water fire air manual s 2

1

When the time comes for the natural re-

sources to decrease our efforts should be

directed towards their preservation. If we

want to teach our

children how to

protect nature,

we should help

them understand

the properties of

the world around

them .

“The Earth is our

little green house...” is a project

which will enable children not only to

feel the nature magic but will love it

easier and will start searching closer

encounter with it themselves.

Children experience constant rela-

tion to the four natural forces – Air,

Water, Fire, Earth and do not hide

their pleasure of encounter with

them. Their power is especially in-

teresting for the children.

The Project we propose aims at

teaching ecologic attitude towards

the four natural elements . Through

different activities we are going to

provoke children curiosity , will

push them towards experimenting

and creating.

After realizing the physical proper-

ties of air, water, soil, fire and the

natural phenomena , the future in-

habitants of planet Earth will be

able to solve its complicated prob-

lems.

1. To focus the attention of children

towards knowing and protecting inani-

mate nature (air, water, fire,

earth, natural phenomena) and to

get them know the properties and

their role as a decisive factor for

animate nature existence.

2.To direct children towards animate

nature protection and its position as a

decisive factor for existence of the

Planet and the human beings.

3. Sustaining real interest and neces-

sity of nature protection and teaching

a readiness for natural way of living.

4. Encouraging children in searching

for information for different ways of

waste recycling and realizing the ne-

cessity of reasonable utilization of

natural resources

5. Teaching children to be European

citizens , realizing that the care for

nature in their native place is care

for nature of all Europe.

6. Motivating teachers to enrich their

methodological approach in completing

the project objectives and to accus-

tom children to ecologically conscious

behavior .

7. Uniting the parents around the idea

and the objects of the project in order

to achieve sustainable effect even after

the concrete project is over.

8. Attracting the social institutions rep-

resentatives to accomplishing project

objectives and to making the project

results popular.

9. Improving the possibilities for utiliza-

tion new communication and information

technologies by the teachers and children

alike.

The core of the partnership will be ecolog-

ical training of children ( getting acquaint-

ed to nature, developing a positive attitude

to it, ways of protection and sound utiliza-

tion of natural resources). Along with that

we will provoke interest and desire in chil-

dren to experiment and create. They

should be searching for different ways to

utilize natural materials or different types

of wastes.

Its up to the teachers to what extend the

children will be interested in nature and

whether they will have the correct ecolog-

ic attitude. The attitude of the grown ups

to nature, animals, plants is important in

the process of bringing up. Children will

always notice how carefully do the grown

ups care of the animals, how much do they like

the flowers and how carefully they look around

and observe everything when trekking or walk-

ing along the fields. Therefore along with all

the methods and events the personal example

of the grown ups, their attitude to nature has

an education effect as well.

The experience in our work with children has

proved that the natural aim of children to

knowledge should be utilized. Knowledge is the

basis of the bringing up and education work in

the kindergarten. It helps achieving emotionally

positive attitude towards nature, orientation in

the word of animals and plants and presupposi-

tions for purposeful life activity, laying founda-

tions of ecological culture, observation and

curiosity forming , stating emotionally sound

practical investigating activity as a characteris-

tics of children personality.

Objectives

THE PROJECT

THE EARTH IS OUR LITTLE GREEN HOUSE MANUAL TEACHERS METHODOLOGY

SCUOLA DELL’INFANZIA

I CIRCOLO DIDATTICO

“G.FALCONE”

CONVERSANO 70014

ITALY

2

Methodology: Water is a familiar

substance for kids in kindergarten.

By means of the activities of playing,

discoveries and experimentations,

the children will be involved in a

journey to explore of the element

water, using the five senses. With

the view they discover where the

water is hidden, they discover the

characteristics of transparency,

with the touch, the transmitted

sensations , with the smell and the

play discover how the water as-

sumes the taste and the smell, de-

pending on what it contains.

Science activities with water can

teach physics, chemistry, life sci-

ence, and earth science.

Trough a dramatized tale the chil-

dren will be involved in the explora-

tion of the water cycle. Children will

experiment how the water looks and

moves in the environment and they’ll

carry out a fantastic journey discov-

ering which and how many forms the

water takes on Earth.

