As a hard-working educator, we often need to use lesson plans. Writing lesson plans is helpful for us to understand the contents of teaching materials and then choose scientific and appropriate teaching methods. So what is an excellent lesson plan? The following is the theme lesson plan "Small Animals" that I have compiled for you. Welcome to learn from it. I hope it will help you. Small class theme teaching plan in kindergarten

1. Design intention

It seems to be the nature of every child to like small animals. Children often perceive and construct their cognition of animals in the observation and contact with small animals around them, thus forming their own emotional attitude towards animals. The theme activity of "small animals are good" just fits the interests of small class children, and takes the small animals they are familiar with and like as the axis of activity, so that children can naturally enhance their closeness to animals and learn to care for and care for them. With the help of stories, nursery rhymes, art and games, this theme stimulates children's desire to explore small animals by observing, listening, telling stories, painting, singing and operating, and guides children to understand and obtain diversified information about animals in various ways and channels. Let children accumulate, deepen and expand the understanding of many small animals in the process of perception and experience, and accumulate and internalize them into children's true inner feelings and experiences through dribs and drabs of activities, so as to realize the reproduction, integration and promotion of children's original animal experiences.

second, the theme goal

1. observe and understand the basic characteristics and living habits of common small animals, understand their relationship with people, and have the emotion of caring for small animals.

2. I like fairy tales, willing to learn people's dialogues in stories, and try to express the images of small animals in stories with spoken language and body language.

3. Willing to know and explore a variety of animals, feeling the diversity of animals, being able to actively and actively search for all kinds of information about animals, full of curiosity and love for animals.

4. Have a preliminary safety awareness, know some methods of self-protection, and know that exercise can bring health.

III. Activity arrangement

Language: cock head and hen head, rabbit darling, lion father, dog tail grass, bug flying, get up

Math: small animals find homes, three bears and little bears give gifts

Music: ducklings and chickens, two birds, little turtles, little dogs, my little animals and two little ducklings. Rolled wool

Sports: driving pigs home, bears crossing the bridge, and rat cages

Science: a family of chickens, I make friends with turtles, and lovely white rabbits

Society: chickens find homes, little yellow ducks go home, and kittens fish

Fourth, home cooperation

1. Parents are advised to use their children's rest days to play in zoos in neighboring cities and guide them to know each other.

2. Collect books, pictures, etc. about animals with children, and encourage the baby to take them to the kindergarten to share and exchange existing experiences.

3. It is suggested that parents and children play a guessing game, so that children can fully perceive the characteristics of animals and stimulate their interest in guessing games.

4. Encourage children to go to bed early and get up early, take an active part in physical exercise and strengthen their physique. Small Animals, a theme lesson plan for small classes in kindergartens, 2

The new Outline pays attention to the role of environment, arouses children's problem consciousness, guides children to explore activities, and promotes children's initiative and all-round development. Confucius said, "Those who know are not as good as those who know, and those who are good are not as good as those who enjoy". Interest is a child's best teacher, a tendency to actively explore something or engage in certain activities, an important condition for developing intelligence, and a driving force for learning. Therefore, teachers should observe children's interests with their hearts, the bright colors in nature, the myriad gestures, the touching sounds and the magical changes, and there are materials everywhere for children to be intoxicated and learn happily. Teachers should seize every favorable opportunity to stimulate children's interest and let children experience the fun of inquiry in active inquiry activities.

1. Initiation of the theme:

In autumn, we organized children to have an autumn outing in the "Zoo" and met many animals that children like. After coming back, the children talked about what they had seen during their autumn outing, and told each other what they knew about small animals. Some children said, "I have a black myna at home who can talk." Some children said, "Last time my mother took me to Qiandao Lake in Hangzhou, I went to Monkey Island, Kashima Island, Snake Island and so on, and saw all kinds of animals." Some children said, "There are dolphins, sea lions and seals in Xiamen Ocean Park. They can perform header and jump, which is amazing! 。" ...... Children are full of curiosity about the animal world and have endless topics. The quaint little monkey, the docile and lovely white rabbit, and the cuddly panda are all very lovely in the eyes of children. They are the characters in their fairy tale world, and they are also a part of the children's naive world. Why don't our teachers grasp the children's interest points and lead them to explore the living habits of animals with the help of theme activities, so as to perceive the various animals together?

