As a faculty member, you usually need to prepare a lesson plan. With the help of the lesson plan, you can appropriately select and use teaching methods to mobilize students' enthusiasm for learning. So what issues should we pay attention to when writing lesson plans? The following are 8 kindergarten science activity lesson plans that I have carefully compiled for your reference. I hope it can help friends in need. Kindergarten Science Activity Lesson Plan Part 1

Activity goal:

Preliminarily learn to use various senses to perceive the shape, taste and other characteristics of oranges.

Willing to participate in activities and learn to peel oranges with the encouragement of teachers.

A preliminary understanding of the functions of orange peel and orange flesh.

Activity preparation:

Oranges (the total number is the same as the number of children).

A number of clean plates, rags, and baskets.

Children’s books and teaching wall charts.

Activity process:

Guide children to pick oranges along with the music to stimulate their interest in activities.

Provide teaching wall charts to stimulate children’s interest in activities.

Teacher: What is this? What's on the tree?

(2) Children pick oranges together with the music under the leadership of the teacher.

Teacher: Let’s pick the fruit from the tree and see what it is?

Guide children to observe the appearance, shape and characteristics of oranges by smelling, touching and other methods.

Each child took out an orange from the basket and observed it.

Guide children to observe the appearance of oranges.

Teacher: What kind of fruit did we pick? What shape is it? Like what? What color is it? What's on it? How does it feel to the touch? Smell it, what does it smell like?

Guide children to learn to peel oranges, observe and taste the orange flesh.

Guide children to peel oranges by themselves.

Teacher: What should I do if I want to eat oranges? How to peel?

The teacher demonstrated peeling off the orange peel piece by piece from top to bottom, and encouraged the children to try boldly.

Guide children to observe and taste orange meat.

Teacher: Wow! The orange flesh is exposed. What is it like? What's on it? Can you eat white beard?

The teacher encourages the children to peel off pieces of orange flesh on the plate.

Children taste the orange meat (encourage the children to eat the orange peel along with the orange peel) and talk about the taste of the orange meat.

Teacher: What does the orange meat you eat taste like?

Guide children to understand the functions of orange peel and orange flesh.

The teacher showed a teaching wall chart to introduce the functions of orange peel and orange flesh.

Teacher: Orange peel can be used to make tangerine peel and make orange peel tea, and orange pulp can be used to squeeze orange juice and make orange jam.

Transfer children’s life experiences and encourage them to talk about the things they eat that contain orange ingredients.

Teacher: What other foods have you eaten that taste like orange?

Reflections on the teaching of "Delicious Oranges"

Oranges are the most common fruit in autumn. They can not only moisten the lungs and resolve phlegm, but also arouse children's interest in participating in activities: peeling oranges It can also exercise young children's small muscle strength and develop the habit of doing things by themselves.

There was a question in the activity: "Children, look at what the teacher's orange petals look like?" "Like a banana..." "Like a banana..." The babies in the small class always like to say what others say. A single answer is obviously inappropriate. Is the question presupposed inappropriately? So before the display activity, the class was paving the way for knowledge. When the teacher picked up the orange clove and asked questions, the children always rushed to say "like the moon", "like a boat", "like a garlic clove..." What a wonderful answer, the teacher's I feel infinite comfort in my heart and reflect before and after the activity. Children’s knowledge and experience are particularly important. The preset questions should also be based on the age characteristics of children.

