Kindergarten hiking plan in spring and summer
Kindergarten spring and summer hiking program 1
Design intent:
Spring outing always excites children. So, what should you bring for a spring outing? If you ask children, they may be right. If you want to bring boiled water, disinfect wet wipes, etc. Bring less snacks ... but can their "health awareness" really be transformed into "healthy behavior"? Through talking with some children's parents, I found that what many children do is often inconsistent with what they say. They should bring drinks when they go out to play, and the more snacks, the better. Based on this situation, I designed and implemented this activity, hoping to help children sort out and share relevant experiences, build a bridge between children's "health cognition" and "health behavior" and prepare for spring outing.
The age characteristics of small class children determine that game-based and experiential learning will be more effective for them. For this reason, I created a bear spring outing situation. The teacher played the bear, and each child acted as an object, playing games together. Everything in the activity is packed in the bear's "big backpack" and carried by the bear for a spring outing. At the same time, toys and other items are used to set up spring outing scenes, and different scenes appear constantly in the process of bear's spring outing to help children understand the role of different items in spring outing.
Activity objectives:
1. Know what items need to be prepared for a spring outing and understand their functions.
2. Be willing to participate in activities and try to express what you represent by actions or words.
3. Experience the joy of preparing for a "spring outing" with teachers and companions, so as to accumulate children's life experience.
4. Children should learn complete words and be willing to express their ideas in language.
5. Be able to boldly express feelings about all kinds of interesting things in the spring outing.
Activity preparation:
1. The child has some travel experience.
2. 15 "big backpack" made of ornaments and banners: apples, pears, bananas, biscuits, bread, kettles, wet tissues, towels, picnic mats, hats, sunglasses, sneakers, kites, balls and toy cars. Let each child hang a pendant before the activity.
3. Arrange the spring outing scene.
Activity flow:
1. Tell me who I am.
Teacher: I am a bear. Who are you? Please introduce yourself. (Encourage children to express what they represent with actions, and boldly say "I am _×" in the interaction with bears. )
2. Who can go for a spring outing with me?
(1) Teacher: I'm going for a spring outing in the park. Do you want to go with me?
(2) Teacher: This is my big backpack. Only things that are helpful to the spring outing can be put into my backpack and go to the spring outing with me.
(3) Are you all helpful to me? How can you help the spring outing? The speaker jumps into the bear's big backpack. )
(4) Help children who have difficulty in expressing themselves to tell the purpose of the things they represent and let them jump into the big backpack.
3. Experience the role of different items in the spring outing situation.
Situation 1: Carrying a big backpack, ready to go.
Teacher: I am going out soon. I am still wearing slippers. Who will help me first? (Guide the children who represent sneakers to say, "I _×, I am soft and comfortable to walk in my shoes." )
Teacher: It's really comfortable to wear sneakers, and you can walk fast and steadily.
Scene 2: Arriving at the park
Teacher: The sun is dazzling. Who will help me? (Guide the children representing sunglasses and hats to say, "I am _×, and I can help you cover the dazzling sunshine." You can talk and act. )
Teacher: Sunglasses and hats really work. Now I am not afraid of the big sun.
Situation 3: Come to the lawn and gently put down your backpack.
Teacher: What a beautiful lawn. What should I play?
(Guide the children representing cars, balls and kites to express "I am _×" on their own initiative, and show the corresponding actions when the bear makes actions such as flapping the ball, driving a car and flying a kite. If the ball jumps, the car runs forward and the kite flies with open arms. )
Teacher: These toys are really interesting. I am having a swell time.
Situation 4: Sweating.
Teacher: After playing for so long, my head is sweating. Who will help me wipe my sweat?
(Guide the children playing with towels to say "I _×, I'll help you wipe the sweat" and do the action of wiping the sweat for the bear. )
Teacher: I have no sweat on my head. Dry is really comfortable.
Scene 5: Thirst
Teacher: I'm really thirsty. Who can quench my thirst? (Guide the children playing with the kettle to say "I _×, please have a drink" and do the action of carrying the kettle to give the bear water. )
Teacher: Just plain water. Drink it and you won't be thirsty.