Second, the implementation of activities:

Activity 1: Little collector's intention:

The environment is an important educational resource, and the development of children's intelligence should be effectively promoted through the creation and utilization of the environment. Animals are things that children are very familiar with and have frequent contact with. They are very rich in variety and easy to collect and observe. I will consciously mobilize children to be "collectors" and collect information about "animals" through various channels. Teachers and children will create an environment to arouse children's interest in activities and promote children's understanding of the animal world.

observation and advancement:

Qian Hong: "This book was bought for me by my mother, and it contains many animals I like." Yu Xin: "Teacher, this is a photo I took with my dog at home. Look how clever it is." Sing: "This is my little turtle. I brought it to the kindergarten." Ming Kun: "This is an animal picture found on my computer." Sirui: "Grandpa bought a little white rabbit, and its hair is as soft as cotton." Rainbow: "Let me touch it, hey! It's really like cotton. It feels furry and comfortable! " Ming Kun: "This is just a mantis you caught. He is not an animal, but an insect." Rui Wang: "No, insects are animals, too. Teacher, can you tell me, are insects animals?" Huang Sheng: "I have a very big book at home, which is full of animal information. Otherwise, I will go home at night to check it for you." The next day, Huang Sheng really brought his animal book, and they looked it up carefully together. In a short time, they found the answer, knowing that animals include insects, and insects are a kind of animals. Then, the little secret spread and the children's faces were filled with smiles.

With the participation of children, teachers and parents, the materials are getting richer and richer. During the whole activity, children are very interested in exploring the problems arising from the collection process. You see, the walls of the classroom are full of pictures of animals, downloaded from the internet, books, cut out from the pictures, and painted by children and parents. There are all kinds of lovely animal toys on the display stand and window: puppies, bears, ducklings, chickens, penguins, long-armed monkeys, elephants, tigers, lions, ostriches and so on. The Nature Corner has raised rabbits, turtles, goldfish, puppies, parrots, etc. For a time, the whole activity room has become an animal paradise, and the children are in the "animal kingdom". Everyone observes, discovers and enjoys their own feelings.

activity reflection:

children have a certain desire to explore, which is not easy for small class children. In the process of exploration, although their life experience is not very rich, they can find problems, seek answers and be imaginative through their own exploration, which is a good start. In addition, with the participation of teachers and children, creating a "talking" environment provides a good platform for further activities, and children's enthusiasm for participating in activities is higher and their interest in exploring animals is stronger.

activity 2: my favorite small animal activity intention:

provide conditions for children to get in touch with small animals such as chickens, rabbits, birds and small fish. Encourage children to play with familiar small animals (such as puppies, kittens and rabbits), and cultivate children's feelings of being close to and loving small animals. Please invite experienced breeders or parents to come to the park to introduce the experience of raising small animals to children, so that children can know how people care about and raise small animals and understand the common sense of raising small animals. Encourage children to raise small animals in the natural corner of the class or in the feeding area of children, such as goldfish, tadpoles, turtles, snails, silkworms, etc. in the natural corner to remind children to feed small animals on time. Inspire children to observe the changes of small animals, their appearance characteristics and activity characteristics, and communicate and share with teachers and peers boldly.

Observe and advance:

Teacher: "Children, please think about it and say, what small animals do you like best?" Let the children talk freely and say what they like.

Huang Zhen: "I like tigers best, because they are very powerful!" " Xinyi: "I like the white rabbit best, because it is cute." Shu Yu: "I like Xiaohua Mall best because it can catch mice." Benin: "I like puppies because she can look after the house." Teachers invite small animals or take pictures of animals for children to observe and guide children to observe and understand the basic characteristics of animals.

encyclopedia: animals are a kind of living things. They generally feed on organic matter and can feel, move and move autonomously. Something that moves or can move. Including people. According to fossil research, the earliest animals on earth originated from the ocean. After a long geological period, the early marine animals gradually evolved into various branches, enriching the early life forms of the earth. Prehistoric animals appeared before the appearance of human beings, and prospered in their respective activities. Later, they became extinct in the ever-changing living environment. However, the animals on the earth are still evolving and multiplying from low to high and from simple to complex, and have today's diversity. Small class theme lesson plan "Small Animals" in kindergarten 3

Activity objectives:

1. Willing to express their understanding of small animals in a simple artistic way.

2. Try to use body language to imitate the activities of small animals, and develop hands-on ability and artistic expression.

