Teaching plan for scientific activities

As teaching staff, teaching plans are usually used to assist teaching, and are the general organizational program and action plan of teaching activities. How to write lesson plans to play a better role? The following are eight teaching plans for scientific activities that I have compiled for you, which are for reference only and I hope to help you.

Science Activity Teaching Plan 1 Activity Design Background

Interesting megaphone comes from the exploration content in children's life, from children's game activities, and is a toy that children are familiar with and have a strong interest in exploration. The new "Outline" clearly points out that "science education should be closely linked with children's real life and use things and phenomena around them as the objects of scientific inquiry." Provide children with rich materials and let them find problems through their eyes, brain, hands and other senses. Make children become passive learners and explorers, thus sprouting the emotion of loving science. The purpose of scientific activities is to let children use various senses, explore problems with their hands and brains, and cultivate children's interest, curiosity and thirst for knowledge about the surrounding phenomena. In this activity, I use this kind of active, tasteful and valuable life material to stimulate the awareness of middle school children to ask questions boldly in an open activity environment. Let children truly reflect the development of playing middle school, playing music and playing.

moving target

1. Through the operation, the sound emitted by the hollow microphone is perceived as clear and loud, while the sound emitted by the solid microphone is vague and not loud.

2. Stimulate children's thirst for knowledge and curiosity through activities, let children actively participate in exploration activities and boldly express their findings.

3. Learn to cooperate with peers, enhance the awareness of cooperation with peers, and experience the fun of cooperation.

4. Cultivate children's curiosity about things and be willing to explore and experiment boldly.

5. Stimulate children's interest in scientific activities.

Teaching emphases and difficulties

Key points: children play games under the guidance of teachers to cultivate children's interest in inquiry;

Difficulties: Through the operation, children can perceive the sound made by the hollow microphone to be clear and loud, while the sound made by the solid microphone is vague and not loud.

Activities to be prepared

1, a hollow microphone.

2. Solid-state microphone.

3. The personified "small question mark" symbol.

Activity process

1, children can play with hollow paper sticks freely according to their own interests.

2. Guide children to use paper sticks as "megaphones" and play games freely together.

3. Find the problem and make friends with the little question mark.

4. Play the megaphone, observe the difference between hollow and solid, and solve the problem.

5. Play the "Long Microphone" game and experience the fun of cooperating with your peers.

Teaching reflection

In this activity, through the expression and communication of the inquiry process and results, children are willing to express and communicate because of their personal experiences and experiences.

The success of this activity is mainly reflected in the following aspects: 1, and the activity environment reflects freedom. Children can find and solve problems by watching, playing and comparing and exploring freely. 2. Activities highlight life. All the content in the activity comes from the children's lives. 3. The activity process is easy. Children are more relaxed in the whole activity, breaking the previous teaching and learning model. 4. Diversity of activity strategies. 5. The role of teachers has changed. In the past activities, I mainly entered and carried out activities as a guide and organizer, and I still felt a certain distance from the children. In today's activity, I try my best to enter the activity as a playmate, play with the children and discover together, so that the children can feel that I am their big friend, thus further stimulating their interest in exploration and making them dare to ask questions. In the process of implementation, I found that children are very close to me, and every child is willing to talk and talk, and the effect is good.

Scientific activity teaching plan Part II Activity objectives:

1, to understand the living habits of earthworms and the morphological, structural and physiological characteristics suitable for burrowing life, and to understand the relationship between earthworms and humans.

2. Earthworms can be expressed creatively by actions.

3. Cultivate children's curiosity about things and be willing to explore and experiment boldly.

4. In the activities, guide children to observe and discover phenomena carefully, and study scientific phenomena with empirical evidence.

5. Stimulate children's interest in scientific activities.

Activity preparation:

Big tree clothes, pictures, nutrition-newspaper ball

Activity flow:

1, teacher: "Where is this?" -Animation City.

2. What will Animation City prepare for children today? Let's watch together.

(1) What do you see?

(2) What is the expression of the big tree?

At this moment, an eagle flew in and settled down in this big tree. Suddenly, a small earthworm emerged from the soil and said, "Eagle, if you don't settle down on this big tree, it will fall."

(1) Why did the tree fall down? (children's discussion)

(2) Why do earthworms know and eagles don't?

