Water fire air manual s 2

SCUOLA DELL’INFANZIA
I CIRCOLO DIDATTICO
“G.FALCONE”
CONVERSANO 70014
ITALY

THE EARTH IS OUR LITTLE GREEN HOUSE
MANUAL TEACHERS METHODOLOGY

THE PROJECT
When the time comes for the natural re- The Project we propose aims at
little green house...” is a project teaching ecologic attitude towards
sources to decrease our efforts should be
which will enable children not only to the four natural elements . Through
directed towards their preservation. If we
feel the nature magic but will love it different activities we are going to
want to teach our
easier and will start searching closer provoke children curiosity , will
children how to
encounter with it themselves. push them towards experimenting
protect nature,
we should help Children experience constant rela- and creating.
them understand tion to the four natural forces – Air, After realizing the physical proper-
the properties of Water, Fire, Earth and do not hide ties of air, water, soil, fire and the
the world around their pleasure of encounter with natural phenomena , the future in-
them . them. Their power is especially in- habitants of planet Earth will be
teresting for the children. able to solve its complicated prob-
“The Earth is our
lems.

Objectives
1. To focus the attention of children 7. Uniting the parents around the idea
towards knowing and protecting inani- and the objects of the project in order
mate nature (air, water, fire, to achieve sustainable effect even after
earth, natural phenomena) and to the concrete project is over.
get them know the properties and 8. Attracting the social institutions rep-
their role as a decisive factor for resentatives to accomplishing project
animate nature existence. objectives and to making the project
2.To direct children towards animate results popular.
nature protection and its position as a 9. Improving the possibilities for utiliza-
decisive factor for existence of the tion new communication and information
Planet and the human beings. ups care of the animals, how much do they like
technologies by the teachers and children the flowers and how carefully they look around
3. Sustaining real interest and neces- alike. and observe everything when trekking or walk-
sity of nature protection and teaching The core of the partnership will be ecolog- ing along the fields. Therefore along with all
a readiness for natural way of living. ical training of children ( getting acquaint- the methods and events the personal example
4. Encouraging children in searching ed to nature, developing a positive attitude of the grown ups, their attitude to nature has
for information for different ways of to it, ways of protection and sound utiliza- an education effect as well.
waste recycling and realizing the ne- tion of natural resources). Along with that The experience in our work with children has
cessity of reasonable utilization of we will provoke interest and desire in chil- proved that the natural aim of children to
natural resources dren to experiment and create. They knowledge should be utilized. Knowledge is the
5. Teaching children to be European should be searching for different ways to basis of the bringing up and education work in
citizens , realizing that the care for utilize natural materials or different types the kindergarten. It helps achieving emotionally
nature in their native place is care of wastes. positive attitude towards nature, orientation in
for nature of all Europe. Its up to the teachers to what extend the the word of animals and plants and presupposi-
6. Motivating teachers to enrich their children will be interested in nature and tions for purposeful life activity, laying founda-
methodological approach in completing whether they will have the correct ecolog- tions of ecological culture, observation and
the project objectives and to accus- ic attitude. The attitude of the grown ups curiosity forming , stating emotionally sound
tom children to ecologically conscious to nature, animals, plants is important in practical investigating activity as a characteris-
behavior . the process of bringing up. Children will tics of children personality.
always notice how carefully do the grown

1

UNIT.1 “A TRIP OF A DROP”- Methodology
Methodology: Water is a familiar teach physics, chemistry, life sci- made on the path of the water in the
substance for kids in kindergarten. ence, and earth science. environment.
By means of the activities of playing, Trough a dramatized tale the chil-
discoveries and experimentations, dren will be involved in the explora-
the children will be involved in a tion of the water cycle. Children will
journey to explore of the element experiment how the water looks and
water, using the five senses. With moves in the environment and they’ll
the view they discover where the carry out a fantastic journey discov-
water is hidden, they discover the ering which and how many forms the
characteristics of transparency, water takes on Earth.
with the touch, the transmitted Trough artistic productions, plastics,
sensations , with the smell and the painting and computer children rep-
play discover how the water as- resent (summarized) discoveries
sumes the taste and the smell, de-
pending on what it contains. DROP: our new friend

Science activities with water can

Theme goals “WATER-THE LIVIVING POWER”
Water is useful for:
Cleaning
Drinking Fun with water: Swim-
Helping plants grow ming, making bubbles,
Providing a place for cooking, playing in a
animals and plants to sprinkler, super soakers
live etc.

