Teaching plan for vegetables in kindergarten middle class

As a tireless people's teacher, we are usually asked to write teaching plans, which helps us to understand the content of teaching materials and then choose scientific and appropriate teaching methods. So what kind of teaching plan is good? The following are eight teaching plans for vegetables in kindergarten middle class, which I carefully arranged. Welcome to read the collection.

Vegetable lesson plan for kindergarten middle class 1 activity goal:

1, understand the content of poetry and master the basic characteristics of various vegetables.

2, according to the child's life experience.

Activity preparation: picture recording

Activity flow:

First of all, talk about

1. What vegetables do you see in the vegetable field?

2.what are they like?

Second, enjoy children's songs

1, children fully appreciate children's songs and initially understand the contents of children's songs.

Step 2 ask questions:

(1) What vegetables do children's songs say are there in the vegetable field?

(2) Which nursery rhyme do you like best?

3. Let the children appreciate the pictures again, help them understand the words and learn the basic characteristics of vegetables.

4. Learn children's songs by saying the first sentence and then the next one.

Third, appreciate children's songs again.

1, children like nursery rhymes again, so you can read them gently with a tape recorder.

2. The child reads a book with the teacher while looking at the picture.

3. Half the children ask questions and half answer them.

4. Encourage children to continue according to their own life experience.

Kindergarten junior high school vegetable lesson plan Part II Activity objectives:

1. By reading and guessing, we boldly tried to print with vegetable slices.

2. Experience the fun of vegetable printing. Activity preparation:

Activity objectives:

1, carrots, lotus roots, green peppers and other vegetables, some gouache pigments, rags.

Activity flow:

First, by looking at the teacher's model paintings, I know that the leaves on many trees will turn yellow in autumn. Teachers guide children to create. A "big tree" appeared in front of me. The teacher asked: Look, is this tree Xia Shu or Qiu Shu? How do you know that?

This tree is an autumn tree because it has yellow leaves. )

The teacher concluded: Yes, the big leaves turn yellow and the fruits are ripe in autumn.

Second, through reading and guessing, I know that vegetables can also be painters: do you know? Teacher Wang used a special material instead of strokes!

Vegetables for the teacher to show (this is the material I use, all vegetables. )

1. Key question: Please guess which part of Qiu Shu have I turned these vegetables into?

Focus on guidance: guide children to observe the shape of vegetables and compare them with pictures.

The leaves here are painted with green peppers, etc. ) The teacher looks at the cross section of the vegetable in reverse. Teacher: How clever of you to discover this secret!

Summary: I cut all kinds of vegetables and painted a big tree in autumn with paint.

3. Children's Freelance Painter: Do you think it's amazing? You can do it too! Let's print out the autumn trees with all kinds of vegetables.

Teacher's introduction materials: all kinds of vegetables: cucumber, pepper, green pepper, carrot, lotus root and so on. Tips:

1. There is a rag on each table. What is this rag for?

2. Don't touch your face and your good friend's face when touching vegetables, because the juice of some vegetables will make you feel very spicy, so don't touch your hand and your good friend's hand when touching vegetables.

3. You can choose your favorite vegetable baby, choose your favorite color, gently press it in the sponge, then press it on the paper, and then slowly take out the vegetable baby and print it successfully!

Children are free to print, and teachers are guided by tour. The teacher helps children to show their works and encourages them to watch and communicate with each other.

Kindergarten junior high school vegetable lesson plan Part III Activity objectives:

1, understand that many vegetables are grown in greenhouses now.

2. Know that different vegetables have different growth needs.

Activity preparation: pictures of vegetables, related materials in the greenhouse, paper and brushes.

Activity flow:

First, the teacher tells the first half of the story.

Grandma Zhang goes to the vegetable market to buy food. Did she buy it at last?

Why don't you buy it?

The teacher will tell the second half of the story.

Did grandma Zhang buy food later?

Why is he willing to buy those vegetables?

Third, introduce the knowledge of greenhouse cultivation.

Teachers introduce greenhouse cultivation techniques to children through pictures and computer pictures.

