Notesale: Turn your study into money

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SUMMARY
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INTRODUCTORY NOTIONS
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1
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4
1
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Objectives and directions for improvement of primary education
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3
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16
1
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Knowledge of the environment, a means of developing the psychic processes of
knowledge
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METHODS OF EDUCATING CHILDREN IN THE SPIRIT OF NATURE
PROTECTION
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1
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23
2
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Realization of ecological education for preschoolers through kindergarten activities
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3
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34
2
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Aspects of the way in which fundamental issues regarding environmental protection are
reflected in the education process through the teaching of natural sciences
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THE CONNECTION BETWEEN MAN AND NATURE
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1
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43
3
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Directions of instructive-educational activities in developing interest in nature protection

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3
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53

CHAPTER 4
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57
4
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Content and methodical aspects of conducting science lessons in grades III-IV
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2
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57
CHAPTER 5
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66
5
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Conclusions
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2
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72
5
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Bibliography
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The environment represents all the external factors of nature and
society that act on man and condition his existence
...
I
have described in this work the importance of educating the child in an ecological spirit, the
science lessons and the activities in the kindergarten
...
Education is a long-term
investment, and this means: the stronger the ecologist-educational activity will be triggered and
the duration of the actions will increase prevention of environmental degradation
...
The object of the research is the process of forming the caring attitude
towards nature in young students
...

research hypothesis – the process of forming a caring attitude towards nature at age
of the young schoolboy will be effective when:
- it will be based on the theoretical and methodological benchmarks of the investigation topic;
the most appropriate ways of carrying out the investigation will be discussed
...

research methods :
- the bibliographic method;

- the conversation;

- the survey;

- the test;

- 2-

- modeling;

- the pedagogical experiment;

- qualitative and quantitative analysis of the results
...
1
...

The Education and Training Law establishes schools and the task of ensuring the
training and education of children in the spirit of environmental protection
...
The school is called to determine in students
feelings of admiration for the beauties and riches of the country and to form convictions and
skills to preserve and protect the environment
...
I sought that, first of all, I must know as many things as possible in
this field, things that I can convey in my lessons, activities and students to convince them of the
particularly important role of man in the rational use of resources
...
2
...

The training and education of children represents a problem of the greatest importance,
for the future of all peoples, for the very destiny of tomorrow
...
Romania
paid and pays a lot of attention to the training of staff, the development of education, science,
culture, raising the general level of knowledge
...
Life, pedagogical practice
demonstrates that children's education must be the result of the concern and efforts of the entire
society, of the convergent action of the best forces of nature
...

For the child, the environment - through the material and cultural conditions it offers constitutes a necessary framework for his development and at the same time, the main source of
impressions, which will form the basis of the process of knowing reality
...

Acquainting children with the notions of the environment begins in the preschool stage,
when the child accumulates a heterogeneous bag of knowledge about the world that surrounds
them
...

In the case of schoolchildren, the first stage of knowledge is intuition, i
...
observing
plants, animals, objects and concrete phenomena
...
The scientific conception
regarding the process of knowledge in children emphasizes the importance and necessity of
concrete, sensory knowledge, at preschool and school age, because only the experience gained
by the child through direct contact with reality, with an intense emotional character, gives him
the possibility to reach a new level of knowledge, namely rational knowledge
...


- 4-

The process of scientific knowledge, experimental knowledge in general, involves the
following stages:


Observation;



Classification/grouping;



Application of specific methods;



Carrying out qualitative and quantitative analyses;



Generalization;



Extending the observed properties over a wider category;



Thinking and rethinking the whole ensemble
...

In teaching environmental knowledge, it is important to take into account the following:


What the student learns is influenced by his preexisting ideas;



Usually, the evolution of learning is done from the concrete to the abstract;



Effective learning involves practical action;



Real learning involves connection and verification;



Hopes and perspective affect learning performance;



The learning activity exceeds the time spent in school;

In order to achieve the objectives pursued in the knowledge of the surrounding
environment, the following is pursued:


Development of observation, exploration and understanding of reality in the

environment;


Knowledge, understanding and communication use of specific terms to describe

phenomena observed in the environment;


Forming a positive attitude towards the environment by stimulating interest in

preserving a balanced environment;


Practicing care and protection skills
...