Bodies of Water: Lake, Forms of water:
river, stream, ocean, brook, puddle Ice, snow, rain, hail, mist, vapor etc .
etc

ACTIVITIES, TESTS AND EXPERIMENTS
about plants, animals and
Group time people, and aim conver-
sation, the children dis-
Wet or Dry: cover that: the bodies of
Cut some pictures from a living things are made up
magazine, or show some pic- mostly of water. Inter-
tures from a book, ask child e s ting p h o to gr a ph s
if the objects are wet or (feature animals and
dry. plants living in water;
Living things need water: Frogs and fish laying their
young children why all plants,
While singing simple songs, eggs in water; and land ani-
animals, and people need wa-
observing some photos, lis- mals using water to cool off
ter to grow and survive.
tening and developing stories and keep clean) show the

Manual teachers methodology: THE EARTH IS OUR LITTLE GREEN HOUSE WATER 2

ART
Mixing Colored Water Pictorial and graphic
Carried out by mixing with production : of ex-
water and food coloring, tem- periences and learn-
Water Collage: pera paint etc.. different col- ing activities using
Look in a maga- ors for a lot of colorful ef- different artistic
zine or newspaper for pictures of fects . techniques.
water, cut them out and let your Paint on Wet Paper: Mask of drop:
child glue them onto a piece of paper Explain diffusion, the spread- Print to colour paper
for a collage. ing of the paint on the paper, mask patterns.

MATH AND SCIENCE: SOME EXPERIMENTS
Place a bunch of items on the floor. The-
During this early education lesson plan about the
se items should be those that will be
the children will use the science skills sounds that
of prediction and observation. Math, you hear dur-
counting and graphing is encouraged as ing a rain
youngsters "record" their predictions storm. What
and findings. are the signs
Condensation: that a storm is coming. Talk about storm
Obtain two jars and their lids. Fill one jar safety!!!
with ice cold water and the other with Measuring rainfall:
room temperature water. Observe the On a rainy day, set out a container to
results. Condensation occurs when the measure the rainfall. Measure how much
vapors in the air become cool enough to rain fell that day. Continue to measure
condense and form water droplets. the rain each day, and record for a few
okay if they get wet, like blocks (plastic
Evaporation: weeks. Ask your child to predict how
or wood) rubber toys, a pencil, a rock
Obtain two clear plastic glasses of the much water will be collected. Ask at the
etc. Make a graph with four columns. List
same size. Measure one cup of water and beginning of the day and ask when it is
all the items in the first column, label
place in each cup. Mark the water level of raining. Did their answer change?
the next column sink, the next float and
each cup with a permanent marker. Place Will it Absorb water?:
the last results. Hold up each item and
one in a Supply the children with pieces of mate-
ask the children to decide if they believe
sunny win- rial to test like pieces of cotton, plastic,
the item will sink or float in water. Rec-
dow and the wool, tin foil, etc. Supply the children
ord the number of children who voted
other some- with eye droppers and a cup of water.
sink under the sink column and the num-
where else Which materials absorb water and which
ber who voted for float in the float col-
in the room. do not? You may also decide to do this
umn. If you have a smaller class you
Observe experiment as described in sink or float
could record the names of the children
the glasses (below)!
instead to see who is a really good esti-
of water Will it
mator. Then test the item in a tub of
over the nest couple of days. Ask the dis-
water and record the result in the re-
children where the water is going. Which solve?:
sults column. Then continue with the
is evaporating more quickly? Evaporation Fill five
next item.
occurs when the particles of water be- clear jars
come warm enough that they turn into with wa-
vapors and leave the cup and escape into ter. Take
the air. Why did the water in the sun five dif-
evaporate faster? ferent
Measuring water: substanc-
Provide the children with a balance and es, like
containers that can hold water. sugar,
Creating Ice: cereal,
Place water in a plastic ice tray and place salt, pa-
it in the freezer. Every half hour take it per,
out to inspect the ice. Ask the children things
why it is changing? Then after it is fro- that will
zen, set it in a cup and allow it to melt dissolve, and some that won't. Ask your
again. child which will dissolve, and which will
Thunderstorm: not. Test each item in the water.
When it is raining, watch the rain. Talk Will it Float or Sink?:


GAMES
Glass and Water Music: A dish tub filled with water can pro-
Fill a couple of identical glass cups, vide entertainment as well as a great
at least four, with varying amounts learning experience. Ideas to add to
of water. Tap the side of each glass water play: a drop of food coloring,
with a metal spoon. Which is the turkey blasters, funnels, cups, dish
highest sound and the lowest? How soap, boats, plastic toys, brushes
could we change the sound? and sponges, ice, cold or warm wa- wash, toddler safe balls, items that
Water Play ter, baby dolls or play dishes to will sink or float.

