In the actual teaching activities of teaching workers, they often need to prepare lesson plans. Teaching plans are the basic conditions to ensure the success of teaching and improve the quality of teaching. How should we write lesson plans? Below is the kindergarten lesson plan "Looking for Seeds" (selected 6 articles) that I carefully compiled. Welcome to read and collect. Kindergarten class lesson plan "Looking for Seeds" Part 1

Activity objectives

1. Cultivate children's awareness and ability to ask questions and seek answers to questions themselves.

2. Cultivate children’s curiosity and desire to explore seeds.

3. Let children understand various types of vegetables and fruits and their names.

4. Guide children to observe and discover the seeds of various vegetables and fruits, and at the same time understand the shape, color and size of seeds.

5. Learn to record your findings in various forms such as language and symbols.

6. Stimulate children’s interest in scientific activities.

Activity preparation

1. Several types of fruits and vegetables

2. Several plates

3. Rapeseed, celery, cabbage, Seeds of radish, leek, coriander, onion and other vegetables

Activity process

(1) Stimulate children’s interest in learning

Encourage children to bring the vegetables they bring Introduce each other with the names of fruits and vegetables, so that children can understand various types of vegetables and fruits and their names.

(2) Guide children to classify vegetables and fruits

Guide children to classify beans, fruits, vegetables, etc.

(3) Ask questions, the children will be divided into groups to carry out seed-finding activities, and the teacher will provide guidance.

Question: What vegetables or fruits are you looking for seeds for? Does it have seeds? Where are the seeds? What color, shape and size were the seeds found?

During the process of finding seeds, remind children that peppers and onions are relatively spicy and be careful not to get them in their eyes to avoid burning them. At the same time, remind the children to put the seeds they find into separate plates.

(4) Each group discusses the situation and results of finding seeds

1. Some vegetables have seeds, such as: watermelons, pumpkins, tomatoes, eggplants, cucumbers, peppers, and peas , kidney beans, lentils, etc.

2. Some vegetables have no seeds, such as: rape, celery, cabbage, radish, leek, coriander, onion, etc.

3. Watermelons, bananas, grapes, apples, pears, oranges, dates, hawthorns, pomegranates, persimmons and other fruits all have seeds.

4. Seed color: white, red, black, purple, yellow, and some with multi-color markings.

5. The shape of seeds: pea seeds are spherical; kidney bean seeds are kidney-shaped; lentil seeds look like they have been crushed by feet; tomatoes and pepper seeds are tiny. The seeds of eggplant and banana are small, round and numerous; the seeds of eggplant and banana are black and small and difficult to find; the seeds of watermelon and pumpkin are similar to watermelon seeds, but the color is different; the seeds of apple and pear are very similar.

Teacher’s summary: Although seeds cannot be found in some vegetables, such as rape, celery, cabbage, radish, leek, coriander, onion, etc., these vegetables do have seeds. When these vegetables mature to a certain level (that is, they slowly grow old until they bloom and set seeds), these vegetables also have seeds. Guide children to see and understand the seeds of these vegetables.

(5) Extended activities:

Use the daily process of children eating fruits to support their exploratory activities of finding seeds.

Let children gradually accumulate relevant experience in familiar life activities. Kindergarten lesson plan "Looking for Seeds" Part 2

Design Intention

Children aged 3-4 are full of curiosity about the world around them. How do plants grow? Why are there black melon seeds in watermelons? What are the uses of melon seeds? What are the little black dots in bananas? Faced with so many questions from young children, how can we satisfy their curiosity and keep them engaged? Always maintain a childlike innocence full of imagination? Start with the fruits that children eat every day and carry out a seed-finding activity. This will not only let children know that fruits, vegetables, flowers, plants and trees have seeds, but also create an interest in exploring seeds.

Activity goals

1. Understand that fruits, vegetables, flowers and trees all have seeds.

2． Know that the seeds of different plants have different shapes.

3. Be interested in exploring seeds.

Activity preparation

Watermelon, banana, apple, pear; parents cooperate to collect various seeds; video tape.

Process Suggestions

1. Find fruit seeds.

(1) Let the children taste watermelon. Question: Where are the seeds of watermelon? What do they look like?

(2) Let children taste bananas. Question: Does a banana have seeds? Where are its seeds? Tell the children that the small black spots in the banana are the seeds of the banana.

(3) Find the seeds of apples and pears

2. Use the opportunity to eat fruit after meals every day to taste and discuss with your children:

(1) What fruit did you eat today? Does it have seeds?