4. Earthworm: "Eagle, go and settle in the tree over there! The trees over there are very healthy. "

Eagle: "Over there? How do you know it's so far? Obviously lying to me. "

The eagle doesn't understand how the earthworm knows that far away. Should we tell the eagle the answer? (Children's Discussion)-Earthworms can climb far.

Eagle: "Hum! You are so small, you have no hands, no feet, no sharp mouth like me, no big wings, no sharp claws, and you are still soft. How can you drill around in hard ground? Don't lie to me. "

"Son, do you know what earthworms are crawling on? (Children's discussion) Grab rough things with steel velvet and climb forward. "

The eagle didn't believe it and angrily bit the earthworm in half.

"What happens when an earthworm is bitten in half?" (children's discussion)

6. A few days later, the eagle laid an eagle egg on the tree. "Hum, I killed the little earthworm, and no one will bother me anymore."

"The eagle! How are you? " (Earthworms come out)

Why are you not dead?

Kids, tell the eagle why I'm not dead, okay? (discussion)

7. The eagle was taken away by earthworms.

Earthworm: "the child's tree is really sick and has no nutrition." Will the children become little earthworms to help me move nutrition to cure the tree? "

Is the little earthworm better? Go transport nutrition!

8. The teacher became a big tree.

Remind young children:

Little earthworms have no hands and feet, but I found out why we little earthworms crawl with our hands.

Or-little earthworm, why are your hands so long?

Trees absorb nutrients and slowly spread out.

Tree: I am nutritious and will not die. Thank you, little earthworm.

9. Earthworms dance with trees

Tree: "Little earthworm, my friend is over there. Can you climb over and see him? "

The children climbed out of the activity room.

Activity reflection:

The new "Outline" points out that science education for children is a scientific enlightenment education, which focuses on stimulating children's cognitive interest and exploration desire, creating conditions for children as much as possible, using various senses, using hands and brains, exploring problems, solving problems and experiencing the fun of discovery.

Scientific activity teaching plan 3 activity objectives:

1, understand some basic characteristics of magnets, and have the desire to continue exploring.

2. Willing to record the experimental results and communicate with peers.

3. Understand the extensive functions of magnets.

4. Be interested in scientific exploration and experience the sense of success brought by active exploration.

5, can objectively express their own inquiry process and results.

Activity preparation:

1. Various items that children (children's food) think can be attracted by magnets. 2. Magnetic recording board, paper and pen. 3. Items prepared by the teacher that can be attracted by magnets: such as scissors, iron clips, nails, paper clips, pushpins, etc.

Activity flow:

First, import:

Stimulate children's desire for further exploration through some interesting demonstrations (such as paper dolls dancing on the glass).

Second, introduce the materials you have prepared.

Teacher: Just now, when we were playing with magnets, we found that magnets can make paper dolls dance freely on the glass. It's amazing. Magnets are really powerful! The children found many things that they thought could be attracted by magnets. Would you please introduce them?

Introduce the children one by one.

Third, do experiments and record the experimental results.

Can these things really be attracted by magnets? You can try again later. The teacher has also prepared something here. After you have tried what you have prepared, you can also try what the teacher has prepared. Don't forget to record every experiment you have done.

Teachers should pay attention to their expressions in children's operations, such as asking children to talk about what they found and how they recorded it. Some children draw "O" to indicate that objects can be attracted by magnets, and "X" to indicate that they cannot be attracted by magnets.

Fourth, exchange experimental results.

Teacher: What have you found that can be attracted by magnets? And show the experimental results of children's self-introduction The teacher put things that can be attracted by magnets on the table and told the children that these things are all metal objects.

5. Situational performance.

Let children use the role of magnets to solve some problems in daily life.

Such as: help "grandma" find the needle that fell to the ground; Help "mom (mom's food)" take the thumbtack out of the bottle; Play the "fishing" game to learn more about the basic characteristics of magnets.

Sixth, extend activities.

Look for friends who have magnets in their lives and learn more about the extensive functions of magnets.

Teacher: We have done so many experiments and found that cans, thumbtacks, locks, scissors, paper clips and so on are all friends of magnets and can all be attracted by magnets. Do you know what other friends are magnets in our lives? Magnets are used on those things? What is the use of magnets in these things?

The child replied.

The teacher summed up the conversation.

