Teaching plan for scientific activities in large classes: the design intention of dissolving 1
Water is indispensable in our daily life, and we can't live without water every day. It is precisely because water is closely related to our lives that children are exposed to water for a long time. But water has many characteristics, such as the three-state change of water, the impact of water, the fluctuation of water, the solubility of water and so on. Children are naturally fond of playing with water. In the process of playing with water, we found many interesting and novel phenomena and raised many questions about water. The Guiding Outline of Kindergarten Education (for Trial Implementation) points out that it is necessary to guide children to have interest and desire to explore the characteristics and changing laws of common things and phenomena around them, and try to create conditions for children to actually participate in inquiry activities, so that children can feel the process and methods of scientific inquiry and experience the fun of discovery. In order to satisfy children's curiosity and desire for exploration, I designed this scientific activity to enhance children's interest in scientific exploration through activities, to know that water is soluble, to cultivate children's awareness and ability of cooperative learning by guiding them to actively participate in group discussion and exploration, and to learn to express, communicate and share the process and results of exploration in various ways.
moving target
1. In the process of observation, comparison and exploration, let children understand the dissolution of substances and enhance their awareness of environmental protection.
2. By raising objections to experimental phenomena among children's peers, children's communication and cooperation ability and scientific inquiry attitude can be cultivated.
3. Children can boldly describe what they saw in the experiment and cultivate other children's listening ability.
4. Develop children's observation and imagination.
5. Pay attention to listening to and respecting peers' speeches in communication activities.
Activities to be prepared
1, each group has a record sheet, several transparent cups, stones, oil, sugar cubes and fruit treasures.
Four spoons, four chopsticks and four small nets.
2. Some pictures of polluted water, other water-soluble substances, such as coffee, milk powder and cold particles.
Activity process
First, display experimental materials to stimulate children's interest in activities.
Teacher: Today we are going to do a very interesting experiment. You can go to the experimental table to have a look, smell, talk and touch, and see what experimental materials the teacher has prepared for you. Teacher: Please return to your seats gently. Who wants to tell me what materials you have read? The teacher prepared these four experimental materials for you today. They are: stone, fruit treasure, * * * and oil.
(Teachers directly make experimental materials, fully grasp the curiosity of children, and then trigger the exploration desire of children in large classes, and arouse their strong interest in activities. Guiding children to perceive experimental materials with their own senses conforms to the characteristics of children's physical and mental development. Second, children guess, learn to record, experiment for the first time, and observe experimental phenomena.
1, guide the children around you "What will happen if you put these experimental materials in water? Who can take it out? Who can't take it out? " This question is guessed and recorded.
Teacher: The teacher prepared these four experimental materials in order to let the children do an experiment with them. We should put these four experimental materials in these four cups, then stir them, fully stir them, and have a look again to see who can take them out and who can't. There are many gadgets here. Please write it down in a way that you can understand. Teacher: OK, please use your brains to guess.
2. Ask questions about children's guesses, guide children to experiment for the first time, and observe experimental phenomena.
Teacher: I found that each group guessed differently. How do I know who guessed right? Who guessed wrong?
Yang: Give it a try.
Teacher: OK, then we're going to have this interesting experiment. Before doing the experiment, I want you to put these materials in a cup and mix them thoroughly. Then, observe and see what interesting phenomena happen. Then, draw this interesting phenomenon at the back of your record sheet. After the observation, please tell the children what they saw. In this session, children are asked to choose a small tape recorder to record by distributing forms. In the course of the experiment, the children know that everyone can work hard together, thus improving their ability of cooperation and communication. After observing the phenomenon, encourage children to boldly describe what they saw in the experiment, which not only cultivates children's expressive ability, but also cultivates other children's listening ability. (3) Exchange their guesses and test the results again.
1. Ask children to exchange their own guesses, and through the differences of their guesses, arouse children's ideas to be verified by experiments, so as to cultivate children's scientific inquiry spirit.
Reflection:
1. Judging from children's interest, children's enthusiasm for "water" has always been relatively high, so I think there should be no upsets and reluctance to participate in this plate related to "water"
2. From the observation of the general science area, children are exposed to experimental exploration, and there are fewer and fewer opportunities to find and solve problems, which makes children lose their desire to explore spontaneously.