Discussion: Besides growing vegetables in the greenhouse now, what other methods do we use to grow many different vegetables?

Fourth, help grandma Zhang buy food together. (painting)

It turns out that the farmer's uncle is so powerful that he can grow so many vegetables.

Now grandma Zhang has a problem again. There are so many dishes in the vegetable market that she doesn't know which to choose. Can you help her?

Children show their food baskets through paintings.

Expand: Appreciate the finished painting and count the kinds of vegetables.

Kindergarten middle class vegetable lesson plan 4 activity goal:

1, distinguish the thickness of the object and feel the relativity of the thickness.

2. Try to sort the objects within 6 in positive and negative order according to their thickness.

3. Learn to record your findings in various forms such as language and symbols.

4. Experience the happiness of success and the happiness of helping others in activities.

Activity preparation:

Mathematics, a textbook for children's activities, page 16, Comparison of Thickness. Put the radish cut into 6 pieces into a plate completely. Cowpea, eggplant, cucumber, sword bean, radish.

Activity flow:

First, compare the thickness.

1. Teacher: "Yesterday, the little animals went to the vegetable kingdom. They said there would be a vegetable competition there, so to prepare for the competition, we should first choose four kinds of vegetables and compare their thickness. Are you ready? "

2. Teenager: "Ready."

3. (Show cowpeas and cucumbers) Teacher: "Now let's go. Please take out cowpeas and cucumbers first, but the animals are too busy. Can you help small animals find out who is thick and who is thin? "

4. Teenager: "I think cucumber is thick and cowpea is thin."

5. Teacher: "I know this can't beat everyone. Yes, cowpea is thinner than cucumber, and cucumber is thicker than cowpea. "

6. (showing eggplant), teacher: "Look, our eggplant is coming to join in the fun. Eggplant is not convinced. He will also come to compare with cucumbers and cowpeas to see who is thicker and thinner in the three vegetables? "

7. the child answered.

8. Teacher: "Wow, I know you are great, too. Yes, cowpea is thinner than eggplant, eggplant is thinner than cucumber, eggplant is thicker than cowpea, and cucumber is thicker than eggplant. Did you guess right? "

9. Teacher: "The vegetable competition will enter the most tense link. Please welcome our heaviest sword beans and radishes. There are five kinds of vegetables now. Can you still see who is the coarsest and who is the thinnest of these five vegetables? "

10. The children rank five kinds of vegetables.

Second, the arrangement thickness

1. Teacher: "We already know the thickness of five kinds of vegetables. Can I still queue from the coarsest to the finer (from fine to coarse)? I will invite some children to perform in front. "

2. Children's operation.

3. Teacher: "I see there are rules for them to queue up. Do you know that?/You know what? Who can tell us about the way you line up to grow vegetables? "

4. Guide children to discover the law of "from coarse to fine, from fine to coarse".

The comparison of dishes just now will make the dishes feel very tired. We want them to have a rest. Look at this white radish. Did you find that this radish is also different in thickness? Do you know where the radish is thickest and thinnest? "

6. the child answered.

7. Teacher: "Some children have found a regular arrangement, while others haven't figured it out yet. Ok, let's try it ourselves. "

8. Each group has a cut radish, and no one chooses a radish. Put the radishes together completely according to their thickness characteristics.

9. Then the children exchange radish segments and rearrange them.

Third, they are also relatively thick.

1. Show the information of children's activities "Mathematics", page 16, "Comparison of thickness".

2. Teacher: "It turns out that there are many interesting things hidden in our books. Besides eggplant, cucumber and loofah, there are pencil-box trees. Do you want to see it? They are on page 16. Which is thicker and which is thinner? Come and find it. "

3. Children's operation.

4. Guide the children to find the thickest thing in each group and mark it next to it.

5. Instruct children to indicate the thickness of these objects with the number 1-5, and arrange them in the order from fine to thick.

6. Finally, the teacher summed it up.

Kindergarten middle class vegetable lesson plan 5 activity goal:

1, understand that different foods have different nutrition.