The water cycle in nature
At some stage the child will ask how The learner : important in relation to the water
clouds form rain. This is an extreme-  discuss the water cycle. cycle.
ly common question asked by young
 identify key components of the  demonstrate an understanding that
kids. In order to satisfy, his curiosi- water conservation is an act of
water cycle.
ty, explain to him about the water stewardship for the Earth.
cycle in nature.  state why water conservation is

Water cycle activities: a miniature
Materials Required  Now put your setup in the sun-
 A large transparent bowl light.
 Plastic Wrapper  Let the child observer the set-
 A weight up now.
 A smaller container (this  After few hours, ask the child
should be smaller than the to observe.
first bowl)  What is seen. You can see wa-
 A rubber band or piece of ter in the small container . cess is called evaporation.
string  Ask your child to check the
time and note down how long When plants give off water vapour,
How to do does it take for the water to it is called transpiration. When wa-
it evaporate and condense on the ter evaporates, it rises into the
plastic wrapper. Where does cooler air, collects, and forms
 P l a c e
the water go after it condens- clouds.
the small
es on the plastic wrapper? Lessons extension: after-wards
container in the middle of the
large bowl . Children make : classroom posters,
Explanation:
 Fill the bowl with little water, craft , activity chart, collage,
The heat of the sun evaporated memory card-game....
be careful not to spill into the
the water, which raised above and
small container inside.
then condensed on the cool plastic
 Cover the bowl with plastic Learners will develop an under-
wrapper and fell into the small
wrapper and fasten the plastic standing of the water cy-
container. This is a small replica of
wrap around the rim of the cle. They will then use some
the water cycle that occurs every
bowl with your rubber band or knowledge to create a tactile
day on earth.
string. model of the water cycle and
 Put a weight on top of the then relate these ideas to the
When water is heated, it changes
plastic wrap in the centre. This importance of water conserva-
from a liquid to a gas. This gas is
will help for our experiment. tion.
called water vapour, and the pro-


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

There are many charming water but…What's happening? The clouds
they dance in the waves.
cycle stories for children. Our chil- become heavy and Drop and her
dren have invented, dramatized, But SUN, a "nice element", ar-
sisters …….. HELP!!!
sung ...this history rives, he woos the droplets, he
They're falling into the River.

A Day in the Life of a Drop of
Water

Drop is a little drop of water

leads them to heaven and marries
them complete with veil . Drop and
River dance …Drop with her sis-

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

ters ... the water dance "Water
Games"... (Rondò Veneziano).

her sisters are embraced by Sun River wets the ground and quench
and they become very light…. they Little Flower, Cat and Three. The
reach the clouds. run of River finally ends into
the calm sea.
They dance and sing "Volare oh-
oh," (Domenico Modugno). Drop is tired…..

Nooo …...Northern Wind, “the It’s night ...
Cold” , shakes and turns the Drop, it's time to go to sleep!
new friends: Jellyfish, Sardine, clouds .
The sea cradles them, the sea
Dolphin, Red Fish and Hippocam-
pus...

whispers a lullaby. Drop and her
sisters finally fall asleep.
Drop, your trip for today is finished
Now everyone is happy and together The chilled clouds cover Sun but it will take back tomorrow…


Water is life ! Teaching Earth Science with Water
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 ).


UNIT.2 FIRE Methodology
rhymes, movement activities, tips and loads of information about
games, and interactive materials fire-fighters and the important
are included to make the learning work they do.
process fun, educational, and em-
powering.
Methodology: Unit 2 –Fire, intro-
duce children to the benefits and
However, fire also has a scary
dangers of fire. Fire is magical to
side. It can be dangerous when it
children. It emits warmth and light
is misunderstood or used inappro-
and is used in many types of cele-
priately. For these reasons, chil-
brations around the world.
dren need to learn at an early age
Through a story children explore that fire is not for play. They also
the element of fire in its manifesta- need to learn how to protect
tions (heat, light, energy) and
themselves if they come into con-
through the exploration and activi-
tact with fire. It also provides
ties they discover where it is Grisù, our new friend
numerous child-friendly safety
around us. Many wonderful books,

