Teaching plan of scientific activities in kindergarten

As an excellent teacher, you often need to use lesson plans, which are the basic conditions to ensure the success of teaching and improve the quality of teaching. What are the characteristics of excellent lesson plans? The following are seven teaching plans for kindergarten science activities that I have compiled for you. Welcome to reading. I hope you will like them.

The design concept of kindergarten science activities 1 teaching plan;

With the improvement of living standards, various safety problems have followed, such as traffic safety, water safety and electricity safety. All these have sent provocative signals to our educators with the pace of the times, which makes us have to pay attention to children's safety education. Therefore, I chose the content of electricity safety education, and began to understand the establishment of circuits and carry out electricity safety education step by step.

Activity objectives:

1, through small experiments, it is known that a circuit needs to be established to make the light bulb shine.

2, a preliminary understanding of electricity safety, and can be used correctly in life.

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

4. Stimulate children's willingness to explore the fun of scientific experiments. Willing to try boldly and share your experience with peers.

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

Activity preparation:

1, picture of line battery bulb.

2. Have a preliminary understanding of the battery.

Activity flow:

First, establish a circuit.

1, material introduction, causing problems.

2, children's operation, teachers patrol observation.

3. Experimental demonstration

4, children's operation, teacher tour guidance.

5. Summary: Why is the light bulb so bright?

Second, safety education

Third, the extension of activities.

In life, what else is there except that wires can conduct electricity and bring us danger? Let's explore together next time!

Activity reflection:

After the whole activity, the children's interest was very strong and their investment enthusiasm was very high. They can learn the correct connection method. For example, Wang Ze's multi-battery connection method: connect the positive and negative electrodes of two batteries, connect one end of the wire between the two batteries, and the other end is wound around the light bulb and then connected to the battery. The experiment was successful. In Ye Xiang, there are also children's connections that are interchangeable, and so on. The children understand very well. Finally, in the safety education activities, children learned that wires can bring us convenience and danger through small electric shocks in their own experiments. In daily life, they should pay attention, be careful not to play around at will, and know how to protect themselves.

Teaching plan for scientific activities in kindergartens Part II Activity objectives:

1. Introduce the desert to children and expand their understanding of nature.

2. Understand the camels in the desert and the main characteristics of camels and other creatures in the desert.

3. Stimulate children's desire to explore nature.

3. Guide children to know the harm of desert to us.

3. Let children know how to prevent desert desertification.

Activity preparation:

1. Audio-visual materials on desert natural scenery and desertification control.

2. A children's book, a physical projector and a pen.

Activity flow:

1, guide children to observe the magnified picture of the physical projector, and get a preliminary understanding of the main characteristics of camels.

Teacher: What's on the screen? What are camels like?

-Teacher: What's on the camel? What are their special uses?

Teacher: What do camels like to eat? Where do camels live?

Teacher: What's the use of camels?

-Teacher's summary: Camels live in the desert. Camel's hair is thick and alive, which can prevent water loss in the body. They can also protect themselves from the sun during the day and keep warm at night. Camel's eyes produce a lot of tears, so they are not dry, and they have long eyelashes, which can stop sand from coming in. Camel's nostrils can be closed to prevent sandstorms. Camels have a lot of hair in their ears, which can prevent sand from entering. Camels have humps. Can be divided into unimodal and bimodal. Humps can store nutrients.

Camels have wide and thick meat pads on their soles. They are not afraid of hot sand and will not sink into soft sand. Camel is a means of transportation in the desert. Some people call it a boat in the desert.

2. Organize children's discussion:

Teacher: Have you ever seen a desert? What is the desert like?

-Teacher: What's in the desert? (cactus, scorpion, etc. )

Teacher: What harm does the desert do to us? How should we prevent desertification?

3. If conditions permit, children can be organized to watch videos introducing the desert and learn about the characteristics of the desert and the animals and plants living in the desert. If there are no conditions, children can be organized to speak according to their existing experience, and teachers can find corresponding books and pictures to introduce relevant knowledge and experience to children.