Teaching reflection:

In this scientific activity, the children showed great interest from the beginning of class. Because there are a lot of operating materials prepared in advance, the children have been observing, discovering and comparing in the hands-on operation, and the whole class is full of enthusiasm. Children are willing to discover the regular activities of things through their own hands-on operations. In summing up the characteristics of magnets, the work is not in place, and I am a little eager to achieve success. Let the child tell the law he found first, and then the teacher will guide him and make a final summary. In the process of activities, there are still some shortcomings, such as the teacher's language is not clear enough, the goal is not clear enough, and some children confuse guessing and verification and can't fill in the form. In addition, the way to explore the characteristics of magnets in the game should be extended to the activities of playing magnets in the future.

Scientific activity teaching plan 4 I. Activity objectives:

1, actively use various materials to make different sounds.

2. Feel the joy of your own voice.

Second, the focus of activities:

Explore freely and make different sounds in your own way.

Third, the activity preparation:

1, cartons, bottles with lids, beans, washbasins, pens, building blocks.

2, white paper, plastic paper, napkins.

3. Some paper cups, plastic cups and sticks.

Fourth, the activity process:

(1) Introduction process: Introduce materials to arouse children's interest.

1. The teacher has prepared many interesting things for the children. What do you have?

2. Things stay quietly on the table, and there is no sound at all. Can you find a way to make them make a sound? (The child replied, you can let him come up and have a try. )

(2) group vocalization.

1. Now, let's have a try and see what can make a sound.

Children can explore freely in groups under the guidance of teachers.

2. Tell me what you found.

The children sat around the teacher. What did you just discover? What did you say? The children told their findings and demonstrated their operation.

(3) operate again to make a sound.

1. It's great that the children have come up with so many ways! But there are some things that children haven't tried yet. Now, children should try again to see if they can make a sound. Is there any other way?

Children operate again and explore again. Teachers' itinerant guidance.

2. Talk about your own methods.

(1) How to play? How do you make it sound?

(2) How many methods did you use?

(4) Summary:

Today, children discover many secrets of sound through playing, and make many things without sound make beautiful sounds. You're amazing!

Verb (abbreviation for verb) activity extension: What else can make a sound? Please go home and try!

Scientific activity teaching plan 5 activity goal

First, let the children know that the light bulb can also be lit in salt water through the experimental operation of self-made small batteries.

Second, cultivate children's hands-on operation ability and experience the happiness of successful experiments.

Third, stimulate children's interest in exploring scientific phenomena.

Activities to be prepared

One set for each person: a carbon rod and a piece of zinc, fixed on a plastic board; Beakers for holding water, small bulbs with clips, electric bells and spoons.

Section 2, 1 dry battery, one peeled battery.

Third, every two people have a glass of salt.

Activity process

First, show the small light bulb and lead out the battery.

Question: Is the light bulb on? Why is this happening?

Second, introduce how the battery was invented in the form of a short story.

A long time ago, there was a foreign scientist named Volt. He liked doing all kinds of experiments very much. Once, when he was doing an experiment, he put two metals into a chemical substance. As a result, something strange happened, electricity was generated here, and the world's first battery was invented.

Volt became the scientist who invented the battery. We children also like to use our brains and do small experiments. Today we are all going to be a little scientist and make a small battery ourselves.

Third, be a little scientist and a small battery.

1. Introduce carbon rods and zinc sheets with stripped batteries.

2. The teacher demonstrates how to make a small battery. Put the two clips on the light bulb on the zinc sheet and carbon rod respectively, and put them in a beaker filled with water, and the light bulb will light up.

3. Make a small battery and try it in the prepared clean water.

(1) The teacher checks whether the clip is correct.

(2) Observe whether the light bulb is on.

Try adding salt to the cup.

(1) The teacher makes a tour to guide and observe the children's operation.

(2) Question: How is your battery made?

A lot of salt was added just now. Why don't you shine? It takes stirring to dissolve the salt water in the water.

(3) Don't make a small battery, please try again.

5. Summary: Just now, the light bulb didn't light up in clear water without salt, but it can light up in salt water.

Fourth, interesting little bells.

1, the teacher showed the little bell clamped on the homemade small battery, and the little bell sang.

2. Friends, let's take a small bell and try it on a small battery made by ourselves. Tip: Look at how other people's clips are clamped.

3. Question: Why does your little bell ring? Why doesn't the little bell ring?

4. Summary: There are two clips on the bell, one is red and the other is black. The clip will ring only if it is clamped correctly. Why? This problem will be understood when children grow up and learn more skills.