Theme goals
Bodies of fire: ramic objects... and revitalizing power of fire in
Sun, magma in Discovery of fire: legends and traditions of Italy and
the Earth, the controlled use of fire: an in- of Apulia.
flame…. vention of the Early Stone Age Fire Prevention:
Fire is useful Fun with fire: fire magic tricks causes and types of fire, the po-
for: (experiments), safety activities tential dangers of fire, what to do
adding light (games, crafts).... in the event of a fire The Im-
and heat, cook- portant Role Fire-fighters play in
Traditions and Legends Associat-
ing plants and our community.
ed With Fire:
animals, clearing forests for plant-
ing, heating treat stone for making Fire Myths (Prometheus), legends
stone tools, burning clay for ce- of native Americans, the purifying

Group time:
serving some photos, listening
and developing stories about
Have students plants, animals and people, and
brainstorm aim conversation, the children
"Fire". Conduct discover:
an open forum -Bodies of fire,
where they can -Fire and Sun, are “The Positive
share experiences, feelings, Energy of the Cosmos” ,
and/or ask questions: - Discovery of fire: once man of animals (previously he had
What is fire? could warm himself in front of eaten meat raw). fire bought
While singing simple songs, ob- the flames and cook the flesh light into the dark caves.

Manual teachers methodology: THE EARTH IS OUR LITTLE GREEN HOUSE FIRE 7

ART
F I R E C o l l a g e : paint (yellow, red, orange...), gold learning activities using different
Look in a magazine or newspaper for artistic techniques.
pictures of fire, cut them out and Mask of fire:
let your child glue them onto a piece
Print to colour paper mask pat-
of paper
terns.
for a col-
lage;
F I R E
Artistic
works:
drawings,
paintings
and other
glitter..
with tem-
pera, glue, Pictorial and graphic produc-
tion : of experiences and


Through a story children explore is con- oil):
the element of fire and through sumed.
Using the nail, punch a hole in the
the exploration and activities W a t e r
underside of
they discover where it is around enters
the metal lid.
us. During this early education jar--use coloured
Cut a piece of
lesson plan the children will use water for best view.
the cotton
the science skills of prediction and Note water vapour
cloth (a hand-
observation. Math, counting and condensed on inside
kerchief or small washcloth works
graphing is encouraged as young- of jar.
well) about 7 cm (3 in) square and
sters "record" their predictions
roll it into a tight roll. Or, cut a
and findings. Combustion or burning:
piece of cotton rope about 7 cm (3
Exploring fire with five senses: Light a candle on a pie plate : in) long. Push the rope or rolled
(heat, light, energy) Which common materials cloth up through the bottom of
(Styrofoam, vinyl material, cotton the lid so that about 1 cm (1/4 in)
Fire needs oxygen to burn:
material, newspaper, or cardboard), sticks out above the top of the
Light two candles, cover one of the
burns? Witch of them produce the lid. This is the wick. Next, fill the
candles with the glass container.
worst smoke/air jar about ½ full of alcohol and
What will happen ? Wait to see
pollution wh e n screw the lid down onto the jar
which one
burn? Find out tightly. Pour about 1 cm (½ in) of
burns out
which object has water into the bottom of the pan,
first.
more harmful ele- and place the jar and lid in the
ments, (ash and middle of the pie pan. Allow the
Put another
smoke) to the at- alcohol to soak up into the rope or
candle on a
mosphere when it is cloth. The alcohol lamp should light
pie plate and
burnt. and burn with a pale blue flame.
add 1/2 inch of water to pie plate.
Light candle, then put glass jar
over candle. What will happen ? Alcohol, oil...are flammable liq- ...and put out fire with water.
Candle extinguishes when oxygen uids...Making an Alcohol Lamp (or


A STORY OF FIRE

Read "The Story of Prome- to deny human kind the
theus". Discuss the story with gift of fire was to de-
the class and ask children: prive humans and keep
1. Why is fire so important man at the level of ani-
and what would life be mals. Zeus believed that
like without it? without fire the human
was happy and would nev-
2. Why would a hero like
er go to war. Who was
Prometheus endanger
right? Why?
himself just to make life
better for man? Make a list of the positive
things that can be done with
3. What is your definition of
fire and the negative things
a hero?
that can be done with fire
4. Prometheus thought that

Don't Play With Fire!
Teaching Safety Fire : some important things to discuss with children

 Teach children that fire is  Demonstrate for the children
dangerous, and can burn. the "stop, drop and roll" meth-
 Tell small children to never od of putting fires out. If
touch or play with matches and their clothing catches on fire,
lighters, and if they find any they need to know how to put
lying around, to tell their par- it out .
ents.  Show how to crawl low on the
 Practice the escape plan. ground beneath smoke. Prac-
tice crawling through the
 Teach your children that fire- Activity : art and craft, colouring
house, making sure to stay
fighters are there to help pages, song and story.
down low.
them.

