CATDOLL : CATDOLL: Kindergarten "Firefly" lesson plan (Kindergarten "Firefly" lesson plan how to write)

1. What can glow? Lesson plan for small class?

The reason why fireflies can glow is because they contain firefly luciferin and luciferase in their bodies. Luciferin can react with oxygen under the catalysis of luciferase to produce light energy. The light of fireflies is cold light, and almost all the energy released in the reaction is released in the form of light. The light of fireflies is mainly for courtship, and the luminous segments on the abdomen are called light organs.

2. How to introduce fireflies into the Lego class for middle-class children?

1. Guide children to imitate fireflies with words and actions, and communicate and express their feelings.

2. Learn to sing softly along with the music, and guide the children to feel the slow dance of fireflies at night and the quiet atmosphere all around.

3. What is Ye Shengtao’s nursery rhyme “Firefly” about?

This is a nursery rhyme about objects. The poet starts by capturing the characteristics of fireflies: "lighting lanterns" and "flying". The former is static, while the latter is dynamic. Then the poet uses "flying" four times in a row to introduce the activity time and place of fireflies. The last two sentences echo the first two sentences, once again bringing out the two characteristics of fireflies: movement and stillness. The whole nursery rhyme is consistent from beginning to end, and the verses are short and lively, full of movement and charm.

4. Children’s lesson plan on the transmission of light?

Science lesson plan for middle class

The Transmission of Light

Lesson Plan 1: Interesting Light and Shadow

Activity objectives:

1. Further perceive the relationship between the changes in the positions of people and the sun, and the size of the shadows produced.

2. Can accurately record the relationship between people, sun and shadow.

Activity preparation:

1. Material preparation: a sunny day, an outdoor venue, recording paper, a homemade sundial, and time (record every hour).

2. Experience preparation: Know that human shadows can be reflected under sunlight; understand that shadows are formed under three conditions: object, light source, and reflective surface; through the comparison between clocks and sundials, initially understand that sundials are tools that use the sun's projection to indicate time, etc.

Key points and difficulties:

Key point: Perceive the relationship between the changes in the positions of people and the sun and the size and position of the resulting shadows.

Difficulty: Guide children to guess and verify the changes in shadows.

Activity process:

1. Stimulate children's desire to explore.

Before the activity, the teacher selects a location outdoors and places a large clock and a set sundial. Ask the children to guess: If a person stands facing the sun at 9 a.m., where will his shadow appear? How will the position of the sun change at different times? How will the shadow change?

2. Verify the position of the 9 o'clock shadow.

Each child participating in the activity is responsible for drawing a shadow for a certain period of time and recording the time and his/her name on the shadow. Starting at 9 a.m., ask a child to stand facing the sun to observe the changes in the sun's position, and then ask another child to draw his/her shadow. Guide the children to observe the positions of people, the sun, and shadows, especially the connection point between people and shadows.

3. Make another guess based on the shadow at 9 o'clock.

"Where will the shadow appear at 10 o'clock, and what changes will occur in the shadow?" (The shadow gradually becomes larger) This will prompt children to think about the problem and then verify it.

4. Where is the shadow at 11 o'clock?

Use the same method to guess and verify. Then, through recording the shadows three times, guide the children to observe that as the sun rises higher, the shadow becomes smaller, and vice versa. Perceive the relationship between the change in the position of a person and the sun and the size of the shadow.

5. Where is the shadow of 12 o'clock?

After recording the shadow at 11 o'clock, guide the children to guess where the shadow at 12 o'clock will be (right behind the person).

6. Guess where the shadow is in the afternoon.

When recording the shadow at 12 o'clock, ask the children to guess again what changes will happen to the shadow in the afternoon? (The shadow will gradually grow from small to large, and the left and right shadows will be symmetrical) Then verify them one by one.

7. Based on the recorded results, the children summarize the rules themselves.

After recording the shadows, the teacher guided the children to observe and record the results, and summarized the changing rules of the sun and shadow: the lower the sun is, the bigger the shadow is; the higher the sun is, the smaller the shadow is; when the sun overlaps with the person, the shadow is the smallest. They also found that the shadows at 9 o'clock and 15 o'clock are the same size, the shadows at 10 o'clock and 14 o'clock are the same size, and the shadows at 11 o'clock and 13 o'clock are the same size, which is symmetrical.

The children were very interested in this activity. They talked about shadows all day long and always reminded the teacher: "Teacher Fan, it's almost time to go upstairs to draw shadows." After lunch, they couldn't wait to go upstairs to draw shadows. During the nap, they were so excited that they couldn't sleep because they were waiting to draw shadows. When it was everyone's turn to record, they were very careful, for fear of drawing the shadows badly.

Before the activity, when the teacher asked, "If a person stands facing the sun, where will his shadow appear?", 7 different answers were given by 9 people, and all of them said they were correct. Because the answers differed greatly, the desire to experiment became stronger, and everyone wanted to prove that their answer was correct.

When the shadow appeared at 9 o'clock, everyone was surprised, "Ah! So the shadow is here!" When guessing the shadow at 10 o'clock, the answer was only "around", and everyone could infer the position of the next shadow, and there was no more dispute. At 12 o'clock, the shadow was the shortest, and then guessed, "What will the shadow look like in the future?" Some said long, some said short, and Wang Juntong said, "You will know at 1 o'clock, right?" At 1 o'clock in the afternoon, I asked i children who had not slept to go upstairs and draw shadows. After getting up, Zhou Qi cried sadly, "Teacher, why didn't you call me?" When everyone saw the shadow at 1 o'clock, they immediately inferred the position of the shadow in each time period in the future.

