Activity target:
1. Children know that water is the source of life and germinates the emotions of protecting water resources.
2. Be able to express your thoughts accurately in language.
Event focus:
Understanding the principle of saving water
Activity preparation:
1. Material preparation: courseware (about the phenomenon of water shortage in my country), "Travel Notes on Small Water Drops", water, water-saving signboards, daily water use pictures, withered flowers, handkerchiefs.
Activity process:
1. Talk to guide children to find problems.
1. The flower is about to wither. What can I do to save it?
2. My little handkerchief is dirty. How can I make it clean?
3. Children can divide into groups to solve the problem by themselves. Knowing that using water can solve the above problems.
2. Children watch courseware (water shortage in my country)
1. The teacher asked: What have the children seen? What did these pictures tell about?
Guys: There is no water, the land is dry, the plants and crops are not growing, humans cannot take a bath, wash clothes, cook, and drinking without water is endangering life. . . . . .
Teacher's summary: Water is the source of life. Crops need water, flowers, plants and trees also need water. Animals need water. We humans need to use water to wash, cook, and clean water. So where does water come from?
2. Play the courseware "Travel Notes of Little Water Drops"
Quan: Where is the home of Little Water Drops? What does it become when the sun shines? (Water Steam), where did the water steam float? What did it encounter?!. Source: Mr. Qu. Teacher's Teaching Plan Network! What did it become? Falling down, crops, flowers, plants and trees drink water. The water people drink is led to the water from the rivers through various methods. After multiple treatments, it can only be consumed. Therefore, we all need to save medicinal water.
3. Children discuss how to be a good child who saves water
When washing hands, turn on small water, turn off the faucet immediately after flushing the toilet, fix it quickly if the water pipe is broken, and wash the vegetable water and hand washing water can be used to flush the toilet or mop the floor. . . . . .
Activity reflection:
This activity is very suitable for the children in my class. Most of the children in the activity can actively participate in the discussion of issues and always maintain a high activity mood. However, some children are not very interested in the content of the courseware. It may be that children have not experienced the experience of lack of water and cannot truly understand the importance of water. In a science activity class, children should be observed, and then have the opportunity to say, be able to say, and speak boldly.
In this activity, I grasped the problems that arise in daily life by "asking doubts", cleverly used the courseware to watch and raise the problems in a timely manner, so that the requirements for saving water use become children's own needs, rather than passive preaching. Especially when children solve daily problems, they need to do it, so that they understand the importance of water, pay attention to the children's own emotional experience, and thus develop emotions to protect water resources. This activity allows children to understand the relationship between water and humans through in-depth questions, and then develops the awareness of saving water. In my future daily life, children can turn the faucet tightly in time and remind parents to rinse the potty with face wash water, etc. The awareness of saving water and the formation and persistence of behaviors that make me most pleased.
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