Trough artistic productions, plastics,

painting and computer children rep-

resent (summarized) discoveries

made on the path of the water in the

environment.

about plants, animals and

people, and aim conver-

sation, the children dis-

cover that: the bodies of

living things are made up

mostly of water. Inter-

esting photographs

(feature animals and

plants living in water;

Frogs and fish laying their

eggs in water; and land ani-

mals using water to cool off

and keep clean) show the

Wet or Dry:

Cut some pictures from a

magazine, or show some pic-

tures from a book, ask child

if the objects are wet or

dry.

Living things need water:

While singing simple songs,

observing some photos, lis-

tening and developing stories

young children why all plants,

animals, and people need wa-

ter to grow and survive.

Group time

UNIT.1 “A TRIP OF A DROP”- Methodology

DROP: our new friend

Fun with water: Swim-

ming, making bubbles,

cooking, playing in a

sprinkler, super soakers

etc.

Forms of water:

Ice, snow, rain, hail, mist, vapor etc .

Water is useful for:

Cleaning

Drinking

Helping plants grow

Providing a place for

animals and plants to

live

Bodies of Water: Lake,

river, stream, ocean, brook, puddle

etc

Theme goals “WATER-THE LIVIVING POWER”

ACTIVITIES, TESTS AND EXPERIMENTS

Manual teachers methodology: THE EARTH IS OUR LITTLE GREEN HOUSE WATER

3

Water Collage:

Look in a maga-

zine or newspaper for pictures of

water, cut them out and let your

child glue them onto a piece of paper

for a collage.

Mixing Colored Water

Carried out by mixing with

water and food coloring, tem-

pera paint etc.. different col-

ors for a lot of colorful ef-

fects .

Paint on Wet Paper:

Explain diffusion, the spread-

ing of the paint on the paper,

about the

sounds that

you hear dur-

ing a rain

storm. What

are the signs

that a storm is coming. Talk about storm

safety!!!

Measuring rainfall:

On a rainy day, set out a container to

measure the rainfall. Measure how much

rain fell that day. Continue to measure

the rain each day, and record for a few

weeks. Ask your child to predict how

much water will be collected. Ask at the

beginning of the day and ask when it is

raining. Did their answer change?

Will it Absorb water?:

Supply the children with pieces of mate-

rial to test like pieces of cotton, plastic,

wool, tin foil, etc. Supply the children

with eye droppers and a cup of water.

Which materials absorb water and which

do not? You may also decide to do this

experiment as described in sink or float

(below)!

Will it

dis-

solve?:

Fill five

clear jars

with wa-

ter. Take

five dif-

ferent

substanc-

es, like

sugar,

cereal,

salt, pa-

per,

things

that will

dissolve, and some that won't. Ask your

child which will dissolve, and which will

not. Test each item in the water.

Will it Float or Sink?:

Place a bunch of items on the floor. The-

se items should be those that will be

okay if they get wet, like blocks (plastic

or wood) rubber toys, a pencil, a rock

etc. Make a graph with four columns. List

all the items in the first column, label

the next column sink, the next float and

the last results. Hold up each item and

ask the children to decide if they believe

the item will sink or float in water. Rec-

ord the number of children who voted

sink under the sink column and the num-

ber who voted for float in the float col-

umn. If you have a smaller class you

could record the names of the children

instead to see who is a really good esti-

mator. Then test the item in a tub of

water and record the result in the re-

sults column. Then continue with the

next item.

During this early education lesson plan the children will use the science skills of prediction and observation. Math, counting and graphing is encouraged as youngsters "record" their predictions and findings. Condensation:

Obtain two jars and their lids. Fill one jar

with ice cold water and the other with

room temperature water. Observe the

results. Condensation occurs when the

vapors in the air become cool enough to

condense and form water droplets.

Evaporation:

Obtain two clear plastic glasses of the

same size. Measure one cup of water and

place in each cup. Mark the water level of

each cup with a permanent marker. Place

one in a

sunny win-

dow and the

other some-

where else

in the room.