3. Cultivate children's keen observation ability.

4. Willing to interact with peers and teachers and like to express their ideas.

5. Cultivate children's ability to express themselves completely and coherently and to judge things.

Activity preparation:

1. Collect paper bowls, paper butterflies, paper boxes, plasticine and other artistic materials

2. Provide animal headdresses, costumes, dolls, etc., so that children can perform freely

Activity guidance:

1. Create a situation, play the music of "Forest Dance", and inspire children to talk about who is in the music.

second, it is suggested that the class hold a "small animal dance" in turn to guide children to discuss with each other: what animals they want to perform and what animals they want to perform.

Teacher: "What stories about animals have you heard? Which animal in the story do you want to rehearse most? "

children: "I want to play the red eye in Rabbit Darling", "I want to play the big bad wolf in Three Little Pigs" and "I like to play the little tadpole in the story of Little Tadpole Looking for Mom" ...

Third, inspire children to discuss what props and materials they need to prepare according to their respective programs and animal roles.

Teacher: "What props do we need before the performance?"

"Clothes, headdresses, animal tails, houses ..."

The teacher further inspired: "What should we use to make props?" The children talked noisily: "You can build a house with boxes and building blocks", "I want to make rabbits with plastic bags and paper plates" and "I want to make butterfly wings with gauze towels and flowers on my head with crepe paper." I can't help but admire the children's speeches. Some props they put forward were unexpected to the teacher.

4. Group activities to guide children to create various animal works and prepare props for games according to their own interests.

Children actively participate in the preparatory activities, and insert mirrors of various shapes with colloidal particles and plastic inserts; Build a house with large building blocks or cartons; Knead ribbon with colored crepe paper; Go to the doll's house to find a comb, apron and gloves; Use paper plates, paper cups, mineral water bottles and other waste materials to make rabbits, kittens, small fish and other small animals ...

5. Exchange and sharing, teachers organize children to perform programs in turn, watch each other, guide children to discuss and say which program they like best and why.

reflection on activities:

From the activities, we can see that the children are highly motivated, cheerful and imaginative. In performance activities, props are indispensable material, which can attract and stimulate children's desire and interest to participate in the game. Teachers change the previous teaching mode of preparing various props for children in advance, and let children participate in the design and preparation of props by letting them use their own hands and brains, so that children can fully realize that they are the masters of the game, feel the joy of the game, and at the same time develop their hands-on ability. In the process of performance, children always maintain a high interest, and there is a scramble for imagination when changing roles. In future activities, teachers will further guide children to learn to deal with problems by themselves through consultation or other methods to avoid this phenomenon from happening again.

1. The theme content is life-like.

Animals are things that children are exposed to in their daily lives, and they are also topics of interest to small class children. The determination of this theme is not only in line with children's age characteristics, but also close to children's life reality, which is conducive to children's use of existing experience for inquiry activities, promoting the extension and expansion of theme activities, enriching and broadening children's new experiences, guiding children to develop in life and living in development, and embodying the concept of "curriculum returning to life".

2. The activity process highlights subjectivity.

The Outline points out: "Teachers should be good at discovering the educational value implied in children's interests and accidental events, seize the opportunity of education and provide appropriate guidance." Curiosity is the premise of children's exploration activities and the starting point of creativity development. Children's curiosity is based on their cognitive interest in things. At this time, teachers should change their roles to promoters, regard children as the main body of activities, respect children's choices and questions, provide children with opportunities and conditions for independent observation, self-discovery, free exploration and self-solving problems, encourage children to explore and learn in their own way according to their own wishes and abilities, and guide children to obtain in independent activities.

3. Activity mode embodiment