Eratos kindergarden

 

 
    
 
 
 
Measure the size of planet Earth with sticks, shadows, mathematics and imagination
 
“ERATOSTHENES KINDERGARTEN GO”
 
Project Pedagogico kindergarten "Vicente Lopez y Planes" living five years, Morning Shift Project.
Teacher: Adriana Baez
Director Marcela Villarreal
Project Duration: 07/09/14 to 10/03/14
CURRICULUM DESIGN INITIAL LEVEL PROVINCE OF CORDOBA, REPUBLICA ARGENTINA.
SEPTIEMBRE de 2014
 
 
 
BASIS: After we received the invitation teachers of the rooms of 5 by Professor José Luis Cabrera, Esc. Quintana Mining of Eratosthenes to participate in the project, where the radius of the earth is calculated but after much reading reaches to the conclusion that the issue is too complex for children 5 years old.
Thus was born the project and taking children naturally show a fascination and curiosity about the moon, stars, spaceships and everything that has to do with the Universe. It is also found in their immediate environment as both the sun and the moon are characters that appear every day in their lives.
Although the subject is particularly complex to be understood by children, it can carry out an approach to the key ideas of time and space; motion and regularity, as well as significant influence in all of us. How well the fact of participating in a worldwide project. To close fascinating subject take a trip to the observatory of the city of Córdoba.
 
 
 
   
 
 
 
FIELD OF KNOWLEDGE
OBJECTIVES
CONTENT AND LEARNING
WORDS
SOCIAL, NATURAL SCIENCE AND TECHNOLOGY
Strengthen the construction process of spatial concepts,
Understanding the spatial differentiation from proximity (near-far)
He has participated in experiences and conversations about what we do during the day and at night, what are the needs of living things.
 
Strengthening the construction process of the spatial, temporal notions.
Exploration, observation, comparison and communication of environmental information in the lived space
Features of the sun, moon and stars, experiences that have allowed him to observe and hypothesize about eg Why is day? Why it gets dark? Because the moon changes shape? Why the sun shines and shines luna.¿ why Why the stars we see at night?
 
Strengthen the exploration and observation of the nearby environment.
Recognition of the natural phenomena of the atmosphere (days and nights, changing appearance of the Moon, the significant movement of the sun and moon, the apparent stillness of the stars, the motion of a cloud, a whirlpool, the simultaneous presence the sun and the moon.
Features of the sun, moon and stars, experiences that have allowed him to observe and hypothesize about eg Why is day? Why it gets dark? Because the moon changes shape? Why the sun shines and shines luna.¿ why Why the stars we see at night?
 
Started in the recognition of ICT and its use.
Initiation in the use of ICT.
He has used technological elements like computers as a tool to implement the acquired knowledge through games, pictures, drawings, information search.
 
Initiated in recognition of ICT and useful.
 
 
MATH
Explore the use of spatial references to solve problems in which it is required to communicate its own location, the location of objects and people in a family or everyday space, without pointing.
Use and interpretation of drawings, etc. communicating displacements. Communication and description of spatial references, positions and movements, incorporating specific vocabulary.
Does represent the movements of the earth, moon what way? Only with the help, not interested.
Can identify the movements of the earth how rotation. In what way? Only with the help, not interested.
Fails to identify the course of hours with the position of the earth relative to the sun, morning-afternoon-evening nap. In what way? Only with the help, not interested.
 
 
Scan time measurement through various social tools and equipment associated with durations that are intended to represent (calendars, clocks, etc.).
 
Fails to recognize the calendar duration of the lunar rotation in what way? Only with the help, not interested.
 
ARTISTIC
Explore and recognize their potential for physical and theatrical expression.
explore the
Exploring possibilities of movement in connection with objects, costumes, etc. their everyday environment real or imaginary,
Achieve expressed bodily, participating through the various proposals dramatizations.
 
Problematizing questions:
 
On day and night:
 
1)What happens to the sun during the day?
2)Can you tell me how the night comes?
3)What happens to the sun at night?
4)What happens to the sun at night?
5)What about the moon during the day?
6)The moon always has the same shape?
 