(2) Find Where are its seeds? What do they look like?

3. Watch the video: Where are the seeds of the big tree? The seeds are buried in the soil--germinate--small trees--big trees--bear fruit.

Extended tips:

1. Various seeds can be made into specimens and labeled.

2． Try growing beans and watch the changes in the seeds.

3. Parent-child activities: Look for seeds of vegetables and other crops

Question: Do edamame, radish, and green vegetables have seeds? Through the "Parent Garden", parents and children are asked to look for seeds of vegetables and other crops together, and arrange a period of time every day. Let the children introduce and show the seeds they found.

Kindergarten small class science activity lesson plan – boat ride

Kindergarten small class science lesson plan – boat trip

Useful learning experience:

1. Perceive the meaning of balance.

2. Learn to increase or decrease quantities to achieve balance.

Preparation:

1. A plastic (or wooden) boat.

2. Have a large basin filled with water.

3. Some stones.

4. Homework cards.

Activities and guidance:

1. All children gather around the water basin. The teacher pointed to the water basin: "This is the lake in the park. There are boats on the lake. The weather is good today. There is no wind or strong sun. The pebbles need to take a boat to play. Let's take a look and see how they can ride the boat safely and not Fall into the lake." Then demonstrate: put the stones on both sides of the boat, tilt it, and move the stones one by one until it reaches balance. Teachers should teach and demonstrate at the same time so that children can understand the principles and methods.

2. Instruct children to do the exercises:

(1) In each of the three groups of objects, find objects with the same number of dots and draw circles.

(2) Inspire children to count, tell the number of objects in each row, and then compare their sizes, knowing that removing 1 from the group with more or adding 1 from the group with less can make two sets of objects As much.

(3) Compare the monkeys and balloons one by one, and add as many balloons as there are differences. Kindergarten class lesson plan "Finding Seeds" Part 3

Activity goals:

1. Through various activities, learn that fruits, vegetables, etc. have seeds.

2. Generate an interest in exploring seeds, develop children’s observation and language expression skills, and germinate interest in science and nature.

Activity preparation:

1. Prepare apples, bananas, oranges, watermelons, pumpkins, tomatoes, grapes and other fruits.

2. Each child has a piece of operating paper and several seeds of various kinds.

3. Video converter.

Activity process:

1. Introduce activities to arouse children’s interest in exploration.

Yesterday, the teacher took the children to visit our vegetable garden and saw many green vegetables. Do you know? What do these vegetables grow from?

Teacher summary: These vegetables are grown from small seeds, and the fruits we usually eat are also the result of germination from seeds.

(Commentary: Starting from the familiar life experience of the children, the topic is introduced, which seems natural and friendly. A small question not only focuses the attention of the children, clarifies the theme of the activity, but also enhances the interest in learning. .

2. Find seeds

1. Teacher: Today, the teacher has prepared a lot of vegetables and fruits for you. Please use your little eyes to look for them. After finding the seed, take a look and tell your peers, where is the seed hidden? (Children explore freely)

(Commentary: During the exploration activity, the children have a deep understanding of the seeds. They are very interested in fruits. They look left and right at fruits. Some touch them with their hands, some pinch them with their hands, some smell them with their noses, and some whisper and communicate with each other. Every child is in an active exploration. .)

2. Discovery of children’s communication exploration

(1) Who wants to come up and tell everyone what seeds you have found?

Child 1: Me. Found the apple seeds.

Teacher: Let’s see what the apple seeds look like.

Child: The apple seeds are black and small. < /p>

(Commentary: The teacher asked the children to find the seeds and display them under the video converter. The seeds were enlarged by the video converter, and the children could clearly and clearly observe the appearance characteristics of the seeds.)

Child 2: I found the seeds of watermelon.

Teacher: What do watermelon seeds look like? (Commentary: The children were very excited when they saw the seeds of watermelon. It turns out that the seeds of watermelon are the watermelon seeds we buy in the supermarket. They are edible.)

Use the same method to observe oranges with children , cucumber, tomato, grape seeds.

(2) Teacher: Has anyone found banana seeds?

Children 1: Bananas have no seeds.

Child 2: I found this little black spot on the banana.

Teacher: In fact, bananas also have seeds. These little black dots are their seeds, but they have degenerated. Today’s farmers are very smart and can grow bananas without seeds using scientific methods, so The banana seeds slowly degenerate.

