Middle class science activity lesson plan for what is in the soil
Design intention:
We are a rural kindergarten, and children have been in close contact with soil since they were young. My body and hands were all gray all day long, and there was no clean spot. In the process of playing, they like to use small branches to draw traces, sometimes piled up into hills, sometimes with no purpose. This activity utilizes and explores the potential value of this teaching material: "Return to the Living World". Let children explore and research purposefully under the guidance of teachers to discover the characteristics of soil and feel the fun that soil brings to them.
Activity goals:
1. Through operation and practice, guide children to distinguish dry mud and wet mud, understand their performance and uses, and perceive their different characteristics.
2. Enhance children’s awareness of safety and hygiene when playing with soil.
3. Cultivate children’s interest in exploration.
Activity preparation:
1. Have played digging: looking for what is in the soil.
2. Play area; plastic shovel, water, some molds; a pair of sleeves and shoe covers.
3. Activity background: light music.
4. A mobile phone and a small microphone worn by the teacher.
Activity process:
1. Introduce activity tasks and lead to activities.
After putting on sleeves and shoe covers, bring them into the venue - the playing area.
1. Introduce activities: Answer the call from Mr. Earthworm and explain today’s task: find the secret of the soil.
2. Discussion: "What should we pay attention to when we are looking for the secret of the soil?" 3. Disclosure rules: See who can find the secret of the soil first. When you hear the phone ringing, come back quickly and tell the secret of the soil. Good friend - Mr. Earthworm.
(Evaluation: As the saying goes, "Interest is the best teacher." This activity was led by finding secrets, which stimulated children's curiosity and promoted their desire to participate in the activity. At the beginning of the activity, I answered the question "Interest is the best teacher". The content of Mr. Earthworm’s phone call was to assign tasks to the children and start today’s activities. Because children are often in an endless state when playing with soil, I used Mr. Earthworm as the main thread throughout the activity to guide the children through all aspects of the activity. ) 2. Perceive the characteristics of dry soil.
1. Free exploration.
"Children, please bring tools and play, and see what secrets you can discover in the soil?" (1) Why do teddy bears made of toy bears disappear when touched? (2) What is the difference between the soil in the two places (the soil that has been turned and the soil that has not been turned)? (soft, hard) (3) Why does the mud disappear when you hold it with your hands? (Fragile, loose) (Evaluation: During the process of children's independent exploration, the teacher carefully observes, promptly raises a series of questions based on the children's operations, and guides the children from playing aimlessly to purposefully exploring answers and solving problems. Therefore, children also have a basic understanding of the "hard, soft, loose, and fragile" characteristics of soil after their own personal experience) 2. Children's narration.
The teacher asked: "What secret did you discover?" (Mr. Earthworm called, let's tell Mr. Earthworm together. Guide the children to concentrate.) I found that the dry soil is very loose.
I found the soil to be very soft.
I found that some of the soil over there is very hard.
I tapped it lightly with the shovel, and the soil crumbled.
3. Perceive the characteristics of wet mud.
1. Free exploration.
Ask the children to add a little water to the dry soil. What will you find? Where did the water go? I asked: What happens to the soil with water added? Why does it stick to my hands? You continue to add water and try again. What happens to the soil?
(Evaluation: This link mainly guides the perception of the characteristics of wet mud, and the change from dry mud to wet mud, inducing children to explore. In the process of me guiding the children while playing with them, it was completely offset. Children's nervousness and concerns, children explore and find secrets in a relaxed environment. As the "Outline" says, "Teachers should create an equal and relaxed atmosphere for children." At the same time, the identity of teachers' guides, collaborators, and supporters Children are the masters of activities and they integrate and promote each other.) 2. Children tell.
Teacher: What secret did you discover? (Mr. Earthworm called. Let’s tell Mr. Earthworm the secret of soil after adding water. Guide the children to concentrate.) The soil will absorb water.
After adding water to the soil, it will become soft and sticky.