4. Guide children to read children's books.

-Look at the picture and say: What animals are there in the desert? What are their names?

-Please help the camel out of the desert through the connection.

Encyclopedia: Desert mainly refers to the barren land where the ground is completely covered with sand, plants are very scarce, rain is scarce and the air is dry. Desert is also a "sand curtain", an area with drought and water shortage and scarce plants. Desert areas are mostly beaches or sand dunes, and rocks often appear under the sand.

Teaching plan for scientific activities in kindergartens 3 I. Design intention:

Roots are common things in children's lives. You can see the roots of all kinds of vegetables in the plantation of kindergarten, when you visit the food market with your mother and grandmother, and when you help your mother and grandmother pick vegetables. However, this "seeing" is the child's unintentional attention. Through this activity, we raised children's unintentional attention to the level of intentional attention, which not only enriched their knowledge, but also stimulated their interest in exploration.

In the activity, we integrate children's self-management into teaching, and we can see the shadow of children's self-management from their first exploration to their second exploration. Especially the children's second exploration, from their self-combination, group selection, division of labor, candidates for answering questions and so on. The teacher is just a bystander, allowing children to fully and freely develop their self-management ability.

Second, the activity objectives:

1, observing and comparing the different forms of roots, we know that the roots of plants grow in soil.

2. Be able to express boldly in the activity and experience the fun of exploring the roots of different plants.

Third, the activity preparation:

1, root, blackboard, basket.

2. Plantations in the park

3, children's questionnaire "list the appearance of three" (graphic combination)

Fourth, the activity process:

(1) Wonderful introduction

1, show the roots and let children touch and feel the external characteristics of the roots.

Do you know any other plants with roots?

3. The teacher concluded that most plants have roots.

(2), the first exploration

1, the child began to look for the roots of vegetables.

(1) Today, we came to the plantation. Do you know what vegetables we have on the plantation?

(2) You are great. Let me test you: Please find out where the vegetables are and where their roots are. Please pull it out and see who moves fastest.

2. Assembly Q: Where are the roots of vegetables? Where did you find the roots of vegetables?

2. Summary: It turns out that Roots like to live in soil.

(3) the second exploration

1 Please tell me what the roots of vegetables look like?

2. Summary: The roots of green vegetables are straight, and there are many small Mao Mao beside them.

There are so many plants in our plantation. Are the roots of each plant the same as those of vegetables? Do you want to explore the secret of root-seeking together?

Next, I will give you a task: please look for, pull out and look at the roots of other plants in the garden. Requirements: (1) Free combination, three people as a group, each group chooses a team leader, and the selected team leader takes the basket from the teacher. (2) Only one plant can be pulled out, and when you pull it out, record it (show the recording paper). (3) When you hear the tambourine, please sit together in groups.

5. Collection: Children introduce their own records in groups (comment on the methods and forms of children's records)

6. Children observe the roots of their own vegetables.

Question: What plants did you find? What are their roots? (One representative of each group speaks and answers, and other members supplement)

7. Classify according to the characteristics of different roots observed by children.

Summary: Today, we all discovered the secret of roots. He has a nice name for taproots like spinach and vegetables, which is called taproot system. Like the root of leek and garlic, like grandpa's beard, it is called fibrous root system. Roots as thick and big as radishes are called abnormal heels.

(4), end

Just now, we discovered the secret of the root. Do you know the use of roots? Go home and check the information. We'll discuss it next time.

Verb (short for verb) activity is over:

The teacher summed up the children's performance today, praised and encouraged the children to show positive children in the activities. Let children feel the happiness brought by scientific exploration activities while planting activities. At the same time, teachers should take care of the children who are quiet in the activities, so that they can be happy at the end of the activities, thus cultivating their interest in scientific activities.

