Docentes: Ceballos, Janet y Sandoval Viviana

Garden No. 72, Plotter

2023
GETTING TO KNOW THE ENVIRONMENT
THROUGH 'THE RAINBOW'
 PROJECT: 'THE RAINBOW'

Introduction:

Homes and gardens are places where children establish their first relationships.
social, where they encounter multiple and varied experiences that allow them
create values, establish ties and affective relationships. That is why it is necessary
always promote meaningful interactions between children and adults that
they shape their environment, that being said, it was during the acclimatization period that they were formed
playful spaces and situations that allowed children to meet their peers and
to provide teachers with information about what their personalities were like among other things
things.
Now we will take a step further and we will start working with childhoods some of
the topics they interpreted at the time that generated curiosity for them, like it
it is the formation of the rainbow. We often wonder what a rainbow is? How is it
Form? Does it always come out? These questions will allow us to delve into knowledge.
from the environment through the observation and recognition of changes in the environment such as
consequence of atmospheric phenomena: rain, wind, snow among others.
We will start from shared interests and experiences to carry out different activities.
that allow us to learn a little more about these phenomena.

"The rainbow" is generated when the rays of sunlight shine through the droplets of water.
Remaining rain, which are suspended in the atmosphere.
words, all the drops work individually like a great prism that produces the
refraction of light and reflects back to our eyes. But why are they different
colors of the rainbow?
The sunlight is white, the resulting tone is fundamentally the concentration of
all colors. All of these, just as they come together, can be decomposed. This
The process is generated when rays of light pass through the immense quantity of
water droplets suspended in the atmosphere. All of them break down light into colors
what we see in the sky, each of them has a different wavelength. Those
tones with shorter wavelengths, such as blue or violet, are the ones that appear in the
bottom part of the rainbow. On the other hand, those colors that have a longer length
long (the red and the orange) we see them at the top.
Foundation:
The Initial Level plays a very important role in the life of every child, it is at this stage
where the first relationships of people with learning are established
these systems and experiences are foundational as they can condition their future
linkages with knowledge. It is also conceived as a place of communication,
expression and encounter, where multiple voices and thoughts dialogue that
they transform children into full participants in the social practices of language.
Boys and girls, from the moment they are born, are part of the natural and social environment, and to
from their experiences they are building a body of knowledge about the
events and phenomena of the world that surround them.
The Initial Level builds a Pedagogical Unit that promotes personal development and
care of children through various modalities and formats through trajectories
integrals that achieve equality, also contributing to expand the possibilities of
that child who is developing as a thinking subject.
Natural sciences and social sciences are in constant interaction.
mutually modeling each other at the initial level. Naturally, the purpose is to offer
opportunities for children to enrich and complicate knowledge of
environment, as well as providing strategies that enable situations and experiences
signifies so that children can build new knowledge. The social
on its part, it contributes to the enrichment of perceptions and representations
sociocultural environments that allow children to understand that nothing
It occurs in a vacuum, nor does it happen in the same time and space permanently.
For all this, both spaces are in a constant shared work in which
they contribute with their inputs to the knowledge of the social and natural reality that surrounds us.
This Didactic Unit aims for children to know and recover
information about the "rainbow" cut through the observation of various resources,
experimentation and research whether accompanied and with the help of families,
peers and teachers of the garden.
In this process, the aim is for the children to create their own hypotheses, compare the
information, observe and come to a conclusion so that you ignite the phenomenon of
rainbow. We will take the game as the main mediator of our proposal, since the
the same generates participation, inclusion, communication, and reflection on experiences
compared, being this pleasurable, gratifying and free, where the capacities of
personal and social transformation, the imaginary, the playful and pleasure become
possible. Once the proposed activities in this project are completed, we will invite the families
and together we will paint a rainbow on one of the walls in the garden so that we
remember what you learned during the project and be part of the decoration of our
garden.

Purposes:
Fostering teaching situations that stimulate curiosity and interest in
getting to know the environment, providing experiences according to age for exploration and
investigation of the changes that occur in the environment due to phenomena
atmospheric.
Enable fields and spaces for play in its different formats, fostering
situations that allow to foster and enrich them, in order to provide to the
children's significant experiences and guarantee their right to play.
Promote the right to play and the protection of children's time in order to
may they grow in a full and enriching environment.
Provide in the kindergarten school comparable educational experiences that include
the ways and modes of being together for the conduct of experiments
game educators.

ORGANIZING AXIS 1: THE ENVIRONMENT AS A NETWORK OF NATURAL RELATIONS,

Contents:
Observation and recognition of changes in the environment as a consequence of the
atmospheric phenomena: rain, wind, snow among others.

ORGANIZING FRAMEWORK OF GAME CONTENT:

Assembly game:
Toy manufacturing (bubble maker).
Combination of various elements for construction or manufacturing.
Group challenge or improvement games:
He/she achieved objectives together with others.
Possible activities:
Inquiry through questions to find out what prior knowledge exists.
childhoods.
Observation of rainbow images
I paint my own rainbow on leaves to gift it to families.
We talk about colors because each color...
Search for the colors of the rainbow, hidden throughout the garden.
Collective construction of a rainbow throughout the room on cardboard support.
decorated with paper cones of the corresponding colors, the same that
will hang in the garden's SUM.
Observation experiment conducted with a cardboard box lined/painted with
white, CD, napkin tube and flashlight. It will allow them to see inside
from the box the colors of the rainbow.
We experiment with new ways of seeing rainbows: we build bubble makers with
plastic bottles and we play with bubbles in some corner of the park where there is sun
so they can observe how the bubbles reflect the rainbow.
Listen to the song by Magdalena Fleita 'A Little Bubble'
Final activity of creating a mural on one of the walls of the Garden with
help and participation of families.
 ANNEX

CONTENT NETWORK

PROBLEMATIC QUESTIONS:

What is a rainbow?

How is a rainbow formed?

Where do they form?

How many colors make up the rainbow?

Why does the rainbow show different colors?

Is only rain needed to see a rainbow?

How can we represent a homemade rainbow?

CARDBOARD RAINBOW SKETCH

Song by Magdalena Fleitas 'A little bubble'

so that it dances in the air

so that many more are born

BIBLIOGRAPHY:
Jurisdictional Curriculum Design for Initial Level, Province of Neuquén, Ministry of
Education, Provincial Council of Education, Year 2020.