Observe

the glasses

of water

over the nest couple of days. Ask the

children where the water is going. Which

is evaporating more quickly? Evaporation

occurs when the particles of water be-

come warm enough that they turn into

vapors and leave the cup and escape into

the air. Why did the water in the sun

evaporate faster?

Measuring water:

Provide the children with a balance and

containers that can hold water.

Creating Ice:

Place water in a plastic ice tray and place

it in the freezer. Every half hour take it

out to inspect the ice. Ask the children

why it is changing? Then after it is fro-

zen, set it in a cup and allow it to melt

again.

Thunderstorm:

When it is raining, watch the rain. Talk

ART

MATH AND SCIENCE: SOME EXPERIMENTS

Pictorial and graphic

production : of ex-

periences and learn-

ing activities using

different artistic

techniques.

Mask of drop:

Print to colour paper

mask patterns.


4

G l a ss and Water Mus i c :

Fill a couple of identical glass cups,

at least four, with varying amounts

of water. Tap the side of each glass

with a metal spoon. Which is the

highest sound and the lowest? How

could we change the sound?

Water Play

A dish tub filled with water can pro-

vide entertainment as well as a great

learning experience. Ideas to add to

water play: a drop of food coloring,

turkey blasters, funnels, cups, dish

soap, boats, plastic toys, brushes

and sponges, ice, cold or warm wa-

ter, baby dolls or play dishes to

wash, toddler safe balls, items that

will sink or float.

Now put your setup in the sun-

light.

Let the child observer the set-

up now.

After few hours, ask the child

to observe.

What is seen. You can see wa-

ter in the small container .

Ask your child to check the

time and note down how long

does it take for the water to

evaporate and condense on the

plastic wrapper. Where does

the water go after it condens-

es on the plastic wrapper?

Explanation:

The heat of the sun evaporated

the water, which raised above and

then condensed on the cool plastic

wrapper and fell into the small

container. This is a small replica of

the water cycle that occurs every

day on earth.

When water is heated, it changes

from a liquid to a gas. This gas is

called water vapour, and the pro-

Materials Required

A large transparent bowl

Plastic Wrapper

A weight

A smaller container (this

should be smaller than the

first bowl)

A rubber band or piece of

string

How to do

it

P l a c e

the small

container in the middle of the

large bowl .

Fill the bowl with little water,

be careful not to spill into the

small container inside.

Cover the bowl with plastic

wrapper and fasten the plastic

wrap around the rim of the

bowl with your rubber band or

string.

Put a weight on top of the

plastic wrap in the centre. This

will help for our experiment.

cess is cal led evaporation.

When plants give off water vapour,

it is called transpiration. When wa-

ter evaporates, it rises into the

cooler air, collects, and forms

clouds.

Lessons extension: after-wards

Children make : classroom posters,

craft , activity chart, collage,

memory card-game....

Water cycle activities: a miniature

GAMES

The learner :

discuss the water cycle.

identify key components of the

water cycle.

state why water conservation is

important in relation to the water

cycle.

demonstrate an understanding that

water conservation is an act of

stewardship for the Earth.

At some stage the child will ask how

clouds form rain. This is an extreme-

ly common question asked by young

kids. In order to satisfy, his curiosi-

ty, explain to him about the water

cycle in nature.

The water cycle in nature

Learners will develop an under-standing of the water cy-cle. They will then use some knowledge to create a tactile model of the water cycle and then relate these ideas to the importance of water conserva-tion.


5

they dance in the waves.

But SUN, a "nice element", ar-

rives, he woos the droplets, he

leads them to heaven and marries

them complete with veil . Drop and

her sisters are embraced by Sun

and they become very light…. they

reach the clouds.

They dance and sing "Volare oh-

oh," (Domenico Modugno).

Nooo …...Northern Wind, “the

Cold” , shakes and turns the

clouds .

The chilled clouds cover Sun

but…What's happening? The clouds

become heavy and Drop and her

sisters …….. HELP!!!

They're falling into the River.

River dance …Drop with her sis-

ters ... the water dance "Water

Games"... (Rondò Veneziano).

River wets the ground and quench

Little Flower, Cat and Three. The

run of River finally ends into

the calm sea.