Fifth, expand knowledge.

We made a small battery today. What other batteries do you know? (Dry battery, BB battery, watch button cell, rechargeable battery ...) These batteries are all invented by human brain. Children should think more in the future and invent various batteries when they grow up.

Scientific activity teaching plan 6 activity goal:

1. Experiments show that salt can increase the buoyancy of water and make some sunken things float.

2. Cultivate children's observation ability and hand-eye coordination ability.

Activity preparation: eggs, cups, sugar, salt, monosodium glutamate, water, rag, sink.

Activity flow:

1, Teacher: Where are your little hands, little friend?

Yang: Here!

Teacher: Then do it with the teacher:

Close and open, close and open;

Give it a pat.

Off and on, off and on,

Give it a pat.

Climb, climb,

Climb to the little face,

These are eyes,

This is the nose,

This is a small mouth!

The children did a good job. Encourage yourself!

Yang: Great, great, I am the best!

Teacher: Little friend, do you know what will float and what will sink if you put it in water?

Yang: Foam, wood, stones and coins. ....................................................................................................................................................

Teacher: What the children said is right, so please think about it. What happens if an egg is put in water?

Yang: It will sink (float)

Teacher: The teacher doesn't know whether it will sink or float. Then let's do an experiment together! Teacher, here is a basin of water.

Let's put eggs in it, so children should watch carefully! See if the eggs are heavy or floating. (Let every young person

Everyone saw the experimental results clearly and asked: What did you see? )

Yang: I saw the egg sink in the clear water!

Teacher: Through experiments, we know that eggs will turn to dust in clear water.

We are doing experiments. Next, the teacher will buy some salt in Qingshui. What do the children think?

Yang: It will still sink.

Teacher: Then let's try it together!

This time, add salt to the clear water, stir gently, let the salt dissolve fully, and then add the eggs. Let each child carefully observe the results of this experiment and ask questions:

What did you see this time?

Yang: This time I saw eggs floating in salt water.

Teacher: Through the second experiment, we know that salt can start the buoyancy of water and make what has sunk float.

2. Let the children do their own experiments and experience the happiness of success.

Teacher: Next, please do an experiment by yourself. Teachers, as well as sugar and monosodium glutamate that mom usually uses for cooking. Children can put them in clean water to see if they can make the eggs float.

The children did the experiment in groups, and each group got four eggs, four sinks, salt, sugar, monosodium glutamate and a stirring stick. The teacher instructed the children in the experiment.

Let the children summarize the experimental results.

Teacher: What happened to your eggs?

Yang: I added salt to the water and my eggs floated. I added sugar (monosodium glutamate) to the water, but my eggs didn't float.

Teacher: Yes, through experiments, we know that salt can increase the buoyancy of water, and the heavy things float first.

The teacher is doing an experiment to increase his understanding of the experiment.

Children, we can also do this experiment with other things. After returning home, we will do this experiment with our father, mother, grandfather and grandmother.

Then, tell us your experimental results in the next class and share your experimental results with us.

Activity expansion:

Scientific activity teaching plan 7 activity goal

1, cultivate children's interest in color and fully show their feelings about color.

2. Cultivate children's ability to observe colors.

3. Cultivate children's curiosity about things and be willing to explore and experiment boldly.

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

5. Stimulate children's willingness to explore the fun of scientific experiments.

Activities to be prepared

1. Environment layout: Decorate the activity room with colorful balloons, and hang many colorful balloons that children can touch in the middle of the activity room with colored paper.

2. Spread white paper on the open space of the activity room, and put colorful watercolor pigments and various painting tools (watering can, brush, paper ball, brush, etc. ) Around it.

Activity process

First, the beginning part: play with balloons to arouse children's interest.

Teacher: "Now, let's go to Class One and see if the activity room of Class One is the same as ours." Do you like so many balloons? Go and play. The children play with balloons freely and excitedly to stimulate their interest in participating in activities. )

Second, the basic part:

1, the child finds the balloon he likes and draws the child's attention to the color.

