Activity objectives:

1. Understand the types of trees, master the names of several common trees, and look for their different characteristics.

2 Like to make friends with trees, know how to protect trees, and establish preliminary environmental awareness.

Activity preparation:

1. Provide a variety of books about trees, as well as various materials that children can represent: crepe paper, newspapers, scissors, plasticine, flower arrangements, building blocks , various floral cloths and some auxiliary materials.

2. Contact parents to understand the theme content and accumulate various materials with children.

Activity process:

Activity 1. Knowledge tree

1. After breakfast, children are asked to voluntarily divide into several groups, and three teachers will lead the children to Go to every corner of the kindergarten to observe the trees in the kindergarten.

2. Encourage children to come up with ways to count the number of trees. Try to count how many trees there are in the kindergarten, how many types of trees, how many deciduous trees, and how many evergreen trees.

3. Conversation.

What trees did you see on your walk?

What secrets of trees have you discovered on your walks?

4. Encourage children to draw the secrets of the trees they discover and tell everyone.

Extension: Tell parents the significance of this activity, and ask parents to lead their children to learn about trees in nature, learn their names and uses, observe their appearance and characteristics, and see what new discoveries they will make.

Activity 2: I make friends with big trees

1. Make friends with trees and be able to take the initiative to care about your favorite trees.

There are many trees in the kindergarten. Which one do you like? Why do you like it? How do you want to take care of it?

2. Adopt a small tree.

Invite each child to adopt a small tree, name the small tree, record the growth and changes of the small tree, and ask the children to take good care of the baby tree like their mother.

3. Understand the annual rings.

There are some tree stumps in the kindergarten with circles on them. "Teacher, what is this?" aroused the curiosity of the children. "Guess!" Some children replied: "You can tell how old the tree is from the circles on the tree stump." "Yes! These circles are annual rings. Count how many circles there are on the tree stump. , it shows how old the tree is.” Children learn that the age of a big tree can be calculated using its annual rings.

Activity 3. Take photos of big trees

1. Provide various materials to inspire children to express their impressions of trees in ways they like or are good at, such as painting and pasting , production, patchwork and three-dimensional modeling, etc.

2. Encourage parents and children to represent the tree together.

Explain the intention to parents and ask parents to "make" the tree with their children. The next day, the children brought trees “made” in various ways. The children told with great interest the scene of "making" a big tree with their parents, full of pride and success.

3. Show results.

Category the children's works and, based on soliciting their opinions, set several titles: "The Tree I Know", "The Tree in My Mind", and "The Tree I Made". After the arrangement is completed, parents are invited to visit the works represented by the children, and the children introduce the works represented by themselves.

Experience the joy of learning in activities

The famous educator Bloom pointed out that learners should not be passive recipients of information, but should be active participants in the acquisition process. . The same is true for early childhood teaching. Teachers must break out of the framework of teaching materials and use new concepts to give full play to children's subject initiative, so that children can use their brains, hands, and mouth during the activities to become the masters of learning. To this end, I designed the theme inquiry activity "Various Trees" and tried from the following aspects.

1. Create a relaxed and harmonious learning atmosphere.

The relaxed and harmonious learning atmosphere is conducive to children expressing their opinions freely and boldly imagining and creating.

For example, in the activity of "Knowing Trees", we let the children observe and discover the differences of the trees by themselves. They were very interested and asked many questions. "The leaves of the sycamore tree are big, and the leaves of the tasung tree are like needles and very thin." Why are tree trunks round? "Don't pine trees lose their leaves?" "How does a tree grow? What does it eat?" "Can a big tree talk? Does it have eyes, a nose, and a mouth?" Observe with interest. "A good question is more valuable than a good answer." Therefore, timely affirmation of the questions raised by children can make them feel that their discoveries are valuable, which can arouse children's interest in discovery. Inspiring children to solve problems that they don’t know can be solved by consulting information and asking adults for advice. This teaching model that emphasizes the meaning rather than the form, and the interest rather than the method can enable children to boldly express their hobbies and interests. It allows them to experience the fun of independent learning.

2. Create a space for independent exploration.

Children are generally active and like to play, and are full of freshness and curiosity about everything in the world. Therefore, the first step in early childhood education is to play. Play for fun, gain knowledge through play, and stimulate learning initiative through play. For example, in the "I Make Friends with Trees" activity, children are always immersed in excitement, exploration, and excitement. I timely guide them to transition from unintentional attention to intentional attention to the trees around them, and guide them to use language and images to organize the collected information. At the end of the activity, the children in each group discussed and summarized the trees they observed, and invented their own methods to record the growth and changes of the trees, such as the pyramid recording method, the sun recording method, the staircase recording method, etc. Although these records have problems of one kind or another, the different growth and change processes of various trees can still be clearly seen from the table. This is a meaningful attempt by children in recording methods. It is difficult to express the children's excitement, pride, joy and joy in words. At the same time, by claiming the tree and making friends with the tree, the children's sense of responsibility is enhanced and their enterprising spirit of continuous exploration is stimulated.

3. Create a teaching method that focuses on children’s activities.

The "Outline" points out that "teachers should become supporters, collaborators, and guides of children's learning activities." Our teaching methods should transform from "teaching" to "child activities" . Each activity should give children enough time to think, explore, and imagine. Choosing effective teaching methods is a very important step in carrying out activities. Teachers should cooperate and guide children to actively observe in a timely manner. For example, if you observe the cherry blossom tree, does it bloom first or grow leaves first? There are so many small balls on the top of the tallest sycamore tree in the garden. Are those its buds? Why don't pine trees lose their leaves in winter? Strive to be specific, targeted and enlightening in the requests you make when guiding their observations.

The activity "Taking Pictures of Big Trees" is for children to learn to represent various trees on the basis of understanding trees. The children were enthusiastic and always in the excitement of active creation. They also introduced their tree friends to their peers from time to time. Some drew "Grandpa Tree" with deep wrinkles on the thick trunk, and some drew "Grandpa Tree" with clumps of leaves. "Tree Mother", music tree, electric light tree, etc. Through this representation activity, children learn more about trees and become more comprehensive. It not only cultivates children's observation ability and language expression ability, but also cultivates children's ability to represent objects in a variety of ways. I have always been a supporter, guide and collaborator of children's activities, creating a relaxed environment for children to want to do, dare to do, and be willing to do. The children's creative enthusiasm is very high, thus stimulating richer imagination. At the same time, this This kind of activity really enhances children's self-confidence and makes them feel "I can do it."

The new educational concept tells us: to develop children's subjectivity in activities, we must not only provide children with a rich material environment, but also create a good psychological environment and treat them as independent people. Only when the main body of the activity and the children respect each other, understand each other and get along equally, can the children freely express their minds and their own emotions, allowing children to truly become the masters of learning.