SPRING: the season of rebirth

-When / how and why it happens?

Teacher: Cioi Georgiana-Florentina
“PRICHINDEL” Kindergarten
CRAIOVA, DOLJ COUNTY
Introductory section and preparatory phase
• Short Description: An exploration of the physical and material
world, near or distant universe, the relation between cause and
effect and natural phenomenon in spring season; knowing the
components of the surrounding world and the interrelationships
between them
• Keywords: transformation of nature, environment, soil, vegetation,
natural phenomenon
• Target audience: children
• Age range: 5-6 years
• Context: classroom, playground, kindergarten’s surroundings
• Time required: 1 week
 Introductory section and preparatory phase
• Technical Requirements: computer, CDs, digital camera, internet
• Author’s background: kindergarten teacher
• Connection with the curriculum: biodiversity, life of plants,
healthy lifestyles, distribution of resources
• Learning Objectives:
- To recognize and describe verbally and / or graphically certain
changes and transformations in the environment;
- To communicate impressions and ideas on all findings;
- To show availability in the care and the protection of the
environment, applying the knowledge they gained;
- To apply specific rules of conduct and to ensure the health and
protection of man and nature;
• Guidance for preparation: integrated ways of working, for
example: “The sun of features”, “The tree of ideas”, “Graffiti
method”,
Teaching Phase 1: Question
Eliciting Activities
PROVOKE CURIOSITY

• I present to the
children some
images that are
specifics to spring
season, with which I
will capture their
attention and I will
awake their curiosity.
Teaching Phase 1: Questions
Eliciting Activities DEFINE
QUESTIONS FROM
CURRENT KNOWLEDGE

STARBURST Method

• How? (do we know it’s spring

season)
• Where? (can we find information
about spring season)
• When? (spring season starts)
• Why? (do we need spring season)
• What? (do we know about spring
season)
Teaching Phase 2: Active
Investigation
PROPOSE PRELIMINARY
EXPLANATIONS OR
HYPOTHESES
• Through the Starburst method, the
children try to answer to each other's
questions. If they do not know the
answer, I will answer for them, using
different imagines and videos.
• Also, using the method “The sun of
features”, I can split children into 3
groups and ask them to draw me at
least 8 characteristics or symbols of
spring season. After they compare
their work they will find the things in
common and also the differences,
gaining more knowledge from each
other.
 Teaching Phase 2: Active Investigation
PLAN AND CONDUCT SIMPLE INVESTIGATION

• To better understand the changes that come in the

spring season, I took the children outside to explore
the surroundings. It was the day, when through live
experience they were able to see the nature’s
transformation and they could ask and answer to
many questions.
Teaching Phase 3:
Creation
GATHER
EVIDENCE FROM
OBSERVATION

• Using corn
puffs, I asked
my children to
make a little
park in spring
season
 Teaching Phase 4:
Discussion
EXPLANATION BASED ON
EVIDENCE

• After learning about the characteristics of spring season

(including specifics flowers, changes of the trees, changes of
nature, natural phenomenon etc.) the children were able at
the end of the project, to know, for example the main parts of
a spring flower, and the right order.
Teaching Phase 4: Discussion
CONSIDER OTHER EXPLANATIONS
• Also, using a role play, I asked the children, for
example to choose the essential elements that a
plant needs to live and grow (water, air, heat,
light, earth)

• Upset elements that are destroying a plant:

wind, clods, cold etc.
Teaching Phase 5: Reflection
COMMUNICATE EXPLANATION

Using different methods and techniques,

you can make the lesson more
attractive to children and you can
develop their creativity and increase
their curiosity.
FOLLOW UP ACTIVITIES AND
MATERIALS

“The tree of ideas”, “Graffiti method”