As a silently dedicated educator, I often need to write lesson plans. With the help of lesson plans, I can effectively improve my teaching ability. How should we write lesson plans? Below are 6 kindergarten science activity lesson plans that I have compiled for you. You are welcome to read them. I hope you will like them. Kindergarten science activity lesson plan 1
1. Activity title
Design of science activity for kindergarten class - giving way
2. Activity goal
Through activities, young children can initially perceive the phenomenon that the larger the object sinks in the water, the higher the water level will rise. Methods of cultivating young children to learn experimental records.
3. Applicable objects
Children in large classes.
IV. Resources required for the activity
One glass bottle (containing half a bottle of water), a pair of disposable chopsticks, a box of pebbles, a scale, a measuring cup, and glass bottles (two different specifications), iron marbles, watercolor pens, note cards, colored elastic bands.
5. Activity Process
Introduction: The story "The Crow Drinks Water".
A crow was thirsty and looked for water everywhere. It flew and flew, and finally found a bottle. There was some water in the bottle, but the mouth of the bottle was too small and there was little water in the bottle. The crow couldn't drink it. What should I do?...The crow brought some small stones in its mouth. Put it in the bottle, and the water in the bottle will come up slowly. Live demonstration: Let children add stones to a cup filled with water and see what happens to the water surface?
Exploration activity 1
Exploration question: To compare two equal masses and volumes When equal bottles sink into a basin, what happens to the water surface?
Children’s discussion.
(1) When bottles of the same size and weight are placed in a basin, the water level will be the same.
(2) One water surface is high and the other is low.
Give it a try. Children put the bottle into two measuring cups containing the same water at the same time, and use a rubber band to mark the position where the water rises.
Tell me what I discovered.
After the two bottles are sunk into the water, the height of the water surface in the two measuring cups is the same.
Inquiry Activity 2
Inquiry question: When two bottles of equal weight and different volumes are sunk into a basin, what will happen to the water surface?
Toddlers discuss.
(1) When the large bottle is placed in the measuring cup, the water level rises higher.
(2) The two bottles weigh the same and the water level rises to the same height.
Give it a try. Children take out bottles with different volumes and equal weights, put them into a measuring cup at the same time, and use a rubber band to mark the position where the water rises.
Tell me what I discovered.
When the large bottle is placed in the measuring cup, the water level rises higher.
Inquiry activity three
Inquiry question: When two bottles with the same volume and different weights are sunk into a measuring cup, what will happen to the water level?
Discussion with young children .
(1) When a heavy bottle is placed in a measuring cup, the water level rises higher.
(2) The two bottles are the same size and the water level rises to the same height.
Give it a try. Children put two bottles into the measuring cup at the same time, and use a rubber band to mark the position where the water rises.
Tell me what I discovered.
They are the same size, but not the same weight. If they are heavier (they hold more water), the water surface will rise higher.
Think about it: If the bottle cannot sink into the water, will the water level rise?
6. Precautions
Each hour Before the experiment, teachers should instruct children to check the water level in the measuring cup and make it consistent, so as to facilitate comparison of experimental results. Kindergarten Science Activity Lesson Plan Part 2
Activity Objectives
1. Let children know the names of several common seasonings and their taste characteristics. Exercise children's ability to distinguish things using their senses of smell, taste, vision and other senses.
2. Through the understanding of seasonings, children can learn simple methods of use. Enrich children's life knowledge and improve life skills.
3. Cultivate children’s good behavior habits of working hard and cooperating.
Activity preparation
1. Sort sugar, monosodium glutamate, salt, soy sauce, vinegar, chili oil, sesame oil, garlic paste and other condiments into categories.
2. Cut cucumbers, tomatoes, tofu skin, green onions, carrots, ham, white radish, etc. into plates.
3. Some chopsticks and transparent cups.
4. Set up a "baby kitchen" in the environment.
Activity process
1. Arrange the activity room and put the condiments on plates. Import the topic:
Teacher: "Today, everyone is welcome to the baby kitchen. First, let the children visit the spice world of the baby kitchen." When the music starts, the children directly enter the baby kitchen to visit the various prepared dishes. Condiments, remind children to use various methods to perceive the names and tastes of various condiments, and pay attention to order and hygiene when visiting.
2. Children visit and explore the names and characteristics of various seasonings, and use the seasonings to make simple cold dishes.