The third major step is to ask the children to taste the oranges. Some say they are sour and some say they are sweet. Then ask the babies to taste each other's oranges and learn to share and become generous and friendly. A small link was added during the display, which is to ask the children to put the orange in my mouth, and I will help the children taste whether it is sour or sweet. This eliminates the distance between children and teachers. "Well, it turns out your oranges are really sour." One taste at a time warms the child's heart and the teacher's heart. Kindergarten Science Activities Lesson Plan 2

Design Intention

After children are promoted to the top class, they become the big brothers and sisters in the kindergarten. This change in roles allows children to fully experience growing up. pride. This activity is intended to guide children to use scientific measurement methods to discover changes in their height and weight, and to visually perceive that they are one year older. Guide children to try to use different tools and methods to measure height, waist circumference, etc., stimulate children to independently carry out exploration activities, and allow children to learn simple comparison and recording methods in the process of measuring each other with their partners. Growing up is a process. We hope that through activities, we can help and promote the establishment of children's independence, self-confidence, and self-awareness, and enable these qualities to accompany children's growth and lay the foundation for their future development.

Activity goals

1. Learn to use ropes, wool, etc. to measure people's height and weight.

2． Learn simple methods of comparison and recording.

3. Feel the fun of measuring each other and perceive the differences between them.

Activity preparation

1. Each group of children has a height recording paper, a fat and thin recording paper, and a box of watercolor pens.

2． Several nylon ropes and wool ropes of different lengths: paste white paper on the wall at the corresponding height in advance.

3. "Tall men go, dwarfs go" music tape and recorder.

Activity process

Music arouses children's interest in activities

Accompanied by the music "Tall Man Walks, Dwarf Man Walks", lead the children to alternately change their movements to do tiptoeing and bending. Squat and walk with your legs down and wait to enter the activity room.

(Commentary: Let children feel the changes in height and shortness in music games, and stimulate children's desire to explore heights.)

Learn how to measure height

< p>　1． Children, we just followed the music and imitated the tall man walking and the dwarf walking. Are the children in our class the same height? Who is the tallest?

The children freely discuss and recommend the child they think is the tallest.

2． What method can be used to know the height? What other methods are there?

Children suggested measuring methods: compare back to back; measure with something (ruler, rope, notebook, book...); compare against the wall .

Every time a child says a method, the teacher invites the child to come forward and give it a try.

Remind children to pay attention when measuring: ① stand up straight; ② measure from bottom to top along the middle spine of the body; ③ stand in the same position when leaning against the wall.

3. Organize the children into 5 groups to try to measure their height, and record the measurement results on the recording paper, and the teacher will provide guidance.

① Children have learned so many ways to measure height. Please find your good friends to measure each other’s height.

② Show the height record sheet and encourage children to record the measurement results in their own way.

③Ask each group of children to line up from tallest to shortest and check whether the record just now is correct.

Explore ways to measure fatness and thinness

1. The teacher guides the children to think: they want to know where their partner’s weight should be measured.

2． Invite children to explore each other's measurement methods.

Children are reminded to pay attention when measuring: when measuring waist circumference, they should pay attention to where the measurement starts and where it ends.

3. Organize children to measure their waist circumference.

Children are free to take "measuring tools" of different lengths such as nylon ropes and woolen ropes to measure each other's weight (waist circumference).

The teacher guides and prompts the children to record the measurement results.

(Commentary: The goal of the scientific field in the "Outline" clearly states: "Be able to use a variety of senses, hands and brain to explore problems; use appropriate ways to express and communicate the process and results of exploration." The above two links, Guide the children to take a look, try it, compare it, talk about it, and participate in multiple senses. They unknowingly used a variety of methods to measure the height, weight, and weight of themselves and their peers, and became interested in their own growth. At the same time, the height and fatness record forms are designed into two separate forms, and corresponding record forms are distributed during each measurement activity to avoid confusion and errors in recording for young children)

Health education.

Guide children to discuss: how to make themselves taller and fatter, and how to have a healthy body.

(Commentary: Through discussion, this activity was sublimated by letting children know the importance of good habits such as not being picky eaters, not being gluttonous, exercising frequently, and ensuring adequate sleep.)

< p>Extension activities

1. Organize children to use natural measurement methods to manipulate various materials (books, notebooks, pencils, branches, paper, etc.), measure indoor items in the activity room, and measure large trees outdoors.

