ACTIVITY No 3
"HOW TO TAKE CARE OF MY SCHOOL"

Summary of the activity: Through a conversation we will teach the children how to take care of the things that are common properties in the school because all the children use them.

Objectives: To teach the children to take care of and to respect the common properties of their school.

Procedures:
• Conversation
• Explanation

Material Resources: The "Little Goblin of the school" Puppet.

Development of the activity:
1st Part
The educator will explain to the children which are the common properties of the school: the chairs and tables, desks, shelves, toys, game corners, blackboard, outside areas, classrooms, etc.

"They are common properties because we all use them and it is necessary to respect them and to take care of them so that they are not broken nor spoiled because later the school will be very ugly. Do you want a pretty school?"

2nd Part
The educator will ask the children to suggest a series of measures to maintain a well-kept and pretty school: What must we do? For example:
• Not to write nor to soil the walls, neither the desks nor the tables and chairs, etc.
• To seat properly in the furniture so that it does not break.
• Not to spoil the plants in the garden picking their leaves or stems.
• To take care of the grass in the outside areas by not stepping on it.
• To take care of the toys.
• Not to throw papers or other waste to the ground or green areas.
• Not to throw papers nor other waste into toilets because they get clogged.

From the suggested measures, the educator will explain those that he considers convenient according to the characteristics of his children and their school.

Later, he will ask the children about these measures and he will urge them to carry them out. He will tell them that they must remember that in the school there is the "Little Goblin of the school" puppet (he shows the puppet), which sees everything that the children do so that later he tells us.

ACTIVITY No 4
"MY HAPPY AND PRETTY SCHOOL"

Summary of the activity: We will work as a group with the objective of cleaning and embellishing some places of common use in the school.

Objectives: To get the children to feel satisfaction when doing a socially useful work for their school.

Procedures:
• Narration
• Explanation
• Practical Actions
• Repetition
• Observation

Material Resources: The necessary tools according to the collective work that the educator decides to do with the children.

Development of the activity:
1st Part
The educator will explain to the children the purpose of the work, its importance, and how they are going to carry it out.

Later he distributes the tasks, taking care that they do not exceed the physical possibilities of the children.

For example, it can be the cleaning of the outside area or the garden. Some children will pick up the dry leaves, others papers, others will take out the weeds, etc.

2nd Part
The educator will tell the child the story "The grandfather"; he will make the children repeat it several times until they learn it so that later they say it before beginning the work that they are going to do.

The children will do the work; they can sing songs aboit the work that is being done.

3rd Part
This part consists of the observation and later the joint evaluation of the work done, emphasizing its importance, its utility, and how this is a way to take care of the school; so that everybody that comes to visit it has a nice time when seeing the school happy and pretty.

It is like that, that we have to act to take care of and to respect the school, because in it the children spend a great part of their time every day, in it they learn to be good and cultured.

ACTIVITY No 5
"A STROLL TO THE MUSEUM"

Summary of the activity: The activity consists of a stroll to a place in the city to teach the children how to respect and to take care of the common properties. It can consist of a visit to a museum. The educator can select another place, whenever it is appropriate for the fulfilment of the proposed objective.

Objectives: That the children visit a common cultural property and learn how to take care of it and respect it.

Procedures:
• Observation
• Conversation

Material Resources: Camera or camcorder.

Development of the activity:
1st Part
The educator will explain to the children the place they are going to visit and the objective of the visit that will be: to observe a common cultural property of our city, in this case the museum, and how to behave in it to respect it and to take care of it.

The necessary arrangements will be made so that a guide accompanies the children and explains to them the visited section, above all he explains to them its maintenance and care.

If it is not possible to make the visit with a guide, the educator will explain it to the children.

2nd Part
The visit will be done and the guide or the educator will explain:
"The museums are kept thanks to restoration work and the care of the art works that are kept in them. There the objects are protected by glass, in the museums the adults cannot smoke, nor enter with objects that can damage the works, nor throw waste on the ground, because these can attract insects that damage the properties that are exhibited there. In addition, these objects cannot be touched in order not to damage them or contaminate them, etc.

In this way he will say all the necessary measures to look after the museum.

Finally he will explain that these measures are taken because what it is conserved in the museum are very valuable works, famous paintings, beautiful sculptures, etc. that for many years have been and will be visited by millions of people who come from all over the world to admire them.

Thanks to the care that were given to these works in the museum, the people, their relatives and friends have been able to visit them, to admire their beauty and to learn the universal culture that there is in them.

3rd Part
A conversation on the visit to the museum, the educator will ask the children:
Did you like the visit to the museum?
What have you seen in the museum?
What have we learned?
Why is it necessary to take care of and to respect the museum?
How must we behave in a museum? What would happen if we did not take care of the museums?