Design intention of teaching plan 4 for scientific activities in kindergartens

This activity skillfully uses cardboard, a common material in children's lives, and advances along the clue of "asking questions → guessing hypotheses → experimental verification → result discussion", so that children can explore the scientific phenomenon of object balance through active operation. Activities are inspired by emotions, and the cultivation of children's inquiry habits is always integrated into rich problem situations, so that children can experience the whole process of inquiry, thus prompting children to have a strong desire to explore, form a positive attitude towards inquiry, and develop positive inquiry behavior habits.

moving target

1. Feel that different shapes of cardboard have a center point that can be pushed up.

2. Explore the difficulty of using different materials to top cardboard, and accumulate beneficial experience of balancing objects.

3. Willing to participate in inquiry activities and experience the happiness of top board.

Activities to be prepared

1. Award-winning acrobatic program "Top Bowl" VCD and light music "Butterfly Lovers".

2. Children's operating materials are all given by hand: square, regular triangle and round cardboard, thick straws, paper tube cores, pencils, cans and colored paper sticks.

1. Children's experiment record, marker and teacher's experiment record.

Activity process

First, appreciation: stimulate children's interest in cardboard.

Teacher: Let's watch a wonderful program together.

Play the award-winning acrobatic performance "Top Bowl" VCD for children.

Teachers and students discuss and communicate: what did you see, what programs did the acrobats perform, where did you hold up so many small bowls, and which parts of your body can be held up except the top of your head.

Teacher: Acrobats are really capable. The teacher brought a lot of cardboard today. I want to invite you to learn from acrobats and try to support cardboard with your body parts.

Guide children to try to use body parts to top cardboard.

Teacher: Are your cardboard all propped up? Besides using our bodies to support cardboard, we can also use tools to support cardboard. Think about it. What tools can we use to support the cardboard?

Divergent discussion of children.

Conclusion: We can use pens, rulers, cups and many other things to jack up cardboard.

(Comments: By watching the award-winning acrobatic programs with great visual impact, the children's existing cardboard coping experience was awakened, which greatly mobilized the enthusiasm of children to participate in scientific inquiry activities. )

Second, try to find the best position of the roof.

Teacher: The teacher brought you a round paper tube core. Please try it. Can you hold the cardboard flat and steady with this small tube?

Children's first experiment, free test paper board.

Teacher: Are you propped up? Where does the paper core rest on the cardboard? Can each position be jacked?

Children observe the position of their roofs and discuss the reasons for success or failure with their peers.

Conclusion: If we push the tool to the center of the cardboard, we can flatten the cardboard and keep it stable.

The child tried to find the center of the cardboard again.

Teacher: No matter what shape of cardboard, we can find its center. Would you like to write down this magical point? If you have difficulty remembering while playing, you can ask your good friends for help! See which pair of good friends can finish the task fastest and best.

In pairs, the children find a center point on the cardboard that can be pushed up and draw a mark on the cardboard.

Teachers observe, guide and check each child's operation, and guide the children to skillfully turn the correct posture into a successful smiling face.

Show the results of the children's discussion.

Summary: It turns out that these different shapes of cardboard can find a center point that can be propped up, and cardboard can be propped up smoothly.

(Comment: Grasp the key question of this inquiry activity "How to push the cardboard flat and steady", let the children think with the task, guide them to try again and again, question and argue with each other, and urge them to explore and discover constantly. Unique smiling faces enhance children's confidence in participating in inquiry activities. )

Third, exploration: analyze the difficulty of jacking cardboard made of different materials.

Teacher: Please guess which materials can easily lift cardboard, such as cans, paper tube cores, thick straws and pencils, and which are difficult to lift cardboard.

Show cans, paper tube cores, thick straws, pencils and other materials. Children guess.

Show me the teacher's record.

Teacher: It seems that every child has a different idea. Teacher, here is an interesting record. Please record your thoughts. What do you think is the easiest thing to do? Mark "1" in the column, then mark "2", "3" and "4" in turn, and number them side by side.

The children recorded their guesses.