Drop is tired…..

It’s night ...

Drop, it's time to go to sleep!

The sea cradles them, the sea

whispers a lullaby. Drop and her

sisters finally fall asleep.

Drop, your trip for today is finished

but it will take back tomorrow…

There are many charming water

cycle stories for children. Our chil-

dren have invented, dramatized,

sung ...this history

A Day in the Life of a Drop of

Water

Drop is a little drop of water

without smell, shape and color but

she’s very pretty. She lives with

her sisters in the sea but was

bored.

One day they decide to plunge in

the great ocean where they make

new friends: Jellyfish, Sardine,

Dolphin, Red Fish and Hippocam-

pus...

Now everyone is happy and together

A TRIP OF A DROP – inventing a story, dramatization, pictorial and graphic production


6

Goals:

water is an essential re-

source for life.

define natural resources

and give examples; gener-

ate ideas of ways to con-

serve, preserve and pro-

tect our natural resources.

Activities:

Since water is the funda-

mental building block of life,

children will analyze the dif-

ferent ways they use water,

what measures they could

take in order to conserve it

and the problems that could

arise when clean water is

lacking in communities.

The children visit a natural

park lake (Lago Sassano) .

The children see some imag-

es of the ecological disaster

(lake and sea pollution ).

Water is life ! Teaching Earth Science with Water


7

Methodology: Unit 2 –Fire, intro-

duce children to the benefits and

dangers of fire. Fire is magical to

children. It emits warmth and light

and is used in many types of cele-

brations around the world.

Through a story children explore

the element of fire in its manifesta-

tions (heat, light, energy) and

through the exploration and activi-

ties they discover where it is

around us. Many wonderful books,

rhymes, movement activities,

games, and interactive materials

are included to make the learning

process fun, educational, and em-

powering.

However, fire also has a scary

side. It can be dangerous when it

is misunderstood or used inappro-

priately. For these reasons, chil-

dren need to learn at an early age

that fire is not for play. They also

need to learn how to protect

themselves if they come into con-

tact with fire. It also provides

numerous child-friendly safety

tips and loads of information about

fire-fighters and the important

work they do.

serving some photos, listening

and developing stories about

plants, animals and people, and

aim conversation, the children

discover:

-Bodies of fire,

-Fire and Sun, are “The Positive

Energy of the Cosmos” ,

- Discovery of fire: once man

could warm himself in front of

the flames and cook the flesh

Have students

b r a i n s t o r m

"Fire". Conduct

an open forum

where they can

share experiences, feelings,

and/or ask questions:

What is fire?

While singing simple songs, ob-

of animals (previously he had

eaten meat raw). fire bought

light into the dark caves.


ramic objects... Discovery of fire:

the controlled use of fire: an in-

vention of the Early Stone Age

Fun with fire: fire magic tricks

(experiments), safety activities

(games, crafts)....

Traditions and Legends Associat-

ed With Fire:

Fire Myths (Prometheus), legends

of native Americans, the purifying

and revitalizing power of fire in

legends and traditions of Italy and

of Apulia.

Fire Prevention:

causes and types of fire, the po-

tential dangers of fire, what to do

in the event of a fire The Im-

portant Role Fire-fighters play in

our community.

Bodies of fire:

Sun, magma in

the Earth ,

flame….

Fire is useful

for:

adding light

and heat, cook-

ing plants and

animals, clearing forests for plant-

ing, heating treat stone for making

stone tools, burning clay for ce-

Theme goals

UNIT.2 FIRE Methodology

Grisù, our new friend

Manual teachers methodology: THE EARTH IS OUR LITTLE GREEN HOUSE FIRE

Group time:

8

F I R E C o l l a g e :

Look in a magazine or newspaper for

pictures of fire, cut them out and

let your child glue them onto a piece

of paper

for a col-

lage;

F I R E

A r t i s t i c

works:

drawings,

pa int ings

and other

with tem-

pera, glue,

paint (yellow, red, orange...), gold

glitter..

Pictorial and graphic produc-

tion : of experiences and

learning activities using different

artistic techniques.

Mask of fire:

Print to colour paper mask pat-

terns.