INITIAL ACTIVITIES:
We recorded the responses on the bulletin board. Make a drawing showing the dialogue and the response we got, reflecting watching all the drawings.
 
DEVELOPMENT:
 
What are the differences between day and night? Recorded in the bulletin board, look for the main differences between day and night, with drawings showing what happens during the day, in a part of the leaf; and what happens during the night, on the other side.
They help saying to paint what happens in the street, on the life of animals, plants and the sky. When they have done so, their ideas are discussed in pairs and then exposed group.
We ended the activity by telling a story about night or showing pictures of people working at night animals.
 
How are things at night? We created the corner of the night dedicated to life at night. We can place a network that nocturnal animals hanging, tree-nesting animals, Draw Stars and Moon in Black fiselina as background.
 
He will ask for cooperation popes to place lights to illuminate the corner with lights displayed at night.
 
 
DAY AND NIGHT FOR CHILDREN.
 
 

 

 
SHORT FRIENDS NIGHT AND DAY
 
 
 
About the shape and size of the Earth, Sun and Moon:
 
1)   What shape is the Earth?
2) What shape is the sun?
3) What shape is the moon?
 
-How will the Moon, Earth and Sun from a spaceship? schedule on the bulletin board.
 
-We are astronauts: helmeted brown paper bags with a viewer type cut, traveled in a spaceship with special music through a text encouraging imagination, wondering how they believe will be the space that will be heaven.
-which would draw from his spaceship.
-We can show a video about a spaceship, travel, "Apollo", so they can see the Earth and Moon from space.
 
·         http://youtu.be/ewN1QdnncPs
·         http://youtu.be/Ul67JW9bi64
·         http://youtu.be/eoioE6hdVGM
·         http://youtu.be/lk_LOAiBpl4
·        http://youtu.be/p1LBHUPJHN0 el sol
 
The sun is always in the same place? path along the day makes the sun.
-observed very early where the sun is when we got the garden.
-Children can predict where the sunlight at other times will be: Where will it be later?
-Does the sun always rises and hits the same place? Are all the same day last year?
-We analyzed the relationship between output and sunset and day length.
-A similar work to be done with help from their parents, could be watching the sunrise and sunset. I checked into the research notebook. Also register with photos giving references of place and time taking photo Sunrise or Sunset.
 
What moves the sun and the earth and the moon?
-With three different balls we can simulate their rotation and translation. Using a flashlight like the sun, we can see how night and day occur on Earth and simulate the phases of the moon.
Rotational motion:
-analizamos en grupo y registramos en el diario mural ¿Cómo sucede el día y la noche? ¿Qué le sucede al Sol y a la Tierra durante un día? ¿La Tierra gira o está quieta? ¿En qué parte de la Tierra aún es de día? ¿Puedes ver la Luna durante el día? ¿Puedes ver el Sol durante la noche?
-Realizamos una maqueta de la tierra, la luna y sol, articulada para ver los diferentes movimientos.
 
 
http://youtu.be/A1nstGrhvC0 :DAY AND NIGHT FOR CHILDREN
 
-Theatre: possible actions:
We can simulate movements in groups of three children who has created them hat Earth, Sun and Moon. We show how the three bodies move and the whole group repeat recreation we have done with the first group is asked.
In the living room play "family night, family day" in two groups each chose activities that characterize each family makes us seek elements that help us to perform activities such as pillow, chair, table, clothes, etc.
-We are organized:
When the teacher sing a song for "family day" for example Gallo pinto or solcito salt, the kids do their activities and the same for "family night" with another song.
It will be varying the times and such variations sing a song that does not belong to any family.
We played in round 4 babies at the center each with a yellow balloon "sun" in the babies play round blue balloon passed from hand to hand the balloon loses and changes place with the kids drop center.
We invented a song of suns, moons and earth. We give the seño. We sang in Round.
What forms does the moon?
-We observe the Moon family for the night and checked into the notebook. We share in class and analyzed. Ever seen it? What other ways do you have? What is this? What do you think? Do you call the movement of the moon?
-Prompted to investigate the lunar calendar family to add to the calendar of the room.
 