(Commentary: Banana seeds have special characteristics that few children understand. By raising them individually, children understand the uniqueness of banana seeds and achieve the teaching goal.)

3. We You know that apples and cucumbers have seeds. The teacher tells you that in addition to these, there are many fruits and vegetables that have seeds. Children will gradually know this when they grow up.

(Commentary: In this exploratory activity, children actively discussed, actively asked, and learned about the characteristics of seeds of various fruits and vegetables.)

3. Operation activities: seeds Matches the fruit.

1. Teacher: The teacher has prepared small cards for the children. There are various fruits on them and various seeds next to them. Please find seeds for these fruits and stick the seeds under the fruits after you find them.

(Commentary: The teacher designed a recording form for the children. On the top of the form are various fruits. Considering the appearance characteristics of the seeds, the teacher attached it with double-sided tape on the bottom. After the children find the seeds, they can Stick the seeds on the tape to facilitate the display)

2. Children communicate the results of the activities, and please check the correctness of the results collectively.

Teacher: Who is willing to come up and tell everyone what you have discovered? Let’s take a look at the seeds he found, shall we?

(Commentary: Children move from perception to acceptance and understanding, and teachers design this link not only to check the results of children’s learning, but also to further consolidate children’s learning knowledge.)

1. Seed germination experiment.

2. Seed stickers. Kindergarten class lesson plan "Looking for Seeds" Part 4

Activity goals:

1. Know how to appreciate the colorful world.

2. Understand the seven colors of red, orange, yellow, green, blue, indigo and violet, as well as knowledge about the rainbow.

3. Understand the meaning of cooperation and mutual assistance.

Activity preparation:

1. A picture of a rainbow

2. One each of red, yellow and blue gouache paint

Activity process:

1. Introduction

Children follow the music "Rainbow Song" and enter the venue with the teacher's rhythm. Children, the beautiful song we just listened to is called "Rainbow Song". Have the children seen a rainbow? Today, the rainbow turned into seven little sisters and brought us a nice story. Let’s go and see it together.

2. The teacher plays the courseware, tells the plot of the story, and asks questions with reference to the questions in the courseware to guide the children to further think and discuss what they have learned.

1. (Show picture 1)

Children, what happened in the picture? (Children can answer freely)

The teacher summarizes the content of the story. And asked:

Do you know what other things in kindergarten have seeds? (Children can answer freely)

(We assume that there is a lack of plants with seeds in the kindergarten. The question should be flexible and can be changed to "Do you know what other things have seeds?")

Cultivating children observations of the natural world and expand their knowledge.

2. (Show picture 2)

Children, who will the little seed find first? Is the banana their mother? Why?

The teacher summarizes the story and presents banana slices, allowing the children to compare the differences in seeds.

Guide children to gain knowledge from comparison and exercise their language expression skills.

3. (Show picture 3)

What magical thing happened next in the story? (Children tell freely)

The teacher summarizes the content of the story and asks:

Why doesn’t the fruit fairy tell the little seeds who their mother is?

Guide children not to be dependent and help them establish the concept of not being afraid of difficulties.

4. (Show picture four)

What is the first clue? Who did Little Seed find again? Why do you find watermelons? (Children’s narration) The teacher summarizes the content of the story and asks:

In addition to watermelons, what other melons do you know? (Children can answer freely)

Help children understand and become familiar with the names, shapes, colors and characteristics of melons.

Help young children distinguish which are fruits and which are vegetables?

5. (Show picture 5)

What is the second clue? The children read the picture. The teacher summarizes and asks the children to touch the peel of the orange. What is special about it? What other fruits have skins similar to it? After all, their skin is rough.

Cultivate children’s observation skills and let them understand the characteristics of citrus fruits.

6. (Show picture 6)

What is the third clue? As children read the pictures, the teacher summarizes and asks questions:

Do the children like to eat apples? (Children tasting)

7. (Show picture 7)

What is the fourth clue? Children read the picture, the teacher summarizes and shows the picture of rambutan, and asks: What do you think rambutan looks like?

Encourage children to use their imagination and express their opinions boldly.

8. (Show picture 8)

Children read the picture, the teacher summarized and asked:

Do the children still remember the process of the little seed finding its mother? Did they all encounter those fruits?

Show the clues in the five treasure boxes to help children recall the plot of the story.

Strengthen children’s understanding of stories and develop their logic.

