1. “DISCOVERING THE LIVING WORLD”
Teaching kit
“DISCOVERING THE LIVING WORLD”
Educational activities for Roma children and families

2. Plants…
The different aspects of the discovery of living things can only be approached from real-life situations and observation satisfying children’s curiosity.

3. Activity 1: Growing tomatoes :
This activity may be performed with or without supervision.
In either case, the mediator will begin by presenting the relevant activity sheet.

4. Activity 1: Growing tomatoes
DISCOVERING THE LIVING WORLD – plants Sheet no.1
Activity 1: Growing tomatoes
The tomatoes
The shoots
The seeds

5. - Tell me what you can see on the sheet.
Question 1 :
- Tell me what you can see on the sheet.
DISCOVERING THE LIVING WORLD – plants Sheet no.1
Activity 1: Growing tomatoes
The tomatoes
The shoots
The seeds

6. Sheet no.1
If the child takes a long time to answer, the question can be rephrased.
The tomatoes
The shoots
The seeds

7. - Say what you can see in these pictures…
Sheet n°1
Example of a prompt:
- Say what you can see in these pictures…
(while showing the seeds, the shoots and the tomatoes).
The tomatoes
The shoots
The seeds

8. At nursery school, the important thing is that children should identify and name what they see.

9. Some questions to ask the child:
Q 1: Do you have any seeds in the kit?
Show them to me.
Q 2: Do you think these seeds could be used? How? What would you do with them?

10. After the child has answered, the mediator will suggest turning the sheet over and seeing what Isidor proposes… (cf side 2).

11. The mediator will “read” each picture with the child…4.
Plant the stake outside the hole, just on the edge.
Attach the seedling to the stake as it grows. 1.
Soak the seeds in water for 15 minutes.
Water the seedlings regularly 3. 5.
The mediator will take a picture of your realization; it will be published in the « book of the little gardener ». 2.
Prepare a hole lage enough for each seedling. Put the seedlings in the holes and cover them over again.

12. Observation and description are the opportunity to draw attention to the major life processes: growth, nutrition and reproduction…

13. Children can illustrate the different stages in the experiment with drawings, notes and photos.
(these notes and observations can sometimes be made with the mediator and sometimes independently)

14. All these experiments are aids to discussion and to attempts at representation (through drawing or photography), which are themselves new subjects of discussion.

15. Activity not requiring supervision…
This means that the activity can be started and carried out without the mediator being present.
The activity can be performed by one or more children, with or without the family’s help.

16. Advice for performing an activity without supervision:
1. To grow a tomato from a seed, follow the drawings on the sheet, step by step…
2. Don’t forget to water the seedlings regularly.
That way you’ll have beautiful tomatoes!

17. Propose an evaluation :
- I will come back to see your tomatoes…
(give a delay, propose a calendar…)
- If you like, I will take a picture of your tomatoes…
(show an album containig pictures of tomatoes grown by other children or other plants and propose a place for their achievement, etc.)

18. The main thing is to identify some of the characteristics common to plants and become aware of the diversity of the world we live in…

19. Under the mediator’s supervision…

20. Activity « supervised » by the mediator
We are going to soak the seeds in water for 15 minutes.

21. Activity « supervised » by the mediator
We are going to soak the seeds in water for 15 minutes.
Meanwhile we are going to prepare a hole large enough for each seedling.

22. Activity « supervised » by the mediator
We are going to soak the seeds in water for 15 minutes.
Meanwhile we are going to prepare a hole large enough for each seedling.
Now we are going to put the seedlings in the holes and cover them over again.

23. Organising the growing of plants, looking after them and observing them are a unique resource for verbal expression and interaction, even for the youngest and most reserved children.

24. Homework:
Between now and our next meeting, water the seedlings regularly.
Why is it important to water them?

25. At the next sessions ….
We are going to plant the stake outside the hole, just on the edge!
We are going to attach the seedling to the stake as it grows.
(At each session, the mediator will explain the
evolution of the seed and ask the child to indicate this on the observation sheet ; he/she will engage in interaction with the child…)

26. In the course of these exchanges with the adult, an orderly pattern of questioning, clear concepts and, ultimately, knowledge will take shape.

27. Making a notebook with the children
They will be able to mark each stage for growing plants.
- preparing the seeds,
- making the plantation,
- Growth monitoring (light, water, temperature, stake…)

28. The written recording of observations (dictated to an adult) helps to memorise knowledge, become aware of relationships in space and time and identify causal links.

29. Children can illustrate the different stages in the experiment with drawings, notes and photos.
(these notes and observations can sometimes be made with the mediator and sometimes independently)

30. All these experiments are aids to discussion and to attempts at representation (through drawing or photography), which are themselves new subjects of discussion.

31. child should be able to…
remember the stages in the growth of a plant;
reconstruct a picture of a plant from the separate parts;
recognise the manifestations of plant life and relate them to major processes: growth, nutrition and reproduction.
On completion of the activity the
child should be able to…