As a selfless teacher of the people, you have to prepare lesson plans. Through the preparation of lesson plans, you can better make appropriate and necessary adjustments to the teaching process according to the specific situation. How should we write lesson plans? The following is a kindergarten lesson plan "Catching Loaches" that I carefully compiled. You are welcome to read it. I hope you will like it. Kindergarten class lesson plan "Catching Loaches" 1

Activity goals

1. Understand the appearance characteristics of loaches and their relationship with the living environment, and be interested in natural creatures.

2. Willing to operate with various materials and feel the smoothness and friction.

3. Dare to catch and play with loaches and experience happiness.

4. Develop hands-on observation and operation abilities, and master simple experimental recording methods.

5. Experience the sense of accomplishment in solving problems.

Activity preparation

1. Raise loaches in the natural corner of the class and carry out preliminary observation activities.

2. Video introducing knowledge about loach mucus.

3. Several loaches are kept in several large pots.

4. Tools and materials for catching loaches: soot, sand, rags, gloves, etc.

Activity process

1. Play with a loach with bare hands and perceive the appearance characteristics of the loach

1. Playing with a loach for the first time:

Teacher Introduce the theme of the activity: Let's go play with the loach and see what interesting things will happen.

(1) Children are free to catch and play with loaches, and teachers participate and provide guidance on the tour.

Key points: Teachers guide some children who are timid and afraid of getting dirty to gradually dare to touch and play with loaches, and encourage children to use language to communicate and describe the feelings of playing with loaches.

(2) After playing with loaches, teachers and students shared interesting stories together. Highlights: Children learn the characteristics of loaches by themselves, and learn corresponding words and phrases, such as slippery, sticky, escaping naughtily, constantly sliding, etc.

2. Playing with loach for the second time:

(1) The teacher proposed the key point of exploration: try how to catch the loach with your hands and prevent it from slipping.

(2) Children are free to try, and teachers encourage children to boldly explore ways to catch loaches, and promptly ask successful people to introduce and demonstrate methods of catching loaches with bare hands, such as pinching, sticking, etc. The basin wall moves, grabbing with both hands, etc.

(3) The teacher once again raised the key points of observation when catching loaches: Loaches are so naughty, what secrets does it have that make it difficult for us to catch it? Come and find out.

Focus on feedback and observation information, ask children with relevant knowledge to introduce it, and watch the knowledge CD to further understand the form and function of mucus.

(Focus of this section: Let children understand the reasons why loaches are difficult to catch, such as their long and slender body, slippery mucus, etc. while watching, playing and catching them, and be able to use visualization to Use the language to describe it, laying the groundwork for the next step of trying to use various materials to increase friction to catch loaches.)

2. Use materials to catch loaches and feel smoothness and friction

1. ． Children narrate their experiences: How do adults catch loaches in life?

2. Various materials (sand, coal ash, rags, etc.) are presented, the teacher introduces them, and the children identify them.

3. The children are scattered and free to try out the materials, and the teacher goes around to learn the information.

4. Communication and sorting: Talk about what materials or tools were used, how to use these tools to catch loaches, and why they were able to catch them. (Let the successful person demonstrate)

5. Compare the materials used and catching methods to understand the phenomenon of friction. (Using materials increases friction, making it easier to catch loaches.)

6. Learn from other people's methods, and then freely use materials to catch and play, and the teacher will patrol to observe and provide guidance.

(The focus of this section: When children use various materials and tools, they feel that their hands are not as smooth as before and seem to become rough. This is an increase in friction. The intention is to use materials to capture Loach. Perceive the ubiquitous friction in life and the convenience it brings to people)

3. Wearing gloves to catch loaches

1. The teacher shows the work gloves and the children talk about why they wear gloves to catch.

2. Children wear gloves to catch loaches freely, and teachers go around to encourage children to catch more and more quickly.

3. Invite several children to compete in catching loaches with gloves. In the end, they will compare who has more and who has less, and find out the reason: everyone wears the same gloves, why do they catch different numbers? (Encourage children to be bold and careful when catching loaches, and have quick eyes and quick hands.)

(Key point of this section: Wear the same gloves to lift loaches, but the number of catches is different, so as to guide children to think In addition to using materials that increase friction, there are many other factors that affect the effectiveness of catching loaches, such as courage, luck, sensitivity, etc. To know how to solve problems in life, in addition to using appropriate tools and materials, you must also rely on your own courage and courage. Wisdom etc.

)

4. End of activity

Let the children talk about what type of animal the loach belongs to. What characteristics do these animals have in common? (Children’s experience feedback, teachers do not comment.)

(The focus of this section: Let the children freely talk about the types of loaches based on their understanding of loaches. The teacher focuses on understanding the children’s original experience in classifying animals. , to lay the foundation for continuing to understand loach next time, and comparing and classifying it with other similar animals) Kindergarten lesson plan "Catching Loach" 2

Design intention:

Loach is. One of the common animals around us is often placed in the natural corner of kindergartens. Children often like to stand next to the loach, but they dare not change the water for the loach. When changing the water, the loach ran out. Some girls I was so scared that I didn't dare to get close, let alone catch a loach. According to the characteristics of children who like to observe but are afraid of loaches, I designed a scientific activity "Catch Loaches" to eliminate children's fear of animals and encourage children to interact with animals boldly and bravely.

Activity objectives:

1. During the exploration activities, it was discovered that rough materials and materials with pockets are easy to catch loaches.