3. Summary and Sharing

Children, do you like to eat fruits? When you eat fruit in the future, look for the small seeds. And bring the little seeds to the kindergarten, and we will play games with the little seeds.

Now put our little seeds in the natural corner! Kindergarten class lesson plan "Looking for Seeds" Part 5

1. Activity goals:

1. Through autumn outing observation, teach children to use seeds to make mosaics and show what they see as the deepest impression. The image of an object.

2. Discover the beauty of natural materials and experience the joy of success.

2. Activity preparation:

1. Children and parents collect different types of seeds together, such as soybeans, sesame seeds, black beans, etc.

2. Teach children to draw cows, leaves, chrysanthemums, etc. before class.

3. Operation paper, paste, outline pen, cotton swab, and rag.

3. Activity process:

(1) Present the seed box, introduce activities, and stimulate children's interest.

1. The teacher shakes the box and the children guess what is in the box based on the sound? (chess pieces, seeds, etc.).

2. Children, think about what seeds can do?

Teacher summary: The children just said that seeds can be planted, made into porridge, etc. Today the teacher uses seeds to make something special. You call 1-2-3 to invite it out, okay?

(2) Show demonstration paintings to guide children to observe and discuss the painting steps.

1. Children, please observe carefully and see how this picture is different from what you usually see. (I usually use crayons to color, and this picture is inlaid with various seeds.)

2. Let the children look again. What is the pattern of the seeds posted by the teacher? (Adjacent parts are pasted in different colors.)

3. The children just observed the old picture carefully. Do you think it is beautiful or not? So today, please make a painting and decorate it beautifully with seeds.

4. Children, use the outline pen to draw what you want to draw. Because this time you are going to use seeds to dress up your painting, so when children draw, make it a little larger than usual, so that the seeds Only then can it be posted. After drawing, you can follow the order of first attaching the outer outline and then the inner parts. Use a cotton swab to evenly apply the paste, and then put the seeds you want to attach. Press lightly with your small hands and the seeds will be attached. We Use the same method to attach various seeds to other parts, so that our painting becomes more beautiful. (The teacher demonstrates while teaching)

(3) The teacher hands over the requirements, the children operate, and the teacher guides.

Now ask the children to think about what was the most impressive thing you saw during your autumn outing. Some children saw fallen leaves in autumn, and some children saw cows. Today Please draw it and then use the seeds on the table to dress it up clean and beautiful.

Note:

1. When drawing, draw a larger picture.

2. When applying the paste, apply it evenly and not too much.

3. Be humble to each other when taking seeds.

4. Keep the screen clean.

After the operation, place the cotton swab in the empty box and close the paste lid.

Now ask the children to think about what is the deepest impression they see. After thinking about it, draw it.

4. Comments.

Choose 2-3 paintings to comment on:

1. Ask the children to introduce the things they saw that impressed them the most.

2. Is the composition size reasonable?

3. Is the screen clean?

4. Whether it shows the image of the object.

5. End the activity.

Ask the children who have done well to put your paintings in the science area at the back, and let the teacher and other peers appreciate them together and learn about the seeds you used. Kindergarten class lesson plan "Looking for Seeds" Part 6

1. Activity objectives:

1. Learn to classify, arrange and record the collected seeds.

2. Actively explore, analyze and discuss, and perceive the relationship between the size, quantity and arrangement length of objects.

2. Activity preparation:

1. Each child has one seed (ten pieces each of broad beans, soybeans, and adzuki beans)

2. Each child has one piece of cardboard

3. One table tennis ball and one ocean ball.

3. Activity process:

1. Introduce activities to arouse children’s interest.

"Look what's on the table?" (Broad beans, soybeans, adzuki beans) "What do they have the same name?" (Seeds)

2. The first exploration activity: Perceiving the same number of seeds of different sizes, arranged in different lengths.

(1) Explain the operation essentials.

“Now please do something, divide these seeds into different families (show picture 1)

“Please Guess what’s on the first line? Why?” (Red beans, because there is a red bean mark)

“What about the second and third lines?” (Soybeans, broad beans)

"When arranging, start from the red line, one by one, and let them stand on the line. When all three rows have been arranged, don’t collect them. Count them and write the numbers into the grid at the back.

(2) Children use seeds to line up on the cardboard.

(3) Ask the children to tell the results of the arrangement.

