Before teachers carry out teaching activities, they usually need to use lesson plans to assist teaching. Writing lesson plans helps us understand the content of the teaching materials and then choose scientific and appropriate teaching methods. What formats should you pay attention to when writing lesson plans? The following is a reflection on the roly-poly lesson plan that I carefully compiled. It is for reference only. I hope it can help everyone. Reflection on the Tumbler Lesson Plan 1

Design Intention

Tumblers are toys that are familiar or easy to see for children. They may have been knocked down again and again, but they may swing up again and again. It made the children have fun non-stop. They only thought it was fun and interesting. They had never thought about the reason why the toy could not be knocked over. In this activity, a set of comparative experiments were conducted to study the secret of the tumble-proof toy and find out the secret of the tumble-proof toy. "Tumbler" This activity requires eggshells to make a tumbler, so please ask children to collect eggshells before the activity, and the openings of the eggshells should be on the small side and washed clean. The main activity links are: 1. Appreciate the courseware to stimulate interest in the tumbler. 2. Discuss the method of making a tumbler. 3. Use your creativity and try to make and use various materials for decoration.

Activity goals:

1. Use your creativity to try to make a tumbler and decorate it with various materials.

3. Experience the fun of making and decorating activities.

4. Through the children's own activities, they can perceive the secret of "non-falling toys" and find that the bottoms of these non-falling toys are all hemispherical.

4. Let the children understand the principle of "roly-poly" through their hands-on operations. Make children realize that after loading objects into the non-falling toy, the non-falling toy can stand if it is lifted lightly and heavy, but it will fall over when pulled. The heavy object needs to be fixed at the center of the bottom of the hemisphere to make a non-falling toy.

5. Cultivate children’s ability to observe and compare, operate and discover problems and solve problems independently in practical activities.

Activity preparation:

⒈Each person has an empty eggshell, colored clay, solid glue, double-sided tape, several decorations of various materials, and scissors.

⒉ppt courseware.

Teaching focus:

Guide children to discover that objects with a semi-autumn shape at the bottom that are light on top and heavy on the bottom are not easy to fall. Only by loading something heavy at the bottom and fixing it in the middle can the toy not fall over no matter how hard it is turned.

Teaching difficulties:

In the process of children's operation and exploration, summarize the secret of the roly-poly.

Activity process:

1. Appreciate the courseware and stimulate interest in the tumbler.

1. Teacher: Have you ever played roly-poly? What is it like? Let’s learn how to look like a tumbler together!

2. Children imitate the swing of a tumbler.

3. The teacher showed an example of a tumbler made from empty eggshells to stimulate children's interest in making their own tumblers.

Teacher: Which tumbler do you like and why?

2. Discuss how to make a tumbler.

1. Question: Who knows why the tumbler does not fall? What can be done to prevent it from falling?

2. Individual children try, collectively discuss the reasons for success or failure, and summarize the correct production methods.

3. Summary: Try to put the plasticine from the top of the eggshell and fix it gently. If it does not fall, it means you have succeeded.

3. Use your creativity and try to make and use various materials for decoration.

1. Please find the balance point of the egg first, and then gradually add plasticine into the egg shell from less to more to make the egg not fall over.

2. Guide children to create tumblers according to their own ideas. (Prepare some decorations of different materials for each group, and children can choose to decorate by themselves) Teachers can assist children in completing it appropriately.

4. Work display and communication.

1. Discuss whether you encountered any difficulties during the creation process. If so, ask the children to talk about how they overcame them.

2. Children talk about their own characteristics when displaying their works.

Teacher: How is your tumbler different from others? What are its characteristics?

3. Guide children to display their works, let everyone observe and encourage them.

Teacher: Whose tumbler do you think is the most special and why?

5. Complete the production

Children can play together and experience the fun and sense of accomplishment.

6. Ending part:

Display the eggshell tumbler made by the children and enjoy it together.

Teacher: "Everyone makes such beautiful and fun toys out of eggshells that are about to be thrown away. In fact, there are a lot of waste products in life. With slight changes, they can be reused. As long as you observe and pay attention carefully; life Everywhere you can turn waste into treasure."

Reflection on the activity

The goal of this activity is to allow children to actively explore the tumbler and discover the secret of the tumbler.

During the activities, children learned to ask questions, explore problems and try to solve problems. In this way, the experiences children gain are gained through their own exploration, and the impressions in their brains are naturally better than those taught by teachers alone. More profound. It is better to teach people to fish than to teach them to fish.