2． Put length measuring tools such as measuring tapes and rulers in the educational area to teach children to learn accurate measurement and reading. Kindergarten Science Activity Lesson Plan Part 3

Activity goals:

1. Understand the lyrics on the basis of knowing the spring buds, and sing the tune correctly.

2. Guide children to feel and express the strength of sounds.

3. Encourage children to be willing to sing and perform bold movements in front of the group.

Activity preparation:

1. Before class, consciously guide children to observe the rainy scene; song tape.

2. Pictures of seeds sprouting and growing up in the rain.

Activity process:

1. Discuss the scene of spring rain and express it with sounds and movements.

2. Observe the pictures and describe the germination process of seeds.

3. The teacher explains the lyrics based on the pictures and uses gestures and movements to show that the voice of the seeds is weak.

4. Children learn to sing songs.

5. Sing in unison, in groups, and lead on the basis of familiarity with the songs.

Effect analysis:

Although the children have a vague concept of the spring season, by observing the actual buds and observing the pictures, they can boldly say the content of the pictures and express their own feelings. View point: When the child Zhang Wenhao saw the picture of the seeds just showing their pointed buds, they shouted childishly: "The seeds are coming out!" When other children were discussing what the small buds from the seeds looked like, they said they looked like little bugs. , like date stones, like bunny ears. When I went outdoors to look for changes in plants, it was early spring and it was rare to find changes in plants. However, the attentive children still found small buds that had just revealed a little bit of green by pulling at the dead grass on the lawn.

Some children found insects in the soil. After timely education, the children understood that as the temperature gradually rises in spring, various insects will come out one after another. On the morning of the third day after Activity 1, the first spring rain began to fall. Due to the chill of early spring and the poor physical condition of the children in the small class, we immediately organized the children to observe and listen indoors through doors and windows. Feel the rustling spring rain with all your senses. The children were very enthusiastic, scrambling to squeeze forward, reaching out to catch it with their hands, and some said: "The spring rain fell to the ground, and there were blisters on the ground." We then carried out the second activity. With the foundation of understanding spring buds and observing spring rain, children can easily learn songs when learning songs. In the process of learning songs, some children took the initiative to use their actions to express the content of the seed germination part of the lyrics. The children were able to express the rustling of spring rain and the weak voice of seeds using sounds, gestures and movements. Through these two activities, children basically grasp that plant sprouting is the main feature of spring. Kindergarten science activity lesson plan Part 4

Activity goals:

1. Be interested in the phenomenon of falling objects.

2. Can initially perceive whether the object is falling quickly or slowly.

3. Be willing to use body movements to imitate the trajectory of falling objects.

Activity preparation:

1. Each child has a set of game materials.

2. A set of teacher demonstration tools.

Activity process:

1. Show paper babies of various colors and distinguish between red, yellow and green.

2. Children explore and observe the whereabouts of various paper babies.

3. Children use body movements to imitate the falling trajectories of various papers.

4. Children explore and perceive how fast or slow the various paper babies fall.

5. The teacher asked questions: Think about whether all kinds of paper babies fall equally fast?

6. Children explore and perceive how fast or slowly various pieces of paper fall.

Extended activities:

Observe the trajectory of other objects falling. Kindergarten science activity lesson plan Part 5

Purpose:

1. Observe candles burning and discover many interesting phenomena.

2． Generate interest in observation and initially understand the relationship between combustion and air.

Preparation:

1. One "main candle".

2． Every two children share an operating table. One tray, two candles of the same size, two glass bottles of different sizes, two bowls, foam blocks, colored water, rags, etc. are provided.

Process:

Activity 1: Watch the candle burn

1. Initiate activities and organize children to discuss: How to fix candles? (such as inserting them on foam blocks or small bottles.)

　2. Inspire children to think: How to light candles?

3. Guide children to observe the lit candles and talk about the interesting phenomena they see, such as: the dripping candle oil is like tears and a bit hot; the flame will "dance" with the wind; the candle will produce a special smell when burning, etc. wait.