1. The teacher asked: "What seasonings did the children see just now?" The children answered: "Sugar, chicken essence, salt, soy sauce, vinegar, chili oil, sesame oil." Then ask the children to say what they are. How to know these seasonings? Guide children to name various seasonings and their taste characteristics based on their sense of smell, taste, and vision, such as sweet sugar, salty salt and soy sauce, delicious MSG, acetic acid, oily aroma, etc.
2. Show a plate of prepared dishes and ask the children to taste them and tell them the seasonings used in the dishes. The teacher summarized the taste and function of various seasonings: People use seasonings to make the dishes taste better when cooking. Briefly explain other uses of seasonings: vinegar can be used for sterilization and disinfection; salt can be diluted with water and used to disinfect wounds or skin; if there are burns and scalds, soy sauce can be applied to relieve the pain; applying sesame oil can relieve pain such as aphthous sores in infants and young children.
3. Show a variety of cut vegetables, and first ask the children to discuss how to eat these vegetables they have seen in daily life, and prepare cold dishes.
Teacher: "Today, can we use these seasonings and vegetables to make cold dishes ourselves?" Ask the children to divide into four groups to carry out the activity. Each group of children selects seasonings and vegetables according to their own wishes and brings them to the table. On the premise of paying attention to hygienic methods and safe use, they add various vegetables to the seasonings and mix them with chopsticks. The teacher provides guidance and reminds the children that the taste combination is reasonable, sweet and spicy. Each dish has its own outstanding characteristics. The dishes of the four groups of children should not be repeated as much as possible. After the mixing is completed, the children can taste it and then add additional ingredients according to the deficiencies. For example, add salt if it is light, add chicken essence or vinegar if it is salty, etc. The teacher reminded the children not to spill the condiments outside and to clean them up with a rag if needed.
4. Ask the children to put the prepared dishes on the plate, name the dishes and give a brief introduction. The language form of the introduction is: the name of our dish is * * *, the main ingredient is * * *, and the seasoning is * * *. Hope you all like it. References to dish names: Tomatoes mixed with sugar (fired iceberg), cold tofu skin (cucumber shreds, carrot shreds, etc. can be added, also known as tricolor shreds.), cucumber ham (red dots, green dots), sweet and sour radish shreds, etc.
3. Ask teachers and students from other classes to taste it. The teacher praises the children for their love of labor and friendly cooperation. It is recommended that young children help their father and mother with household chores at home. Kindergarten Science Activity Lesson Plan Part 3
1. Activity goals:
1. Guide children to cooperate with their peers in creative activities and experience the fun brought by the activities.
2. Interested in understanding the causes of animation and a desire to explore science.
3. Encourage children to carry out simple production activities and be able to boldly and completely describe their production process.
2. Preparation for the activity:
Draw a number of drawing papers with different shapes of kittens driving nails (numbers 1-10 are marked on the lower left corner of the drawing paper), and quickly turn them into animations A number of small picture books, ten small paper boxes, double-sided tape, a stapler, and some drawing paper with chopsticks to draw birds and bird cages.
3. Activity process:
1. Show small picture books to arouse children’s interest.
Teacher: Children, do you like watching cartoons? What do you like to watch? I also have a good-looking cartoon here. It's hidden in this little book of mine. Do you want to know what it's about? (Give each child a small picture book)
Children, what are the pictures in your little picture book? (Individual children answered) Now ask the children to play how to make the pictures inside move like a cartoon. (Children explore on their own) ×××, what is going on in your little book? How did you make it move? (The child answers while operating) ×××, what is going on in your little book? Give it to the kids to do it.
After reading this little book, do you have any questions to ask the teacher? ...(Children speak freely and ask their own questions) Some children just asked why the people in the little book can move. This is because our eyes will leave an impression after seeing the pictures. We have seen many such things in a short period of time. Pictures of continuous movements leave a connected impression, like a cartoon.
2. Children make their own animated little books
Just now, the teacher put cartoons in his little book. Do you want to make your own animated little book? There are ten boxes in front of you, and each box hides a little secret. When you find all ten secrets from these ten boxes, what will you find when you take a look? (Children explore freely, some children sort by actions, and some by numbers in the lower left corner of the picture. During the activity, children are guided to help each other) What do you see, children who have found all ten secrets? (The child flips the pages quickly, and the kitten looks like he is hammering nails into the book.) The teacher will help you nail up the little animated book.