2. Develop a good habit of not being picky about food.

Activity preparation:

There are pictures and plates of various meat dishes, vegetarian dishes, bean products, rice, fruits and milk on the shelves.

Activity flow:

First of all, know the names of various dishes.

1, children browse the "bookshelf".

2. Q: Do you know these things?

If you don't know anything, you can ask your good friend or ask other friends to help you.

Second, communicate the diet content in daily life:

1, the teacher asked questions, and the children recalled: What do you like best among these foods? Why?

Besides the food you just saw, what do you usually eat? What do you eat the most?

3. What do you think is the most nutritious?

4. Let children recall all kinds of food in breakfast, lunch and dinner: Do they usually eat the same thing for breakfast, lunch and dinner? Why is it different?

The teacher summed up the reasonable collocation of three meals a day.

Third, children's operation

1, divided into six groups, each group chooses its own food with a lunch.

2. Introduce each other and discuss how to arrange meals reasonably.

3. Teachers and students evaluate children's food and drink together.

4. Children adjust their diet.

Kindergarten middle class vegetable lesson plan 6 goal:

1, feel the cheerful mood of music, and be familiar with the rhythm and melody of music.

2. Be able to relax and dance with your companions and feel the happiness brought by dancing.

3, can do simple rhythmic movements with the rhythm of music, and the movements are coordinated.

Prepare:

1, background picture, baby vegetable picture, headdress, decorative items

2. Music: Music "handshake dance" and rhythm music.

Process:

1, the children jumped into the field with the song "Happy Day Begins".

2. Review the song Happy Birds

The first time the children sang along with the music, and the second time they imitated the birds and flew back to their seats.

3. Show the background picture for children to observe and lead to the topic.

-Introduction: Today, Baby Vegetable is going to hold a dance. They are performing on the stage. Children are welcome to watch the performance of Baby Vegetables. The performance has begun. (Play music, and the teacher will show pictures of doll dishes one by one with the music. )

4, let children feel the cheerful mood of music, familiar with the rhythm and melody of music.

Quote: Children, after listening to the music, what do you think of the rhythm and melody of this music?

-children are free to answer. (Cheerful, happy ...)

-The teacher clapped his hands and beat the rhythm of the music, and the children initially felt the rhythm of the music.

-Play music, and children will clap their hands and stamp their feet with the teacher.

5. The teacher showed the baby colorless vegetables, guided the children to watch and inspired them to think.

-Quote: Hey, a baby vegetable didn't perform on the stage. What happened to it?

-children are free to answer.

Oh, so it doesn't wear beautiful clothes and can't perform, little friend. What shall we do? The child answered freely.

6. Ask the teacher to play the magic fairy, the appearance of the magic fairy.

-Introduction: The magic fairy is here. She has a magic ball, which is amazing. Let me touch it, and my hands will do magic. Pat your head and make a beautiful hat for the baby vegetable. Who will try how to pat the head? Please clap your hands with the rhythm of the music when it is playing. )

-Is the hat beautiful? No, magic is not strong enough. Let's come together, shall we? (Play music, children and teachers clap their heads together)

7. Guide children to create movements freely with the rhythm of music.

Quote: Wow, the hat has become beautiful. A pat on the head can make the hat look good. What else can I do to make my clothes look good?

(Play the music and let the children compose freely with the rhythm of the music)

8. Wow, the baby vegetable is really beautiful. Let's dress up and go to the dance together. Children wear headdresses and decorations and dance freely to the music.

9. Parent-child activities: dance "handshake dance"

The children dance very well. Shall we invite our parents to dance with us?

-Play music and the children dance with their parents.

10, End: Teacher, children leave the music room with the music.

Kindergarten middle class vegetable lesson plan 7 activity goal

1, let children know the nutritional value of vegetables and the benefits of eating more vegetables through the story of doll dishes.

2, vegetable baby through the operation, taste vegetables, recall the various practices of vegetables they have eaten. Experience the fun of making friends with vegetables.

