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It is very important that both the
educators and the parents teach the boys and the girls from an early
age to love and appreciate the natural world and to act in correspondence
with these feelings, contributing to its care and preservation. These
notions are closely related to the concept of peace, which implies,
among other things, that the natural world remains beautiful.
In order to obtain this, it is necessary
to enrich the children’s experiences, for that reason when planning
the activities with the objective to teach them to love nature, we
will try that these children contact, observe, ask, express their
ideas, as directly as possible with the phenomenon that is analyzed.
One has to be very receptive to the
restlessness and questions that the children of the group have about
natural phenomena, and to use them to promote the care and love for
nature and that they conduct actions in their daily life that reflect
a positive attitude towards its conservation.
Diverse activities can be organized
such as strolls, excursions, visits, observations, work in the vegetable
garden or plots, tasks for the care of the plants and little animals,
among others.
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ACTIVITY
No 1
"THE LIVING BEING"
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Summary
of the activity:
The activity consists of several parts: in the first part, we will
begin by speaking of how in nature, in the world in which we live
there are living beings (animated nature) and non living beings (inanimate
nature), their characteristics will be explained too. In the second
part some characteristics of the plants as living beings will be explained,
and why it is necessary to love them and to take care of them. In
the third part some of the characteristics of the animals as living
beings will be explained and why it is necessary also to love them
and to take care of them. The fourth part consists of a didactic game
in which the children will classify a group of pictures following
the criteria of living and non living beings.
Objectives:
• To develop in the children knowledge on the natural world
and the necessity to love it and to take care of it for its conservation.
• To promote positive emotional experiences in their relation
with the natural world.
Procedures:
• Explanation
• Observation
• Conversation
Material
Resources: xxxxxxx
Development of the activity:
Pictures or photos, films or videotapes whose content
talks about the animals and plants.
Natural plants, or parts of them such as: leaves, branches, seeds.
Some domestic little animal such as: a small dog, a chick, little
bird, hamster, etc.
A piece of rock or stone or any sample of inanimate nature.
1st Part
The educator will explain to the children that the nature
that surrounds us is beautiful: the rivers and lakes, the mountains,
the plants with their flavourful fruits and beautiful flowers, our
beloved and beautiful pets that cheer us so much, and in general the
animals that feed us and the plants that give their shade to us, their
fruits, and the clean air that we breathe, making our life possible.
(A picture or photo can be shown, or a short videotape).
The
nature that surrounds us is composed by living beings: they are the
plants and animals that have life. They are called living beings because
they are born, they grow, they breathe, they are fed and they reproduce
(have offspring; to show a picture of some animal with its young),
people are also living beings.
We
are also surrounded by the inanimate nature composed by things that
do not have life, they are not born, nor they grow, nor are they developed,
for example: the rocks, the soil, the mountains, the sand, the sea,
etc. (to show a picture or a stone, etc.).
It
is necessary to love and to take care of this nature of the world
in which we live, because thanks to it we feed ourselves, we breathe,
we obtain our clothes, our footwear, etc.
2nd
Part
The
educator prepares a series of questions so that the children in a
meeting answer them.
What are
plants?
Do you have plants in your house?
Do you know how to take care of them?
Do you love them?
Have you ever given food to them?
After the children answer these questions,
the educator will explain some characteristics of the plants to them
and the necessity to love them and to take care of them so that they
do not die. He can make comments like this:
Plants do not have to look for their
food like the animals. They only need the energy of the sun, water
and oxygen and they make their food themselves. Plants are the only
living beings that can produce their own food! (Show a picture). They
do not need to be given food every day; you must only put them in
some soil and water them once in a while.
Did you know that the plants also
breathe?
That is why the plants that we have
in our house and in the school must have their leaves cleaned so that
they breathe better (A branch with its leaves can be shown). Like
the rest of the living beings, the plants reproduce and originate
new plants, when the seed germinates and the plant is small, it is
necessary to take care of it like a baby so that it grows and develops
healthily.
Do you know why the plants sicken
and die?
Because of lack of care, if you see
them withered give them water, they are sad for that reason. If you
see that the plant has white or black spots in its leaves, surely
they have some parasite, tell it to your mother or educator who surely
will know how to cure it or call a doctor of the plants who is called
phyto-health worker, who knows which medicine to put in it. Never
mistreat the plants by taking or striking its leaves or stems, because
they will die.
