Middle school science "toys move" lesson plan

Being an outstanding faculty member often involves lesson plan writing, which helps to carry out teaching activities smoothly and effectively. So what do you need to pay attention to when writing a lesson plan? The following is the middle class science "Toys Move" lesson plan that I have organized for you.

Middle Class Science "Toys Move" Lesson Plan 1

Design Intentions:

Children in our class are very fond of playing corner activities, especially the toy exhibition area is fond of. Therefore, we designate every Friday as a toy sharing day, so that children can exchange toys. In the activity I found that they are particularly interested in all kinds of toys that can move. However, when I asked them, "Do you know why they move? What do they move on?" They were all confused and couldn't answer my question. So, I want them to let them in the original play on the basis of further let the children in the practice of exploring a variety of different toys is to move by what.

Activity Objectives:

1, guide children to explore, observe the use of inertia, clockwork, electricity and other toys can make the phenomenon of moving, stimulate children to further explore the desire to learn.

2, interested in exploration activities, and can boldly tell the exploration process and results.

Activity Preparation:

1, cars, airplanes and other inertia toys, wind-up toys, electric toys.

2, three baskets, buttons, rope.

Activity process:

I. Create an environment, direct introduction.

Mr. Jin knows that children like to play with toys the most, we have a toy sharing day every week. Today the children brought a lot of toys, but today the children play to think about how to make your toys move? When you are done playing, tell everyone what toy you are playing with. How did you get it to move?

Share the phenomenon of discovery.

1, I found that just now the children are very happy to play, now ask the children to say what toys you just played? How did you make them move? (Please children classified placed)

2, × × × toys, × × × toys, × × × toys we push the hand to move, the hand put after they will move, they have a nice name called inertia toys. Children together called their name is called inertia toys.

3, × × × toys, × × × toys, × × × toys need to be wound up to move, we also give them a nice name called wind-up toys.

4, let's take a look at the × × × toys, × × × toys, × × × toys they are relying on what to move? Let's take a look at their stomachs are hiding something? (Battery) It turns out that they are relying on the battery to move up, open the switch button power on they will move up. So they also have a nice name called electric toys.

Third, the children again to explore further perception of external forces on the toys to move up the impact.

1, just now the children are the baby toys classified, then the children think again if I play clockwork toys, the clockwork pull a little shorter and pull a little longer will be what is different?

2, we take a look at inertia toys, if I push a little heavier and lighter, they open and what is the difference?

3, children with the teacher's questions to further explore.

4, the teacher concluded: the original wind-up toys, the longer the rope pull, it runs faster, and run far; pull a little shorter it runs a little slower, a little closer. Inertia toys push a little heavier, it will open a little faster, a little farther; push a little lighter, it will open a little slower, a little closer.

Four, toddlers make their own toys.

1, just now so many interesting toys are workers uncle and aunt in order to children to play more fun to design, so children to care for them. Now Mr. Zheng also want to ask children to use your capable little hands to do a toy? What is it? (Teachers show buttons and rope)

2, children think about how to make the buttons move?

3, the teacher demonstrated to do the button toy.

4, children free to make toys (knotting can ask other teachers to help, but pay attention to the polite).

5, today the children made an inertia toy, later we go to the corner to do electric toys, wind-up toys, okay? Now let's go outside together to play with the toys we made! (Teachers take children out of the activity room)

Middle Class Science "Toys Move" Lesson Plan 2

Activity Objectives:

1, can actively participate in the activities, to explore different ways to start the toys, and be happy to communicate with their peers.

2, the children according to the toy to start the way, independent of the toys to be categorized.

3. They are willing to socialize with their peers and experience the joy of sharing toys with others.

Activity Preparation:

1, teachers and students **** with the collection of clockwork, switch, pull the line toy.

2, clockwork, switch, pull wire toys signs, a small blackboard.

3, the scene of the toy castle.

Activity process:

I. Show toys, arouse interest in the teacher to show a more beautiful toys, and ask: Do you like this toy? Why? Arousing the interest of young children to explore the toy. Teachers turn on the switch, the toy moved, ask: like to move up this toy? Why?

Second, the children play with toys, explore the way to start

(1) children choose their own toys to play, encourage children to explore different toys to play, explore toys to move the way, the teacher pay attention to the observation of young children's operation process and method.