Situation 6: Hungry.
Teacher: Oh, my stomach is growling. Who can help me? (Guide the children playing with food to say, "I am _×, let me help you." )
Teacher (holding out his dirty hands): Look, can I eat with my dirty hands? Who will help me wash my hands? (Guide the children playing with wet tissues to say "I _×, I'll help you wipe" while doing the action. The teacher wiped her hands to eat. )
Teacher: I'm full and my stomach has stopped growling. Thank you.
Scene 7: The sun has set. It's time to go home.
Teacher: (The big screen shows the picture of dusk) It's getting dark, so I should go home. Pack your backpack first. Oh, what about this rubbish? Inspire children to pick up the garbage and throw it into the nearby dustbin, and guide children to understand that keeping the park lawn clean and tidy is a social morality that everyone needs to abide by. )
4. Organize relevant experience.
Teacher: Little Bear went for a spring outing just now and brought food, food and fun. How many! The bear's back is exhausted. Now please put your food together, your use together and your play together.
Teacher: Let's see how many kinds of food we have. Must we bring them all? The things used are ... (guide children to know that they can eat less, as long as they are full; Necessities cannot be used less; Only bring one or two things for fun, and children can exchange them. )
5. End.
Teacher: We will go for a spring outing in a few days, and then we will see who has prepared the healthiest and most useful things, neither too much nor too little.
Extended activities:
Parents are requested to cooperate with their children to prepare for the spring outing.
Kindergarten spring and summer hiking plan II
Activity objectives:
1. Try to queue up in order to play games according to the classification rules.
2, abide by the rules of the game, can listen to instructions to play games.
Key points: learn to listen to instructions and play games, and abide by the rules of the game.
Difficulty: Try to queue up in order to play games according to the classification rules.
Activity preparation:
1, the name tag of little frog and little turtle, ***30 yuan. (green and yellow, with 1 written on the green breastplate and 2 written on the yellow breastplate)
2. Site layout: Draw a bus on the site (write 1 and No.2 respectively); Small green and yellow bridges; Sketched grass (for children to crawl) and several foam mats (stones for children to jump) are placed next to the grass.
3. Pre-competition preparation: Children can freely choose badges to hang on their chests and dress themselves up as little turtles or frogs.
Activity flow:
Show the bus first, and lead to the theme.
1. Little turtle and little frog are going for a spring outing. How many buses are waiting for us?
2. Pointing to two buses, ask: What's the number?
Teacher: The number of the bus is the same as that on our famous brand. Look at the number on the name tag and find out which bus to take.
Second, get on the bus and start.
1, get in the car.
The children looked at the numbers on the badges and found their cars. Line up in order at the door of the car, get on the bus one by one, and don't push, squeeze or cut in line.
2. drive on the road and start.
The teacher led the team, and the two cars drove side by side, demanding not to jump in line or fall behind, and marching with the team in an orderly manner: squatting is crossing the cave; Toe represents downhill; Walking with heels is uphill; Squatting means stopping at a red light. Take a break, sit down freely, move your little hands, massage your legs and feet, and knock on each other's back to show your rest.
Third, the game: spring outing.
◆ Cross the bridge. Ask the children to line up in order according to the color of the name tag. The green name indicates the green bridge, and the yellow name indicates the yellow bridge. When crossing the bridge, they don't push, one follows the other.
◆ Cross streams and grasslands. Ask the children to line up in an orderly manner according to the color of the breastplate. Little frogs lined up in front of the stones in the stream and jumped over them one by one. Little turtles lined up in front of the grass and crawled across it one by one.
◆ Free activities. When you cross the grass, you will reach the park. Children can have free activities, such as walking, enjoying flowers, rolling, jumping and running.
◆ Assembly. Let the children hurry back to the teacher when they hear the teacher clap their hands, and form two teams in turn according to the roles on the breastplate.
Fourth, after the spring outing, go home by car.
Please find your own car and line up in an orderly manner. The two cars drove side by side and went home by car.
Kindergarten spring and summer hiking program 3
Activity purpose:
1. Cultivate children's willingness to participate in group activities and observe rules and discipline in activities.
2. Stimulate children's interest in nature and sprout environmental awareness.
Activity preparation:
A character puppet.