It's all stuck to my hand.
After adding water, I picked up the plastic crab. The crab was still in good condition and the soil was not loose.
After adding water, the soil will deform. What shape do you want to make... >>
What are the lesson plans for kindergarten middle class science soil?
[Purpose of the activity]
1. Through operation and practice, guide children to distinguish between mud and soil, understand their performance and uses, and perceive the different characteristics of mud and soil.
2. Guide children to use a variety of masonry skills to create masonry creations, inspire children to rationally use auxiliary materials and tools to shape works, and use skills such as dividing clay, connecting, and pinching edges to shape combined objects.
3. Encourage children to carry out creative activities according to their own wishes and give full play to their imagination and creativity. [Activity Preparation] 1. Prepare a large amount of different types of soil (red soil, loess, sand, etc.), water, mud playing tools, reconciled mud (a small amount), and various mud toys.
Shao Fengxing’s teaching design for what’s in the soil
Teaching objectives
Scientific concepts:
1. Soil contains the size of weathered rocks Different particles, living bodies and residues of animals and plants, as well as humus, water and air, etc.
2. When water flows, it can carry soil particles along with it. When the water flow stops, the carried materials will also be deposited. Generally speaking, heavier particles are deposited first and lighter particles are deposited later.
3. There is a close relationship between soil and biological survival, human production and life.
Process and methods:
1. Find the composition of soil through observation and experiment.
2. Use sedimentation method to divide the soil components into several layers according to the size of the particles.
3. Comprehensive information obtained through various methods to obtain a correct understanding of soil composition.
Emotions, attitudes, values:
Recognize the importance of soil to life and human production and life.
Teaching focus:
Find the composition of soil through observation and experiment.
Teaching difficulties:
Recognize the importance of soil to life and human production and life.
Teaching preparation:
Grouping materials: Prepare for students one piece each of fresh moist soil and dry soil, newspaper, magnifying glass, beaker, tweezers, small sticks, water, small Spoon etc.
Teaching process:
1. Tutorial
Students, do you think our hometown is beautiful? Is our school beautiful? The teacher also found it very beautiful. The teacher took pictures of these beautiful scenery and let’s enjoy them together.
Show soil picture, background music "On the Field of Hope".
Appreciating the beautiful pictures and listening to the crisp and sweet singing, familiar scenes appeared in front of us, leading us into today's class.
Our hometown is in the field of hope. We have lived in this field for generations. The fertile soil nourishes us and brings us food, vegetables, fruits, cattle, sheep, greens, etc. It is closely related to our food, clothing, housing and transportation. Soil is very familiar to us but seems strange to us. Today, let’s get closer to the soil again and learn more about it.
2. Ask questions
What aspects of soil do you want to study and understand?
Student exchange. (How soil is formed, what is in soil)
The questions raised by the students are very meaningful. You know, raising a question is more valuable than solving a problem. Today we choose the most basic question to study - what is in the soil.
Blackboard writing topic: What is in the soil
Guess what is in the soil?
Many students just expressed their opinions, some of which were based on their own life experiences, and some were just speculations. You know, many of the world's great discoveries originated from guesswork.
To the students who just actively speculated, you are all great.
However, mere speculation is not enough. We have to go through verification before we can finally draw a real conclusion. If you want to know what's in the soil, let's take a look.
3. Observe the soil.
1. The teacher brought some fresh soil to everyone in the field this morning. Pour the soil on the paper and observe, what is in the soil? Record it.
2. Take a piece of dry soil, crush it, separate the soil particles with a toothpick, and observe carefully with a magnifying glass. Are the soil particles the same size? Can we describe their size?
Requirement: When the group feels that the observation is over, they pour the soil back into the cup, sit down and tell the teacher.
3. Students experiment and teachers inspect.
4. Report.
Students report the observed phenomena: dead leaves, water, pebbles, sand, animal remains, and particles of different sizes.