Hear and see video: The Moon: http://youtu.be/TZo7c2V1LlY o
-After we discussed the song when watching the moon. We painted the cover for the project.
Games of light and shadow
-Let's look how the shadows shadows are formed ?, what ?, believe the cause is there in the living shadows ?, how can we make them appear ?, where ?, why ?, why not have color?
-playing in the yard shadow racing to see who wins: the shadow or running?
-In the room with a flashlight, a lantern or a nightstand light is sufficient, make shadows on a wall.
-of Day, a ray of sun coming through the window caught a ray of sunshine with a mirror.
http://youtu.be/xuo4X-Q_i2Y :Short A SHADOW BLUE
-In the room: As the shadows lengthen or shrink depending on time of day, and if the light comes from above? And if it comes down how things will be?
Behind a white cloth with a light;
-Hands: Let's start with one, then with both ... and what happens if you add other hands?
-Put your body: After trying different positions of statues and various ways to pass in front of the light (crawling, jumping, making slow and large movement, moving at high speed), you can play to change body shapes putting papers balloons or fabric underneath clothing. This can make or muscle bellies.
-Strange characters: You can invent the rarest characters by simply holding the body in order that comes to mind.
What if we hold a duster head or a stool, with the legs pointing forward, subject in the back?
 
ICT: Wednesdays at the time is asked to tick the kids working in PAINT, saving their work in individual folders and then print them. Videos we use in the different subjects are also copied.
VISIT THE OBSERVATORY OF THE CITY OF CORDOBA 09/22/2014
Eratosthenes
 
 
 
 
 
 
How is our planet?
* Explore the place where we live in the world
    We search the globe seas, continents, countries of origin, our country, our region.
    * We can discuss the shape of the Earth. Recognize the poles, Ecuador. - * We can place dolls rubber band holding them so that they see the position of each in the two hemispheres.
    It's time to start thinking about the top and the bottom. Can people live in those places on Earth? Where is the ground for these people? What is up and down for them? How can be there without falling? We checked into the bulletin board.
    How big is the earth? Measurements do we make comparisons with inches on the globe.
    Dramatize a story or puppet shadow theater, telling the experience of Eratosthenes to show students …
    We chose a partner school. The distance between the parallel passing through each school must be greater than 400km. The greater the difference, the smaller the error.
 
 
    Coordinates
    31 ° 43 '5 "South, 64 ° 24' 1" West
    Measurements are taken between 09/15/14 and 09/26/14. The two schools should be measured on the same day. I can repeat the measurement several different days and
    exchange data with several schools that have been measured on the same days
    he measurement was carried out at solar noon. Not the 12.00hs. But when the shadow of a gnomon is the minimum. I can pre-measure that point and so the day of the true measurement took several steps before and after regular intervals as small as possible.
    We use the measurement of the height of each of the children's room for everyone to participate, and giving the opportunity to do it themselves, to achieve greater significance
The data were recorded in a table:
NAME
HEIGHT
LONG SHADOW
TIME
    Data recorded photographically.
     We load the data http://eratostenes.df.uba.ar/
    We recorded a video with babies, moms and seños saying our names and we danced, got on the internet to Eratosthenes group.
http://youtu.be/UeIQnjOEGUY: video de ayuda.
 
 
 
 
RESOURCES:
fiselina black, christmas lights, paper bags, elements representing night balls, 2 sizes, lamp, paper plates, cardboard, butterfly clamps, white cloth, cardboard figures in shadow theater.
RESOURCES TO MEASURE:
based plastic tripod christmas tree, wooden stick, plumb, square, pencil, sheet, level, measuring tape and thread mason.
ICT: pen drive, net bocks, DVD, plasma.
SPACE:
Hall, SUM, patio Observatory Córdoba.
WEB SCRIPT:
ASTRO DAY AND night_ _NIÑO_ 2014 pdf.
www.globeatnight.org: VIEWING THE SOUTH STAR.
THE DIA_Y THE night_ pdf
Eratosthenes GUIDE
Eratosthenes TEACHING GUIDE.
 
CURRICULUM DESIGN INITIAL LEVEL PROVINCE OF CORDOBA, REPUBLICA ARGENTINA.
SEPTIEMBRE de 2014