cannot flow. 2. ** Experiment, Observation ** - The teacher and the child operated the experiment together: put the water in the electric pot to heat it up and observe the changes in the water. During the heating process, the children were guided to think about what water would become when it was heated. The children might have different answers, such as turning into smoke, turning into gas, etc. When the water boils, the child will find that it is steaming and smoking. The teacher tells the child that the white rising gas is water vapor, that is, water will turn into water vapor when it is heated. - The teacher took out a cold pot lid and asked the child to touch it and tell him how it felt. Then he asked what would happen to the steam if the cold pot lid was placed above it. After that, he placed the lid on top of the steam. The child observed that the steam had turned into water droplets and flowed down. The teacher concluded that water turned into steam when it was heated, and turned back into water when it was cold. 3. ** Group Experiment Operation ** - When a teacher asks what ice becomes when it is heated, a child might answer that ice can melt. Then, the children were asked to put the ice cubes into a cup filled with hot water, observe the changes in the ice through the experiment, and record the experimental operation using the method of recording the form. ##2. Reflection on Teaching 1. ** Children's interest and participation ** - In this teaching activity, the children were very interested. As the phenomenon of the three states of water was something that the children might have encountered in their daily life, such as water freezing in winter, boiling water with water vapor, etc., the children were more familiar with it. During the teacher's explanation and experiment, the interaction was also better, and they could think positively according to the teacher's reminder. 2. ** Comprehension of teaching content ** - Through a series of experimental operations and observations, children had a certain understanding of the three states of water. However, during the whole activity, some experimental equipment such as alcohol lamps, beakers, matches, etc. were relatively dangerous for kindergarten children. Children could not operate them themselves and needed the accompaniment or help of parents or teachers. Therefore, they might lack their own practical operation and feelings for the activity. In the world of children, they might not fully understand the three-state changes of water. In the follow-up activities, parents can be invited to help the children complete it. I believe that with the help of parents, the children will be able to fully understand the actual operation process, and it will make the children more interested in scientific activities. They will actively explore, observe carefully in their daily life, discover scientific phenomena in their own lives, try to understand and accept them in their own ways, and improve the ability of children to learn independently. 3. ** Guide children to observe and think ** - During the activity, the teacher guided the children to observe and think about the change process of water through questions and experimental demonstration. For example, in each experimental session, the teacher constantly asked the children's views on the phenomenon and predicted the results, which was helpful for the development of children's thinking ability. However, in terms of guiding children to understand the essential reasons for the three-state changes of water, such as the explanation at the molecular level, they could gradually permeate with the growth of children's age and knowledge reserves. 4. ** Life Connection and Awareness of Protecting the Earth ** - In the lesson plan, it was mentioned that by letting the children understand the water cycle process, they could cultivate their initial environmental awareness and save water. During the activity, they could combine the examples of water resource utilization and protection in their lives more deeply, so that children could more intuitively realize the preciousness of water resources and the importance of protecting water resources. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Drinking water in kindergarten
Children of different ages had different ways of recording their drinking. Some classes in the lower class made corresponding animal mark cards for the children. They inserted an animal card after drinking a glass of water. Some classes continued to insert straws and made hidden marks in the drinking records, using dots to let the children know how much water they drank in a day. Some classes in the middle class made a small flower for the children. After drinking a glass of water, they would clip a flower clip. After drinking half a glass of water, they would clip a paper clip. The children could also use their imagination to dress the drinking mark into their favorite objects. The older children made their own drinking notebooks and decorated the covers according to their preferences. There were black and white dots, symbols of different shapes, small cups, and many other ways to record their drinking volume and calculate the amount of water they drank in a day. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
The kindergarten water competition