ACTIVITY No 6
"I AM THE PARK KEEPER AND I AM THE FOREST RANGER "

Summary of the activity: This is a role play on the topic "The work of the park keepers and the forest rangers".

Objectives: To develop in the children experiences on the work developed by some men to take care of and to make them respect some common properties (parks and forests).

Procedures: Game

Material Resources: The tools that the park keepers and forest rangers use.

Development of the activity:
1st Part
We will hold a conversation to explain to the children and we will show pictures to them so that they have experiences on the work of the forest rangers and the park keepers.

We will be explain to them that both take care of the common properties. The park keepers take care of the parks so that they stay pretty, their work consists of making the people take care of and respect the parks.

The parks are common properties, for everybody’s use, and the children play in the parks, and also their parents and their grandparents enjoy them, the shade of their trees, their flowers and fountains, this is why we have to take care of them.

These workers do not allow us to step on the grass, nor to spoil the flowers, nor to pick up the fruits and branches of the trees; they make sure that we do not throw waste nor litter to the fountains of the parks, their work is to take care of the parks, so that they stay clean and full of flowers.

Other workers who also take care of the common properties are the forest rangers. The forests are very pretty places where there are many trees and little animals that have to be taken care of.

The forest rangers do not allow us to hurt the animals, nor to hunt them, they take care that nobody smokes in those places nor start fires because the forests can be destroyed.

They also take care that the trees are not cut down in order not to damage the environment, because the trees of the forests purify the air and produce rain, so necessary for the life of the plants, animals and the man.

There are zones where the visitors can make their bonfires if they go to a picnic in the forest, but only in those zones and always following the rangers’ instructions.

2nd Part
The children who want to play the game are invited to take the necessary tools according to the role that they will carry out either the forest ranger or the park keeper.

This game must fundamentally be played in the outside area or in the garden of the school.

3rd Part
There will be a final conversation to evaluate the game.

ACTIVITY No 7
CRITICAL EXPERIENCE FOR THE EVALUATION OF THE BLOCK
"WHAT WOULD I DO?"

Summary of the activity: This activity is a critical experience that will serve to evaluate this block. It is a game in which the child will be presented with a card deck with situations, images and/or questions, the teacher explains the cards and the child must answer, if he does it well he will score the points indicated in the card, they are added and in the end the one who scored more points will be the winner.

Objectives:
• To verify the knowledge that the children have acquired on common properties.
• To verify the development of feelings of care and respect for the common properties.

Procedures:
• Game
• Stories
• Questions and answers

Material Resources: Cards with diverse representations.

Development of the activity:
1st Part
A deck of cards is presented to the children and they will pick one every time it is their turn; they will answer a total of three times in the game.

The rules of the game are explained:
1. - They will pick a card in each of their turns.
2. - If they answer in the first turn well, they score 5 points or they get a blue card.
3. - They can get another 5 points or another blue card in the second turn.
4. - They can get 10 points or one red card in the third turn.
5. - The total of points to be won will be 20 (two blue cards and a red one)
6. - The winners will be the children who accumulate more points (15 to 20 points that is: two blue cards and a red one, which are equivalent to 20 points or a red card and a blue one equivalent to 15 points).

It is not necessary to tell the children about the sum of the points; we can simply explain how they can win the game through the colour of the cards.

When the child picks the card the educator will explain to him what it says, if it is a situation, a question or an image with a question, and the child will have to explain it or to answer it.

Each card will have a value that is determined by the complexity of the content that appears in it. The cards with 5 points will have the blue colour and those of 10 points, the red colour. Each child is presented 2 blue cards and a red one.

Card examples:
First card. Value 5 points (blue colour).
Content: An image of a man entering a forest smoking.
The written question is the following one:
Is what this man is doing correct or incorrect? Why?
Second card. Value 5 points (blue colour)
Content: Mention three well-known common properties.
Third card. Value 10 points (red colour)
Content: It will show the image of a square in the city (or any other common cultural property known by the children).
The written questions will be:
Is this a common cultural property?
How is it called?
What must we do to take care of it and to respect it?
Fourth card. Value 5 points (blue card)
Content: Image of a child throwing a piece of bread in the park fountain.
Written question:
Is what this child is doing correct or incorrect? Why?
Fifth card. Value 5 points (blue card)
Content: It asks: What is a common property?
Sixth card. Value 10 points (red colour)
Mention 3 common properties of the school, explaining why they are common properties of the school and how one has to respect them and take care of them.

There will be 3 cards per child, six examples of cards have been indicated, the teacher will make up the rest, he can use the questions and explanations on the common properties used in the activities of this block. He will also use what the children have said about the care and respect for the common properties.

2nd Part
It will consist of stimulating the winners, allowing them to take the cards with them to their houses to show their parents, and to explain to them why they are common properties.