So I chose a science class that focuses on experiments. Judging from the classroom results, I can be sure that the children are very interested in the choice of classroom content and actively participate in it. Through the first part of guessing, children's attention is attracted by the teacher, and no child is free, so they can guess as much as they want. Such a good start makes me full of confidence in the following links. It is difficult to explain the experimental tasks and rules for children who are doing experiments for the first time and have to learn to record. So before the experiment, I also explained the experimental steps in detail, requiring five substances to be put into five different cups, so that children can see at a glance when observing, and it is also convenient for later comparison and classification. Although some children still put several substances in the same cup in class, in the teacher's class,
Recording experiments is the difficulty of this lesson. Before designing the course, I also thought a lot about whether it is better to draw a soluble painting √ or an insoluble painting √, or a soluble painting √ and an insoluble painting √. According to common sense, the first method is definitely more acceptable. But I have considered that when children do experiments, they don't know what the reaction is when substances are put into water, and these phenomena are called nothingness, so I can only communicate with children like this: "When substances are put into water and fully stirred, substances either exist or have disappeared." Children are used to analyzing problems from a dominant perspective, so they can see the phenomenon that matter still exists or disappears. So we don't know what dissolution is and what dissolution is like, so it is more scientific to adopt the latter recording method. At the same time, I learned from my colleagues' experience that the children in the middle class are not good at drawing "√", so in the end, I recorded the experiment and explained it as follows: If the substance still exists after being fully stirred, please draw "O", if the substance disappears, please draw "X", which means that there is nothing if the substance disappears. From the classroom, it is easy for children to accept this recording method. It is clear at a glance whether the substance in the cup disappears or exists, and the record is much simpler.
However, after children understand this characteristic of water dissolution, they know that the disappearance of matter means that matter can be dissolved in water, and if matter still exists, it means that matter cannot be dissolved in water. In the regional activities of our class, I continued to devote myself to this experiment. When recording, the children have a completely different result from the classroom. Children are used to drawing "√" after substances that disappear when put into water, and "×" after substances that still exist when put into water. In fact, I feel very happy when I see this recording method, which shows that children are already very clear about the secret of whether substances can be dissolved.
From this seemingly simple way of recording, science class needs not only strict classroom process design, but also strict teaching language of teachers, and also some aspects that are easily overlooked from the standpoint of children.
The second part is experimental activities. This link is mainly to cultivate children's ability to solve problems in experiments, and it is also the focus and difficulty of activities. In this link, the teacher completely lets the children try and find the results themselves. In the whole activity, few children need the help of teachers. Most children can find their own answers, know how to operate, how to solve their own puzzles, and at the same time make correct records. Through recording, children can clearly see whether all kinds of objects are dissolved in water, which also provides a basis for summarizing and communicating activities in the future. In this link, it not only improves children's ability to explore independently and use their hands and brains, but also cultivates children's cooperative spirit. In this link, teachers often use indirect guidance and individual guidance.
The explanation of the experimental results is easily accepted by the children after the experiment, because most children draw a conclusion from their own experiments: brown sugar and salt can be dissolved in water, while sand, soybeans and corn kernels cannot be dissolved in water. However, in the course of the experiment and the recorded results, the teacher found that some children have a little disagreement about whether salt can be dissolved: some children think that salt still exists in water and cannot be dissolved in water, and some children first found that salt existed for one day, and later found that salt disappeared. When analyzing the results, the teacher put forward his own ideas: ask the children to see if the glass with salt has changed, whether the salt still exists or whether the salt is less than just now. (regret: I didn't let the children observe after class. When I was sorting it out, I found that this salt cup was placed with insoluble matter. In class activities, some children later found that salt can be dissolved, but if it is put too much, it will slowly dissolve. Therefore, more secrets need to be obtained by children in more extracurricular exploration.
The third part is expansion activities: here, the activities are not over yet, and the teacher asks the children to continue exploring with questions, so as to keep their interest and make further exploration: they can talk about different substances in the water, observe whether they can be dissolved, make drinks if possible, taste different substances in the water and so on. And help children find new problems in the process of activities: the speed of dissolution, how to speed up the dissolution of substances ... Let children maintain this enthusiasm for exploration in continuous activities!
Teaching plan of large class scientific activities: design intention of dissolution II
Water is indispensable in our daily life, and we can't live without water every day. It is precisely because water is closely related to our lives that children are exposed to water for a long time. But water has many characteristics, such as the three-state change of water, the impact of water, the fluctuation of water, the solubility of water and so on. Children are naturally fond of playing with water. In the process of playing with water, they found many interesting and novel phenomena and asked many questions about water. The Guiding Outline of Kindergarten Education (for Trial Implementation) points out that it is necessary to guide children to have interest and desire to explore the characteristics and changing laws of common things and phenomena around them, and try to create conditions for children to actually participate in inquiry activities, so that children can feel the process and methods of scientific inquiry and experience the fun of discovery. In order to satisfy children's curiosity and desire for exploration, I designed this scientific activity to enhance children's interest in scientific exploration through activities, to know that water is soluble, to cultivate children's awareness and ability of cooperative learning by guiding them to actively participate in group discussion and exploration, and to learn to express, communicate and share the process and results of exploration in various ways.
moving target
1. In the process of observation, comparison and exploration, let children understand the dissolution of substances and enhance their awareness of environmental protection.
