Lesson plan for small class "food store

As a dedicated people's teacher, it is necessary to carry out meticulous preparation of lesson plans, with the help of which you can appropriately select and use teaching methods to mobilize students to learn actively. The first thing you need to do is to write a good lesson plan. The following is a small class "food store" lesson plan that I help you organize, I hope it will help you.

Materials analysis:

The Outline points out that: "Young children can feel the quantitative relationship of things and experience the importance and fun of mathematics from life and games. Numbers come from life and are used in life. Recognizing numbers and understanding their meaning is a good foundation for learning science later. Since some of the children know 1 and 2 and can understand their meaning, I have designed this lesson to help them understand the meaning of numbers. Therefore, this lesson I designed: "Little Food Shop" focus on the perception from the beginning, from concrete to abstract, from easy to difficult, through the colorful games throughout the whole process.

Activity Objectives

The Outline pointed out that: to guide the children's interest in phenomena such as number. Construct the initial concept of number.

Therefore, I set the following teaching objectives:

1, recognize the numbers 1, 2, 3, and perceive their meaning.

2, experience the fun of *** with the game, like our class.

3, can clean up the toys of the game. Familiarize yourself with the class routine.

4, experience the joy of math group games.

5. Initially develop the ability to observe, compare and react.

Teaching Methods

Because mathematical knowledge is abstract and rigorous logic; young children's attention should not be long-lasting, easily dispersed; interested in life and things around them and other characteristics. I chose to use the game to stimulate the children's interest in learning and desire for knowledge. In the "little food store", children to be customers, I through the operation method, the game method and guide the discovery method, to mobilize children's learning enthusiasm, so that children can take the initiative to learn.

Activity Preparation

The Outline pointed out: "Science education should be closely linked to the actual life of young children, the use of things around them and the phenomenon as the object of scientific exploration." Therefore, in the activities of the preparation of materials, I chose dried raisins, small sugar granules, peanuts, crackers and other young children common and like to eat small food as teaching aids. The small baskets and pieces of paper used by the children meet the safety and hygiene requirements. In addition, in the use of teaching aids to guide children to observe, think, and gradually from the concrete image to the abstract direction of transition.

Activity process

(a), the beginning of the part: the "Outline" pointed out: "Mathematics learning is rooted in children's life and experience, in the exploration of mathematics and learning mathematics." In order to arouse the children's interest in learning, let the children in the scene of the activities. I created the form of opening a food store to arouse children's interest in participating in the activity. "What kind of store did the Teletubbies open?" Then ask the toddlers to say what is inside the Teletubbies' store.

(2), the basic part: this part of the "buy food", "eat food" a series of game scenarios linked to the teaching process, to stimulate the children's learning enthusiasm, recognize the numbers 1, 2, 3. Secondly, taking into account the young children's understanding of the characteristics of the numbers, it is not easy to understand their meaning. Secondly, taking into account the characteristics of small children's understanding of numbers, it is not easy to understand their meaning. I match the numbers with real objects to guide the children to understand the numbers and reduce the difficulty of learning. At the same time, through the form of pointing to help children recognize and consolidate the understanding and knowledge of 1, 2, 3. In the understanding of 1, 2, 3, according to the thinking characteristics of small children, gradually guide children's thinking to multi-dimensional development. In the activity of "eating food", the children are required to match the numbers with the objects. The principle of matching numbers and objects. Ask the children to tell you what you bought. Some children say "2 raisins", some say "2 red candies", and some say "2 triangular cookies". On this basis, the teacher sums up, affirms the children's expressions from color and shape, and encourages one child to choose from color and shape in two dimensions. Developing children's thinking. In this process, the teacher asks the children to tell their good friends what they have bought and to share the food with them. In response to the requirements of "buying food", different levels of arrangement, so that each child to participate in activities according to different requirements. This will enable each child to develop, reflecting the principle of education "for all, according to the talent".

(3), the end of the part: the activities of the last for the "picture card operation", the purpose of this game is to regional activities in the practice of demonstration. I prepared a set of physical cards and number cards and solid glue for the children, in the process of pasting to deepen the children's understanding of the meaning of numbers. It is a combination of group teaching activities and independent self-learning regional activities, which provides more opportunities for children to practice individually. At the end of the activity. I asked the children to clean up their own toys, to return things to their original places, to develop good habits.