Do you see that the particles in the soil are the same size? How would you describe it?
In order to distinguish the particles, geologists gave them their own special names based on their sizes (the courseware shows enlarged particles of gravel, sand, silt and clay).
Search the soil on your desk. Can you find gravel, sand, silt sand and clay particles?
This is distinguished by geologists using advanced instruments based on the size of the particles. Their diameter is too small to be seen with the naked eye.
Can you figure out how to tell them apart?
Student exchange.
Although we do not have advanced instruments, we can roughly distinguish different particles of soil through experiments.
4. Soil sedimentation experiment.
1. The teacher demonstrates and explains the experimental process.
Pour dry soil into a cup filled with water and observe what happens? Use a small stick to stir again, stir thoroughly, and observe what will happen? Then we put this cup of mud-water mixture aside quietly without moving it, and observe what will happen after a while? What are the patterns of sediment sinking to the bottom of the water? Why does this happen? (Record while observing)
Soil sedimentation experiment
Method
What phenomenon was observed?
Put the soil clods into the water
Stir with a small stick
Let it sit for a while...>>
What is there in the soil teaching design lesson plan
Teaching objectives
Scientific concepts:
1. Soil contains particles of different sizes formed by weathering of rocks, living organisms of animals and plants and residues, as well as humus, water, air, etc.
2. When water flows, it can carry soil particles along with it. When the water flow stops, the carried materials will also be deposited. Generally speaking, heavier particles are deposited first and lighter particles are deposited later.
3. There is a close relationship between soil and biological survival, human production and life.
Process and methods:
1. Find the composition of soil through observation and experiment.
2. Use sedimentation method to divide the soil components into several layers according to the size of the particles.
3. Comprehensive information obtained through various methods to obtain a correct understanding of soil composition.
Emotions, attitudes, values:
Recognize the importance of soil to life and human production and life.
Teaching focus:
Find the composition of soil through observation and experiment.
Teaching difficulties:
Recognize the importance of soil to life and human production and life.
Teaching preparation:
Grouping materials: Prepare for students one piece each of fresh moist soil and dry soil, newspaper, magnifying glass, beaker, tweezers, small sticks, water, small Spoon etc.
Teaching process:
1. Tutorial
Students, do you think our hometown is beautiful? Is our school beautiful? The teacher also found it very beautiful. The teacher took pictures of these beautiful scenery and let’s enjoy them together.
Show soil picture, background music "On the Field of Hope".
Appreciating the beautiful pictures and listening to the crisp and sweet singing, familiar scenes appeared in front of us, leading us into today's class.
Our hometown is in the field of hope. We have lived in this field for generations. The fertile soil nourishes us and brings us food, vegetables, fruits, cattle, sheep, greens, etc. It is closely related to our food, clothing, housing and transportation. Soil is very familiar to us but seems strange to us. Today, let’s get closer to the soil again and learn more about it.
2. Ask questions
What aspects of soil do you want to study and understand?
Student exchange. (How is soil formed, what is in soil)
The questions raised by the students are very meaningful. You must know that raising a question is more valuable than solving a problem. Today we choose the most basic question to study - what is in the soil.
Blackboard writing topic: What is in the soil
Guess what is in the soil?
Many students just expressed their opinions, some of which were based on their own life experiences, and some were just speculations. You know, many of the world's great discoveries originated from guesswork. To the students who just actively speculated, you are all great.
However, mere speculation is not enough. We have to go through verification before we can finally draw a real conclusion. If you want to know what's in the soil, let's take a look.
3. Observe the soil.
1. The teacher brought some fresh soil to everyone in the field this morning. Pour the soil on the paper and observe, what is in the soil? Record it.
2. Take a piece of dry soil, crush it, separate the soil particles with a toothpick, and observe carefully with a magnifying glass. Are the soil particles the same size? Can we describe their size?
Requirement: When the group feels that the observation is over, they pour the soil back into the cup, sit down and tell the teacher.