3. Children explore the production of three-dimensional animation
Children are so smart that they can make many pictures of continuous movements into animated books. I have two pictures here, one is a small Bird, the other picture is a bird cage, who can use these chopsticks and double-sided tape as helpers to make this little bird move and fly into the cage. (The teacher shows various items while talking, and the children explore independently, and the teacher guides) ×××The children are done, and you will demonstrate how to make the bird fly into the cage? How did you do it? (The child responded by first sticking double-sided tape on the back of the bird picture, then sticking the chopsticks, and then sticking the picture of the bird cage on the chopsticks. When he rubbed the chopsticks with both hands, the bird "flyed" into the cage)
4. Ending part
The bird flew into the cage. Let’s let the children in the small class see how it is made, okay? (Lead the children to the small class) Kindergarten science activity lesson plan 4
Activity intention:
Walnuts are the dried fruit that children love to eat. Children are very curious and want to see everything. Seeing, touching, and generating this activity. I hope that by carrying out this activity, children's interest in exploration can be stimulated, and through activities such as seeing, touching, touching, rolling, and tasting, children can fully perceive the characteristics of walnuts, and at the same time encourage children to express their ideas actively and boldly.
Activity goals:
1. Encourage children to actively participate in activities, so as to cultivate their interest in exploring things.
2. Learn the characteristics of walnuts through activities such as looking, touching, touching, rolling, and tasting.
3. Encourage children to express their ideas actively and boldly.
IV. Theory of "round", "hard" and "rough"
Activity preparation:
1. Walnuts (intact and removed After the hard shell) clips, plates.
2. Magic box (the box contains several complete walnuts).
Activity process:
1. Show the "magic box" to the children and ask individual children to touch what mysterious things are in the box. Children touch the items in the "magic box" in order and guess what is in the box. Teacher: Where do walnuts come from? (Show the courseware pictures to arouse the children's interest in observation.)
2. The teacher shows the actual walnuts, and the children observe, and by looking and rolling, they know that the walnuts are round. You can tell by touch that walnuts are hard and rough.
Activity analysis:
The effect of this activity is good. The children in the upper class have a strong interest in eating and have certain experience. The teacher has grasped the children’s interest points. Therefore, The teachers and children cooperated and interacted well throughout the activity.
As a result, children can actively participate, have high emotions, fully experience the fun of exploration, and achieve the purpose of the activity. Kindergarten Science Activity Lesson Plan 5
1. Design Intention:
Dewey said, "Children have the instinct to investigate and research. Exploration is the instinctive impulse of children. They are curious, inquiring, and good." Inquiry is an innate characteristic of children."
Children’s scientific exploration should start from the things around them, guide them to pay attention to common things in their surrounding life and environment, and discover the fun and wonder in them! ——Water is the most common object that children come into contact with in their lives. During every water play activity, they always gather together with great interest to play with the water and throw toys into the water. However, children’s interest in water is limited to When playing with water, children do not know the characteristics of water. Children know very little about the flow of water and the transportation of water. In order to allow children to fully use their senses and understand how to use water transportation tools correctly and how to improve the speed and efficiency of water transportation, let children explore water in the process of "hands-on" work. characteristics, discover problems, and solve problems. We tried to carry out the outdoor science activity of "Little Water Carrier".
2. Activity goals:
1. Be able to use existing experience and boldly try to choose tools and materials suitable for water transportation in different situations to solve problems encountered in water transportation. problem.
2. Preliminarily master statistical methods.
3. Understand interesting scientific phenomena, stimulate children’s desire to explore water, and use their brains through hands-on activities.
3. Activity preparation:
(1) Material preparation: various water transport tools (bottles, cups, funnels, bottles with holes, spoons, bowls, spoons, tea cans , sponges, dish towels, towels), each person has an apron, rain boots, and sleeves.
(2) Preparation of knowledge and experience: Children have learned about water transport tools and have a certain understanding of the fluidity of water.
4. Activity process:
Practice with your hands, stimulate interest - use tools, explore experiences - learn cooperation, improve efficiency - go deep into layers and challenge difficulties
Five. Activity process
(1) Freehand practice to stimulate interest
1. The teacher introduces the activity with questions and puts forward the first water transport requirements:
⑴ Be very careful when transporting water and try not to let the water leak out. See who is the best.