(2) ask the children to say what toys to play, and how to play? Show the signs of (switch toys, dragline toys, wind-up toys) in turn.

Third, play with toys again, peer exchange to share the joy of discovery let the children go to the toy castle to play with toys, know how to play with their own toys to move, which belong to a kind of toy? Children free to play with toys, encourage children to play while saying which kind of toy they are playing, and willing to exchange toys with others.

Fourth, the game activities: send toys home toddlers according to the three signs to send toys home.

V. Extension, experience migration

1, today our children found so many ways to make toys move, you also played what toys are other ways to make it move? Now we also come to see how these toys move up? Let's play together!

2, go home and then go to find out what other toys in life to move up the way and today we found different.

Design intention:

The new "Outline" points out: the goal of science education emphasizes that young children can use a variety of senses, hands and brain, to explore the problem.

Young children are often observing and thinking when they play with toys: Why do cars drive? Why are the headlights on? They have a strong interest in the role of batteries. This activity combines the spirit of the Outline, reflecting the characteristics of "life, experience, operation", starting from the interest of children, fully explore the potential educational value of batteries.

In the activities, by providing children with enough time to operate, explore, and opportunities to guide children to observe and compare batteries, to understand the appearance of the battery characteristics; mobilize the children's existing experience, hands-on operation, installation of batteries, to understand the installation of batteries and the role of batteries, and to experience the joy of successful installation.

In the whole activity, the principle of "teacher-student interaction, student-student interaction and interaction with materials" is fully realized. The teacher's open-ended questioning develops children's divergent thinking; the `discussion' and `communication' between children develops children's oral expression ability and experience is accumulated; and the support and triggering of children's interaction with the material, through the operation, fiddling with the battery, exploring the mystery of the battery.

Activity Objectives:

1, interest in batteries, preliminary understanding of the appearance of commonly used batteries features and uses.

2, willing to participate in the installation of the battery exploration activities, feel the joy of success.

3, willing to operate with peers, communication.

4, cultivate children's curiosity about things, willing to boldly explore and experiment.

5, stimulate children's interest in science activities.

Activity Preparation:

A number of commonly used batteries (1, 5, 7), a number of electric toys, battery pictures

Activity Process:

A. Introduction: children choose a variety of electric toys to play, to lead to the theme of the activity: "Batteries"

Second, through observation and comparison, to understand the appearance of commonly used battery features, try to find the differences in batteries from multiple perspectives.

1, the children observe, compare batteries.

2, the children operate, the teacher guides the children to compare from different perspectives, and encourages children to operate and communicate with their peers. "Do you find these batteries those places are different?" "Do these batteries have the same place?"

3, show the picture of the battery, teachers and students *** with the summary of the shape of the battery features.

3, children try to install batteries for a variety of different types of electric toys.

1, the teacher to provide different types of electric toys, so that children according to their own life experience, free to choose, free to operate the installation of batteries, so that toys move.

2. Ask the children to talk about their own operation process, and discuss the problems encountered in the operation together.

"How did you install the battery to make the electric toy move?"

Teachers for young children's operation, give typical examples.

Fourth, the children again to explore the installation of batteries for a variety of different electric toys

1, encourage the children to find the markings in the battery box to install batteries, try to install a variety of different types of electric toys.

2, teachers and students *** with the exchange of operation encountered difficulties and problems, summarize the experience.

3, the children's initial understanding of the use of batteries and the cultivation of a preliminary sense of environmental protection.

Extension of activities:

1, so that the activities of the children did not correctly install the battery to continue to operate the practice.

2. Continue to look for items that use batteries in daily life and try to install batteries by themselves.

3. Environmental education: do not throw away used batteries.

Activity Reflection:

In order to stimulate their cognitive interest and desire to explore, and to cultivate their willingness to try, diligent hands habit. Designed to try to try, operation and exploration of the stronger try to learn activities - fun electric toys. The activity is mainly through the children a variety of toys and continuous exploration, step by step to uncover the various secrets of the battery, so that children in a relaxed and pleasant environment to recognize the battery and learn to install the battery method.