Making toys with materials from nature, etc
...

A direction in which special efforts are being made is information and education in several ways
(press, radio, television) of the general public in order to form a new, conscious attitude towards
our living environment
...

Society must do everything to demonstrate that indifference, lack of care for nature are
reminiscences of a backward way of thinking, specific to man from the stone age; and, on the
contrary, the preoccupation not to bring any kind of touch to nature, not to destroy the least bit of
its beauty, characterizes the civilized man of our days
...
Unfortunately, many of those who are
outraged at the sight of such evidence of uncivilized behavior, then calmly commit them
themselves
...


It is a civic duty to explain to children, and if necessary to adults, that keeping nature
unspoiled is at least as necessary as keeping your own apartment clean
...

However, speaking of the civilized attitude towards nature, which we must all
spiritually form through education and especially through self-education, let us not think only of

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the mountain paths, which we cross with joy during our vacations or on our hikes of celebration
...

A street, a park, a forest, near the city where we live, are elements of our living
environment
...
But it depends on us, on each one of us, that every corner of
our village, or our city, of the whole country, is cleaner and more beautiful
...

Because the city we live in, this country, ultimately the entire planet, is our home
...

The knowledge of the environment by preschool children is of particular importance in
their multilateral development, as well as a basic task of the instructional-educational process
carried out in the kindergarten
...
3
...

From birth, the child enters into increasingly complex relationships with the
environment in which he lives, developing under his direct influence
...

The social environment is itself an educational, decisive factor that constantly actively
influences the child's personality
...
The special value

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represented by the knowledge acquisition process resides in the fact that this process primarily
contributes to the intellectual development of children
...

Through the organized knowledge of objects and phenomena from the surrounding
reality, children perceive them through as many senses as possible, differentiate their
characteristic features and gradually form their respective representations
...
In this way, children are taught the habit of seeing certain aspects, of noticing
different characteristic properties of objects and phenomena
...

In these activities, gradually, children get used to observing more easily what is
characteristic of objects and phenomena
...

These impressions and knowledge will constitute the starting point of the entire
organized process of later knowledge
...

Through these activities, preschoolers get to know different plants, animals, natural
phenomena, etc
...

All these activities directly influence the child's transition from concrete thinking to
abstract thinking, which is manifested in the understanding and acquisition of elementary
notions, such as: fruit, flower, animal, domestic animal, wild animal, etc
...


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The children's spontaneous curiosity manifested during excursions and visits, through
the questions of why? , how? , for what reason? , turns into an intense intellectual activity, with
an increasingly conscious character
...
Contact with the objects
of the real world and the relationships between them is the most important way of enriching and
activating the vocabulary, of forming a correct and coherent expression
...
they enriched their vocabulary with the words: bush, bouquet, petals,
velvety, silky, they expressed themselves correctly in sentences and phrases
...
Within this process, the
children are trained in elementary intellectual work skills, a fundamental basis for the integration
of the child in the school activity
...

The systematic observation of the development and change over time of plants and
animal growth helps children to understand the movement and evolution that characterizes the
phenomena of nature and society from kindergarten
...

Accessible explanations of the causes of various phenomena remove the possibility of
interpreting the world erroneously
...
Under the influence of the environment, moral
feelings appear and develop in children such as: love for the nature of the homeland, for the
hometown, love and respect for parents and for those they live with and those with whom they
communicate in kindergarten, feelings of friendship towards colleagues in the group
...

Children's representations of the lives of the people around them give content to their
entire activity, constituting an important premise for the acquisition of a civilized behavior
...
The beauty of mountains, plains, art objects, historical monuments, nature
transformed by the hand of man, all these create favorable opportunities for enriching the content
of aesthetic perceptions and through them for deepening and widening the sphere of aesthetic
feelings
...

In this sense, environmental awareness activities contribute particularly to the
intellectual education of preschoolers
...