Activity flow:
1. Use puppets to describe the beauty of the park and stimulate children's desire for spring outing.
I am a "park spirit". In spring, the park is beautiful, flowers are in full bloom, the lake is blue, tadpoles swim in the lake, swallows dance in the trees and birds sing in the forest. I'd like to invite everyone to the park for a spring outing. Do you want to go?
2. Teachers and students discuss the characteristics of travel, the preparations to be made before the spring outing, and the problems to be paid attention to during the spring outing.
(1) Where to go for a spring outing?
(2) What should I prepare before the spring outing?
(3) How to take a bus for a spring outing?
(4) How to play with everyone when playing?
(5) Where should food bags and garbage be thrown after eating?
Summarize; Prepare dry food, water, clothes and shoes suitable for activities before the spring outing. During the spring outing, you should pay attention to safety when riding, don't put your hands down and stick your head out of the window; When playing games, take the initiative to be with everyone. Don't throw food bags and wrapping paper, and pay attention to the environment.
3. The teacher asks questions.
(1) How do children go for a spring outing?
(2) In the spring outing, whose behavior is good and whose behavior is bad, and why?
4. the role game "spring outing".
Children play the roles of drivers, park rangers and tourists. Play the "spring outing" game and experience the fun of spring outing.
Activity suggestion:
1. This activity should be carried out before the spring outing.
2. The adaptation of activities should be combined with the practical problems of spring outing children to enhance the pertinence of their education.
Kindergarten spring and summer hiking program 4
I. Activity objectives:
1. Let children get close to nature, broaden their horizons, discover the beauty of spring and feel the harmony between man and nature.
2. In the interactive game activities of children, parents and teachers, let everyone experience happiness, make the teacher-student relationship and parent-child relationship closer, and also enhance the children's team consciousness.
3. Give children opportunities to express themselves, cultivate children's lively and cheerful personality, and promote the development of children's communication skills.
Second, the activity preparation:
1, release the activity plan to all parents to understand the activity content; (The paper plan will be distributed on Monday.)
2, accept the registration, as far as possible all children can participate; (Accept on-site registration after school on Wednesday)
3. Family members are responsible for organizing activity planning and logistics preparation;
Third, the activity arrangement:
1, activity time:
2. Location: _ _ Park (with road map attached)
3. Concentration time and place: _ _ at the entrance of kindergarten, 08:30, before carpooling.
4. Activity Planning: _ _ Class Committee
5. Moderator: Liu _ _ Mom
Assistant: _ _ Class Committee
6. Participants: children and parents of class _ _ _ (invited director)
Fourth, the goods preparation:
1, parents give their baby clothes suitable for exercise, clothes to be replaced, sun protection products such as sun visor;
2. Anti-mosquito products; Anti-accident supplies such as rubbing oil and band-aid should be properly prepared by the family Committee, and some can be prepared at home;
3. Bring your own drinking water, food and fruit; Napkins, wet paper towels, garbage bags;
4. Baby's bike, kite, tent, hammock, picnic mat, etc. Can be taken at home;
5. Contact telephone address book of parents of young children;
6. Parents with professional cameras can bring them.
Verb (short for verb) activity:
1, safety education:
Conduct safety education for children many times, guide children to obey the instructions of teachers and parents, don't leave the group at will, avoid going to places by the river, and report to teachers and parents in time if you feel uncomfortable;
2. Find and observe the scenery in spring:
After arriving at the destination, teachers and children will be given small red flags printed with "Blue Army Kindergarten" to lead the children around the park.
3. Parent-child games:
(1) Ice-breaking game (a game that makes everyone familiar quickly): Arrange everyone in two opposite concentric circles, sing while walking, and the inner and outer circles rotate in opposite directions. When the song stops, two people face to face should shake hands and introduce themselves to each other. When the song rings again, the game will continue;
(2) Looking for children: Parents and children stand in two rows at a certain distance. Parents blindfolded, turned around in the same place three times, went to the opposite side to find the children and then returned. Those who use less time win;
What time is it, Lao Lang?