Middle Class Science "Toys Move" Lesson Plan 4

I. Design Intentions:

District activities are children's favorite and suitable for the development of intellect and ability to develop the form of activities. Our class children are very fond of playing corner activities, especially for the toy exhibition area is fond of. Therefore, we set every Friday as a toy sharing day for children to exchange toys. During the activity, I found that they were especially interested in various toys that could move. However, when I asked them, "Do you know why they move? Do you know what makes them move?" They were confused and couldn't answer my question. So, I want them to play on the basis of the original, and further let the children in the practice of exploring a variety of different toys by what move up.

Second, the activities of the goal:

1, guide children to explore, observe the use of inertia, clockwork, electricity and other toys can make the phenomenon of moving, stimulate children to further explore the desire to learn.

2, interested in exploration activities, and can boldly tell the exploration process and results.

Third, the activities of the preparation:

cars, airplanes and other inertia toys, wind-up toys, electric toys, a number of three baskets, buttons, rope a number of

Fourth, the process of the activities:

a, create an environment, direct introduction to the teacher knows that the children love to play with toys. I like to play with toys, we have a toy sharing day every week. Today, the children brought a lot of toys, but today the children play to think about how to make your toys move?

1, after playing well tell everyone what toy you are playing?

1. After playing, tell us what toy you are playing with and how you made it move.

Second, share the phenomenon of discovery

1, I found that just now the children are very happy to play, and now ask the children to say what toys you have just played? How did you make them move? (Please children classified placed)

, XX toys, XX toys, XX toys, XX toys we push the hand to move, the hand put after they will move, they have a nice name called inertia toys. Children together called their name inertia toys.

3, XX toys, XX toys, XX toys need to be wound up to move, we also give them a nice name called wind-up toys.

4. Let's look at XX toys, XX toys, XX toys, XX toys, they are relying on what to move? Let's take a look at their stomachs are hiding something? ; (battery) the original they are relying on batteries to move up, open the switch button power on they will move up. So they also have a nice name called electric toys.

Third, young children to explore again to further perceive the impact of external forces on the toys to move up

1, just now the children are the baby toys classified, the children think again if I play with clockwork toys, the clockwork pull a little shorter and pull a little longer will be what is not the same?

2, we take a look at the inertia toys, if I push a little heavier and lighter, they open and what is the difference?

3. The children explored further with the teacher's questions.

4, the teacher concluded: the original wind-up toys, the longer the rope pulled, it will run faster, and run far; pulled a little shorter it will run a little slower, a little closer. Inertia toys push a little heavy, it runs a little faster, farther; push a little lighter, it runs a little slower, closer.

Fourth, the toddler homemade toys

1, just now so many interesting toys are workers and aunts in order to children to play more fun to design out, so children should take care of them. Now the teacher also want to ask children with your capable hands to do a toy? What is it? (Teachers show buttons and rope)

2, children think about how to make the buttons move?

3. Teacher demonstration of button toys.

4. The children are free to make toys (you can ask other teachers to help you when you tie the knot, but pay attention to politeness).

5, today the children made an inertia toy, later we go to the corner to do electric toys, wind-up toys, okay? Now let's go outside to play with the toys we made! (Teachers take children out of the activity room)

Teaching Reflection:

The educational resources of this activity come from the children's favorite things toys, as the children in the middle class have their yearly characteristics, the intentional behavior began to develop, adapted to the scientific activities proposed by the scientific activities of the young children should be closely linked to the children's actual lives, as we Teachers should make full use of the things and phenomena around the children as the object of scientific exploration of this requirement. Reflection I rationalized the following points:

1, teacher evaluation and child evaluation

Toys first move up the child to give encouragement to children and peers to exchange demonstration of the child's desire to participate in the final manager reward everyone's batteries, but there are also a lot of unsatisfactory places in this lesson.

2, the demonstration of observation and communication

Let the children in the toy factory to touch a touch, do a do, take apart a dismantle and so on to achieve the goal of letting the children take the initiative to observe the surrounding things. Let some of the children's toys move first, and let the children whose toys move first demonstrate how to install batteries themselves. Let the children who can't move their toys with batteries installed observe how their batteries are different from those installed by others. And let them tell their opinions, but also let the children have a chance to communicate and discuss with each other.

3, the manager sent each child a pair of batteries so that the children can hold the battery to make some objects move, in order to achieve the children's learning environment from the classroom transferred to our real life, which makes the activities from the classroom space to the combination of space outside the classroom.