2. By raising objections to experimental phenomena among children's peers, children's communication and cooperation ability and scientific inquiry attitude can be cultivated.
3. Children can boldly describe what they saw in the experiment and cultivate other children's listening ability.
Activities to be prepared
1, each group has a record sheet, several transparent cups, stones, oil, sugar cubes and fruit treasures.
Four spoons, four chopsticks and four small nets.
2. Some pictures of polluted water, other water-soluble substances, such as coffee, milk powder and cold particles.
Activity process
First, display experimental materials to stimulate children's interest in activities.
Teacher: Today we are going to do a very interesting experiment. You can go to the experimental table to have a look, smell, talk and touch, and see what experimental materials the teacher has prepared for you. (Children's activities, teacher's guidance)
Teacher: Please return to your seats gently. Who wants to tell me what materials you have read? The teacher prepared these four experimental materials for you today. They are: stone, fruit treasure, rock sugar and oil.
(Teachers directly make experimental materials, fully grasp the curiosity of children, and then trigger the exploration desire of children in large classes, and arouse their strong interest in activities. Guide children to perceive experimental materials with their own senses, which is in line with the characteristics of children's physical and mental development)
Second, children guess, learn to record, experiment for the first time, and observe the experimental phenomenon.
1, guide the children around you "What will happen if you put these experimental materials in water? Who can take it out? Who can't take it out? " This question is guessed and recorded.
Teacher: The teacher prepared these four experimental materials in order to let the children do an experiment with them. We should put these four experimental materials in these four cups, then stir them, fully stir them, and have a look again to see who can take them out and who can't. There are many gadgets here. Please write it down in a way that you can understand. (teacher allocation table)
[page_break] Teacher: OK, please use your brains to guess.
2. Ask questions about children's guesses, guide children to experiment for the first time, and observe experimental phenomena.
Teacher: I found that each group guessed differently. How do I know who guessed right? Who guessed wrong?
Yang: Give it a try.
Teacher: OK, then we're going to have this interesting experiment. Before doing the experiment, I want you to put these materials in a cup and mix them thoroughly. Then, observe and see what interesting phenomena happen. Then, draw this interesting phenomenon at the back of your record sheet. After the observation, please tell the children what they saw. )
(In this session, children are asked to choose a small tape recorder to record by distributing forms. In the course of the experiment, the children know that everyone can work hard together, thus improving their ability of cooperation and communication. After observing the phenomenon, encourage children to boldly describe what they saw in the experiment, which not only cultivates children's expressive ability, but also cultivates other children's listening ability. )
Third, exchange their guesses and test the results again.
1. Ask children to exchange their own guesses, and through the differences of their guesses, arouse children's ideas to be verified by experiments, so as to cultivate children's scientific inquiry spirit.
Teacher: I asked the children to tell me your guess about these four experimental materials. Who can take them out? Who can't take it out?
2, children experiment again to verify the conjecture and communicate.
Teacher: Now I'm going to ask you to continue this experiment. I just introduced that there are many gadgets, spoons, chopsticks and small nets. Now you need to use these gadgets to see which materials you just put in the water can still be taken out and which can't be taken out, and record them in the same way. (children's operation, teacher's guidance. )
(In this session, children actively experiment, carefully record their own experimental results, and enthusiastically express their findings and opinions. Letting children do it by themselves is also in line with children's nature and fully embodies the educational concept of "learning by doing". )
Fourth, in view of the children's objections, please experiment with individual children again to fully understand the concept of dissolution.
Teacher: Who will talk about the finished child? Which of the four experimental results do you want to talk about? Is your guess the same as the experiment? (Children who have objections do experiments alone, so that children can reach a consensus)
The teacher concluded: Today, by doing experiments, we know that different substances will have different phenomena when put into water. The stone was put into the water and sank; Oil is floated in water; Fruit treasures were put into the water, which changed the color of the water; Rock sugar is put into water and finally disappears. Can rock sugar and fruit treasure be taken out with various gadgets after they are fully stirred?
Yang: No.
Teacher: Yes, they also change the color and taste of water. There is a word for this phenomenon, which is called dissolution. Fruit and rock sugar are dissolved in water. Stone and oil, we can also take them out of the water with tools, they are insoluble in water. Who can tell me, in your life, have you seen anything that can be dissolved in water?
You 1: white sugar
You 2: Coffee.