ART

is con-

s u m e d .

W a t e r

e n t e r s

jar--use coloured

water for best view.

Note water vapour

condensed on inside

of jar.

Combustion or burning:

Light a candle on a pie plate :

W h i c h c o m m o n m a t e r i a l s

(Styrofoam, vinyl material, cotton

material, newspaper, or cardboard),

burns? Witch of them produce the

worst smoke/air

pol lution when

burn? Find out

which object has

more harmful ele-

ments, (ash and

smoke) to the at-

mosphere when it is

burnt.

Alcohol, oil...are flammable liq-

uids...Making an Alcohol Lamp (or

oil):

Using the nail, punch a hole in the

underside of

the metal lid.

Cut a piece of

the cotton

cloth (a hand-

kerchief or small washcloth works

well) about 7 cm (3 in) square and

roll it into a tight roll. Or, cut a

piece of cotton rope about 7 cm (3

in) long. Push the rope or rolled

cloth up through the bottom of

the lid so that about 1 cm (1/4 in)

sticks out above the top of the

lid. This is the wick. Next, fill the

jar about ½ full of alcohol and

screw the lid down onto the jar

tightly. Pour about 1 cm (½ in) of

water into the bottom of the pan,

and place the jar and lid in the

middle of the pie pan. Allow the

alcohol to soak up into the rope or

cloth. The alcohol lamp should light

and burn with a pale blue flame.

...and put out fire with water.

Through a story children explore the element of fire and through the exploration and activities they discover where it is around us. During this early education lesson plan the children will use the science skills of prediction and observation. Math, counting and graphing is encouraged as young-sters "record" their predictions and findings.

Exploring fire with five senses:

(heat, light, energy)

Fire needs oxygen to burn:

Light two candles, cover one of the

candles with the glass container.

What will happen ? Wait to see

which one

burns out

first.

Put another

candle on a

pie plate and

add 1/2 inch of water to pie plate.

Light candle, then put glass jar

over candle. What will happen ?

Candle extinguishes when oxygen



http://en.wikipedia.org/wiki/Art

9

Read "The Story of Prome-

theus". Discuss the story with

the class and ask children:

1. Why is fire so important

and what would life be

like without it?

2. Why would a hero like

Prometheus endanger

himself just to make life

better for man?

3. What is your definition of

a hero?

4. Prometheus thought that

to deny human kind the

gift of fire was to de-

prive humans and keep

man at the level of ani-

mals. Zeus believed that

without fire the human

was happy and would nev-

er go to war. Who was

right? Why?

Make a list of the positive

things that can be done with

fire and the negative things

that can be done with fire

Demonstrate for the children

the "stop, drop and roll" meth-

od of putting fires out. If

their clothing catches on fire,

they need to know how to put

it out .

Show how to crawl low on the

ground beneath smoke. Prac-

tice crawling through the

house, making sure to stay

down low.

Activity : art and craft, colouring

pages, song and story.

Teach children that fire is

dangerous, and can burn.

Tell small children to never

touch or play with matches and

lighters, and if they find any

lying around, to tell their par-

ents.

Practice the escape plan.

Teach your children that fire-

fighters are there to help

them.

immediately stop whatever they

are doing, drop to the ground

and begin to roll back and forth

repeatedly and quickly to extin-

guish the flame.

Emergency phone numbers need

to in an easy-to-reach area,

preferably on a wall near a

phone.

Firemen visit schools where

they discuss the do-and-don'ts

of fire usage. In the event of a

child's clothing catching fire,

it's important that children and

adults are aware of the "stop-

drop-and roll" method. Instruct

children that if clothing ever

catches on fire, they should

Firefighters at school

A STORY OF FIRE

Teaching Safety Fire : some important things to discuss with children

Don't Play With Fire!


http://www.ehow.com/children/

10

Methodology:

Air is all around us:, Air is every-

where. It cannot be seen, but it is

all around us. Air is invisible. Air is

a form of energy. This unit helps

students discover that air is eve-

rywhere, that Air exists observing

some of the things it does ( Air

can fill a balloon, for example, and

when it’s in the form of wind, it

can move leaves and blow your hair

around).