Teacher: What kind of materials can easily lift cardboard, and what kind of materials are difficult to lift? Let's try them on the center point we just found, see if you guessed right, and then put the test results in "!" Record it in the column.

Children begin to operate, verify their guesses and record the operation results.

Show the record form of 2 ~ 3 children and verify the operation results collectively.

(Comment: Guess, verify, alternate recording. Guess first, verify last. Personalized records enable every child to actively participate in activities and promote children's inquiry activities, by going up one flight of stairs. )

Fourth, discussion: find out the factors that are beneficial to the board.

Teacher: Just now, we tried to jack up the cardboard with so many materials. Why can we easily lift cardboard with cans and paper tube cores, but it is difficult to lift cardboard with straws and pencils?

The children discuss and analyze together, and the teacher helps the children sort out their experiences.

Summary: The top surface is flat. The larger the surface, the more convenient and stable it is to jack up the cardboard.

(Comment: By sorting out and analyzing the exploration experience, the scientific principles contained in life are skillfully revealed. )

Verb (abbreviation of verb) performance: share the happiness of the summit board.

Teacher: The children have learned the skills of cardboard veneer, and the acrobatic troupe invites you to participate in their performances. Look, these colorful sticks are all ready for you, children, let's play!

Play light music "Butterfly Lovers". Children hold colorful sticks and perform top skills in music, encouraging them to pose in various body shapes.

Invite guests and teachers to participate and experience the joy of performing together.

(Comments: In a relaxed atmosphere, transfer the experience gained in exploration to share happiness and success with peers, so that children can still maintain a strong interest in exploration activities. )

Kindergarten Science Activity Teaching Plan 5 Activity Objectives:

1. Cognitive goal: Understand the three changing forms of water by looking, speaking and thinking.

2. Ability goal: The process of water droplets can be expressed in the form of language or painting.

3. Emotional goal: Willing to explore the mysteries of nature and stimulate children's interest in further exploring water.

Activity preparation:

1. Experience preparation: Have a certain understanding of natural phenomena such as water vapor, rain, snow and ice.

2. Material preparation: the story of "Journey of Water Drops" and the courseware consistent with the story content; Dropping baby pictures; White paper, one for each mark.

Highlights and difficulties of the activity:

The key point is to understand the story and feel the changing process of water.

The difficulty lies in being able to draw and tell the changing process of water droplets.

Activity flow:

First, talk stimulates children's interest.

The teacher showed the baby a picture of water drops and asked, "Look, who is this?" "During the National Day holiday, many children travel with their parents, and the baby will also travel. Guess where it will go? "

Play the courseware and guide the children to understand the changing process of water through the courseware and stories.

1. Enjoy the courseware, and children can get a preliminary understanding of the three forms of water.

(1), children enjoy the first courseware, and the teacher asks, "What do you see? What will a small water drop become? How did it turn into steam? "

(2) When children appreciate the second courseware, the teacher asks, "Water drops float with Mother Yun, and a gust of wind blows. Into what? What became after falling to the North Pole? "

(3) When the children enjoyed the third courseware, the teacher asked, "Where did the small water drop go after it turned into a cloud? Where can I see that this is the North Pole? "

(4) When children appreciate the fourth courseware, the teacher asks, "What does a drop of water become when it falls to the North Pole?"

(5) The children enjoyed the fifth courseware, and the teacher asked, "Where did the little water drop return after the trip? What did you say to mom? "

2, children listen to the story carefully, and further feel the three-state change process of water.

(1), the children enjoy the courseware continuously and the teacher tells the story vividly.

(2) Children discuss: "How many times did the water drop change during the journey?" A small water drop changed three times, turning into clouds (water vapor), rain and snow respectively. How it looks like a magical magician!

Third, children tell stories to each other.

Fourth, the little water drop wants to draw its travel route. Are the children willing to help it?