This activity has both scientific exploration and hands-on production, which is more in line with the interests of young children. It is a form of activity that children like very much, so it was quite successful. However, in I still found some problems during the activity, such as not enough materials prepared for the activity. Some children with strong abilities also thought of many innovative methods, but they were limited in materials. So I didn't give the children a better space to play. In future scientific activities, I should prepare more materials for children to operate better.

Through this event, the old saying has been verified again: easier said than done! Reflection on the Tumbler Lesson Plan 2

Activity Design Background

1. The "Tumbler" is a toy that children like very much, but it contains scientific principles on the balance of force. How to make it Can children discover these scientific phenomena on their own and understand and apply them?

2. Through this activity, we have prepared a lot of materials for children, allowing them to operate, experience, discover and explore the secrets by themselves, and make various non-falling toys. Get useful learning experience from it.

Activity goals

1. Through children’s own activities, they can perceive the secret of the “roly-poly” and stimulate children’s interest in exploration.

2. Let children understand the principle of "tumbler" through their hands-on operations.

3. Cultivate children’s ability to observe and compare, operate and discover problems and solve problems independently in practical activities.

4. Be willing to try boldly and share your experiences with your peers.

5. Stimulate children’s interest in scientific activities.

Teaching key points and difficulties

Cultivate children's hands-on ability and stimulate children's interest in exploration.

Activity preparation

1. Set up the scene "Toy City": use table tennis balls, eggshells, and waste rubber balls to make various toys and place them in the activity

around the room (some of which will fall and some of which will not).

2. Children’s operating materials: paper, glass balls, beans, sand, plastic balls, plasticine, small stones.

3. Recorder, recording tape of the song "Tumbler".

Activity process

Introduction: Introduce the topic in the form of going to the "Mysterious Toy City" to stimulate children's interest in exploration. The class teacher pretended to be "Blue Cat" and said: "Hello, children, I am Blue Cat. Welcome to the mysterious toy city. The toys here hide many secrets, waiting for you to discover while playing. Let's see who it is." Discover the most."

1. Free exploration

1. Task assignment: When you play, you should take a careful look, compare, shake, and see< /p>

What did you find? (Discover falling and not falling)

2. Children can play freely.

3. Question: "How did you play and what did you find? What are the similarities and differences between these toys?" Guide the children to touch the bottom and discover The bottoms are all hemispherical. Some toys will fall over and some will not.

Summary: The children played very seriously in the "Toy City" and used their brains. They discovered that the toys in the "Toy City" were all hemispherical. After another comparison, the children discovered Some toys will fall over, and some won't.

2. Try to make a toy that does not fall over.

Children communicate and experience the secret of the "roly-poly" that does not fall over: the top is light and the bottom is heavy, and the bottom object is fixed.

1. The teacher plays the song "Tumbler" to further inspire the children to discover the secret of the "Tumbler", which contains something.

2. Child operation: put the fallen toys into things as well

(1) Tip: The teacher prepared paper balls, plastic balls, glass balls, sand, etc. for the children. Beans, plasticine, small stones, etc. You are free to put each item into the toy and try it out to see if the toy can stand up.

(2) Organize children to discuss:

What did you put in the toys, and what phenomena did you discover?

Why does a toy that contains paper balls fall over but a toy that contains sand or other objects can stand? (Sand, etc. is heavier than paper balls)

Summary: It turns out that if you put something heavy at the bottom of the toy, so that the bottom is heavy and the top is light, the toy can stand. What did you find when you shook a toy filled with sand?

(The standing toy fell over again) What should be put in it so that it doesn’t fall over? (Plasticine) Why?

3. Demonstration and comparison experiment

Guide the children to observe and analyze the reasons. When shaking the toy with the glass ball, the heavy objects will roll to the side. If the toy is heavy, the toy will move to the side. Fall to the heavier side. Fix the plasticine in the middle of the bottom so that it will not roll around. Then the center of gravity of the toy will be stable and the tumbler will be completed.

4. Complete the production, have fun and experience the sense of fun and accomplishment

1. Let the children make tumblers to the music of "Tumbler".

2. The children who have not finished the work will continue to make the tumbler toy. The children who have finished the tumbler toy can take the toy to the toy city to play.

V. Ending

The children were really smart today. They discovered the scientific secret in the "roly-poly" toy and made a "roly-poly" by themselves. Now, how about we give it to the children in middle and primary classes to play with?

Activity extension:

1. In the corner activities, various materials can be placed in the science corner for children to try to make a tumbler.

2. During outdoor activities, you can play with your children some sensory-balanced sports games such as "Swinging Tumbler" and "Golden Rooster Independence". Reflection on the tumbler lesson plan 3

(1) Activity goals:

1. Through children’s observation and hands-on exploration, it was discovered that the reasons why the tumbler does not fall over are: first, the top is heavy and the bottom is light; The bottom is large and smooth.