⑵Do not splash water on children’s bodies and feet.
2. The children try to practice with their hands, and the teacher observes the children's performance.
3. The teacher asked: What did you find when you were carrying water by hand just now? Did you encounter any difficulties? Can all the water in the cup be transported to the forest? Kindergarten Science Activity Lesson Plan Part 6
Activity Analysis
Children are born with strong curiosity, and have a particularly strong desire to explore and seek knowledge about the things around them. Especially for children in the upper class, they are in an important period when concrete image thinking is dominant and abstract logical thinking begins to sprout. They like to inquire deeply about any common things and phenomena. In life, young children often find many phenomena: why do the newly planted trees have many wooden sticks tied to them, why do the pine trees in our class climb on the pipes, why do the picture frames have a bracket behind them, etc., all of these The phenomena are closely related to the theme of "making objects stand up". This activity is very specific. Children have a wealth of operable materials, which facilitates children to observe, discover and record during independent operations, and satisfies children's curiosity and thirst for knowledge.
Activity goals
1. Through continuous operation, discover and summarize ways to make objects stand up, and feel the diversity of methods.
2. Be able to communicate in a timely manner and gradually improve the ability to collaborate and discuss with each other.
3. Experience the fun of hands-on recording and collaborative exploration during the activities.
Activity preparation
1. Knowledge reserve: Guide children in advance to observe phenomena and examples that require assistance to stand.
2. Items to prepare: books, paper, bottles, straws, building blocks, toys, jelly boxes, clips, disposable cups, sand, bamboo sticks, plasticine, etc. Each person has a copy of recording paper.
Activity process
1. Children play with objects freely and distinguish which objects can stand up
1. Inspire children to classify objects that can stand up and those that cannot stand up through guessing and operation verification.
(1) Guess.
Which items do you think can stand up on their own? Which ones cannot? (Straws, bamboo sticks, etc. cannot stand up on their own, but bottles, books, building blocks, etc. can stand up on their own)
(2 ) operation verification.
Please give it a try and see if your guess is right.
2. Guide children to discuss: Why can some things stand up while others cannot? (Encourage children to boldly communicate their guesses)
2. Children play with objects again and discover various ways to make objects stand up. , experience the diversity of methods
1. Let the bamboo stick stand up and master the recording method.
(1) The teacher shows the bamboo stick and asks the children to find a way to make them stand up.
How to make the bamboo stick stand up? (Use plasticine to make a base, insert it in the sand, clamp it with a book, etc.)
(2) Children's operation experiment.
Please give it a try. Can the method you want to succeed?
(3) Exchange experimental results and discuss recording methods.
What method did you use to make the bamboo stick stand up? (Children show their results)
Then how can we let others know our method after a long time? What? (Keep what we made, let’s draw it, etc.)
2. Enrich materials, perform operations, discover and summarize more ways to make objects stand up.
The teacher adds boxes, bottle caps, sand, plasticine and other auxiliary materials to the original materials, and asks the children to choose an object that cannot stand alone and find a way to make it stand up. Encourage young children to think of ways to be different from others and record them with simple drawings.
3． Through communication, children can feel the diversity of methods.
After the operation is completed, use a physical projector to display the children's record sheet, and encourage the children to boldly communicate the results of their operations in a complete and coherent language based on their own record sheet.
3. Children negotiate and cooperate in groups, think of various ways to make the straw stand up, and record it
1. Children work in groups of four and work together to find various ways to make the straw stand up.
Now ask the four children in the same group to discuss with each other and recommend a child to be responsible for recording the experimental results and introducing them later.
2. The children in each group responsible for recording communicate collectively.
4. Expand children’s thinking by discussing support phenomena in life
What other objects have you seen in life that can stand up? What phenomena require support to stand up? ?(There is a bracket behind the picture frame to stand up, Yunsong in our class has to climb on a pipe to stand up, physically disabled people have to stand up with crutches, bicycles also need a bracket to stand up, etc.)
5. Extended activities
1. Put the items in the activity into the science exploration area to make it easier for children to operate. And display the children's record sheets to improve the children's recording ability.
2. Home cooperation: Parents and children are asked to work together to find examples in life that require support to stand, expand children's thinking, collect more materials to enrich the activity area, and guide children to further operate and explore.