By systematically participating in activities to learn about the environment, children
have the opportunity to perceive the processes and phenomena of the surrounding reality
...
Through these activities,
preschoolers develop their ability to notice the transformations in nature, the relationships
between living things, the unity between the organism and the environment
...
In these activities, preschoolers practice the skills of caring for and protecting the
environment, educating a positive attitude towards nature and at the same time stimulating
curiosity to investigate it
...

Environmental knowledge activities are of particular importance, because they give
children the chance to describe the general aspects of the four seasons, to classify the component
elements of the natural environment, to receive the beauty of nature
...




appearance and living conditions;



clothing, human food;



the human body and its care;



human activities
...


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THE UNIVERSE:


the earth, the movements of rotation and evolution;



time orientation;



the heavenly bodies - the sun, the stars, the moon
...




the floating and sinking of some bodies;



dissolving some substances - salt, sugar - in water;



fire- producing fire , avoiding danger ;



care of small animals, fish;



personal hygiene rules, accident prevention measures;



providing first aid in case of accidents
...


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The training of cadres, of future specialists, is a complex multilateral problem: it starts
from the age of 6-7 and ends at the retirement age, but basically, it does not end throughout life
...


Education has become a decisive element in the development of humanity, the
fundamental factor that helps man to become master and protector of nature, to create by his own
forces increasingly elevated social and spiritual life conditions, in a climate democratic tolerance
and morality
...


A great responsibility for the improvement of the entire educational activity falls to us,
the teaching staff, who have the obligation to ensure a high quality level of the entire
instructional-educational process, to always be concerned with our professional and pedagogical
training in our specialized field, to be a model of dress and behavior
...
4
...

The education reform regarding the teaching of sciences requires a fundamental change:
sciences are no longer taught as a set of facts, phenomena and rules that must be memorized, but
as a way of active knowledge through the direct action of the surrounding world
...


The curriculum is designed in such a way that it does not restrict, through conceptions
or way of writing, the independent thinking of the textbook author, the teacher or the professor,
as well as the freedom to choose and organize the learning activities most appropriate to achieve
the proposed directions
...



the approach to science as learning through experimentation



the use of objects of current use, known to children from everyday life



the use and integration of new information into what the student already

knows from personal experience

FRAMEWORK OBJECTIVES

Knowledge and use of terms and notions specific to the natural sciences
Developing the abilities to explore/investigate reality and experiment by using
appropriate tools and procedures
Development of communication skills, making use of learned scientific terminology
Developing interest in creating a balanced natural environment conducive to life
Cultivating an ecological behavior from an early age, forming appropriate skills and
attitudes
...
Knowledge and use of terms and notions specific to the natural sciences

Reference objectives

At the end of the 3rd grade, the student will be able to:


to recognize and differentiate the components of a scientific nature from

the immediate environment


to observe and describe properties of living things and characteristics of

environmental conditions


to observe and describe relationships between man and the environment

B
...
Developing communication skills, making use of the learned terminology

Reference objectives


to cooperate within a team to investigate a scientific situation in the

immediate environment


to present the results of an own experiment using learned scientific terms



to reproduce in his own language in the class certain scientific information

obtained through mass media

D
...
Knowledge and use of terms and notions specific to the natural sciences

Reference objectives

At the end of the 4th grade, the student will be able to:


to observe and describe in simple words natural and processed materials

from the immediate environment


to identify certain transformations undergone by bodies



to perceive and differentiate the existence of interactions



to classify mixtures and materials, according to simple criteria

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B
...
Development of communication skills by making use of the learned scientific
terminology

Reference objectives


to participate actively in a group to investigate a scientific situation in the

environment


to present the results of an investigation using the learned scientific terms



to reproduce in their own language in the class certain scientific

information found through the mass media

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D
...
Knowledge and use of terms and notions specific to the natural sciences
2
...
Development of communication skills by making use of learned scientific
terminology

standard

S1 Description of the properties and characteristics of living things and observed natural
phenomena
S2 Comparison of some functions and states of the bodies depending on the
environmental conditions
S3 Making experiences using familiar tools
S4 Carrying out directed experiments
S5 Formulation of pertinent scientific statements based on information extracted from
experimental data
S6 Presenting the results of an investigation / experiment in a simple and clear way