2. Simply understand the simple scientific principles between the center of gravity of an object, the size of the base area of ??an object, and its stability.

3. Grow children’s desire to explore science.

(2) Activity preparation:

Several tumblers; several wooden boards, cones and other objects.

(3) Activity process:

1. Riddle introduction: An old grandfather, despite his age, walks left and right, but does not fall down.

2. Show the tumbler to arouse children’s interest in participating.

(1) The teacher asked the tumbler to move and asked the question, why does the tumbler not fall down no matter how hard it is pushed?

(2) Children are divided into groups to operate, explore and discover the reasons why the tumbler does not fall down with questions.

(3) The teacher is just a participant and guide in this process.

3. Entering the group activity session, the teacher asked the following questions.

(1) The appearance characteristics of the tumbler: What does its bottom look like? What does the top of it look like? What did you discover during operation of its upper and lower ends?

(2) Why doesn’t the tumbler fall over?

(3) Teacher summary: The first reason why the tumbler does not fall over is that its body is heavy at the top and light at the bottom, and there is a heavier iron block at the bottom; second, the bottom surface is large and smooth, tilting to one side. When the force of gravity causes it to sway.

4. Explore the simple principles between the center of gravity, the size of the bottom surface of an object and stability.

(1) Children work in groups to operate wooden boards and cones, and let the operating objects stand. The teacher guides the process.

(2) During the process, teachers and children use different methods to make the object stand, and find out what characteristics of the object are related to the stability of the object. Why can't a cone stand up when its cone is down?

(3) Operate the tumbler, let it swing left and right, and discover the simple relationship between the center of gravity and the action of gravity.

5. Teacher summary.

(1) Through the different ways of standing on the wooden board, it was found that the larger the bottom area, the more stable the object.

(2) By operating the tumbler, when the tumbler tilts to the left, the center of gravity and the line of gravity are to the right of the contact point, and vice versa; the greater the tilt of the tumbler, the greater the effect of gravity. , the greater the swing.

6. The children play with the tumbler and read children's songs while finishing the action. < /p>

Push it to the left and it will not fall; shake it to the right and it will not fall;

The greater the inclination, the greater the swing;

To fall to the left, the center of gravity and gravity will act The line (contact point) is on the right;

Fall to the right, the center of gravity and the line of gravity (contact point) are on the left;

Shake, swing, swing, the tumbler is mine Good playmates.

(1) Art activity: Making a tumbler

(2) Activity goals:

(1) Consolidate and apply what you learn in science classes by making a tumbler scientific knowledge.

(2) Develop children’s hands-on and creative abilities by making tumblers.

(3) Inspire children to enjoy the fun brought by science in art.

(1) Activity preparation:

1. Egg shells, yogurt bottles, corn kernels, rice, millet, beans, etc.

2. Color pens, scissors, glue, stickers and other auxiliary materials.

3. Several examples

(3) Activity process:

1. Show examples and talk about the introduction topic of children’s songs at the end of science class while playing. Arouse children's interest in participation.

2. Observation example, ask children to talk about the making process of the tumbler that they observed.

(1) Ask the children to shake the tumbler and discover that there must first be something in the tumbler's belly to make it weigh.

(2) Find out, if there are very few things in the tumbler's belly, can the tumbler survive?

(3) Which step should be taken first when making a tumbler? What next? Why?

(4) Tell me what the tumbler you plan to make looks like?

3. Make tumblers in groups and let children choose their favorite group to make according to their own preferences. During the children's production process, teachers provide timely and timely guidance, demonstrate to children with poor abilities, and praise creative children in a timely manner.

4. Conduct evaluation activities. First, let the children and their friends talk to each other about the names of their own tumblers, how they were made, the size of the tumblers, etc. Teachers conduct individual reviews, especially for children with poor abilities, and pay attention to discovering the advantages of his works to stimulate their self-confidence.

5. End the lesson by dancing with Bui Weng. (The music of the health song is used as accompaniment. The nursery rhyme is: Shake left, shake right. The head is small, the feet are round. The head is light and the feet are heavy. Let’s do exercises together. Push left and don’t fall. Push right and don’t fall. Shake left and right. It’s so cute! Reflection on the Tumbler lesson plan 4

Activity goals:

1. Initial experience and identification of the structural characteristics of music ABA

2. Experience and. The joy of playing music games with peers.

3. Use the charts to memorize lyrics and learn the song "The Roly-poly and the Little Doll"

4. Be able to cooperate with your peers when performing. ***Complete the performance at the same time

Activity preparation:

Recording, toys, etc.