There are many classes of plants,
they are differentiated by the form and size and colour of their leaves,
by the thickness and size of their stems, by their roots that sink
deep in the earth, or that remain more in the surface, some are wide
and heavy, others are thin and small, etc. Some trees have flowers
and fruits and others don’t. (All this can be explained by showing
pictures, the plant or its part in natural form).
3rd Part
The
educator will begin with the question: What are the animals? and he
lets the children say what they know about animals.
Later he will explain that the animals,
like the plants, are living beings, because they are born, they grow,
they breathe, they are fed and they reproduce. (Show a picture or
photo, or project a video on animals). Some are so tiny that they
can not be seen at first; others, however, reach great sizes. The
blue whale is the largest animal.
Animals, unlike plants, must look
for their food in the environment that surrounds them, and they are
also different from the plants that cannot move, almost all animals
can move from one place to another. In general, all need to move to
obtain food, to look for a couple and to reproduce or to escape from
their predators. (Other greater and ferocious animals that hunt them
to eat them).
Do you have animals in your house?
Do you take care of them?
Do you love them?
How do you take care of them?
Did you know that the animals become ill and die if you do not love
them and take care of them?
It is necessary to feed the animals,
to deal with them with affection, not to take advantage of them, it
is necessary to take them to the veterinarian when they become ill.
Surely you know many classes of animals
and, perhaps, you have a pet that lives with you. The dogs, the cats,
the budgies, the turtles or hamsters are some of the animals that
you can have in your house (If possible, bring in a pet).
Animals can have their body covered
with hair, feathers, scales. (Show a picture, or photos, or display
the living little animal). Some move on the ground (give an example)
and others in the air like the birds. Some have four legs, others
two (give examples).
Animals
can live practically in any place. On the ground, some swim, either
in the lakes and the rivers or in the salty waters of the oceans.
Others fly in the air. (Show a picture or photos).
4th Part
A
game to classify the characteristics of the living beings and the
inanimate ones.
Objective:
That the children make a classification following this criteria:
The group
of living beings
The group of non living beings
The activity can be organized in the
following way:
First the children make the classification,
throwing in the baskets the pictures according to the selection criteria
and later, one by one, at the educator’s order they will remove
a picture from the basket of the right or the left and will answer
the question that is formulated to him. Only one question per child
will be formulated.
The
questions can be the following ones:
Why have
you put the card in that basket?
Why do you consider that he is a living being?
Explain why it is a non living being?
How do you take care of your pets?
Do you take care of plants?
How can we take care of plants?
Why must we take care of plants?
Why must we take care of animals?
Must we love animals? Why?
Must the plants be loved? Why?
Do you love and take care of your plants and animals? Why?
Where does that animal live?
How is its body covered?
Do plants need food?
Tell me something about plants.
Tell me something about animals.
Development
A
group of 10 mixed pictures will be given to them, in which they will
have illustrated:
An elephant, a dog, a plant, another
plant, a cat.
A rock, a small bag of sand, a snail, a mountain, a river.
The teacher explains the activity:
They must classify them in two groups:
The living beings will be thrown in the basket on the right and the
non living beings in the one on the left, and later they will respond
to the educator’s question and the game rules will be explained
to them, which are: The winners will be the children who manage to
correctly throw 10 cards in the baskets and correctly answer the question
that is asked.
After they have played the game the
winners will be congratulated, giving them a picture or any simple
gift, and the rest of the group will be congratulated for the effort
made, so that all feel stimulated, and they will be told that they
must take care of and love nature.
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CRITERIAL
ASSESSMENT |
Observed
conduct |
YES |
NO |
Comments |
Their
answers to the questions reflect the understanding of the necessity
to love and to take care of nature. |
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They
understood with help the necessity to take care of and to love nature. |
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They
classified according to the established criterion. |
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They
classified with help. |
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They
managed to differentiate some distinguishing characteristic between
living and inanimate beings. |
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ACTIVITY
No 2
"LET´S RESEARCH NATURE"
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Summary
of the activity:
To make a small germinator that can be a glass container or a box
with soil; to plant the seed in a humid cotton (if it is in a glass
container), or buried in the soil (if it is in the wood box), the
children will take care of it and water it. When the seed germinates
we will make several observations to verify it, how the plant grows,
and there will be a final conversation for the children to express
what they observed.
Objectives:
• To develop in the children some knowledge about how
the plants are born and grow.