These are my math activities "little food store" design ideas, in the activities I always want to reflect is: young children are the masters of learning, the teacher is only the activities of the supporters and guides, is the environment of the creator, we have to do just for the comprehensive development of young children to provide a fuller and more favorable space.

Teaching Reflection:

Through this teaching activity, let me understand the children are very weak in math, in order to make them interested in math, I am ready to add more games in the future math activities, so that the children in the play in the play, play in the purpose of learning. Really let the children become the master of learning, and constantly improve the children's ability to explore on their own.

Encyclopedia: Food is a variety of finished products and raw materials for human consumption or drinking and items that are traditionally both food and medicine, but does not include items intended for therapeutic purposes.

Background:

For our small children, the younger the child is, the more interested in the colors of nature, in the kindergarten teaching activities, parents also want us to take their children out of the kindergarten, to get close to nature, feel the nature.

Clay comes from nature, and young children have a strong curiosity and exploration of the mysteries of nature. Although, we are all children in rural areas, but the opportunity to contact the soil and other natural objects has been almost none. Some teachers and parents are afraid to let their children play, worrying that playing with mud and sand is unsafe, unhygienic, will hurt their eyes and dirty their clothes. To help parents set up a correct concept of education, with the kindergarten use of such natural substances as mud and sand, to guide the children to pay attention to safety and hygiene at the same time, to carry out activities such as building houses, pinching small people, so that children in the middle school, learning to play, try to explore the mysteries of mud and sand and other natural substances. Therefore, I designed the "doll food store" teaching activities, so that the children to obtain the original perceptual understanding of the mud.

Activity Objectives:

1, like to play mud, experience the fun of playing mud.

2, the bold use of aids to interspersed, topography, the production of various types of food.

3. Develop hands-on ability and creative imagination.

Activity Preparation:

1, the teacher or children before the class to prepare several kinds of food, set up a food store.

2, mud made of various types of snacks arranged as a doll food store.

3, each child a piece of clay, a box, a clay work board.

Activity process:

I. Visit the food store.

1, today, the teacher to take you to the food store to see, with our bright eyes to find the store some things?

2, the children visit the physical layout of the food store. Free to watch and communicate with their peers: what are some things in the store? What is it like?

Second, I see the food.

1, you just saw what to eat? (What is it called? What does it look like?)

Young: cake, flat. Lollipop, ham sausage, Want Want Snow Cake ......

Teacher: Just now, we saw so many food.

2, today our small class "doll food store" opened, we go to see what some things?

(food made of mud)

3, the children visit the food store made of mud.

(As children observe the food, guide them to say what is there? How does it look like?)

4. Teacher: What did you just see in the doll food store, how is it?

young (lollipop), teachers and children do lollipop with their bare hands, (take a piece of mud, put in the palm of your hand and carefully rubbed, dough round, see if the round, no, and then vigorously group ......)

5, the teacher this is also a delicious food, (show the buns) what is this, how does it look? Do you know how to do it?

6, the teacher while explaining and demonstrating the production: (buns have three corners, first in the triangular bun mold full of mud, take out the extra mud, and then press a press, the children learn to "press" with their bare hands, and finally ask a child to knock out.)

Third, the little master to do snacks.

1, we also help to make more delicious snacks, okay?

3. What do you want to make? What do you want to make it with? (clay)

Look at what's on the table. Teacher has prepared for you small sticks, a variety of seeds, what can be done?

4. Teacher introduces the operating materials and reminds the operating rules.

3, children making activities. Teacher guides children to boldly use rods, chopsticks, tubes, molds and other aids and tools.

4, I do more great.

1. What good things did you make? (Talk to the children on the side)

2, put their own good good things to the guest teacher to see and say: what I do?

V. Extension activities: in the regional activities continue to make food, food coloring and other activities.

Activity Reflection:

The activities come from the children's actual life experience, reflecting the principle of teaching activities living, playing. At the beginning of the activity, let the children visit the food store, to give the children a real situation from life, so that the children understand that there are many varieties of food, food looks beautiful. Then, from the real life situation just now to help young children transition to the game situation, create a "doll food store opened" game atmosphere, let young children to help make all kinds of food, to stimulate young children to take the initiative to construct knowledge, according to their own wishes boldly on the mud processing operations, to replace their favorite food in the imagination, giving full play to the It gives full play to children's potential and promotes the development of children in multiple fields such as science, art, language and society. The whole activity is designed closely, interlocking, well-prepared, children also have sufficient time and space to operate, children's interest is extremely strong, so that children in contact with the mud experience happy, thus stimulating children's curiosity about natural objects and desire to explore the ultimate goal of this activity.

