As a people's teacher who specializes in giving lessons to others, it is possible to use lesson plans, which are the joint point of the transformation from lesson preparation to classroom teaching. So what kind of teaching plan is good? The following are 8 teaching plans for small-class scientific activities in kindergartens that I have collected, for reference only. Let's have a look. 1

[Activity goal]

1. Know and distinguish green and yellow, and find the same color one by one.

2. Experience the affection between mother and child.

[Activity preparation]

1. One yellow tree and one green tree for children to stick leaves on.

2. A basket of leaves with yellow and green colors.

3. Music tape Little Leaves

4. Other items in green and yellow.

[Activity process]

1. Children observe and perceive the color of leaves

1. Teachers talk with children, and with the music of Little Leaves, lead children into the activity room, let them pick up leaves and feel the falling leaves in autumn. 2. Children know, perceive and communicate with the leaves they have picked up.

2. Guide children to know and distinguish between yellow and green

1. Teachers let children know yellow and green by observing the colors of leaves they have picked up.

2. Teachers show yellow and green leaves, so that children can know yellow and green. They can know and distinguish yellow and green by letting children hold the leaves and sending the baby home with the leaves.

Third, let children match colors one by one

Consolidate and deepen their understanding of yellow and green. In the form of whispering, the teacher asked the children to find other items like yellow and green, and put them on the side of yellow leaves and green leaves respectively.

Fourth, play games:

Mothers and children, let the children have a one-to-one correspondence between yellow and green, and experience the emotion between mothers and children.

1. Say nursery rhymes: mother and children, arouse children's interest. "Children love to play. Touch here, touch there, touch XX and run to mom."

2. Guide children to say what color the touched objects are.

3. Teachers summarize and guide children to say yellow and green things in life.

5. Looking for green and yellow

Teachers guide children to say yellow and green things on their bodies, in the classroom and in their lives.

[Activity Extension]

Let the children go outside to find out what is green and what is yellow. Teaching plan for scientific activities in small classes in kindergartens 2

Activity objectives:

1. Combining with the existing experience, deepen the understanding of several common hats in life, and be willing to express and exchange their findings

2. Be able to actively observe and compare, understand the different textures and uses of hats, and try to design classification marks according to different hats.

3. Develop interest in the things around you.

activity preparation:

preparation of teaching AIDS: a physical projector, a children's book "colorful clothes" and a classified operation paper.

preparation of learning tools: children use the book "Colorful Clothes" to operate homework paper, pencils, oil pastels and various hats (wool hats, straw hats, sun hats, helmets, etc.) collected by teachers and children.

Activity process:

First, guide children to observe and display hats, and deepen their understanding of several common hat names in life.

Teacher's prompt: Did the children find anything more in the activity room today?

do you know these hats? Who knows the most? Is there a hat you don't know here? (Let's talk about it together)

Second, observe the different textures of perception hats, understand their functions and try to classify them.

1. Teacher: Do you like these hats? Then let's quickly choose a hat we like and find a comfortable seat to sit down.

question: what hat did you choose? Why do you like it? (Free communication)

What material is your favorite hat made of? What's the use? (Encourage children to compare stories with their good friends first, and then tell them in front of the group.)

2. On the basis of the children's stories, the teacher basically summed them up in the children's original words: children find that hats have many uses ... children also know that the materials used to make hats are very different ... There are still so many differences in hats, so do children want to divide these hats according to their differences?

what's the difference between hats? How can I divide it?

Organize children to discuss with each other and record their own ideas and designs on the operation paper.

3. Encourage children to share their ideas with each other and tell their own recording methods.

Third, expand the knowledge and experience about hats.

teacher: children all have their own ideas, and they are all very good! Besides these hats, do you know those hats? (Children express themselves freely)

Print pictures with a physical projector: Look, who are these? What hats are they wearing?