The following are some examples of suitable kindergarten water games: ** 1. Interesting childlike type ** 1. " Cute Baby Water Battle: Cool Carnival in the kindergarten " 2. " The kindergarten water competition: The little babies 'interest in water." 3. " Magic of Water: The Water Competition in the kindergarten is more fun." ** 2. Focus on experience ** 1. " Enjoy the Water World: A Wonderful Journey in the Water Competition of the Nurseries " 2. " The kindergarten water competition: Experience happiness and growth in the cool air." ** 3. Focus on the atmosphere ** 1. " Splash: The lively scene of a kindergarten water competition." 2. " Jubilant Water Paradise: Complete Record of the Water Competition in the Nurseries " <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Drinking water in kindergarten
The reference materials mentioned some music suitable for kindergarten. For example," Drinking Water Song " could be matched with the melody of " Rows your boat." There were also songs with lyrics such as " Holding a flower cup in your hand, drinking a mouthful of clear water, raising your head, closing your mouth, and spitting out water " that might be suitable as the music for the kindergarten's drinking video. Children's songs related to drinking water such as " Baby Loves Drinking Water " could also be selected. However, they did not find the exact music content specifically used for the video music at the beginning of the kindergarten drinking water. It was more about children's songs related to drinking water. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
The state sets the age of kindergarten children
The state stipulated that the kindergarten would recruit children who were at least three years old into the small class, the middle class was four years old, and the big class was five years old. Nurseries lasted 35 to 30 months, but the specific plan was formulated by the city and district according to the actual situation of the kindergarten. Moreover, those who were not yet three years old and below the school age stipulated by the state could not apply for a public kindergarten. However, there were no age restrictions in some kindergarten. As long as the child was healthy and could participate in group activities normally, it would be fine. Private kindergarten was more relaxed than public kindergarten in terms of age restrictions. They could start a small class at two and a half years old. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Is it worth going to a state-owned kindergarten?
The state-owned kindergarten had its own advantages. Whether it was worth it or not depended on many factors. In terms of teachers and management, the head of the state-owned kindergarten was appointed by the Education Bureau, and the salaries of teachers and nurses were paid by the government. This would help to ensure the relative stability and professionalism of the teaching staff. Teachers would accept the leadership of the local education bureau in terms of teaching business, teacher training, teacher title evaluation, etc., which would be conducive to improving the quality of education and teaching. In terms of funding, the construction funds and office funds of the state-owned kindergarten were all allocated by the government. This meant that there was a certain amount of financial support for the allocation of teaching facilities and the provision of teaching resources. Children might have a better learning and play environment, such as modern teaching facilities. In terms of fees, state-owned kindergarten often had the characteristics of public park quality and inclusive fees, allowing parents to let their children receive pre-school education at a relatively low cost. However, there were also some factors that needed to be considered. For example, some state-owned kindergarten students might give priority to the children of the company's staff and workers when recruiting students. When the degree is tight, as a beneficial supplement to the public kindergarten, they may give priority to the children of the same age near the kindergarten, which may affect the chances of outsiders entering the school. In summary, if parents valued the stability of teachers, the quality of education, the reasonableness of fees, and the expectations of a better pre-school education environment for their children, state-owned kindergarten was a choice worth considering, but they also had to consider factors such as the access to school. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Drink more water in kindergarten
" Drink more water, grow up healthily--Drinking water tips in kindergarten." Water was the source of life. For kindergarten children, it was especially important to develop the habit of drinking more water. In the kindergarten, the children's daily drinking water was arranged according to science. From the time they entered the kindergarten every day, the kindergarten would try to provide soy milk, noodle soup, porridge, and other water-rich meals for breakfast. This was a way for children to replenish their water in the morning. During the morning activities, the teacher would organize the children to drink 100 - 200 milliliters of warm water at the end of each class and before outdoor activities. The amount of water would vary according to the child's age. This could not only store water for the upcoming