3. Students experiment and teachers inspect.
4. Report.
Students report the observed phenomena: dead leaves, water, pebbles, sand, animal remains, and particles of different sizes.
Do you see that the particles in the soil are the same size? How would you describe it?
In order to distinguish the particles, geologists gave them their own special names based on their sizes (the courseware shows enlarged particles of gravel, sand, silt and clay).
Search the soil on your desk. Can you find gravel, sand, silt sand and clay particles?
This is distinguished by geologists using advanced instruments based on the size of the particles. Their diameter is too small to be seen with the naked eye.
Can you figure out how to tell them apart?
Primary school science: "What's in the soil" lesson plan
Unit 1 Mixing
4 What's in the soil
Teaching objectives:
1. Be able to use multiple methods and multiple senses to understand soil. Able to describe and record own observations.
2. Know that soil contains particles of different sizes, including animals, plants and their remains
3. Be able to establish the concept that soil is a mixture.
Teaching focus:
1. Be able to use multiple methods and multiple senses to understand soil. Able to describe and record own observations.
2. Know that soil contains particles of different sizes, including animals, plants and their remains
Teaching difficulties:
1. Be able to use a variety of methods and Use multiple senses to understand soil. Able to describe and record own observations.
2. Know that soil contains particles of different sizes, including animals, plants and their remains
Teaching preparation
Teacher preparation: a piece of land, for everyone Students prepare a magnifying glass, a soil research record sheet, and a small bucket of water for each group.
Students prepare: a wooden stick, a piece of white paper, a plastic cup, a cardboard plate, a small shovel, and a rag.
Teaching process:
1. Introduction of new lessons
Today we will study the knowledge about soil.
2. Independent learning
1. Tell me about your understanding of soil
(1) What do you already know about soil?
(2) Communication within the group and group reporting.
(3) Record what you already know about soil on the activity record card.
2. Digging soil (outdoor activity)
Bring students to a pre-selected piece of land on campus and let them dig soil on their own.
3. Observe what is in the soil
(1) Place newspaper on the table, pour the dug soil on the newspaper, and carefully observe what is in the soil. What do you already know? What was your most surprising discovery?
(2) Communication within the group and group reporting.
(3) Write down or draw your observations on the activity record card.
4. What else do you want to know about soil?
(1) What else do you want to know?
(2) Communication within the group
(3) Write down or draw the questions you want to know on the activity record card.
3. After-class research
Spend a certain amount of time to independently study the questions you raised and record the research results.
Reflection on teaching "What's in the Mud" in middle class science
The goals of this activity are twofold: 1. To actively explore the motor functions of one's own body. 2. Feel that many parts of your body can move. The main purpose is to allow children to actively explore the movement of many parts of their bodies and feel that many parts of their bodies are moving. But after the activity, I also found that I couldn’t understand the specific meaning of the word function, let alone a child. It's too general. It can be made smaller. For example, you can actively explore and discover where your body can move. After the implementation of the entire activity, the children have achieved their goal of exploring the moving parts of their body, but there is a big lack in sensing the moving parts of the body. When talking about the moving parts of the body, the children know that the heart beats, but due to winter Children wear thick clothes and touch the heart with their hands. Many children cannot feel the beating. Many children cannot find the exact location by touching their wrists and necks. I am the only one who is talking about the places inside the body that can move. , can't arouse the screams of young children. Therefore, when using the recording sheet to record and ask the children to draw the places that can move, all the places that can move on the outside of the body are recorded, and a few children drew a heart on the places that can move on the inside. You can use the time before and after meals to enrich children's knowledge in this area.
Primary school science "What's in the Soil" teaching design
Scientific concepts:
1. Through various observations and explorations, understand that there are air, gravel, Sand, silt, clay, humus, moisture and other ingredients.
2. Perceive that soil is composed of particles of different sizes through sieve classification activities and sedimentation experiments.