3. Children can like to eat vegetables through vegetable baby activities.

Activity design background

Because the children in this class are picky eaters, it is obvious that many children eat little carrots, celery and other vegetables every time. Even some children will vomit and tell the teacher that they don't like this vegetable. In order to let children eat more vegetables; Understand the benefits of eating more vegetables; Understand the benefits of eating vegetables. I launched a healthy activity "Vegetable Baby" in my class.

Put the picture first to lead to the theme.

Teacher: Today, tian teacher invited a little guest "Rabbit".

Teacher: What about the rabbit's expression?

Teacher: What do you think happened to the rabbit, so it cried?

The child said.

Second, tell stories.

Teacher: What the hell happened? Let's listen together.

Story: Bunny and small animals are going to travel to the seaside and bring a lot of snacks. One day, I found my teeth bleeding. The cat doctor prescribed many medicines: vegetables. )

Teacher: The rabbit cried because of bleeding teeth.

Teacher: Why do the teeth of small animals bleed? Let's keep listening.

Then the cat doctor brought a big basket of medicine and said, all the nutrients your body needs are hidden in these medicines. When the small animals looked carefully, it turned out to be all kinds of vegetables.

Teacher: Let's see what vegetables we have.

(1) carrot

Teacher: Do you know each other? Have you eaten? How do you eat?

Teacher: There are many ways to eat carrots. If we eat it when it is cooked, the rich nutrition will be absorbed by us more easily.

Teacher: Carrots are very nutritious and have a nickname. Carrots are also called ginseng.

Take carrots as an example: carrots contain carotene and rich vitamins. Eating more carrots is very good for our eyes. It can make our eyes brighter.

(2) tomatoes

Teacher: Have a look. Tian teacher opened it and showed it to the children. The teacher pinched the children and saw that there was a lot of water in them.

Teacher: Just now, the children said they ate tomatoes. How can you eat them?

scrambled eggs with tomatoes

Teacher: Tomatoes are very delicious. Children all like to eat. It is also rich in vitamins. Eating more tomatoes can increase our resistance and make our bodies less sick. And eating tomatoes in summer also has the effect of preventing howling and beautifying.

(3) Celery

Teacher: Let's look at celery. It is composed of stems and leaves. Let's open the stem of celery and show it to the children. There is a kind of long filamentary thing called coarse fiber. This kind of crude fiber can help us clean our stomach and help our children to relieve their stools.

Teacher: There is a section of celery under the children's chairs. Please look for crude fiber.

Teacher: I know some children don't like celery very much, but we still have to eat it. You can think celery is especially good for our health every time you eat it, but it helps us clean up our intestines and stomach. No matter how bad it tastes, let's swallow it, shall we?

Teacher: We know the nutrition of vegetables. Now you tell the children next to you about your understanding of vegetable nutrition. The teacher discussed with the children.

Teacher: What other vegetables have you eaten? Children say one, teachers show one.

Teacher: Do you like all these vegetables?

Third, the end of the story.

Teacher: We children know the nutrition of so many vegetables, and we don't know what's wrong with small animals.

Story: Small animals take these vegetables to the boat and eat them every day. The diseases of the small animals have all recovered. They continued their journey happily.

Teacher: Vegetables have cured all the diseases of small animals.

Fourth, taste.

Teacher: Our children eat vegetables every day in kindergarten. So our bodies will be very healthy. All the vegetables we eat are cooked. In fact, some vegetables can be eaten raw. Today, tian teacher prepared some scalded ones with hot water. Please taste the washed vegetables. You can also let your parents have a taste. Tell your parents about the nutrition of these vegetables. OK or not?

Teaching reflection

At the beginning of the activity, I showed the crying rabbit and guided the children to discuss why they cried. Mobilize the enthusiasm of young children. Tell stories to lead children to discuss because eating too many snacks leads to bleeding teeth. Thereby turning the child's eyes to vegetables. Vegetables, children know something about them. They are experienced, have something to say and are willing to say it. So the content of the activity can attract children.