Procedures:
• Experimentation
• Observation
• Conversation
Material
Resources: A wood box with soil or a glass jar with cotton,
seeds of some plant that can be seeded in the season in which the
experiment will be made.
Development of the activity:
1st Part
To prepare the germinator and to seed the seed. The educator
will talk with the children about what they are making and why it
is made, also about the care that they will have to have so that the
seed germinates and a little plant is born after a few days, for example,
the one that has to be watered and cleaned of the weeds that sprout
in the soil. The children will be told that they are in charge of
taking care of the seed so that the plant is born, that this is called
"to germinate", also "to be born", later the plant
will grow according to the care that is given to it. The children
will be reminded about what they were told previously about the living
beings.
2nd Part
The
children will take care of the germinator, adding the necessary water
to it and they will make several observations. The educator will guide
this observation with the objective that they see the germination
of the seed and verify how the plant grows.
With
this experiment the educator will demonstrate to the children why
the plants are living beings.
3rd Part
A
conversation so that the children express what they saw in the experiment
with the germinator.
Why
are the plants living beings?
How are the plants born?
What happens when we take care of the plants?
How should we take care of the plants?
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CRITERIAL
ASSESSMENT |
Observed
conduct |
YES |
NO |
Comments |
They
answered correctly and in an independent way the questions on how the
plants are born and how they develop. |
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They
answered correctly and in an independent way the questions on why the
plants are living beings. |
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They
needed the help of the educator to respond the formulated questions. |
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They
cooperated in the actions to take care of the germinator. |
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They
related their actions of taking care with the growth of the plant. |
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ACTIVITY
No 3
"WHY MUST WE TAKE CARE OF NATURE?"
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Summary
of the activity:
We will speak about the usefulness of the animals and the plants
and of the need to take care of them and finally a simple experiment
will be made in which they will see what happens with a plant that
is not taken care of.
Objectives:
To develop in the children feelings about the care of
the plants and animals
Procedures:
• Conversation
• Observation
• Practical Actions
• Explanation
Material
Resources: Pictures of the different medicinal or aromatic
plants, wooden trees, a piece of wood, wood furniture, a piece of
paper, cacao seeds, chocolate.
Also
pictures of cattle, of products of their skin, milk and its by products
such as butter, cheese, etc., of a fox, and a fur coat, etc.
Development of the activity:
1st Part
The educator will begin this part of the activity asking
the children:
Why must
we take care of the plants?
Why must we take care of the animals?
Later
he will explain the usefulness of the plants to them
"The
plants have a multitude of uses. Their seeds, fruits, leaves, stems
and roots constitute essential foods ". (Pictures of medicinal
and aromatic plants useful to man will de shown).
"How
many of the foods that we normally eat come from a plant? All fruits
and vegetables are parts of some plant. The chocolate is obtained
from the fruit of the cacao tree. The seeds of some plants serve
to prepare oils. Other plants, called aromatic plants are used to
give colour, flavour and aroma to the food. Pepper, oregano, thyme,
saffron, cinnamon, mint and vanilla are some of the aromatic substances
most used, also called spices. The seeds of cereals, like rice,
wheat, etc. The wood of many trees serves to make furniture, decorations,
paper and houses. The cotton is used in the manufacturing of clothes.
The plants are also used to beautify our parks, gardens and houses.
Many
plants provide medicines to us. They have also left fossil combustible
to us, like coal and petroleum, from which energy is obtained. In
addition the plants give off oxygen into the atmosphere; therefore,
they are the main oxygen factory what has allowed that the living
beings to develop in the Earth."
2nd Part
The
educator begins with a question: Do you know the uses of the animals
for man? After hearing some opinions from the children, he adds:
The
skin of some animals serves to make pretty and warm coats very useful
in the winter, for example: The fox has a beautiful skin. Also from
the skin of some animals we manufacture our shoes, bags for our
mothers, wallets so that our fathers take their money, bags for
the school materials, etc...; (Shows pictures of a fox and a coat
made of fox fur, of footwear, bags, etc.).
The
animals give us their meat, very rich in proteins so that we can
grow healthy and strong. Fish meat for example is very healthy and
tasteful (Pictures of cattle, of fish or birds).
They
also give us milk that we drink from an early age and that allow
our bones and teeth to develop very healthily and strong so we can
become athletes. The animals that give us milk are: the cow and
the goat.