Ask children to read the corresponding pictures of the operation materials, and teachers and children can read and tell them together to further expand children's understanding of hats. Fourth, stimulate thinking and inspire children's desire to create designs.

teacher: we know so many hats, which hat do you like best?

do you want to design a hat, too? what special functions do you want your hat to have? (Encourage children to freely go to the hands-on area to design and create) Teaching plan for small-class scientific activities in kindergartens 3

Activity objectives:

1. Observe the forms of different cuts of the same fruit.

2. Try to describe the cut faces of various fruits in vivid language.

Important:

Observe the morphology of the same fruit by different cutting methods.

Difficulties:

Try to describe the appearance of various fruit slices in vivid language.

Activity preparation:

Collect the learning and single-cut fruits completed by young children, and make great discoveries.

Activity process:

First, lead teachers to show various fruits for children to observe.

second, show children the cut surface of the fruit.

Third, the teacher guides the children to tell the cut surface of the fruit.

Fourth, encourage children to describe the cut surface of fruit with various words to enrich their vocabulary.

5. Ask children to share their study list, and talk about which fruits they and their families have investigated for cutting and what they look like after cutting.

VI. Teachers summarize the teaching plan of small-class scientific activities in kindergartens. 4

Objectives

1. I like fruits, can correctly name several common fruits, and understand their typical characteristics.

2. Know several special fruits and feel the diversity of fruits.

preparation

1. Please bring 1-2 kinds of fruits to the garden, put them in a big basket or cover them with a big cloth.

2. A number of pictures or photos of various fruits.

3. Sticky paper for various fruits (the number is slightly more than the number of children).

4. All kinds of cut colored paper strips for photo frames.

process

1. Understand the shape characteristics of fruit.

-Introduce the scene of the fruit photo studio and guide the children to see which fruits have been photographed.

-Ask children to introduce their own fruits (apples, oranges, bananas, pears, etc.), encourage them to say their names correctly, and guide them to observe the typical characteristics of various fruits. Let's see, what kind of fruit did XX bring? (Apple) Say hello to the apple doll! What does an apple doll look like? Who has eaten apples? What's the taste of apples? Let's take a picture of the apple doll! (thumbs are opposite to forefinger, making a camera appearance)

-Introduce some special fruits to children, such as kiwi fruit, mango, coconut, etc., so that children can know the names of these fruits. Who is this fruit doll? (Kiwi) Would you like to shake hands with it? (Feel the rough and furry skin of kiwifruit)

2. Play the role of a fruit doll.

-Ask children to choose their favorite fruits and stick them on their foreheads. Play their favorite fruits and take a "group photo".

make a frame for the "fruit" photo.

-After the photos are "developed" (various photos or pictures are presented), the desire of making photo frames for fruits is stimulated.

-children's production, teachers' individual counseling, reminding children not to cover the fruit when pasting, only decorating the edges.

-arrange the made photo frame on the wall of the activity room.

Suggestions

1. Common fruits and special fruits have regional, sexual and relative characteristics. For example, mango and coconut are common fruits in Hainan, but they become special fruits in the north.

2. Nowadays, children are rich in knowledge and experience, and introducing common fruits can be introduced by children themselves.

When children introduce their fruits, they will feel a sense of pride.

3. The activity can last for one and a half days. The first half introduces all kinds of fruits, so that children can fully understand them as much as possible; In the second half, let children make photo frames for fruit photos to decorate and decorate the environment.

4. If the photos are difficult to collect, various pictorial or advertising pictures can be used instead.

5. Keep the fruits you brought so that you can use them in the next activity. 5

Activity objectives: < P > 1. Understand garlic and its shape characteristics.

2. Know how to eat garlic heads and know the benefits of eating garlic heads to human body.

3. In the process of peeling and planting garlic, experience the fun of activities.

Activity preparation:

Garlic heads, plastic baskets, plates, planting racks, pictures, etc.

Activity process:

1. Observe the basic characteristics of garlic head by looking, touching, smelling and peeling.

(1) Find the characteristics of garlic head by looking, touching and smelling.