1. Children recall stories and draw the journey of water droplets.

2. Show the works and give a brief introduction.

3. Teachers' and children's works.

The design intention of the sixth lesson of kindergarten science activities;

Our class is an experimental class for planting activities in our garden. When observing and recording activities, children don't understand the shape of vegetable leaves and the record of vegetable growth process conceptually. Therefore, we will further carry out the theme activity of "Understanding Leaves" to let children experience the fun of plant changes and stimulate their interest in scientific knowledge exploration.

Activity objectives:

1, understand the basic structure of leaves.

2. Understand the photosynthesis of leaves and the significance of photosynthesis to nature.

3. Know the different growth modes of leaves and express the different shapes and growth modes of leaves with gestures.

Activity preparation:

1. The children participated in and observed the whole process of planting activities before class.

2. Leaves of several plants, such as Chinese cabbage, radish, eggplant and corn headdress.

3. Multimedia courseware (courseware 1: leaf structure courseware 2: photosynthesis courseware 3: leaf growth mode)

4. A tape recorder, recording the song "Leaves"

Activity flow:

First, the introduction of themes to stimulate children's interest in learning

1. Teacher: Today, the teacher brought many leaves. Let's see what these leaves look like. (The teacher shows the leaves in kind)

2. Q: What leaf is this? What does it look like? (Teachers guide children to use correct words after comparison, such as sharp, long, big, round ... and give complete answers. )

Teacher: Children know so many kinds of leaves. In the body of the leaf, there are several good friends hiding inside. Let's go find them now.

Understand the basic structure of leaves (play multimedia courseware 1)

1. Teacher: The first friend called the leaf edge on the edge of the leaf; The second friend is a thin line called vein on the leaf; The third friend is the leaf base at the bottom of the leaf; The fourth friend is called petiole. Ask the children to tell the correct leaf structure in kind. )

2. Teacher: I have made so many friends with Ye. Please take a breath and relax. Take two deep breaths with gestures.

3. Ask questions:

(1) Do children know what gas we just inhaled? (oxygen)

What is the exhaled gas? (carbon dioxide)

We need to breathe all the time. Where does the oxygen we need come from

Understand the photosynthesis of leaves (play multimedia courseware 2)

1. the function of light and leaves: leaves use sunlight to suck carbon dioxide from the air into the body and then release it into oxygen. (Figure 1)

2. The role of breathing: We breathe in the oxygen released by leaves all the time, and at the same time exhale the useless gas carbon dioxide. (Figure 2)

3. Function of leaves: Leaves continuously inhale carbon dioxide into the body to make oxygen, and then release it for natural absorption. (Figure 3)

4. Teacher's summary: The photosynthesis of leaves depends on light to make oxygen, the body of leaves is a factory to make oxygen, and the friends of leaves are factory workers. Please come and have a look again. How do these leaves grow?

Understand the growth mode of leaves (play courseware 3)

1. Teacher: Organize children to observe the different growth modes of leaves.

2. Please describe the different growth modes of three kinds of leaves and demonstrate them with gestures.

3. Teacher's summary: A leaf that grows upward is called alternate; The two leaves are opposite to the upward growing leaves. Three or more leaves that grow together are called whorls.

4. Teacher: Please show all the children the growth pattern of leaves.

Put one hand on the bottom and the other hand on the top, and put your fingers together to make alternate leaves;

Hands and bowls together, fingers straight, indicating two leaves, making opposite leaves;

Two or more children do it together. One child's hand and wrist are close together, indicating two leaves, and another child reaches out to indicate the third and fourth leaves, making the shape of a wheel.

5. Teacher's summary: Children know that leaves are various, know the photosynthesis of leaves, and understand the different growth modes of leaves. If you find strange leaves outdoors, you can collect them and take them to kindergarten for teachers and children to enjoy.

The last part (playing the tape "Leaves")

Teacher: There are many leafy headwear here. Children are free to choose their favorite headdress. Let's dance to the music.