From
the milk of these animals we make the cheese and the butter that
we eat with bread and cakes. (Show pictures of cattle, milk, the
cheese and butter).
The
animals are part of the environment in which we live and they help
to take care of it, for example some animals eliminate harmful insects
to our health; let’s say for example, the ducks eat the flies
and mosquitoes.
It
is by all that that we must take care of the animals, and also because
as all living beings they need to be cared and loved, because like
us who are also living beings, if we are not taken care and loved,
we die.
3rd Part
It
consists of the accomplishment of a simple experiment. In order
to do it the educator explains:
We
are going to take two flowerpots with plants. We will put one where
there is enough sunlight and we will water it daily. We will put
the other in a wardrobe, and it will not have sunlight and we will
not water it either. In order to demonstrate how the plant that
they take care of stays alive we will have to choose a leafy and
strong little plant.
In
the successive days we will be observing how the one that we take
care of becomes very pretty and how the plant that we did not water,
nor received the sunlight gets their leaves yellowish and withered.
Later
the educator will ask the children questions in order to know the
conclusions at which they have arrived with this simple experiment
Why
did the plant die in the closet?
How must we take care of the plants?
What will happen to a little animal if we do not take care of and
love it?
How must we take care of the animals?
Why must we take care of the plants?
Why must we take care of the animals?
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CRITERIAL
ASSESSMENT |
Observed
conduct |
YES |
NO |
Comments |
They
answered correctly and in an independent way the questions on taking
care of the plants. |
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They
answered correctly and in an independent way the questions on taking
care of the animals. |
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In
the answers and comments given emotions around the taking care of
plants and animals were shown. |
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When
making the experiment they showed positive emotions towards the care
of the living beings. |
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ACTIVITY
No 4
"AN ENCOUNTER WITH NATURE"
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Summary
of the activity:
It will consist of an excursion to the zoo, in which a directed
observation will be made and materials will be taken from nature.
Later the children will tell what they saw and will make decorationS
with the materials that they gathered.
Objectives:
To develop in the children experiences on the characteristics,
care and preservation of the plants and the animals
Procedures:
• Excursion
• Observation
• Conversation
• Practical Actions
Material
Resources: Baskets to gather materials from nature,
paper, glue, temperas, brushes, cameras, or camcorder.
Development of the activity:
1st Part
The educator will tell the children the place they will
visit, and the objective of the excursion that consists of visiting
the zoo to observe the animals, their outer aspect and how they
live, and also to observe the nature that surrounds them.
2nd Part
Development
of the excursion
The
teacher will explain to the children what they are going to observe,
emphasizing how the animals bodies are covered, how many legs they
have, what they are fed, where they live, how they are taken care
of, etc.
The
plants that can be found in the park will also be observed, to know
how their leaves are, their stems, their roots, if they have flowers,
etc.
3rd Part
Small
stones, dried leaves and small branches or twigs, seeds, etc will
be picked up.
4th Part
There
will be a conversation in the classroom so that they relate what
they observed in the excursion.
The
educator will summarize this conversation emphasizing that they
observed the living beings as the plants and the animals, that these
living beings like children need to be taken care of and to be loved,
that is why when we go to a park, or garden, we should not take
the leaves of the little plants, nor their stems, nor hit them.
We have to take care of the little animals, to feed them, to want
them, to take them to the doctor when they are ill.
5th Part
The children will make on white sheets of paper works
with the seeds, leaves and stems, they will decorate them with colours.
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CRITERIAL
ASSESSMENT |
Observed
conduct |
YES |
NO |
Comments |
Through
the stories the children demonstrated to have developed experiences
on their observations in the stroll. |
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They
needed help to relate their observations in the stroll. |
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They
knew how to do the asigned tasks. |
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They
did the work with help. |
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Summary
of the activity:
The children must bring photos of their pets, to describe them and
to explain how they take care of them, later they will make drawings
related to those pets.
Objectives:
To develop in the children emotions and feelings towards
the animals.
Procedures:
• Conversation
• Observation
• Explanation
Material
Resources: Photos of the pets, sheets of paper and
coloured pencils or temperas and brushes.
Development of the activity:
1st Part
The children will show the photos and will describe their
pets. If some child has not been able to bring a photo he will make
the description of his pet in the same way.
In
order to help them in the description the educator will formulate
the following questions:
What is the pet’s name?
How is its body?
Where does it move or walk?
If
some child instead of a little animal has as a pet a cuddly toy,
he will also describe it, so that no child is left out from the
activity.