Design Intent

In life, young children often organize a variety of items, but the phenomenon of clueless organization often occurs. In response to this phenomenon, under the guidance of the Guide, I designed this activity "Food Store" in conjunction with this month's theme "Food", because the food store is a place where children often go in their daily lives, and children are more familiar with it. For this reason, in the activity, I take the opening of the rabbit food store as the main theme, and inspire children to learn to classify the objects according to their markings by helping the rabbit to sort out and arrange the goods. In the meantime, we encourage children to actively participate in the activities and experience the fun of the activities.

Activity Objectives

1. Try to organize the objects with the same characteristics in a large number of objects by looking at the markings.

2. Perceive and explore the rules of classification in operation activities. They are interested in participating in activities and are willing to talk about them in words.

Activity Preparation

1, 3 toy cabinets.

2, experience preparation: children familiar with the names of various objects.

Physical preparation: a number of dry points, a number of fruits, a number of drinks

Classroom materials (rabbit food store), signs, music

Activity process

A. Introduction

Teacher: babies, you know, the rabbit's food store is going to be opened, let's go together to see it, okay? (play music)

Teacher: (show PPT2 rabbit food store) rabbit's food store is here, the rabbit these two days is too busy, there are a lot of food did not have time to put on the shelves, let's take a look at the rabbit's food store have what food? (Children look at the food stacked together, children free to answer)

Second, guide the children to try to place the toys, according to the shelves of the illustrations of the types of items to be classified (once classified)

1, teacher: babies, the rabbit wants to let us Strawberry class babies to help it to put the food on the shelves, the rabbit prepared three shelves, babies carefully look at it, think of these foods should be put on which shelves, the rabbit will not be able to put the food on the shelves, but will not be able to put the food on the shelves. The rabbit has a request to ask the children to take two of your favorite foods and put them on the shelves. (The children put the food freely on the shelves with markings)

2. Well, babies, now let's take a look at the shelves and see what markings the rabbit put on the shelves. (Cake mark) Yes, the rabbit is trying to let us baby put cookies and cakes on the first shelf. Cookies and cakes have the same name "dry points". (Children learn to say) All dry foods should be put on the first shelf. Let's see if the babies have placed them correctly. (Fruit) Yes, the rabbit wants us babies to put all the fruits on the second shelf with fruit markings, let's take a look at the babies to see if they are placed correctly. (Teachers and children check together, there are errors in the children's own hands to put back)

4, babies, you see this is what mark? (Water cup and straw) There is a water cup and a straw, which means that we can drink the contents of the cup into our stomachs. We also give this mark a nice name called "drink". Juice, drinks and milk also have the same name "drink". Bunny wants us babies to put all the drinks on the third shelf labeled "drinks", so let's see if the babies have put them on the shelves correctly. (Teachers and children check together, there are errors in the children's own hands to put back)

Third, according to the characteristics of the food classification (secondary classification)

Teachers: babies are really capable of, just now the rabbit told me that: it is very thankful to our babies, but we are not conducive to the customers to buy this way of arranging. The rabbit wants to dry point category of food by soft and hard points. (Show marking soft and hard.) Babies, what do you see here? (Cookie) How do we feel when we eat it? (Hard) Cookies are hard, so we'll put them on the hard side, the left side. What's this? (Cake) How does cake taste? (Soft) The cake is soft, so let's put the cake on the soft side, the right side. (Children's hands-on) (Group operation)

The same way in order to divide the size, juice and milk.

5, evaluation (children corrected by their own hands)

Fourth, according to the category of food classification (three classified)

1, teacher: babies really capable, babies you think the second placement and the first placement for comparison, you think this time placed how? (The second placement than the first placement more neat, more clear, easy for customers to buy) However, the rabbit is still not satisfied, it feels that our baby is still not neat enough, not conducive to customer shopping. That babies we usually see food store food is how to place? Let's take a look. (Show PPT3, 4, 5, 6) Who can say how the food is arranged in the food store? (The same foodstuffs are placed together.) Let's take a look together to see how we should place them this time. (Teacher explains the first layer, second layer, third layer of the arrangement)

Teacher: babies, we help the rabbit to put the food on the shelves, both beautiful and neat and easy for customers to buy.

Third, the end

Division: It's getting late, so let's go home with the bunny goodbye. (Music)

This is the first time I've ever seen a rabbit in my life.