Activity 2: Homemade candle flowers

1. The child holds a small burning candle and drops the candle oil into a bowl filled with water.

2． Observe the "candle flower in the water", talk about what it looks like, and find any strange phenomena. (It will float on the water like a lotus leaf and will not sink.)

　3. Try dripping candle oil onto black paper or blue cloth and see the difference.

Activity 3: The candle goes out

1. Ask the children to first fix two identical candles on foam blocks of the same size.

2． Ask the children to light the candles and cover the glass bottles respectively, observe and introduce the interesting phenomena they see, such as the bottle body becomes hot, there is water vapor on the bottle wall, the flame is slowly extinguished, etc. Encourage the children to discuss the reasons .

3. Ask the children to work in pairs, light two candles again, and then cover the two glass bottles, one large and one small, at the same time, observe the phenomenon of the candles extinguishing, and discuss the experimental results with each other.

Activity 4 Candles in the Water

1. Pour a shallow layer of colored water into the tray, then light the candle placed in the water, then cover the glass bottle, and guide the children to observe the phenomenon of the colored water outside the bottle entering the inner wall of the bottle after the candle is extinguished.

2． Guide children to discuss: Where does the water on the wall of this bottle come from? Why?

Suggestions:

1. The "main candle" provided in the material is lit by the teacher, and children can light small candles on the "main candle" to avoid using lighters or matches and other igniting tools to ensure safe operation.

2． When children explain mistakes, teachers should not correct them on the spot. They can guide children to discuss and encourage children to experiment again or search for relevant information before discussing.

3. This activity is suitable for district corners or group activities. Because air is invisible, intangible, and relatively abstract, activities should focus on guiding children to observe various phenomena and try to create opportunities for children to communicate. Kindergarten Science Activity Lesson Plan Part 6

1. Activity goals:

1. Through classification, children can further master the different characteristics of animals and understand the basic concepts of animals.

2. Develop children’s ability to analyze and summarize.

3. Cultivate children’s environmental awareness and love for animals.

2. Activity preparation:

1. Multimedia courseware, music game tapes; 2. Several animal cards and ornaments; 3. Background pictures of the animals’ homes.

3. Activity process:

1. Exciting introduction:

Use Simba, the Lion King, the animated image that children love, to introduce topics, set up suspense, and inspire children activity interests.

2. Watch multimedia courseware and guide children to try to classify animals according to their characteristics:

①Teacher: Children, if you were Simba, how would you classify animals? Children can discuss freely. ②Children operate pictures in groups and try to classify animals.

③Children in each group communicate with each other about the reasons for classification, and the teacher guides the children to compare the similarities and differences of different animals.

3. Watch multimedia courseware to guide children to summarize the different characteristics of different animals and form concepts.

4. Children manipulate animal pictures and make classification adjustments.

5. Guide children to communicate and discuss based on past knowledge and experience, further enrich children’s knowledge about animals, stimulate children’s emotions of loving animals, and cultivate children’s environmental awareness.

　①Teacher: In addition to these animals, what other animals do children know and what category do they belong to?

　②Teacher: Animals are our human friends, how should we treat animals? < /p>

6. Game: Animals find homes:

How to play: Set up the game scene.

The first game: one child plays the role of a hunter, and other children wear chest ornaments to play various animals. The music sounds, and the children imitate the corresponding animals in accordance with the music. When the hunter comes, the "animals" hurry up Run back to your home.

The second game: Children exchange chest ornaments, add animals that are difficult to classify, increase the difficulty of the game, and allow children to guess and compete.

7. Knowledge Expansion Watch the "Animal World" multimedia courseware to enrich children's knowledge about animals and stimulate their desire to further explore the mysteries of animals.