In the activity, I use observation, discussion, explanation and children's practical operation to improve children's cognition and ability. Let children realize that they should eat more vegetables and the nutritional value of vegetables. The use of these means accords with children's cognitive characteristics. In terms of content arrangement, I pay attention to starting with daily life experience to guide children to perceive new experiences and acquire new knowledge.

The disadvantages of this lesson are:

1. When introducing tomatoes and carrots, let the children observe what they look like after cutting. I didn't show it in class

2. After guiding the children to discuss vegetables, tell the story: it is good for small animals to eat vegetables. And in the course of class, I didn't explain the ending of the story.

Most of the time I am talking and doing. Didn't give the child a chance to fully show it.

Kindergarten middle class vegetable lesson plan 8 activity goal:

1. I am interested in vegetables that are common in life and can boldly introduce the names and appearance characteristics of vegetables I know.

2. Know that vegetables are grown and can be made into vegetables. And according to the clues in the objects and pictures, we can tell which vegetables are.

3. Be able to express your opinions or opinions boldly.

4. Help children understand that different vegetables have different growth patterns.

5. Explore and discover the diversity and characteristics of vegetables in life.

Activity preparation:

1. knowledge preparation: children know several common vegetables; Put several common vegetables in a natural corner. (Carrots, white radishes, potatoes, cucumbers, vegetables, spinach, lettuce)

2. Material preparation: each child brings his most familiar and favorite vegetables; A circle of shadow slides and pictures of dried beans, ducks, radishes, cabbages, eggs, potatoes and cucumbers; Children have operation icons and markers.

Activity flow:

First, share and communicate (introduce the vegetables you brought)

1. What vegetables did you bring? What is it like?

Xiao A: The vegetable I brought is white radish. It grows in the void and has sharp roots at the bottom. It feels smooth.

Young b: I brought cucumber. It's green. It looks very distinctive, long and curved like the moon, and it feels prickly.

I brought spinach. It's green. It is the length of a leaf, and there is a beard under it.

Where did these vegetables come from?

Young: plant, plant in the soil.

Analysis: The child answers with existing experience. Teachers always take active guidance in this link and constantly affirm children's understanding and description of vegetables.

Play the slides and find out the origin of vegetables.

1. Show the whole and local courseware of vegetables to help children understand that different vegetables have different growth patterns. (Some grow in the soil; Some grow in water)

Yang: Look and say, lettuce, green vegetables, spinach, pumpkin, cucumber, carrot, radish and potato.

2. Summary: Vegetables are planted and can be made into vegetables.

Analysis: There are too many slides in this session, and the teacher suggested choosing representative ones (such as lettuce, cucumber, carrot, water bamboo or lotus root). The summary did not stabilize the children's mood, and the language to concentrate the children's attention was not concise enough.

Third, observe the picture "Guess the shadow"

1. Miss Wang also brought a vegetable. What kind of vegetable is this?

Children collectively answer: pumpkin

2. (Grandpa Pumpkin brought a lot of shadow friends,) Observe the slides and guess who these shadows might be? Who's the first one? ) guide the children to number.

Baby armor: (the first box) towel.

Hello: Mattress.

Youc: quilt

3. Verify the child's guess.

Analysis: When the child guesses in this session, the topic is too far away. I can't get the baby back when I'm nervous. Teachers should ask questions (for example, are towels, quilts and mattresses vegetables? Is it edible food? ) I failed to give effective instructions in time, which requires my usual accumulation, more experience, diligent study and diligent questioning to make myself a qualified and wise kindergarten teacher.

Fourth, identify all kinds of dishes and learn to distinguish between vegetables and vegetarian dishes.

1. How many friends did Grandpa Pumpkin bring? What's their dish? (Display digital cards 1-7 and 7 kinds of dishes on the blackboard)

Youth collective answer: 7 friends, 1 is dried bean curd, 2 is duck, 3 is radish, 4 is cabbage, 5 is egg, 6 is potato and 7 is cucumber.

2. (Grandpa Pumpkin wants vegetable friends as neighbors? Please help it find out which vegetables are. ) Guide children to guess, say which vegetables are, and draw a circle on the grid corresponding to the operation chart.