Young man 3: salt
Young man 4: vinegar
Teacher: The children talked a lot about substances just now, so the teacher won't tell you whether these substances are soluble in water. The children know that the result of the guess will be different from that of the experiment, so let's guess again now, do the experiment when we get home and tell you tomorrow, OK?
[page_break] (In this link, let the children who have objections do the experiment again, and let the children initially perceive the concept of dissolution. Children guess the substances that may dissolve in life, and the teacher prepares some in advance. Teachers do experiments, and children can fully understand the concept of dissolution through observation. )
5. Watch polluted pictures and videos to enhance children's awareness of environmental protection.
Teacher: Look at these pictures, children. What is floating on the river?
Yang: Plastic bags.
Teacher: Teachers often see many plastic bags in some rivers. Do you think they can be dissolved in water? What will happen to our water then?
Yang: It's polluted.
Teacher: Polluted water can't be used, and there is less and less fresh water to drink on the earth. How do we protect water resources?
Young 1: Save water
Young man 2: Don't throw rubbish into the river.
Young 3: Make a sign to remind others.
Teacher: The children have come up with so many ways. You are really little environmental guards! Then let's make environmental protection signs together when we are in the corner!
Teachers can stimulate children's awareness of environmental protection by whether substances can be dissolved in water. And connect water saving with children's daily life, let children know that environmental protection starts from me and starts from bit by bit. By making environmental protection signs, children's ideas can be put into action. )
Activity review
This activity is close to children's lives, and the experimental materials used are also common in children's lives. In life, children have drunk fruit treasures, sugar water and various drinks, and have also seen stones and oil. It's just that children have never carefully observed and compared how these substances will change in water. Using children's familiar activities, contents and familiar materials conforms to the idea of "learning by doing" put forward by American educator Dewey.
In the whole activity, the children are active and have high enthusiasm for inquiry and desire for communication. Children actively participate, guess and experiment from beginning to end, carefully record their own guesses and experimental results, enthusiastically express their views and findings, and be able to put forward their own ideas and practices different from their peers.
This activity puts forward a question worthy of further consideration: how to divide the concept of dissolution into different levels and design a series of activities with internal logic to guide and promote the formation and development of the concept of children from low to high? For example, it is found that some things can be dissolved in water and some can't; After the substance is dissolved, its appearance changes, and the obtained mixture is in different States-turbid or clear; Understand the principle of conservation of matter. Therefore, how to guide children to follow the arrows and clues of concepts is the direction we need to further study and learn together.
Teaching plan for large class scientific activities: Dissolution 3 Activity objectives:
1, know the color of water, understand the phenomenon of dissolution, and know that some substances can be dissolved with water.
2. Willing to actively participate in experiments and interested in exploration.
Activity preparation:
Salt, monosodium glutamate, sugar, flour, a little white vinegar, pebbles, yellow sand, some soybeans, one cup for each person and one chopstick for each person.
Activity flow:
Introduction: Listen to the sound and guess the water.
Teacher: There is something in my box. Please listen to who it is. (The teacher shakes his hand to let the child hear the sound of water)
Teacher's summary: Yes! Our water can make xxxx sound (according to the children's description). Today, Teacher Tong will show you another skill of water, which can make some things invisible.
First, observe the color of water.
"Dip water in the cup and observe the color of the water. What color is the water? "
Comparing the color difference between white paper and glass, we can understand that water is transparent, which enriches the word transparency.
Second, demonstrate the dissolution.
1. Choose white vinegar, monosodium glutamate, salt, sugar and flour, put them in your cup and stir them with chopsticks. What will happen?
2. Can white vinegar, monosodium glutamate, salt, sugar and flour still be seen?
3. Teacher's experiment: Put soybeans, yellow sand and pebbles into the water to see if they are available.
The teacher concluded: Some things can be dissolved in water, while others can't. You can't see things that can be dissolved in water, but we can still find things that can't be dissolved in water with our eyes.
Rich words: dissolve and stir.
Third, observe the color after dissolution.
1, "What color does the water become after monosodium glutamate, salt, sugar and flour are dissolved in water?"
2. Ask children to operate the colors of monosodium glutamate, salt, sugar, white vinegar, flour and matcha powder in water and compare them.
3. The teacher shows the dissolved sugar water, monosodium glutamate water, salt water and white vinegar water. Can you find out who lives in the cup?
Teacher: After monosodium glutamate, salt and sugar river white vinegar are dissolved in water, the water is still transparent and invisible to our eyes, but we can smell it with our noses or taste it with our mouths to tell what it is. And some things like flour and matcha powder are put into water, and water becomes their color. When you get home, you can try it with your parents. Those things at home will dissolve, and those can't.