Students use all of their senses to

describe air (Can they see it? feel

it? smell it? hear it? taste it? How

do we know it's there? What evi-

dence can they provide to support

their descriptions of air?)

Doing simple experiments the chil-

dren will explore air pressure and

the force of air.

Trough artistic productions, plastics,

painting and

c o m p u t e r

children rep-

r e s e n t

(summarized)

discoveries made on the path of the

air in the environment.

ing. Divide living into animals and

plants. Divide nonliving into solids,

liquids and gases:

Put this sheet on the floor. Ask

children to place their cards in one

of the empty squares on the dia-

gram where they think they be-

long.

Animals That Fly or Do Not Fly

Cut pictures of animals from maga-

zines and organized in two large

sheets of white blank chart paper,

animals into two different catego-

Group time:

Living or not living? Animal or

plant? Solid liquid or gas?

Cut some pictures from a magazine,

or show some pictures from a book

with living (animals, plants) and non

living things (ice, stones, water,

clouds, coins..)

On a large sheet

of paper draw a

heading All sorts of things, and

using a tree dia-

gram format, di-

vide the sheet into living and nonliv-

ries: animals that fly and animals

that do not fly.


UNIT. 3 AIR — Methodology

hot air rises (hot air balloon).

Living things use air:

To breathe, plants use air to make

food, birds use air for fly, seeds

are distributed by wind.

Properties of air:

Air is transparent, air is weight,

air takes up space, air has volume

and pressure , air is a gas.

Air become

polluted with

emission of

gas:

Industry, indi-

vidual actions,

transportation

.

The effects

of air pollution.

Children know :

We breath air, air is a gas, air

makes up the atmosphere.

Children observe:

Air moves (wind); air can change

temperature, can smell, can be

seen (water vapour, smoke); they

can feel when it moves (wind),

they can see air moves things

(storm); moving air makes weather;

Theme goals

Manual teachers methodology: THE EARTH IS OUR LITTLE GREEN HOUSE AIR

http://k-8visual.info/xTree.html

http://k-8visual.info/xTree.html

11

Wind and Air – The Invisible Force

of art…

B u b b l e

Painting:

Mix to-

gether the

paint and

some

washing up

liquid in

the tray. Add some water until it is

runny enough to blow bubbles. The

children use the drinking straw to

blow into the paint to make bubbles.

Gently place the paper on top of

the bubbles. When the bubbles

pop remove the paper and leave to

dry.

Blow Painting:

Water paint down a little to make

it runny. Pour a couple of drops of

paint on to paper, then children

use a drinking straw to blow the

p a i n t i n a l l d i r e c t i o n s .

Keep adding more paint and blow-

ing.

Pictorial and graphic production :

of experiences and learning activi-

ties using different artistic tech-

niques.

Mask of air:

Print to colour paper mask patterns.

tle. Challenge your child to try and

push the paper ball into the bottle

using the air stream from the hair

dryer. Much to your child’s sur-

prise, the paper will not enter the

bottle even when the flow of air

points directly to the bottle’s

opening!

4. Discuss what happened.

Pressure Experiment:

1. Take one end of the string and

tie it to a tree or a post.

2. Take the straw and thread it

onto the other end of the string.

3. Tie the other end of string to

the second tree or post.

4. Make sure that the string is

t i g h t .

5. Move the straw to one end of

t h e

s t r i n g

6. Blow

up the

b a l l o o n

and hold

the open-

ing so

that the

air does

not es-

c a p e .

7. Place the mouth of the balloon

so that it is pointing toward the

c l o s e s t t r e e o r p o s t .

8. Make sure that the balloon is

parallel to the string/straw. Place

two pieces of tape over the straw

and balloon making sure that the

balloon is attached securely.

9. Release the balloon.

10. Discuss what happened.

WHAT IS AIR? Teacher ask a series of questions to see what children know about air. Ask child if they think air is real. Wave hands around, can we feel air? How do we know it's there? Can we see it? Tell child we can "see" air, in a way. Blow up balloon. Why does the balloon get bigger? Open the end of the balloon near the child's face; s/he can feel the air, too.