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CHAPTER 2
METHODS

OF

EDUCATING

CHILDREN

IN

THE

SPIRIT

OF

NATURE

PROTECTION

2
...
THE SCIENTIFIC FOUNDATION OF THE THEME

ACQUISITION OF BASED SCIENTIFIC NOTIONS ABOUT LIFE AND THE
ENVIRONMENT – WAY OF UNDERSTANDING THE ROLE OF SOCIETY IN THE
STRUGGLE TO PROTECT NATURE

At the base of the process of forming the scientific conception of the world are scientific
notions, they form the operative content of thought, the primary elements of mental
constructions
...
With poor, incompletely understood notions and above all, with only
counted notions, the student will not be able to acquire a system of scientific theses with the help
of which to explain his world, at a level accessible to him, in a unitary and consistent manner
...

The conception of the world is a unitary set of ideas, considered as a whole
...
For the people of all times,
nature has been a permanent example, a ceaseless guidance, an irresistible model, a component
part of human nature itself
...

Certain elements of activities outside the classroom also contribute to the formation of
the scientific conception of the world: visiting a factory, reading a book, watching a movie, etc
...
Students can reach a
scientific system of explaining the phenomena of nature and society faster and more safely
through the educational process
...
The process of forming the scientific
conception of the world is a complex and long-lasting process, affecting all aspects of the human
personality
...
Actively and consciously acquired quality knowledge goes from
independent knowledge to knowledge systems, which then make the leap of transformation into
conviction (scientific, moral, aesthetic)
...
The scientific conception
determines the scientific attitude on all levels (moral, intellectual, aesthetic, etc
...
In the first
years of life, the child accumulates a heterogeneous baggage of empirical knowledge about the
surrounding nature
...
The school must capitalize on the baggage of knowledge about
nature acquired by children during the previous development periods and build a system of the
knowledge process
...

In order for the school to carry out these tasks, the teaching methods must be built in
such a way that the child's intellectual potential is activated from the beginning on the path of
scientific knowledge, of course within the limits of age-specific intellectual capacity
...

One of the most important was Piaget J
...

From the research undertaken, Piaget derives, among other things, the conclusion that
between 3-4 and 7-8 years, two tendencies are observed in the child that intertwine: artificialism
and animism
...

At the age of 7-8, Piaget shows that little by little they reach rational causality and limit
animism only to plants and animals, but without finding explanations for all the problems that
concern him
...

Between the ages of 7-12, while familiarizing themselves with objects and movement
relationships, rational thinking operations and concrete logical-mathematical operations appear,
but the living world continues to remain full of movement for children
...

Towards 11-12 years, as the child observes phenomena (the growth of plants and
animals), his logical thinking rises from concrete operations related to actions, to actual
deductive operations
...
It is just the conclusion that emerges from Piaget's research, regarding the progressive
development of a system of exact notions of geometry, physics and chemistry
...


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But Piaget exaggerates when he supports the spontaneous appearance of scientific
options in children, he predicts fixism in staged development and on the other hand disputes the
role of empirical knowledge in the formation of notions and their early integration into the
system of scientific knowledge
...
highlight among other organizational resources that the new system offers
for restructuring the content of education in the direction of increasing scientific quality and
intensifying the pace of intellectual development
...
Following several researches undertaken in this field, it is appreciated that the process of
forming certain notions with precise scientific content can start from the first years of schooling
...

The organization in a unitary system (linear and concentric) of knowledge about living
nature, the introduction of correct scientific vocabulary at the level of students' intellectual
perception contributes to the development of thinking, equips students with a system of
investigation specific to scientific knowledge
...

Through the clear highlighting in observations of the particular and general characters
of the objectives and phenomena, on the one hand, the bases of scientific knowledge are
achieved and on the other hand, students are armed with the technique of independent
investigation in the surrounding nature
...

In primary education, by studying all school subjects, students acquire scientific
knowledge but, at an elementary level, that is, they are neither complete nor definitive,
constituting only the first steps in entering the field of sciences
...


- 23-

The complex character of primary education offers premises for the formation of an
overview of the surrounding reality in order to notice and understand its legalities
...