(paragraph 1: act out the shape of the leaves. The second paragraph: show the growth mode of leaves. The third paragraph: perform a breath of fresh air. )

Activity expansion

Children can go outdoors to find different shapes of leaves, broaden their horizons and consolidate their learning effects.

An analysis of the activities of the seventh class in kindergarten science activities

Children are naturally curious and have a strong desire to explore and understand things around them. Children in large classes, in particular, are in an important period when figurative thinking dominates and abstract logical thinking begins to sprout, and they like to get to the bottom of any common things and phenomena. In our daily life, children often find many phenomena: why the newly planted small trees need to be tied with many wooden sticks, why Yun Song in our class has to climb on the pipe, why there is a bracket behind the photo frame, and so on. All these phenomena are closely related to the theme of "making objects stand up". This activity is very specific. Children have rich operating materials, which are convenient for children to observe, discover and record in the process of independent operation, and satisfy their curiosity and thirst for knowledge.

moving target

1. In the continuous operation, discover and summarize the methods to make objects stand up and feel the diversity of methods.

2. Be able to communicate in time and gradually improve the ability of mutual cooperation and consultation.

3. Feel the fun of hands-on recording and cooperative exploration in the activity.

Activities to be prepared

1. knowledge reserve: guide children to observe the phenomena and examples that they need help in advance.

2. Articles preparation: books, paper, bottles, straws, building blocks, toys, jelly boxes, clips, disposable cups, sand, bamboo sticks, plasticine, etc. And a recording paper hand.

Activity process

First, children can play with things freely and distinguish which things can stand up.

1. Inspire children to classify items that can stand up and items that can't stand up through guessing and operational verification.

(1) guess.

What items do you think can stand on their own feet? What can't? (straws, bamboo sticks, etc. I can't stand up by myself, but bottles, books, building blocks, etc. You can stand up by yourself)

(2) Operation verification.

Please come and try it. Are you right?

2. Guide the children to discuss: Why can some things stand up and some can't? (Encourage children to exchange their guesses boldly)

Second, children play with objects again and find various ways to make objects stand up and feel the diversity of methods.

1. Let the bamboo stick stand up and master the recording method.

(1) The teacher showed the bamboo stick and asked the children to find a way to get them to stand up.

How can I make the bamboo stick stand up? Make a base with plasticine, stick it in the sand, clamp it with a book and so on.

(2) children's operation experiments.

Please have a try. Can the method you think of succeed?

(3) Exchange experimental results and discuss recording methods.

How did you get the bamboo stick to stand up? (Children show their achievements)

How can we let others know our method after a long time? Keep what we have done, let's draw it, and so on.

2. Enrich materials, operate, discover and summarize more ways to make objects stand up.

Teachers add boxes, bottle caps, sand, plasticine and other auxiliary materials on the basis of the original materials, asking children to choose an object that can't stand alone and try to make it stand up. Encourage children to come up with different methods from others and record them with simple drawings.

3. Through communication, children can feel the diversity of methods.

After the operation, use the physical projector to show the record form to the children, and encourage them to use their own record form to communicate their operation results boldly in a complete and coherent language.

Third, children negotiate and cooperate in groups and try to make straws stand up and take notes.

1. The children are in groups of four, trying their best to make the straw stand up.

Now please discuss with four children in the same group. Choose one child to record the experimental results and introduce them later.

2. Each group of children who are responsible for recording communicate collectively.

Fourth, expand children's thinking by discussing the supporting phenomena in life.

What other things have you seen in your life that hold water? What are the phenomena that need support to stand up? (There must be a support behind the photo frame to stand up, Yun Song in our class has to climb on the pipe to stand up, the physically disabled have to stand up with crutches, and the bicycle needs a support to stand up, etc.). )

Verb (abbreviation of verb) promotion activities

1. Put the items in the activity into the scientific exploration area for children to operate. And will show the child's record table to improve the child's recording ability.

2. Home cooperation: Please ask parents and children to find examples that need support in life to calm down, develop children's thinking, collect more materials to enrich the activity area, and guide children to further operate and explore.