Teacher: "Do you like so many colorful balloons? Now you find a balloon you like and tell it to your friends and teachers. " (Children are free to find balloons and tell stories. During this period, the teacher asks individual questions: "What balloons are you looking for? Why do you like this balloon? )

2. The group game "Jumping Balloon" makes children feel the beauty of color.

Teacher: "Let's play" Balloon Jumping "together. We read nursery rhymes and ran around the balloon. After reading nursery rhymes, shoot your favorite balloon and see whose balloon jumps high. "

Children read children's songs: "Big balloon, really good, take a shot, jump, my balloon jumps high". After watching it, the children went to shoot balloons. The teacher asked, "Which balloon did you shoot just now?" Children play 2-3 times repeatedly. The teacher asked, "What do you look like with so many colorful balloons flying?"

3, play with colors, so that children can fully show their feelings about colors.

Teacher: "The colorful balloons are so beautiful. Who can try to draw them on this piece of white paper?" Children can freely choose painting tools and their favorite colors to play on white paper. The teacher helps every child.

Third, the end part: children appreciate each other's works.

Activity reflection

Children's science education refers to the exploration process that children perceive, explore, find problems and seek answers to the surrounding material world through their own activities under the guidance of teachers. Science education is of great significance for developing children's cognitive ability and improving their thinking level.

A person's interest in exploring the world around him and his ability to solve problems formed in early childhood will benefit them for life.

Scientific activity teaching plan 8 activity goal:

1. Tell the children that there are many planets in space. All friends, such as the sun and the moon, are friends of the earth.

2. Stimulate children's desire to explore the mysteries of the universe.

3. Be able to explore and understand simple scientific phenomena through experiments in situations, and be willing to express their findings in their own language.

4. Cultivate the ability of cooperative inquiry and recording experimental results with symbols.

Activity preparation:

1, a globe, a flashlight, a magnifying glass and a piece of black paper.

2. A picture of the universe.

Key points and difficulties:

1, let children know that the sun and the moon are good friends of the earth.

2. Know the operation forms among the earth, the sun and the moon: the moon revolves around the earth, and the earth revolves around the sun, and they never leave.

Activity flow:

Show the map of the universe and introduce the expansion.

Arouse interest-> Sun->; Moon-> activity

Activity flow:

First, show the map of the universe to arouse children's interest.

The teacher asked:

1, children, do you know what's in the mysterious space? (The child answers like this) [The teacher shows the map of the universe]

There are so many planets in space. Which of them is a good friend of the earth? Why?

Summary: The moon is closest to the earth. It keeps going around the earth, and the earth keeps going around the sun. They never leave.

Second, introduce the sun.

1, Experiment 1: Division of Day and Night

The teacher asked:

1. Do you know how long it takes for the earth to go around the sun? (one year)

Do you know why there is a difference between day and night? The teacher did the experiment with a globe and a flashlight. )

Summary: The earth revolves around the sun and is also turning. The side of the earth facing away from the sun is daytime, and the side facing away from the sun is night.

2. Experiment 2: Let the paper burn with sunlight and introduce the same effect.

The teacher asked:

1. The sun is a huge burning fireball. Warm sunshine can make plants and animals on land really survive. Do you know what we can do with sunshine in our daily life? (solar cooker; Solar boat; Solar cells can be used in watches and computers; Solar water heater; Solar energy can also be used to generate electricity ...)

Now let's do an experiment together to see the power of sunlight! (Use a magnifying glass to demonstrate that paper burns in the sun)

Third, introduce the moon.

Teacher: The moon is also a good friend of the earth. It keeps going around the earth. At night, we can see the bright moon, so does the moon itself shine?

The moon itself does not shine, it reflects sunlight like a mirror. )

Four. Promotional activities

Teacher: There are many planets in the vast universe. Can you name them? (Venus, Mercury, Jupiter ...) They hide many secrets that we don't know, waiting for our children to explore when they grow up.

Teaching reflection:

This lesson is a combination of observation and experiment. By observing some wonderful pictures of the sun, we can discuss how to know the sun. These pictures are all from the Internet, and it is by using rich network resources that we can achieve this goal. It can be seen that information technology has brought great help to teaching, but it is not the only teaching method, and it is irreplaceable in nature teaching. Only by integrating information technology with experiments can classroom teaching be more vivid and interesting.

Encyclopedia: The sun is the central celestial body in the solar system, accounting for 99.86% of the total mass of the solar system. The eight planets, asteroids, meteors, comets, exoneptune objects and interstellar dust in the solar system all revolve around the sun, and the sun revolves around the center of the Milky Way.