Studying reading fragments with scientific content, lessons in which knowledge about
man and nature is taught, geography lessons, helps students of small school age to understand the
interdependence and mutual conditioning of phenomena, the changes to which these objects and
phenomena are subjected, the possibility of man to to know their laws of production and to put
them at his service
...
The formation of scientifically precise, clear and
systematic notions, the penetration into the essence of the phenomena of specific
interrelationships, is achieved by combining theory with practice, based on the direct observation
of different biocenoses, primarily those characteristic of the region where it is located school
...
Highlighting the materiality of the phenomena
...
The connection, the relationships existing in nature, the living environment
...
The unity between the organism and the way of life
...
The circuit of matter in nature
...
Man's ability to know and transform nature to his benefit
...

The simple presentation of the facts is not enough, the teacher directs the students'
thinking towards understanding the meaning of the facts, their meaning helps the students to
capture the essence of objects and phenomena, the direction of their development
...
It is known that
students know a lot of transformations of organic matter, from the hatched chicken egg came a
chicken that develops, matures; from the seeds placed in the ground, a plant develops that grows,

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bears fruit
...
However, they cannot determine the direction of these transformations by themselves
...

The scientific understanding of the phenomena in nature and society is conditioned by
finding out the causes that produce them, by establishing the factors that influence their
production and modification
...

The questions "why?"; how do you explain yourself?; why?" will be addressed to the
students as many times as they themselves could find the explanation of the phenomena being
discussed
...

In the lessons where they learn about nature's calendar, students establish correct
connections between the cooling or warming of the weather and the transformations in nature: in
summer, water vapor at night in contact with cold bodies condenses and dew forms, and in
autumn and spring when the temperature drops below 0 degrees by freezing water vapor turns
into frost, flowers wither, leaves turn yellow and fall, migratory birds leave for warm countries
...

The discussions held with the students following the observations made in nature, about
each season help the students to establish deeper, essential connections between the phenomena
...
In this way, they will gradually
acquire the idea that changes in nature and society do not occur randomly, but according to
certain objective laws, they will manage to distinguish the essential from the second, to
generalize more and more widely
...
The syllabus for the 4th grade aims to capitalize on a

- 25-

higher level of the knowledge acquired in the previous grades, formulating on their basis some
generalities according to the student's level of understanding and transmitting new knowledge,
necessary to create an apperceptive base, many knowledge that to be acquired in the following
classes
...

The main task of teaching natural sciences in grades III-IV is the formation of scientific
notions with the help of which the student can correctly understand the most widespread things
and phenomena of nature
...

The formation of notions is a complex and long-lasting process, the beginning of which
is always the perception, the direct observation of the object, or the studied phenomenon, of the
surrounding nature
...

Through the subjects studied in the primary cycle, especially the knowledge of nature
and the surrounding environment, students acquire a national system that introduces them to the
world of sciences, through which they achieve scientific understanding and interpretation of the
world
...
Capitalizing on the empirical experience available to children must mean enriching it
and orienting it towards essential aspects
...

From the primary grades, the way of researching things, based on observation and even
experimentation (the production and unfolding of some phenomena), to establish the
relationships between them, to decipher the direction of development, must be introduced along
the lines of the scientific spirit
...

The students' ability to explain a phenomenon by emphasizing its essential elements,
causes and evolution is not only the result of the acquisition of knowledge, but especially of the
activity of thinking
...
Thus, the knowledge regarding plants, animals,
natural phenomena must be presented in ecological optics, interpreted in the light of the general
connection through causal relationships
...


2
...
ACHIEVING ECOLOGICAL EDUCATION FOR PRESCHOOLERS THROUGH
KINDERGARTEN ACTIVITIES

"Teach your children what we taught ours, that the earth is our mother
...
We know at least this
much: the earth does not belong to man, but man belongs to the earth
...

As part of ecological education, preschool children learn why and how nature must be
protected
...

Protecting the environment is instilled from the earliest ages
...


- 27-

Interested in the transformations that take place in nature, the phenomena specific to
each season, different aspects of the life of plants and animals, preschoolers ask a series of
questions to get to know nature, understand it and protect it better
...

