Kindergarten science teaching plan: playing with building blocks

As a faculty member, you often need to use lesson plans, which are conducive to the improvement of teaching level and the development of teaching and research activities. Come and refer to the lesson plan you need! The following is the kindergarten science lesson plan I collected for you: playing with building blocks, for reference only, welcome to read.

Kindergarten science teaching plan: playing with building blocks 1 activity goal:

1. Understand the concept of object thickness and perceive the relativity of thickness.

2. Feel the thickness of the object when playing with building blocks.

Activity preparation:

1. Three kinds of pictures of building blocks with the same length and width but obviously different thicknesses, each with several pictures and marked from thin to thick.

2. Pictures of various articles with different thicknesses.

3. Several building blocks with different thicknesses.

Activity flow:

First, guide children to know objects with different thicknesses.

1. The teacher shows pictures of building blocks 1 and 2 on the computer, so that children can observe the similarities and differences of building blocks.

2. Teacher: What's the difference between these two blocks? Children answer that the height of building blocks 1 and 2 are different. Teachers can tell children that because they are all too short, they don't need to distinguish between height and thickness.

3. Teacher's summary: Building block 2 is thicker and building block 1 is thinner.

Second, children look for different objects.

1. The teacher shows some pictures for the children to observe, which objects are thick and which objects are thin. Ask a few children to go to the computer, point out which ones are thick and which ones are thin, and interact.

2. After reading the pictures, let the children talk about what other objects with different thicknesses are around.

Third, think about it.

1. The teacher shows the building block 3 and compares it with the building block 2. Ask the children: Which building block is thicker and which is thinner?

2. The teacher shows three blocks at the same time. Teacher: Building block 2 is thicker than building block 1. However, compared with building block 3, it is thinner. Why?

3. Teacher's summary: Building block 3 is the thickest, building block 2 is thinner and building block 3 is the thinnest.

Fourth, building block comparison. The teacher showed three pictures of building blocks with different thicknesses on the computer.

1. Three pictures of different building blocks with the same height, and count the differences in the number of different building blocks with the same height.

2. Take photos of the same number of different building blocks to see which building block has the highest height.

3. After the pictures are displayed, please divide the children into groups freely, and the teacher will send the building blocks to the children to build them and feel the relativity of the thickness of the objects.

Kindergarten science teaching plan: playing with building blocks 2 teaching requirements;

1. Let children understand the transfer phenomenon in the process of playing with building blocks.

2. Find the right building block spacing and learn some simple measurement methods in operation.

3. Experience the happiness of success and stimulate children's interest in exploring scientific laws.

Teaching preparation:

Everyone has a basket of building blocks, some graphics and some demonstration building blocks.

Teaching process:

Play with building blocks and discover new ways to play.

The teacher brought a lot of building blocks today. Do you want to play?

Ok, meet your requirements immediately, and see who has the most brains when playing, plays new tricks and has the most fun.

3. Children's operation, teachers patrol and observe and find new ways to play.

Now, the teacher asked some children to introduce their games.

Three children went on stage to demonstrate their games.

Who do you think is the happiest player? Why?

Do you want to play? Come on, let's try.

Second, the new way for children to play-bump blocks

The teacher observes and finds out three phenomena in playing a game.

Now, the teacher invited three children to come up and have a look.

4. Why can't the distance be too big? Can't it be smaller? So what should we do? Please study it again and try again.

3. The child uses a measuring tool to find out the reason.

The teacher summed up the reasons for the three phenomena in one game.

When the children were playing just now, I found that some children arranged the building blocks in other patterns. When he touches the first block with his hand, the blocks behind him will fall off one by one. Now, the teacher asked the children to arrange different figures and compare which group is the most intelligent. If there are not enough building blocks, they can cooperate.

Three rows of different graphics, found different phenomena.

1. Displays different graphs.

3. Why do different patterns have different phenomena when touching the first building block by hand? We'll study it next time.