2nd Part
How
do you take care of your pet?
The children will have to explain what they do to take care of their
pet.
3rd Part
The children will draw on the theme: "My pets".
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CRITERIAL
ASSESSMENT |
Observed
conduct |
YES |
NO |
Comments |
They
answered the questions correctly on the characteristics of their pets,
reflecting positive emotions (Affection, tenderness, etc.). |
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They
knew how to explain in an independent way how they take care of their
pets. |
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They
needed help to characterize their pets. |
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They
need help to explain how they take care of their pets. |
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They
expressed affection when they explained how they take care of their
pets. |
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ACTIVITY
No 6
"THE CHILDREN WORK IN
THE VEGETABLE GARDEN"
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Summary
of the activity:
This is a collective work in the vegetable garden and later there
will be a conversation on the work done.
Objectives:
That the children learn practical actions on taking care
of nature.
Procedures:
• Practical actions
• Conversation
Material
Resources: Objects to work in the vegetable garden:
Brushes, rakes, watering cans, hats for the sun, gloves to protect
the hands.
Development of the activity:
1st Part
The educator will explain to the children of the work to
be done: To water the little plants and to take out the weeds.
2nd Part
The children go to the vegetable garden or the corner
of nature in the early childhood center, and under the direction
of the educator, they conduct diverse actions: they water, they
weed, they gather soil and they pile it up around the plants, among
other simple actions. They will do it with their toy tools (watering
can, rake, etc.).
3rd Part
The
children in a meeting in the classroom will explain what they did
and why it is necessary to do it.
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CRITERIAL
ASSESSMENT |
Observed
conduct |
YES |
NO |
Comments |
They
did the entrusted work well until the end. |
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They
needed much help to do the work, mainly to take it until the end. |
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They
showed satisfaction with the work done. |
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They
understood the usefulness of the work done. |
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ACTIVITY
No 7
CRITICAL
EXPERIENCE FOR THE EVALUATION OF THE BLOCK
"THE FAIRIES FOREST"
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Summary
of the activity:
In the first part the story "The fairies’ forest"
will be told, in the second part, questions to the children will
be asked, and in the third the educator will make a summary of the
activity, which will also serve as a summary of the block.
Objectives:
To verify if the children know the necessity to take care
of and to preserve nature
Procedures:
• Conversation
• Narration
Material
Resources: Text of the selected story.
Development of the activity:
1st Part
Narration of the story:
The
fairies’ forest (adaptation)
Once
upon a time there were two children called Jennifer and Yaisa. The
former was a very good student and with a great heart; on the contrary
Yaisa was a terrible student and very rude.
Jennifer
lived in a house next to the blue forest, her parents were farmers
and they did not have much money. Yaisa however lived in a great
house located on the hill, her parents were rich, and therefore
she had all the whims that she wanted.
Although
they came from so different worlds, they were great friends and
since the day-care they had been together. Yaisa’s parents
had been against this friendship, but they could do nothing about
the persistence of the girls to continue being friends.
As
it was told, Jennifer lived next to the blue forest. This forest
was called like that by the villagers, since a great amount of blue
butterflies lived in it. Many thought that those butterflies were
in fact nymphs and that they would seize whoever entered the forest
at dusk.
This
legend had been fed for many years when a girl disappeared in the
forest and since then nothing was heard about her. This event caused
that the legend of the blue forest to be born, a legend that lasted
to the present time, passing down from generation to generation.
One
day Yaisa suggested going to the forest.
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No, it is dangerous, answered Jennifer.
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Why do you believe in that story?
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Umm... Yes, once I heard my grandfather tell it.
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These are lies, what happens is that you are scared and you do not
want to assume it.
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I am not scared!
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Yes, you are. You are a coward!
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I am not a coward! OK, we will go, but you must promise me that
we will be back before dusk.
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It’s ok, I promise.
While
they entered the forest Jennifer regretted to have accepted.
And
if the legend was true? And if I do not see my parents any more?,
she thought.
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Listen, Yaisa, I ‘m going back home.
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What?
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I’m sorry, I’m going.
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Come on, we are already inside, you are going to leave me alone
now.
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If, I’m going, are you coming?
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It’s ok, I’m going with you.
Suddenly
a voice was heard: "Welcome to my kingdom".
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Who has said that?
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It wasn’t me. – Yaisa, frightened, answered.