In order to achieve ecological education at preschool age, we pursued the achievement
of the following objectives:


familiarizing preschoolers with the most varied aspects of the

environment;


developing love for nature;



formation of the habit of protecting, protecting and respecting nature;



the formation of a civic, ethical behavior and the skills to preserve and

protect nature;


educating children in the sense of preserving the health of the environment

in which they live
...

The manifestation of a responsible attitude towards the environment appears in the preschool
child as a result of carrying out an activity varied from the point of view of the theme, contents
and strategies used, which put children in a position to practice numerous actions of care and
protection of the environment
...

To familiarize preschoolers with aspects of the surrounding world, we effectively used
environmental observations, stories, the teacher's readings, memorization, walks, visits, hikes,
excursions, slides, etc
...
Through the observation activities

- 28-

"Living corner of nature", "Aspects of autumn, winter, spring", "Chrysanthemum and bush",
"Domestic animals", Wild animals, etc
...
The observation activities were not only limited to classroom
activities in the living corner of nature, but also extended outside the kindergarten, first in the
surroundings of the unit and then in nature during walks, hikes and excursions
...
they really liked the children and sensitized their souls
...

The suffering of the puppy wounded in the leg by a bad child is expressed through
particularly expressive lyrics, or of a small tree with broken branches that laments asking the
children not to break its branches, urging them to take care of it and protect him from bad
children
...
From the teacher's storytelling
and reading activities, the children learned that nature is wonderful, that it gives us joy, that trees
give us shade and fruit, that flowers give beauty to gardens, parks and home windows if they are
cared for and protected
...
helped the children to form an appropriate behavior in nature, properly
assessing the consequences of their action (if they broke the branches of the cherry tree, it would
no longer bear fruit, if you step on the grass it withers, if you break the flowers the parks and
gardens are left without beauty)
...

By reading the images from the activities: "So yes, so no", "Industrious children",
"Good deeds, bad deeds", "People's work in the garden, in the orchard", etc
...


- 29-

Through conversational activities: "Children - nature's friends", "How we care for and
protect nature", "Man is nature's friend or enemy", the children gave answers regarding nature,
the phenomena that occur in nature as well as the actions they must take undertake children and
adults to take care and protect the environment in which we live
...

Through the practical-applicative activities of cleaning and orderliness in the group
room, taking care of the flowers from the living corner of nature, taking care of the surroundings
of the kindergarten, we made sure that the preschoolers love order and cleanliness, love nature,
and form them the habit of caring and protecting it

- 30-

The children sowed wheat, corn and beans, planted plants, watered the flowers, cleaned
their dry leaves, wiped their leaves of dust, actions carried out with pleasure by them
...

During the occasional walks, the preschoolers were able to observe some negative
behaviors of people towards nature (garbage thrown randomly, not in the specially arranged
places, trampled grass, branches broken from trees, papers and plastic packaging thrown near the
apartment blocks)
...
Also during the walks, the children observed the river, the grove on its left bank, as
well as the household waste storage points
...

Observing the forest, the preschoolers found that many trees are cut, some are half dry
and others are broken
...
I also talked to the children about noise pollution, about the main sources of noise: road
traffic, trains, planes, radio, children's and people's voices
...

At the end of these activities, preschoolers are able to :
- to know the components of the surrounding world - the human body, animals, plants,
objects - ;
- to recognize certain changes and transformations in the environment;

- 31-

- to explore and describe verbally or graphically objects, phenomena, processes from
the environment using various information sources ;
- to know elements of the social and cultural environment ;
- to know the existence of heavenly bodies ;
- to communicate impressions, ideas based on the observations made ;
- to show willingness to participate in environmental care and protection actions,
applying the acquired knowledge
...

In conclusion, I specify that both through the activities presented in this material and
through the entire activity carried out in the kindergarten, under the permanent guidance of the
educator, preschoolers have the opportunity to acquire, according to the particularities of their
age, certain notions and knowledge about ecological issues
...
3
...
This "information bombardment" of
data, figures, studies and commentaries in connection with the environment is the natural
consequence of the impact in which today's humanity finds itself in its relations with the
biosphere
...

The issue of protecting the biosphere is today theoretically and practically differentiated
according to various criteria, in several branches, some of which can be called traditional, such

- 32-

as the protection of rare plants and animals
...