Firefighters at school
Firemen visit schools where immediately stop whatever they
they discuss the do-and-don'ts are doing, drop to the ground
of fire usage. In the event of a and begin to roll back and forth
child's clothing catching fire, repeatedly and quickly to extin-
it's important that children and guish the flame.
adults are aware of the "stop- Emergency phone numbers need
drop-and roll" method. Instruct to in an easy-to-reach area,
children that if clothing ever preferably on a wall near a
catches on fire, they should phone.


UNIT. 3 AIR — Methodology
when it’s in the form of wind, it painting and
can move leaves and blow your hair computer
around). children rep-
r e s e n t
Students use all of their senses to (summarized)
discoveries made on the path of the
describe air (Can they see it? feel
air in the environment.
it? smell it? hear it? taste it? How
Methodology:
do we know it's there? What evi-
Air is all around us:, Air is every- dence can they provide to support
where. It cannot be seen, but it is their descriptions of air?)
all around us. Air is invisible. Air is
a form of energy. This unit helps Doing simple experiments the chil-
students discover that air is eve- dren will explore air pressure and
rywhere, that Air exists observing the force of air.
some of the things it does ( Air
can fill a balloon, for example, and Trough artistic productions, plastics,

Theme goals
Children know : Air
hot air rises (hot air balloon). become
We breath air, air is a gas, air Living things use air: polluted with
makes up the atmosphere. emission of
To breathe, plants use air to make
gas:
Children observe: food, birds use air for fly, seeds
Industry, indi-
Air moves (wind); air can change are distributed by wind.
vidual actions,
temperature, can smell, can be Properties of air:
transportation
seen (water vapour, smoke); they Air is transparent, air is weight,
.
can feel when it moves (wind), air takes up space, air has volume
The effects
they can see air moves things and pressure , air is a gas.
of air pollution.
(storm); moving air makes weather;

Group time: ing. Divide living into animals and ries: animals that fly and animals
Living or not living? Animal or plants. Divide nonliving into solids, that do not fly.
plant? Solid liquid or gas? liquids and gases:
Cut some pictures from a magazine, Put this sheet on the floor. Ask
or show some pictures from a book children to place their cards in one
with living (animals, plants) and non of the empty squares on the dia-
living things (ice, stones, water, gram where they think they be-
clouds, coins..) long.
On a large sheet
of paper draw a Animals That Fly or Do Not Fly
heading All sorts
of things, and Cut pictures of animals from maga-
using a tree dia- zines and organized in two large
gram format, di- sheets of white blank chart paper,
vide the sheet into living and nonliv- animals into two different catego-

Manual teachers methodology: THE EARTH IS OUR LITTLE GREEN HOUSE AIR 10

ART
Wind and Air – The Invisible Force the bubbles. When the bubbles
of art… pop remove the paper and leave to
dry.
B ubble Blow Painting:
Painting: Water paint down a little to make
Mix to- it runny. Pour a couple of drops of
gether the paint on to paper, then children
paint and use a drinking straw to blow the
some paint in all directions.
washing up Keep adding more paint and blow-
liquid in ing.
the tray. Add some water until it is Mask of air:
Pictorial and graphic production :
runny enough to blow bubbles. The Print to colour paper mask patterns.
of experiences and learning activi-
children use the drinking straw to
ties using different artistic tech-
blow into the paint to make bubbles.
niques.
Gently place the paper on top of