3.* * * Discussion: Is dried bean curd a vegetable? Why? Bean products are processed, not directly planted in the ground.

4. Children verify the guessing results on the operation chart. * * * How many vegetables are there? (indicated by the number 4)

Analysis: There are few individual questions in this session, and there is no basis for discussion. And children should share communication and verify the results after practicing the operation. Because my link is not specific, I would like to ask the children to talk about it and show their operation boards, but I found that several children were robbing it and I was afraid of chaos, so I canceled this link. This is the biggest failure of this activity.

Fifth, inspire children to think about how to rationally distribute vegetables at home.

1. How many houses are there near Grandpa Pumpkin's house? (indicated by the number 3)

Child: There are three houses.

Teacher: How many friends did you find for Grandpa Pumpkin?

Child: There are four kinds of vegetables.

2. What about so many vegetables? There are only three rooms and four kinds of vegetables. What should I do? )

Young Jia: You can live with two people.

3. Who is better to squeeze with? (Similar in shape and color)

Young A: Carrots and cucumbers live together.

Teacher: Why do they live together?

Young armor: Because they are all long.

Teacher: What's the difference?

Teenager B: Do vegetables and cucumbers live together?

Teacher: Why do they live together?

You B: Because they are all green.

Potatoes and cucumbers can be put together. Why? Go back and think about it.

Analysis: The child answers with existing experience. Teachers always actively guide in this link and constantly affirm the children's ideas. However, the teachers' instructions are not concise enough, and some fail to grasp the main points. The validity of questioning needs to be further improved.

Activity reflection:

In this activity, we start with vegetables that children are interested in. Before the activity, we used parents' human resources to ask parents to take their children to the market to buy vegetables frequently to help them know and understand vegetables. At home, we ask our children to help us pick vegetables, wash vegetables and cook some simple cold dishes to stimulate our children's interest in vegetables. And let children know more about common vegetables from a natural perspective. During the activity, children bring their most interested vegetables to their peers from the aspects of shape, name and characteristics, so that their peers can observe vegetables more intuitively and truly, and let them talk about vegetables with their existing experience and expand their further understanding of vegetables. Children can reflect the effect of interaction between students and accept new knowledge in a happy and relaxed atmosphere. In teaching, I use slides to let children observe that vegetables are grown, and then I ask this question: What are vegetables? When the children had their own answers, the teacher concluded that vegetables are plants that can be made into vegetables. Then through the operation panel, let the children improve their existing experience and find out the vegetables. Finally, let children analyze and classify the shape, color and size of vegetables from different angles, and get inspiration from experience.

First of all, in the rich materials and the first link, children bring their own vegetables and introduce their names and appearance characteristics. The teaching plan design is also ideal, but in my teaching, the activity flow is not smooth and the guiding language is not clear and concise.

Second, teachers' guidance ability needs to be strengthened. Sometimes we are too anxious, hoping that children can achieve the goal of the activity, and when they don't, we are eager to tell them the answer, depriving them of the opportunity to think. In fact, in the activity, we should patiently guide the children to find the answer. When children can't, they will be taught the corresponding skills. The teacher will quit in time when the child can. After the activity, guide the children to participate in the discussion, explain their findings, do not make positive or negative comments on the results of the activities that most children did not participate in, leave room for children to explore, and wait for all children to participate in the discussion and get the results.

Activity comments:

In the activity, let children bring their own vegetables to introduce the appearance, name and characteristics of vegetables, and observe the clues on the slide to think positively, and get a preliminary understanding of the different characteristics of vegetables, so that children are interested in common vegetables in life, and the activity effect is good. After the activity, the teachers also unanimously realized that in order to really promote children's positive thinking and expression, children should become the main body of classroom learning and give full play to the leading role of teachers. We should pay attention to the methods of inspiring young children, give them room to think and let them explore and work out their own solutions. A good class requires teachers to constantly ponder, explore, study and practice, so as to find and solve problems and make the class refined and vivid. This requires teachers' usual accumulation and more experience to create a qualified and wise kindergarten teacher.