8. Ending activity:

Teacher’s summary to stimulate children’s interest in continuing to explore the mysteries of animals. Kindergarten Science Activity Lesson Plan Part 7

Activity goals:

1. Introduce the desert to children and expand their understanding of the natural world.

2. Get to know the camels in the desert, the main characteristics of camels and other creatures in the desert.

3. Stimulate children’s desire to explore nature.

3. Guide children to know what harm the desert does to us humans.

3. Let children understand how we should prevent desertification.

Activity preparation:

1. Audio and video materials about the natural scenery of the desert and the prevention and control of desertification.

2. Each child has a book, a physical projector, and a pen.

Activity process:

1. Guide children to observe the picture magnified by the physical projector and initially understand the main characteristics of camels.

-Teacher: What’s on the screen? What does a camel look like?

-Teacher: What’s on the camel? What special use do they have?

-Teacher: What do camels like to eat? Where do camels live?

-Teacher: What is the use of camels?

- Teacher summary: Camels live in the desert. Camels have thick fur on their bodies, which can prevent the loss of water in the body, protect them from the sun during the day, and keep them warm at night. Camel-bottomed eyes produce a lot of tears to keep them from drying out, and they have long eyelashes that can stop sand from getting in. Camel's nostrils can be closed to protect against wind and sand.

Camels have a lot of hair in their ears to prevent sand from getting in. Camels have humps on their bodies. It can be divided into single hump and double hump. Camel humps store nutrients.

The soles of camels’ feet have wide and thick pads. They are not afraid of hot sand and will not sink into soft sand. Camels are a means of transportation in the desert. Some people call camels the boat of the desert.

2. Organize discussions among children:

-Teacher: Have you ever seen a desert? What does the desert look like?

-Teacher: What is in the desert? (Cacti, scorpions, etc.)

-Teacher: What harm does the desert do to us humans? How should we prevent desertification?

3. If possible, children can be organized to watch a video introducing the desert to learn about the characteristics of the desert and the animals and plants living in the desert. If there are no conditions, children can be organized to talk based on their existing experiences. Teachers can look for corresponding books and pictures to introduce relevant knowledge and experience to children.

4. Guide children to read children’s books.

-Observe the picture and talk: What animals are there in the desert? What are their names?

-Please use the connection method to help the camel get out of the desert.

Little Encyclopedia: Desert mainly refers to a barren area where the ground is completely covered by sand, where there are very few plants, little rain, and dry air. Deserts are also called "sand curtains", areas that are dry, water-deficient, and have few plants. Desert areas are mostly beaches or dunes, and rocks often appear under the sand. Kindergarten Science Activity Lesson Plan Part 8

Activity goals:

1. Interested in creative shadow modeling.

2. Explore and discover the overlap and dislocation of shadows.

Key points and difficulties:

Carry out shadow creative modeling.

Activity preparation:

Children’s books, electronic resources "Shadow Magic", top hats, wooden sticks, etc.

Activity process:

1. Import

1. Children appreciate the pictures in electronic resources and feel the beauty of shadow shapes.

2. Are these shadow shapes interesting?

3. Do these shadows have the same shape as their owners?

4. Why does this wonderful phenomenon occur? You can take a guess.

2. When children use books, try to discover the phenomenon of overlapping shadows and misalignment of light and shadow.

1. In addition to adults who can play shadow-shaped games, children can also play. Look at what the children in the book do. Why can they achieve such effects?

2. There are two children, why are there only one head and one body in the shadow?

3. The child is not wearing a hat. Why is the child wearing a hat?

4. Why can’t the children hold hands but they can shake hands in the shadows?

3. Children work together to try shadow modeling to stimulate their creativity and imagination.

1. Find your friends to do shadow styling and see whose style is the most interesting.

2. If you need props, you can ask the teacher.

4. Discuss children’s shadow shapes to stimulate children to think more.

1.Who did you do the shadow modeling with? What's your look? How did you go about styling it?

2.Whose shadow shape is the most interesting? Why? How many people did they style? Is it okay to have one less person?

3. Can children with different body shapes be styled together? How to take advantage of their different characteristics of height, short, fat and thin?