(4) Rainbow Umbrella
4. Crazy and fun photos:
(1), invite parents to be professional photographers, and warmly welcome interested parents to sign up;
(2) When visiting the park, parents and children can take all kinds of funny photos;
(3) Capture wonderful game moments and leave precious memories;
(4) After the parent-child game, take photos of various interesting shapes;
(5) upload a single photo to the Q group and download it by yourself; Interesting group photos will be made and distributed to each participating child.
5, collective rest, taste and share food, share the feeling of spring outing, and spontaneously perform programs;
6. Clean up the scene, arrange children's belongings and return them.
Sixth, warm tips:
1. This activity belongs to an unofficial organization and is based on the principle of voluntary participation. Parents are requested to ensure the personal and property safety of themselves and their children.
2. As far as possible, all children can participate, and each child is accompanied by at least one parent;
3. The small red flag should be recycled for the next activity;
Parents are welcome to put forward valuable suggestions and opinions on the spring outing plan.
Kindergarten spring and summer hiking program 5
moving target
1, combined with your own life experience, make a spring outing plan with your companions and try to arrange your own activities.
2. In the process of negotiation, discussion and division of labor. , improve the ability of mutual cooperation between peers.
Activity flow and guidance
First, discuss the teacher's spring outing plan.
Teacher: The teacher has made plans for a spring outing to the safari park. Let's have a look. You got it? What do you have to tell everyone? Is there anything you don't understand that you want to ask a teacher or a child? What are you dissatisfied with and need to be revised?
As soon as they entered the activity room, the children probably didn't expect that so many guests and teachers came today, and their parents were still sitting in the front row, and they were a little nervous at once. The children showed a rare reserve, and no one took the initiative to ask questions or express their opinions. )
Second, discuss making children's own spring outing plans.
1. In the past, when we went for a spring outing, our parents always prepared for us. Now that we have grown up, shall we make a spring outing plan for ourselves?
("Good!" The children agreed happily. )
The teacher and everyone have arranged the time and content of the spring outing. Think about what plans we should make besides these.
(Bring something delicious "and" Bring a camera "... Children's eyes start to shine, which is their favorite topic. )
What do you think we should take in our travelling bag? What shall we bring? What is not suitable for carrying? Our spring outing is a group activity, so what rules do you think we should abide by?
The children's chatterboxes slowly opened and their little faces began to get excited! Yiyi smiles brightly when talking about food: Genie Chen lists all the things that he thinks must be carried with his fingers: some people are already dissatisfied and eager to express their opinions. )
4. discuss the division of labor: this plan sounds great, but I guess it is a bit difficult to do. It seems impossible for a person to do it. How many people can do it together? How to divide the work? (The children are freely divided into several groups)
Only three children made a supply plan. They immediately began to ask for help: "Who will help us?" Right away. Shi offered to help them. After the teacher praised them, two more children adjusted their plans and offered to help them make a supply plan. )
5. Make a plan.
(1) Observe children's division of labor: Who will record it? Who communicates?
(2) Encourage children to interview other friends or teachers.
(3) Remind children that they can ask the teacher for help if they have difficulties.
(4) It can be recorded in various ways: everyone gives an idea for the plan.
The food planning group argued a lot: Do you want to bring water? Do you want to bring QQ candy? Everyone is saying that everyone has his own opinion. So the teacher suggested that if everyone agreed, write down the food to bring, and the recorder began to ask everyone's opinions seriously. After discussing food, Chen Yiqun immediately asked: What about so much food and garbage? Do you want to bring a trash can? Other children think this should be the content formulated by the supplies group. So the teacher informed the material planning group for them. The material planning group brought a lot of things to discuss, and the suggestions brought by the teachers were readily accepted. But they think it is more convenient to bring a garbage bag. Look, they have prepared so many things. I asked: When traveling, do you think the more things, the better, or less? I didn't expect them to answer better, just to lose weight! I think they should decide for themselves! I left this group and went to see the rules planning group. Their division of labor and discussion are orderly. I asked several taciturn children: What rules did you come up with? Surprisingly, every child can proudly point out the ideas they came up with. I'm really touched! )
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