Recycling and Ecology Project

Activities with recycling and ecology project for early childhood education.

Goals:

· Understand the period of decomposition of each element;
· recognize the elements harmful to nature;
· Awareness of the importance of recycling for the environment;
· Identify to select materials;
· Understand the recycling process;
· Awakening and developing the potential abilities of students.
· Awaken each child to the interrelationships between the elements that make up the environment, of which human beings are an integral part.
· Constructive action, which brings its own benefits and to society.

Contents:

· The plastic
· The paper
· The glass
· The metal

Strategy:

We will start the project talking about man in his relationship with nature, where it has always been balanced, but in recent decades, these have been destroying the landscape, annihilating flora and fauna, largely deteriorating this planet: they destroy forests, pollute waters, annihilate animal species and their own species. In this way, we must make them aware that if we cannot eliminate waste, we can perfectly reduce it. Because recycling allows you to reduce the volume of waste creating new options.

We will carry out our work with the children inside the classroom with a corner destined to receive materials that students can bring from home, such as: magazines, newspapers, plastics, boxes etc., finally materials that can be used in some way, that would go to waste, making them useful and interesting.
We will make posters with the years of decomposition of each element, showing what is harmful or not to the environment.
We will develop works making mural assemblies, games, sayings, drawings, paintings, brand identification, seriation, grouping, laterality, concepts of greater/smaller, little/a lot, notion of length, shapes geometric shapes.

We will build scrap toys made by themselves.
Explain to students how recycling works:
– reduces soil, water and air pollution.
– reduces waste
– prevents deforestation
– improves city cleanliness.
Show which are the recyclable materials:
– glass- liter of drinks, glasses (except light bulbs)
– plastics – milk bags, margarine pots, and others
– paper – computer paper, cardboard, magazine and others
– metal – cans, toothpaste tubes, bottle caps, nails and others.
Teach to separate the garbage and awareness of this act.
After talking and observing about recycling, we will make recycled papers.

Assessment:

The assessment will be done through observation and recording of students' statements about what they learned about recycling. We will also take notes of behavior in relation to awareness of the importance of the act.

VIII – Evaluation System

According to Law 9,394/96, it establishes in Section II, referring to Early Childhood Education, article 31 that: “... the evaluation will be carried out through monitoring and recording of its development, without the objective of promotion, even for access to education fundamental”.
The evaluation aims to verify the evolutionary process, performance and performance of children. In this process, in order to guarantee the effectiveness of the teaching work, it is important that the teacher have greater autonomy as they develop instruments that organize their practice. reflective. One of the instruments is the systematic observation of activities that, when meaningful and integrated, allow the teacher to perceive the children's difficulties and progress.
In order for the assessment to contribute to enriching the teacher's work, it is necessary for the teacher to register it. The records of observations must be systematic and the teacher must have a place (a notebook, a file, in which to take notes). These notes will be made individually for each student.
By practicing recording observations and exchanging experiences with their peers, the teacher will discover the most suitable way to assess their working conditions.
The assessment is not restricted to children, but should also reach teachers, specialists and other professionals involved in the pedagogical action. be done systematically through self-assessment, group discussion and analysis of the results obtained, with a view to replanning and evaluating the practice pedagogical.