2. Understand the appearance characteristics of loach and have a preliminary understanding of its living habits.

3. Eliminate the fear of animals and be able to interact with animals boldly and bravely.

4. During the activities, guide children to carefully observe and discover phenomena, and to conduct empirical research on scientific phenomena.

5. Fully experience that “science is all around you” and develop an interest in discovery, exploration and communication in life.

Activity preparation:

1. Five to six loaches per group,

2. One operating material per group (including: towels, net bags, food clips , disposable gloves, fresh-keeping bags, chopsticks),

3. Physical projector, plastic basket, recording form

Activity process:

1. Show the loach , stimulate children's interest in catching loaches.

1. Teacher: Today, Teacher Huang brought a group of animal friends. Guess who they are?

Summary: This is a group of naughty and cute little loaches.

2. Teachers and individual children try to catch loaches, so that children can feel that loaches are not scary, thereby stimulating children's interest and courage in catching loaches.

3. Ask the children to talk about how to catch loaches based on their own experience. (The teacher affirms the children’s ideas.)

2. Introduce the materials, and the children explore for the first time: what materials can be used to catch loaches.

1. Teacher: Just now, the children talked about many methods and materials to catch loaches. Teacher Huang also prepared some tools... (introducing the materials one by one), please use these Let’s try the materials and play around with what materials can be used to catch loaches. Please put the caught loach into the green frame.

2. Child operation. (Play background music "Catching Loaches")

3. Exchange experiences on catching loaches.

Teacher: Have you caught the loach? How did you catch the loach?

Show the "Loach Catching Record Sheet" and collectively record the tools that can catch loaches.

Look at the record sheet and discuss the results of the operation collectively.

4. Teacher summary:

The surface of towels and other materials is relatively rough, which can increase friction when encountering slippery loaches, making it easy to catch loaches;

Both net bags and insurance bags have a bag that can hold loaches, so they can also catch loaches.

3. Children’s second exploration: What materials are the fastest and most convenient to use to catch loaches.

1. Question: Which method is the fastest and most convenient to catch loach? (Children are free to guess)

2. For the children’s second operation (playing background music to catch loaches), the teacher encourages the children to play with each tool and compare which one is the fastest and most convenient. .

3. Children exchange operational experience.

Teacher: Have you tried every tool just now? Which one is the fastest and most convenient?

4. Loach catching competition.

Based on the children's answers, one representative of each material is selected for the competition. The other children serve as judges. Which material is used and the child who uses it is the first to catch it will be the fastest.

5. Teacher summary: Through the competition, we can see that using a towel to catch loaches is the fastest and most convenient, and using a net bag is also very convenient. Therefore, places that sell fish use net bags to catch them. .

4. Briefly understand loach.

1. Understand the mucus on loaches and its functions.

Teacher: Children, we just played catching loaches, were you happy? Why are loaches so hard to catch? (There is mucus on the body) What is the use of the slippery mucus on the loach? (Reduce friction and protect yourself)

2. Understand other treasures on the loach and their functions.

(Using a physical projector)

It has eyes and gills on its head (for breathing)

It has patterns and fins on its body

3. Briefly understand the living habits of the loach.

Where do loaches like to live?

5. Raise doubts and end the activity.

Teacher: Today we played catching loaches and got to know our loach friends. We put the loaches in a natural corner and raised them to see what they like to eat.

Activity reflection:

By carefully preparing materials, designing lesson plans, and implementing the activities, I took them seriously. The children were very involved in the activities and the results were good. Through this activity, I also realized the following points:

1. The selection of content should be close to the lives of children and comply with their interests. In fact, at the beginning, the activity I designed was the science-based "Understanding Loach". The activity of catching loaches was born after I tried it. When I tried it on, I followed the original design step by step. Due to the hot weather, the loach seemed particularly naughty and active. It kept swimming around in the tray, and finally jumped out of the tray. Now I was dumbfounded. Yes, because I am afraid of loaches and dare not catch them. Under my influence, several girls also screamed, but most of the children seemed very excited and rushed to catch the loach. They were about to catch it, but when the loach slipped and ran away, the children were even more excited. It was so exciting that I couldn’t help but want to give it a try. Looking at the children's performance, I also had new ideas, and the activity was changed from the science-based learning about loaches to the scientific exploration-based loach catching.

During the activity, the children's performance was as I expected. The activity scene can be described as lively. The children were all very interested and proactive.

2. Teachers should infect children with positive emotions. I was also afraid of loaches at the beginning, but at the beginning of the activity, there was a part where the teacher caught loaches. In order to overcome my fear of loaches, I bought loaches in advance and practiced at home. I first wore gloves to catch them, and then I took the gloves after getting used to them. By the time I got to class, I was no longer afraid, and at the same time I thought the loach was quite cute. I think it was my emotion that infected the children. Every child boldly explored during the activity, and no child did not participate in the activity because of fear of loaches.

There are also some shortcomings in the activities. Although the children can fully interact with the materials during the activities, the teachers lack the idea of ??caring for small animals to the children. Therefore, the children's behavior during the activities seems a bit cruel. , when using food clips to catch loaches, some loaches were caught and bled, but the children still didn't let them go. At that time, I also saw blood on the rag. Although I promptly encouraged the children to protect the loach when catching it and not to hurt the loach when playing, the children also noticed this problem later, but now think about it, if I was active If we ask the children to protect the animals beforehand and not let the loach get hurt, then the children will definitely pay attention and not let the loach bleed until it is pinched, then the activity will be even more perfect. This is because I did not think carefully before the activity. I will learn from this lesson in the future and be more thoughtful before the activity.