The context in which such concern was reached, the factors that determined
fundamental changes in the structure of the biological environment, the results that appeared as a
result of permanent changes in the nature-man-nature relationship, the measures that are required
to protect the environment, are some of the themes discussed at various national and
international meetings, there are several aspects that appear more and more in specialized
publications, those with an interdisciplinary character or in the daily press
...

As in the context of the notion of general culture, those knowledges intended to attribute
to the individual the theoretical bases of the fundamental phenomena, his preparation for life, the
formation of a solid concept for the orientation in solving the major problems of life, it is natural
that in the set of educational disciplines the problem of the environment surrounding to occupy
an important place
...

Protecting the environment from degradation and primarily from pollution is one of the
major problems facing humanity today
...

Each lesson taught must bring something new to the formation of students' conviction
and behavior in their relationships with the environment
...

A fundamental biological process from nature towards the knowledge and evaluation of
which we must lead all students is the great process of synthesis of organic substances in green
plants
...


- 33-

Telling the students that the disappearance of a species from the spontaneous flora
means the subsequent disappearance, in the nearer or more distant time, of forty species of
mammals, birds and insects, causing reflections on the extremely complex relationships between
living things
...
In the science lessons,
especially in the ones that teach about different plants, we guide the students to understand that
through the activity of the plants, a permanent recycling of fresh air is ensured
...
In the
lessons in which they learn about animals, we have to address the same problems, namely:


which animals are threatened with extinction



what are the factors that have become or have the tendency to become

harmful to living things?


what should people do to protect these animals?

The unity, the close connection in an animal and plant world, the multiple and complex
relations of man with living nature must be emphasized
...

The development of mankind and the preservation and protection of the environment
are two phenomena that must develop simultaneously
...

The preparation regarding the knowledge and protection of nature is approached
differently depending on the specific level of schooling, it starts with primary education and
continues in gymnasium and high school
...
e
...

Taking into account the specifics of the age, the information for preschool children
includes various games and practical activities such as arranging and taking care of the garden
(removing the dust from the leaves, cleaning the plants of dry leaves), weeding the flowers and
vegetables
...
In preschool education, the knowledge of the environment is a
basic problem having the same weight as the concern for the development of speech
...

Knowledge of the life of plants and animals specific to our country is gradually
completed during the school years in the framework of spontaneous observations made during
outdoor games and activities (botanical gardens, zoos, walks in parks, forests
...

The activities are designed in such a way that by observing, for example, the growth and
development of plants in different seasons, they note the interdependence between them and the
factors: water, air, light, which influence these processes
...

The children are oriented in understanding the adaptation of animals and plants to
natural conditions, of the role of man in transforming nature to his benefit
...


- 35-

Through the lessons on the knowledge of the environment, the activities organized for
the knowledge of nature, children have the opportunity to know through their own observation,
through experimentation, the complexity of the phenomena of life, it means to realize that nature
is the support of our life, that it gives us everything we have need: air with oxygen, light, ensures
water circulation, cleans dirty waters by self-purification, gives us metalliferous rocks, energy
from solid and gaseous fuels, hydroelectric energy
...


2
...
ASPECTS OF THE WAY IN WHICH THE FUNDAMENTAL PROBLEMS
REGARDING THE PROTECTION OF THE ENVIRONMENT THROUGH THE
TEACHING OF NATURAL SCIENCES ARE REFLECTED IN THE EDUCATION
PROCESS

In general school, from the first grades, students are gradually introduced to the field of
knowledge about the environment, being helped to understand the logical connection between
the causes and effects of environmental change, as well as the penetration into the political
essence of combating the factors that change nature in an undesirable way
...

All this integrates the child into his living environment, awakens his curiosity,
observational spirit and love for nature, making it easier for him to understand the complex
relationships that take place in nature
...
Another important objective pursued by the
teaching of this discipline is the phenomenon of interconditioning in nature, students' knowledge
of the measures taken by our state to protect nature
...
) that influence these processes, the connection that exists between plants and
animals, as well as adaptation to environmental conditions
...