"How many red beans are there?" (ten) "How many soybeans are there?" (ten) "Where are the broad beans?" (ten) "They are all ten? Then how are they arranged? Are the queues the same length?" (Not the same)

(4) Discussion: Why are the queues not the same length even though they are all ten? (Because the red beans are small, the queue is the shortest. Because the broad beans are large, the queue is the shortest.) The queue is neither long nor short because the soybeans are neither big nor small.)

(5) Summary: For the same number of seeds, the smaller the particles, the shorter the arrangement, and the larger the particles, the longer the arrangement.

3. The second exploration activity: Perceive seeds of different sizes. When arranged in the same length, the number is different.

(1) Ask the children to turn the cardboard over and look at the other side.

"Look what's on the cardboard?" (seed marks, lines) "What about these three lines?" (same length)

(2) Set up doubts and guide children to think

“If you queue up on these three lines of the same length, think about whether they will use the same amount?” (A: the same, B, different)

( 3) Explain the exploration requirements and let the children operate.

"Please use different seeds and arrange them on three lines of the same length to see if they use the same amount?"

(4) Narration Operation results.

(Not all the same, red beans are used the most, broad beans are used the least)

(5) Discuss "Why do red beans use the most and broad beans the least when the queues are the same length? ?”

(6) Summary: When the teams are the same length, small seeds are used more and big seeds are used less.

4. Combined with the actual life, further perceive the relationship between size, quantity and arrangement length.

(1) Show ocean balls and table tennis balls and ask:

“If we use the same number of ocean balls and table tennis balls to line up, whose team will be longer and whose team will be shorter, and why? ?” (The table tennis ball is small, and the queue is short; the ocean ball is big, and the queue is long).

"Let them line up in a queue of the same length. Who will use more ocean balls or table tennis balls? Why?" (When the queues are the same length, the larger ocean balls will be used less; the smaller table tennis balls will be used more. ).

(2) Game: tightrope walking.

“Invite the children to find your father and mother to play the tightrope walking game together.

Find a distance by yourself, walk heel to toe from the starting line to the finish line, and count how many steps it took you? How many steps did your parents take?"

"Think about it, why did your parents take it? If you use few steps, how many do you use?"

Teaching Reflection

"Seed Queuing" is a science lesson in the middle class theme activity "The Language of Nature". This is also a public lesson in our middle school group. In this activity, children find, think about, and solve problems through their own hands-on operations, and their enthusiasm and initiative are greatly exerted.

At the beginning of the activity, I and the children got to know the three types of beans: red beans, soybeans, and broad beans. Then I conducted the first operation and lined up the three types of seeds. The "one by one" method requires children to line up, which eliminates the interference factors caused by children's irregular arrangement to form correct concepts through comparison and induction, and is conducive to cultivating children's good operation and exploration habits. During the operation, I separate the lines. Use different marks of red dots, yellow dots and green dots. I also chose a two-person cooperation method. One person "lines up" and one person records. This method enhances the children's awareness of cooperation during the operation. Most children can perform the queuing operation as required and the children can also explain their findings in their own words. When I asked the children: "Are the lengths of each pair the same?" the children immediately responded positively: "No. Same length. "

Then asked the children to count how many there were. The children all said it was 10. I asked again: "Why are there 10 but the lines are not the same length?" I thought. Yuan said: “Because the broad beans are bigger, the queues for them are the longest. "Dongdong said: "The soybeans are round and small, so they are arranged in a short row. Jiayao continued: "Hongdou is the smallest, so the queue is the shortest. "The children discovered the differences between the three seeds more intuitively through their own operations. The only drawback is that I did not clearly explain the operation requirements during the operation. Some of the children who recorded the numbers recorded on the right side of the seed arrangement, and some recorded on the last. Below, it looks a bit messy, so I emphasized this point during the second operation and asked the children to record uniformly on the right side. However, new problems appeared again during the second operation, regarding the preparation of materials and the design table. I lacked consideration on the length of the upper line, which made me make mistakes during the operation, and I was unable to perform the correct operation. This was a mistake that I should not have made. In addition, for scientific activities, summary is also indispensable. Two operations to the end If we make a summary, I think children will have a better grasp of the size, quantity and arrangement length of objects.

The preparation of operating materials in the entire activity also needs to be more specific, because of the seeds. It's very easy to scroll. Many children couldn't arrange it even after waiting for a long time. It took a lot of time. Even during the group discussion, they were still "perseveringly" arranging, which affected the effect of the activity. I think they can be pasted on white paper. Use double-sided tape or use a KT board with several grooves on it to allow children to line up the seeds. This will make it easier for children to operate and for teachers to comment.