1. Show the garlic head: Look, children, what is this? (Garlic head) What is garlic head like? (Let's talk casually: it's a little round and white)

2. Each of our children has brought a garlic head, which children can smell with their small noses and touch with their small hands later. Now, please take out the garlic head from under the small chair and touch it, have a look and smell it, and see what it looks like carefully.

3. Children's observation and teacher's guidance.

In the process of children's observation, teachers can give appropriate guidance to guide children's observation from the aspects of shape, color and smell.

4. what is the garlic head like? Ask children to introduce their findings.

5. Teachers and children have the same characteristics as garlic heads: they look white and a little round, with white garlic skin outside and orange petals inside.

(2) Children peel garlic by hand to further understand the characteristics of garlic heads.

teacher: just now, the children said that garlic heads are like oranges. Would you like to peel them and see what's inside them?

1. Teachers guide children to peel garlic.

teacher: (1) where do you think you should peel it first? (Outside) Yes, you can peel off the outermost garlic skin first.

(2) break it and peel it into pieces, and you can smell it when you peel it. Remind children not to rub their eyes with small hands during peeling.

(3) Put the peeled garlic skin in the basket, and put the peeled garlic cloves in their own small boxes. (The teacher demonstrates how to peel garlic while explaining the method of peeling garlic.) The teacher pays attention to the situation of peeling garlic by children and guides the children who peel garlic quickly to peel garlic petals.

2. Observe and compare garlic heads and garlic petals.

(1) children say, what did you find when peeling garlic?

Young: Garlic heads have become many.

(2) Teacher: (showing the whole garlic head and peeled garlic petals) Originally, we had a big garlic head, but now the children have peeled it into many garlic petals, from one to many. Did the children smell it when peeling garlic cloves? What smell did they smell? Teacher: Yes, garlic has a special smell.

2. Learn about the different ways of eating garlic heads through conversations and pictures, and know the benefits of eating garlic to the human body.

(1) Understand the different ways to eat garlic.

(1) You can eat the clean garlic heads. Have you ever eaten garlic heads? (Yes)

(2) Teachers show pictures according to the children's answers. (stir-fried, pickled, raw and mixed with vegetables)

(2) Know the benefits of eating garlic heads.

1. Eating garlic has many benefits, do you know?

Young: Eating garlic can make you beautiful.

teacher: yes, eating garlic can not only make us more beautiful, but also make us healthier.

Young: Eating garlic can kill bacteria in the stomach.

2. Teacher: Garlic has great skills. It can kill bacteria in our bodies, prevent colds and cure diseases, so children should eat more garlic. But you can't eat more when you have a toothache or uncomfortable eyes. (Slow down)

Third, children grow garlic babies and experience the joy of planting.

1. Show pictures to stimulate children's interest.

I'll tell you a secret. Garlic heads are planted in the soil, and green leaves will grow on the sharp parts. Do you want to try planting a kind of garlic yourself?

2. Teachers guide children to observe the heads and roots of garlic.

3. Teachers explain kind of garlic's methods.

teacher: when planting garlic, the sharp part will grow long leaves, and the one planted in the soil will grow roots. When planting garlic, we can use a little force, just expose the sharp head. Go and have a try, children.

Baby garlic planted by children. Let's move it outside the classroom to bask in the sun. When we come to kindergarten every day, we water the baby garlic, and the leaves of garlic will soon grow. Garlic chairs are also edible, as nutritious as garlic heads. Lesson 6

Activity goal: Through children's playing and touching with toys, they can feel soft and hard, and then classify toys and other items, so as to cultivate children's initial classification consciousness.

activity preparation: there is one toy (including soft toys and hard toys) and several other items.

Activity process:

1. Show toys to arouse children's interest

Teacher, there are many toys here. Do you want to play?

2. Play with toys for many times and feel the toys are soft.