Every hour from 9 a.m. to 3 p.m., the children drew a shadow. After recording the whole process, without the teacher's explanation, the children came to a clear conclusion: the shadow is the largest at 9 a.m., and then gets smaller and smaller. At 12 p.m., the shadow falls directly behind the person and is the smallest. After 1 p.m., the shadow gradually gets bigger. In other words, as the position of the sun (light source) changes, the shadow also changes. The lower the sun is, the larger the shadow is, and vice versa. The children clearly expressed this law of change in their own language.

Lesson Plan 2: Naughty Guangguang

Activity Objectives

1. Know the characteristics of fireflies and use luminous objects to imitate them.

2. Make up a story based on the story structure.

Activity Preparation

1. "Story": Naughty Guangguang.

2. Flashlight.

3. Introduction to the reasons and methods of fireflies glowing, and sets of number cards from 1 to 10.

Activity Process

1. Combine children's books and use the story book to share the story "Naughty Guang Guang" with children:

1. Remind children to pay attention to the changes in the story scenes and guess the content of the story.

2. Guide children to exchange their ideas with each other. -- Let children enjoy the story while reading.

2. Start a discussion with the children to help them understand the story.

1. Who is in the story? What is it about?

2. Do you like Guang Guang? Why?

3. If you were Guangguang, where would you use your ability to shine?

3. See and explain the characteristics, reasons and methods of firefly glow.

1. Who has seen fireflies? (If any child has seen one, ask him to share his experience.)

2. Why do fireflies glow?

Play the game "Firefly Find Friends":

3. Divide the children into groups, with 6 to 7 people in each group, to act as male fireflies.

4. Distribute the number cards to each group. Each group should have the same number of number cards. At the same time, give each group a flashlight.

5. Draw the curtains, turn off the lights, and the teacher holds a flashlight as if it were a female firefly, flashing the light on and off several times.

6. Each group of children will find the corresponding number card according to the number of times the teacher plays, and respond by shining their own group's flashlight;

The group with the fastest and most correct movements has found a friend, and asks a child to "fly" to the teacher.

4. Based on the structure of the story “Naughty Guangguang”, create the story “My Insect Friends”.

Ask the children to combine their personal experiences and imagine a story about themselves and their insect friends.

Guide children to express the story in pictures and make their own storybook

Lesson Plan 3: The Mystery of Light

【Activity Objectives】

1. Based on the children's existing life experience, guide them to discover through observation and personal experience that light is bright and can illuminate the world around them. They will have a preliminary understanding of the close relationship between light and human life; guide them to explore where light comes from and understand that the sun, electric lights, candles, burning objects, matches, lighters, etc. can all emit light.

2. Cultivate children's thinking ability and language expression ability.

3. Stimulate children's positive emotions towards science and their desire to explore natural physical phenomena.

【Activity Preparation】

Set up a dark room with electric lights, table lamps, flashlights, candles, matches, lighters, etc. Each child has a small mirror.

【Activity process】

1. Introduction activity: Create a darkroom environment and reveal the topic

The children sit in a dark room and are asked to express their feelings (darkness). The teacher quietly opens the door and asks the children what they have found. (bright light)

2. Inspire children

Guide children to discover the mystery of light through observation, experience and operation activities, that is, the source and characteristics of light and its relationship with human life.

1. Lead the children to go outdoors to look for light and learn about sunlight.

① Teacher: Where does the light come from? Let’s go and look for it together. As we walk, we say: Children, hold hands, let’s go outside and look for it outside. Where does the light come from?

②Young: We discovered that the light was sent by the sun.

③Teacher: Please ask the children to look at the sun carefully and then tell everyone what they feel.

④Teacher: Ask the children to talk to Mr. Sun in private and ask some questions.

For example: a. Mr. Sun, why are you so bright?

b. Mr. Sun, how come you have so much light?

c. Mr. Sun, where does your light come from?

(After the conversation, we return to the dark room and discuss the questions we asked the Sun)

⑤Teacher: Children, you really like to use your brains by asking so many questions. We found that the light of the sun is so bright, and it is really dazzling when the light is strong!

2. Guide the children to find ways to light up the house.

Teacher: Now I have locked the sun outside the door, and the room is dark again. Please think of a way to make the room brighter.

①(Turn on the light) Turn on the light according to what the child says.

② The children found that the room was bright. Who gave us this light? (Electric light)

③ In addition to electric lights, can we use other methods to emit light? (Children use open thinking and propose various methods)

④ We prepared a lot of things, and the teacher and the children did experiments together to make these things emit light. (In advance, table lamps, candles, flashlights, and kerosene lamps were arranged on the tables around the classroom; matches and lighters were controlled by the teacher)

⑤ After the children have done the operation, they answer: What did you make glow just now? How did you do it?

⑥ Summary: Table lamps and flashlights light up as soon as the switch is pressed; candles and kerosene lamps light up only after they are ignited. So who is the best friend? (a, ignition method; b, color of light)

⑦Just now, our children discovered that matches, lighters, electric lamps, table lamps, candles, and kerosene lamps can all emit light.

3. Discuss the role of light. Teacher: Think about what conveniences light brings us? What would happen if there was no light?

①Children want to communicate with each other later.

②Children tell their teachers their ideas.

③ Guide children to discover the light of the luminous watch in the dark and carry out science and technology education.

④ Summary: Today, our children know that the sun, matches, candles, electric lights, desk lamps, and flashlights can all emit light. Light can help us see things around us clearly and make it easier for us to do things.

3. Activity Extension

Guide children to further discover and explore problems.

(1) Let the children play games with light.

(2) Each person takes a small mirror and holds it up to the sunlight to see what they find.

(3) Discover and raise questions while playing the game.

(4) Answer the teacher’s questions while playing, and complete all activities during free time.