Volume Experiment:

1. Take an empty, 2-litre soft

drink bottle and lay it on its side.

Hold it down firmly.

2. Have your child make a ball out

of a small piece of paper. Make

sure it is small enough to fit

through the mouth of the bottle.

3. Hold a hair dryer so it blows

directly into the mouth of the bot-

ART



12

Creating simple ranges, pinwheel,

kite, little flags is cheap and easy

to make and the teacher can com-

bine science with physical activity

and fun! Children can discover with

their “air-toys” that wind is air

that moves over the earth's sur-

face and movement of air is ener-

gy.

Discuss the pros and cons of using

wind energy. Pros would include

the fact that wind is a renewable

energy source and that wind ener-

gy creates no pollutants or radio-

active by-products. Cons would

include arguments made by some

t h a t w i n d

farms, areas

where there are

many wind tur-

bines operating,

are unsightly:

giant pinwheels

or wind tur-

bines, up to 330

feet (100 me-

ters), are used

on wind farms

to create clean

energy.

GAMES: Air is fun!

Didascalia dell'immagine o

della fotografia

Wind in Poem, Music and Paintings Read poem:

Who Has Seen the Wind?

By Christina Rossetti

Who has seen the wind? Neither I nor you. But when the leaves hang trem-bling, The wind is passing through. Who has seen the wind? Neither you nor I. But when the trees bow down their heads, The wind is passing by.

Ask the children:

How do these poems represent the

idea that one needs to feel the

wind or observe its' effects in or-

der to know it is there?

Explore the internet together

for windy images.

Look for photographs showing the

wind at work and play. Find and

display some paintings by such art-

ists as Winslow Homer. On line you

can view Van Gogh's depiction

of a windy day.

Bring on the music. Find some

good storm music such as se-

lections from “Scherazade” and

the “Valkyries”. Encourage kids

to paint or move to the music .


13

Sponsor:

way to see if air has lots of oxygen

in it is to look for signs of lichen

growing on tree limbs. You can also

keep an eye out for bird and insect

life. Explain to children that cars,

factories and the creating of elec-

tricity all put bad substances into

the air which affects health and

nature.

Together think of ways that we

can save air

“Why drive when WE can walk?!

Walking, running, skipping are all much more fun than sitting in a

boring un-cool car”

Goals:

Air become polluted with emis-

sion of gas: industry, individual

act ions, transportat ion .

The effects of air pollution.

Activities:

Reading a

story about

air pollu-

tion to

learn about things that cause air

pollution and what we can do to

keep the air clean.

Clean air is vital to all life. One

Air is life ! Teaching Earth Science with Air

“Plant trees, the lungs of the

Earth”

Sommario

THE PROJECT

OBJECTIVES 1

UNIT.1 “A TRIP OF A DROP”- METHODOLOGY

THEME GOALS “WATER-THE LIVIVING POWER”

ACTIVITIES, TESTS AND EXPERIMENTS /GROUP TIME

2

ART

MATH AND SCIENCE: SOME EXPERIMENTS 3

GAMES

THE WATER CYCLE IN NATURE

WATER CYCLE ACTIVITIES: A MINIATURE

4

A TRIP OF A DROP – INVENTING A STORY, DRAMATIZATION,

PICTORIAL AND GRAPHIC PRODUCTION 5

WATER IS LIFE ! TEACHING EARTH SCIENCE WITH WATER 6

UNIT.2 FIRE METHODOLOGY

THEME GOALS

ACTIVITIES, TESTS AND EXPERIMENTS /GROUP TIME:

7

ART


8

STORY OF FIRE

DON'T PLAY WITH FIRE!

TEACHING SAFETY FIRE : SOME IMPORTANT THING TO

DISCUSS WITH CHILDREN

FIREFIGHTERS AT SCHOOL

9

UNIT.3 AIR

THEME GOALS

ACTIVITIES, TESTS AND EXPERIMENTS /GROUP TIME

10

ART

MATH AND SCIENCE: SOME EXPERIMENTS 11

GAMES: AIR IS FUN!

WIND IN POEM, MUSIC AND PAINTINGS

12


water fire air manual s 2

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