WHAT IS AIR? tle. Challenge your child to try and t h e
Teacher ask a series of questions to see push the paper ball into the bottle string
what children know about air.
using the air stream from the hair 6. Blow
Ask child if they think air is real. Wave
hands around, can we feel air? How do we dryer. Much to your child’s sur- up the
know it's there? Can we see it? Tell child prise, the paper will not enter the balloon
we can "see" air, in a way. bottle even when the flow of air and hold
Blow up balloon. Why does the balloon the open-
get bigger? Open the end of the balloon
ing so
near the child's face; s/he can feel the
that the
air, too.
air does
not es-
c a p e .
7. Place the mouth of the balloon
so that it is pointing toward the
closest tree or post.
points directly to the bottle’s 8. Make sure that the balloon is
opening! parallel to the string/straw. Place
4. Discuss what happened. two pieces of tape over the straw
and balloon making sure that the
Volume Experiment: Pressure Experiment: balloon is attached securely.
1. Take an empty, 2-litre soft 1. Take one end of the string and 9. Release the balloon.
drink bottle and lay it on its side. tie it to a tree or a post. 10. Discuss what happened.
Hold it down firmly. 2. Take the straw and thread it
2. Have your child make a ball out onto the other end of the string.
of a small piece of paper. Make 3. Tie the other end of string to
sure it is small enough to fit the second tree or post.
through the mouth of the bottle. 4. Make sure that the string is
3. Hold a hair dryer so it blows t i g h t .
directly into the mouth of the bot- 5. Move the straw to one end of


GAMES: Air is fun!
Creating simple ranges, pinwheel, that wind
kite, little flags is cheap and easy farms, areas
to make and the teacher can com- where there are
bine science with physical activity many wind tur-
and fun! Children can discover with bines operating,
their “air-toys” that wind is air are unsightly:
that moves over the earth's sur- giant pinwheels
face and movement of air is ener- or wind tur-
gy. bines, up to 330
Discuss the pros and cons of using feet (100 me-
Didascalia dell'immagine o
wind energy. Pros would include ters), are used della fotografia
the fact that wind is a renewable on wind farms
energy source and that wind ener- to create clean
gy creates no pollutants or radio- energy.
active by-products. Cons would
include arguments made by some

Wind in Poem, Music and Paintings
Read poem: Ask the children:
Who Has Seen the Wind? How do these poems represent the
By Christina Rossetti idea that one needs to feel the
wind or observe its' effects in or-
Who has seen the wind? der to know it is there?
Neither I nor you.
But when the leaves hang trem- Explore the internet together
bling, for windy images.
The wind is passing through. Look for photographs showing the
Who has seen the wind?
Neither you nor I.
But when the trees bow down
their heads,
The wind is passing by.

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 .


Air is life ! Teaching Earth Science with Air
Goals: way to see if air has lots of oxygen
Air become polluted with emis- in it is to look for signs of lichen
sion of gas: industry, individual growing on tree limbs. You can also
actions, transportation . keep an eye out for bird and insect
The effects of air pollution. life. Explain to children that cars,
factories and the creating of elec-
tricity all put bad substances into
Activities:
the air which affects health and
Reading a nature.
story about
air pollu- Together think of ways that we
tion to can save air
learn about things that cause air
pollution and what we can do to “Why drive when
keep the air clean. WE can walk?!
Clean air is vital to all life. One Walking, running,
skipping are all
much more fun
than sitting in a “Plant trees, the lungs of the
boring un-cool car” Earth”

Sommario
THE PROJECT 1
OBJECTIVES

UNIT.1 “A TRIP OF A DROP”- METHODOLOGY 2
THEME GOALS “WATER-THE LIVIVING POWER”
ACTIVITIES, TESTS AND EXPERIMENTS /GROUP TIME

ART 3

GAMES 4
THE WATER CYCLE IN NATURE
WATER CYCLE ACTIVITIES: A MINIATURE

A TRIP OF A DROP – INVENTING A STORY, DRAMATIZATION, 5
Sponsor: PICTORIAL AND GRAPHIC PRODUCTION

WATER IS LIFE ! TEACHING EARTH SCIENCE WITH WATER 6

UNIT.2 FIRE METHODOLOGY 7

THEME GOALS
ACTIVITIES, TESTS AND EXPERIMENTS /GROUP TIME:

ART 8


STORY OF FIRE 9

DON'T PLAY WITH FIRE!
TEACHING SAFETY FIRE : SOME IMPORTANT THING TO
DISCUSS WITH CHILDREN

FIREFIGHTERS AT SCHOOL

UNIT.3 AIR 10

THEME GOALS
ACTIVITIES, TESTS AND EXPERIMENTS /GROUP TIME

ART 11

GAMES: AIR IS FUN! 12
WIND IN POEM, MUSIC AND PAINTINGS


Water fire air manual s 2

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