Activity process:

1. Guide the children. Listen to the music in sections.

Listen to the first section. How do you know?

Listen to the second section. How is it different from the previous section? Same?

Listen to the third paragraph, who is dancing?

Appreciate the structural characteristics of the music ABA, and talk about your feelings about the whole piece. p> 2. Children are divided into two groups to play the role of roly-poly and little dolls.

Children cooperate in the game. Reflection on the roly-poly lesson plan 5

Design intention:

< p> Starting from children’s interests, develop children’s physical balance and coordination, cultivate children’s courage to challenge, dare to explore, and the spirit of collective cooperation, and experience the joy of success. This semester, this class combines the sports teaching and research activities carried out in our kindergarten. In line with the purpose of "putting children first, starting from children, and working with children", this teaching and research activity was carried out according to the age characteristics and physical development needs of the large class.

Activity goals:

< p>　1. Develop the balance ability of the feet and the coordination of the body.

　2. Boldly explore, actively participate in activities, and experience the joy of activities.

　3. Cultivate children's creativity. Awareness of cooperation, learning to be united and humble.

4. Understand the basic knowledge of health

5. Actively participate in activities and speak your mind boldly.

Activity preparation:

Balance board, sandbag basket, picture, tape and drum head

Activity process:

1. Preparation activities:

Warm-up exercise, we are all tumblers

2. Games

Activities:

1. Game: We are all wooden people

2. Make a request to play again

3. Exploration activities:

1. Children play freely on the balance board

2. Use the balance board. Building bridges

A: Group games for children.

B: The river widens, and the children explore ways to pass sandbags.

C: Increase the difficulty and let the children explore again.

D: Increase the difficulty of passing sandbags again and compete.

3. Game: Find friends

4. Relaxation activities:

Listen to music, appreciate pictures, relax your body and put away the balance board in an orderly manner.

Reflection on the activity:

Of course, in the pre-class design, I have paid attention to the students as the main body. However, in the actual teaching of this class, the teacher still leads the students. In terms of literacy methods and reading guidance, teachers give more and always put too much of their own feelings on students. In fact, we should trust students and let them read and realize on their own. Teachers only need to provide guidance where students really have difficulties, teach learning methods, and reflect students' learning.

Reflection on the tumbler lesson plan 6

Activity goals:

1. Actively explore the tumbler and discover the secret of the tumbler.

2. Be willing to participate in activities, boldly try, and dare to express the process and results of your exploration in front of the group.

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

4. Be willing to try boldly and share your experience with your peers.

5. Stimulate children’s interest in scientific activities.

Activity preparation:

Some eggshells, plasticine, pictures

Activity process:

1. Import the riddle into the tumbler. The round body swayed from side to side. You pushed it and I pushed it. I pushed it back and forth and it didn't fall over.

2. Does it have any abilities? Let's try it, stop it and it's straight. What we are going to do today is a tumbler. (Show the picture)

3. Why is it called a tumbler? Why won't it fall? Ask the children to make a guess.

4. The teacher opened the bottom of the tumbler and discovered the secret inside. (The bottom is round, slippery, and contains objects)

5. The teacher takes out the object at the bottom and asks the children to guess whether the roly-poly will stand. And experiment. (No) We draw two conclusions. The bottom of a tumbler must be round and smooth, and there must be items inside. Is it possible to make a tumbler by placing items inside the round and smooth bottom?

6. Ask the children to make a tumbler. Use plasticine instead of objects to fill the tumbler. Do you want to be a tumbler? Today we use plasticine to replace other objects. The teacher has provided you with some smooth materials with round bottoms. Please be an inventor and make a tumbler.

7. Show the tumbler made by children, discover problems and solve them.

(1) Some can be erected, and some cannot. Choose an example each and ask the creator to introduce how they made it, and ask them to open the bottom of the tumbler and discover what is different about the production. (The plasticine that stands up is stuck to the bottom, and the plasticine that cannot stand up is not stuck)

(2) Some of the standing ones are straight, and some are crooked. Choose one example of each and discover the differences in how they are made. Show the secrets discovered through pictures.

8. Ask the children to make and modify their own tumblers again.

9. Guide children to discover that a successful tumbler needs enough plasticine. If it is too little, the bottom will be too light and it will not stand up.

10. Teacher summary. What it takes to be a successful tumbler. Help young children remember through pictures.

Reflection on the activity:

This activity includes both scientific exploration and hands-on production. Children will like this kind of activity and it is more in line with their interests. Before the activity, I thought that the roly-poly should be a toy that children often play with in their lives. The roly-poly is so brave. We must also learn from the roly-poly’s spirit of continuing to stand up when encountering difficulties. Let us introduce your tumbler to your friends.