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There look! - exclaimed Jennifer.
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But...but, what is that?
They
looked upwards and they saw an ethereal being that stayed floating
in the air. Around her hundreds of blue butterflies with a strange
human form illuminated and gave her a strange aspect.
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Who are you? - the friends asked almost out of breath.
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I am Ethea, queen of this place, surely you will know me as the
fairy of the forests. The butterflies are Suthereis, they are my
nymphs. What are you doing here?
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Nothing, we just came to play a little, but we are already leaving.
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To play, hum. Aha, let me suggest a game.
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Let’s see, tell us.
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The one that brings me the object that weighs less will win and
will be led outside the forest, the loser will remain here with
me forever and will be turned into a beautiful blue butterfly.
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Lady, you cannot do this to us – begged in unison the two
girls.
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Why? You have invaded my kingdom and this is the only way to leave.
All these butterflies were people like you who dared to enter. They
were losers. You have one hour. Each one goes in opposite direction
and bring me that object. The time starts now.
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No, Yaisa - said Jennifer – stay here I have the solution.
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No, you only want to beat me, but I will beat you in this competition.
You will remain here - answered Yaisa infuriated.
Yaisa
left running to the left, whereas Jennifer remained quiet.
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You say that you have the solution? I hope that it is true, although
within one hour we will know for sure.
The
time passed inexorably and after one hour, Yaisa was brought in
flown by the nymphs.
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Well, what have you got? - the fairy asked her.
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Me, this feather, light as the wind. - shouted Yaisa excited.
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And you? – she addressed Jennifer.
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Me, here you have it, and closing her fist she gave it to the fairy.
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But this is a joke, there is nothing here.
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Of course there is. There is air. That is my object. There is nothing
lighter than it.
_
Very clever! - the fairy exclaimed. Here is my decision.
_
You, Yaisa, in order to win you have brought me indeed a very light
material but you have had to kill a little bird. You have attacked
nature. You, Jennifer, however, you have obtained the lightest material
that exists without attacking the environment. Jennifer you are
free to go.
_
No! I want my friend to go away, I will stay in her place - Jennifer
answered.
_
Incredible, in my 500 years of life this is the first time that
something like this happens. After this, I believe that you two
deserve to go home. You can go.
_
Thanks, lady – they answered in unison.
_
You can return whenever you want. You have learned the most important
lesson of your life: not to attack nature.
2nd Part
The
teacher will ask questions to the children to hear the criteria
of each one on what is said in the story.
Why
did the fairy forgive the children?
Why did the fairy say that we should not attack nature?
Have you seen yourselves attacking nature? How? When?
Which is the correct attitude or ways to behave towards nature?
3rd Part
The
educator will summarize the activity and the complete block emphasizing
the need to love and to take care of nature and why we must do it.
We will tell them that in the world the great majority of the countries
have dictated laws of protection for the nature and the environment
that surrounds us, such as to ban the indiscriminate cutting-down
of trees, because if not the earth erodes, it becomes a waste and
it does not serve to seed, also the rains would decrease, there
would not be water in the dams, nor in the rivers, the plants would
be dry, the animals would die for not having water to drink. If
the plants are dry and the animals die, the benefits that the children
already know will be lost.
Laws
have also been dictated prohibiting that the factories throw chemical
wastes to the seas and rivers, because they contaminate the waters
and the fish die and those waters are not suitable for the animals
to drink, nor can we bathe in the rivers and seas.
It
is prohibited to contaminate the atmosphere, the air that we breathe,
with gases that are harmful to our health.
It
is necessary that they know that the wars with their bombs and destructive
arms contaminate nature with toxic gases, besides killing many people.
The
children and all the people must also contribute to the care and
preservation of nature, and of the environment in which we live.
|
CRITERIAL
ASSESSMENT |
Observed
conduct |
YES |
NO |
Comments |
By
the answers to the questions and other comments in their games and
activities, the children demonstrated that they have acquired some
knowledge on the necessity of taking care of nature. |
|
|
|
The
children in their activities and games expressed positive emotions
and feelings about the care and preservation of nature. |
|
|
|
They
needed help to answer the questions, in order to describe and to relate
what was asked of them. |
|
|
|
They
demonstrated in their actions that they have assimilated notions of
care of wildlife. |
|
|
|
They
expressed in their productive activities (drawing, modelling, etc.)
feelings of care for nature. |
|
|
|
|
|
 |
 |