3. Infer that the soil contains air by putting it into water and observe, and understand that the soil contains humus by burning the soil.
Process and methods:
1. Students find the composition of soil through observation and experiments.
2. Divide the soil components into several layers according to the size of the particles through sedimentation. .
3. Comprehensive information obtained through various methods to obtain a correct understanding of soil composition.
Lesson Plan for What’s in the Soil in Volume 2 of Fourth Grade Science
Teaching objectives: 1. Through personal experience activities, students can use a variety of methods, multiple senses, and multiple angles to understand Observe the soil to understand some of its characteristics. 2. Through student participation activities, students can develop the skills to conduct general scientific inquiry. 3. Enhance students’ ability to record, communicate and cooperate. 4. Through this activity, timely education on cherishing life and environmental protection will be provided to students. Teaching focus: Be able to observe soil using multiple methods, multiple senses, and multiple angles. Teaching difficulty: draw conclusions after collecting evidence.
Teaching preparation: students dig soil before class; grouping materials: a bag of soil, a glass rod, an insect box, a square plate, a newspaper, a record sheet, a magnifying glass teaching process (this article comes from excellent educational resources Netfei.fei.lesson.piece.garden): 1. Asking questions 1. Narration: Before class, we divided into groups to dig soil in several places (written on the blackboard: soil). Now let’s ask the children to talk about how you dug. What does the soil look like? 2. Student report. 3. Narration: It seems that everyone knows a lot about soil! The teacher also has a child here. After she went to study the soil, she even wrote a little poem! Children, do you want to hear it? Okay, let’s give it to everyone! 4. Students appreciate the poem: The soil is a great mother. She is a child. Some are very small, and some are very big. From small flowers and grass to thousand-year-old trees... From black ants to white elephants. , Red Horse... ... Billions of lives in the world grew up in his warm embrace! 5. Learn how to interpret the word "earth". There are two horizontal lines in the word "soil" here, which means that the soil is layer by layer, and the plants penetrate their roots deeply into the fertile topsoil to absorb the nutrients inside. 2. Conjecture and hypothesis 1. Students guess what is in the soil we dug. 2. Observation: We can observe the soil ourselves. Observation is a good way for us to observe things! 3. Formulate a plan. Question: Children, what methods are you going to use to observe? Discuss with the group. Develop a reasonable plan to prove your conjecture. 4. Implementation plan A. Be careful when observing. If you find anything alive, please carefully put it into the insect box, because they are all alive. Other things can be placed in the square plate. B. Everyone must divide work and cooperate and keep good records! Each group should write in the same box the names of objects of the same category that they found in the soil. ⑤. Students observe the soil. 5. Display and communication ① Ask one group to send a representative to communicate. (Before students start to communicate, remind students to listen carefully to what others say and learn to respect others. The first student to come up to communicate should be praised promptly.) Physically project the record sheets brought by students. After the students reported the report, they asked: Why do you put these objects in the same box? (Write on the blackboard: Plants) Why do you put these objects in the same box? (Write on the blackboard: Animals) Do these objects belong to Which type? (Write on the blackboard: remnants of animals and plants) What about these? (Write on the blackboard: Miscellaneous items) ②. Which other group is also going to introduce your findings to everyone? Why do you divide these objects into four pieces like this? ③. Ask the groups that have not reported yet to communicate collectively. [Students who come up for communication should be praised promptly. This is an affirmation of the students’ research results. Because the new standards point out that the timing of student evaluation should be comprehensive, teachers should always pay attention to students' performance and reactions in class, and make encouraging and instructive evaluations to students in a timely manner. ] ④. Narration: Everyone was very involved in the observation and found so many things in the soil, including plants, animals, remnants of animals and plants, and debris. Among these things, which ones are originally in the soil? Are there any? Yes, soil is originally the home of small animals and plants. ⑤ Narration: In the soil, there are small animals and plants that originally lived in it, as well as some foreign things. What are they? ......>>