activities, but also replenish the water lost by the child's body in time. After the outdoor activities ended and they returned to the classroom, they would also organize the children to drink 100 - 200 milliliters of water. Because the children sweated a lot during outdoor activities, they needed to replenish their water. After waking up from the afternoon nap, the teacher would also arrange for the child to drink 100 - 150 milliliters of warm water. From the overall drinking water consumption, the needs of children of different ages were different. It is recommended that children aged 2 - 3 drink 600 - 700ml of water per day, children aged 3 - 5 drink 700 - 800ml of water per day, and children aged 5 - 7 drink 800ml of water per day. In order to let the children develop the habit of taking the initiative to drink water, the kindergarten had also taken many measures. For example, some kindergarten would conduct a selection campaign for " Baby Drinks Water ". When a child knew that he needed plain water when he was thirsty and wanted to drink water, he would go and drink it himself. Then, he would be rated as " Baby Drinks Water ". This stimulated the children's desire to drink water. At the same time, the teachers would teach the children the correct way to drink water and cultivate the good habit of drinking water quietly. This included teaching the children the correct way to hold a small cup and how to turn on and off the tap. They would also organize the children to line up in an orderly manner and drink water one by one. They would also remind the children that drinking more water was good for their health, but not to waste water. It was also a part of the kindergarten's health guidance to let the children fall in love with drinking water instead of indulging in drinks. In the health field of the Learning and Development Guide for Children Aged 3 - 6, it was pointed out that children aged 3 - 4 should be willing to drink plain water and not be greedy for drinks; children aged 4 - 5 should be able to drink plain water often and not be greedy for drinks; children aged 5 - 6 should be able to take the initiative to drink plain water and not be greedy for drinks. Through these measures, the children in the kindergarten gradually developed the good habit of drinking more water, which helped them grow up healthily. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Development zone state-owned enterprise kindergarten
The following was the situation of some state-owned enterprises in the development zone: - Anshun City had the city's first state-owned kindergarten--Anshun City's No. 2 kindergarten development zone branch (Anshun state-owned kindergarten). In 2023, the municipal government invested more than 6 million yuan to upgrade the quality and was officially put into use on September 2,2024. The kindergarten relied on the teachers and management of the second kindergarten in Anshun City. It had three classes, namely primary, middle and senior classes. It provided no less than 270 degrees. It covered an area of 4.2 mu, with a construction area of more than 4000 square meters and an outdoor space of 1200 square meters. - Yeda Chengfa Qiyue Infant School was a state-owned enterprise brand that was built by the development zone of the city. On October 8,2021, the first batch of new students was welcomed in seven parks. The Education Branch of the Development Zone and Yeda City Development Group set up a special class. It took five months to open all the parks on schedule and provide nearly 2400 high-quality degrees. The kindergarten adopted innovative measures such as allowing children to officially enter the kindergarten after the "Open Garden Experience Day" and gradually transition to the kindergarten. It also took various measures to build a high-quality kindergarten in terms of the construction of the kindergarten and the shaping of the teaching team. - In the Beihu Development Zone of Changchun New District, there were four state-owned state-owned kindergarten, namely, Changchun New District Beihu Tianzong kindergarten, Changchun New District No. 2 Experimental kindergarten (Wuyue), Changchun New District Beihu No. 3 Experimental kindergarten (Wanke Xiwang), and Changchun New District Beihu No. 4 Experimental kindergarten (Beihu Spring B). <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Will it be uncomfortable to change the kindergarten for the child?
Changing the kindergarten for the child might cause some discomfort. After changing schools, the children needed to adapt to the new environment, unfamiliar teachers, and classmates. This may cause the child to lack a sense of security, such as crying, discomfort, insomnia, and other phenomena. It may also cause changes in behavior. For example, children who have transferred to a new kindergarten will hold back from pooping in the kindergarten, wet the bed more frequently during naps, not talk much in kindergarten, and become more emotional after school. However, as long as the parents made the relevant preparations, such as inspecting the teachers and environment of the new kindergarten in advance, doing a good job in the child's psychological construction, and letting the child try the kindergarten in advance, it would help the child to smoothly pass the adaptation period. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>