Alongside are conducted workshops on the waterline.

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By Katina Ieremiadis 28/02/10 – 24:39 Survey of the presence of water in the village and the school one morning, we go walking around the village in search of water. All that is observed is photographed and viewed on the school computer. The explanations research begun on the ground then continuing. We write captions for the photos, opportunity to clarify concepts: role of ditches, pipes, impact of humidity on the development of foam on the walls, the use of water in everyday life aspects water (ripples, shine, etc.), the operation of fountains of yesteryear to wash clothes, etc. A collective and individual sorting occurs between the images that were printed. Associating what belongs together, eg sewage mouths, fountains, downspouts, watering cans surveys, clouds, channels, holes evacuations, the gutter, the gutter, the movements of the water in the fountains, etc. We begin to talk about “water paths”, a term reused plastic arts, where I provide a photocopy of pebbles from a stream on which it is to represent the path of the water and chalk to color with colored ink. The manholes have immediately attractive to students who comment on their various geometric shapes and lines. I bounced these comments by offering bingo games to smaller, graphic reproduction of older games, so as to enrich the visual capital of students. The investigation into the presence of water around us continues inside the school. The children, individually or in pairs, in search of water and themselves take the photo of their find. These photos are then presented and commented in the logbook. They realize that water is present everywhere, not just in the water points: liquid soap, paint bottles, water from the guinea pig, the bottle of a child, water plants, etc. Each child or group presents her photo explaining what is water. Alongside are conducted workshops on the waterline. Suite: Book 2, Rain Bird back early this article Add a comment
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