For the knowledge of the specific biocenoses of another area, region, where he did not
have the opportunity to directly observe the respective biocenoses, the theoretical presentation is
accompanied by illustrations, slide films, slides
...
In the 2nd and 4th grade, students must correctly classify the notions
corresponding to the "plants" or "animals" category, specify the group to which the animal
belongs or the respective group (crop plant, field animal , water, forest)
...

Students must notice the relationships between plants and animals, between humans and
them, they must know that if there are no plants there are no animals or if there were no plants
that produce oxygen there would be no life on earth
...


- 37-

In the "water" chapter, students learn about the properties of water, the spread of water
on the earth's crust, the contribution of water to the leveling of the earth's crust
...
The students also learn the phenomena through which
water passes from one state to another, the circuit that water makes in nature as well as its use by
humans
...
The fight against
pollution takes place on all levels, our state takes measures to clean and protect all environmental
factors, measures for the use of drinking water, hygienic measures to ensure good air to breathe
...


The notions that students must stay with are:


what is pollution and what are the causes that determine this phenomenon?



in how many ways is pollution manifested?



what harmful effects does pollution have on water, air, soil, fauna,

terrestrial and aquatic flora, human life?


what are the measures that can reduce the effects of pollution, the methods

of combating pollution as well as the measures taken to protect environmental factors
...

Eight species of mammals, as well as numerous plant species, have disappeared from
the fauna of our country in the last two centuries
...

22 species of plants are protected throughout the territory of Romania, to which are
added other species protected in certain areas and reserves or on a local level
...

Most of the rare and protected plants belong to the mountain and alpine flora where they
are relict elements or edemisms
...
Among the animals, all species of owls, two species of
mammals (the black goat and the lynx), five species of daytime raptors, the birch grouse,
bustards, a number of pond birds and two species of land turtles are almost completely protected
...


We mention below some of the extinct plants and animals and those protected by law
from the territory of our country
...
As a
result, the protection of nature must fall on such associations, considered special corners of
nature, for the scientific interest they present
...


The first and largest reservation was created as early as 1938 and is the RetezatulNational Park
...
The Danube Delta, the kingdom of birds and reeds, is unique in the world
...


Craiului

Apart from these, other specific areas and other counties were declared to be of national
interest
...


On the territory of these reservations, about 500 species of higher plants were identified,
most of which were presented in various published works
...


In the reserves, the natural landscape is preserved, offering optimal living conditions for
plants and animals
...
Along
with the conservation of the plains, hills, mountains, waters and their vegetation, the "National
Program for the Conservation of the Forest Fund" is of particular importance
...
1
...

Throughout history, man entered into ever deeper relationships with his living
environment
...

This method consists of "independent, premeditated, intentional, purposeful, planned
and systematic tracking, using, if necessary, technical tools
...
Increasing the formative and informative contribution of perceptual learning and

- 42-

bringing preschoolers closer to systematic knowledge of reality can be achieved through adultdirected observation
...
What we intend to emphasize refers to the emphasis placed on
the observation method in ecological education
...
Haeckel stated in 1866, "the science of the conditions of
the struggle for existence" (Greek oikos = house, household, place of life and logos = science,
speech)
...

Environmental education, as it is also called, represents the process that serves to
recognize the values of the environment and to clarify concepts regarding the environment, and
its purpose is to promote the formation of the skills and attitudes necessary to understand the
inter-relationships between people, culture and the environment , for the development of
conscious and responsible activity aimed at improving the quality of the environment
...

Human civilization has a very important role in the evolution of ecosystems on our
planet, but, unfortunately, man does not seem to be aware of the huge role he has
...
From these
considerations, not only the ethical, aesthetic, moral, economic, etc
...

But these relationships often become reckless and alarming, a fact that requires the
initiation of public discussion of the given problem
...
In the conditions of the contemporary age, characterized by demographic
growth, industrialization and by the often uncontrolled action of man on the environment, the
problem of environmental protection is becoming increasingly acute
...
Environmental education affects us all equally, adults or

- 43-

children, and the problem, although it is not new, is becoming more and more acute, becoming
an object of study in some classes, or an objective in some disciplines such as science, chemistry,
biology, geography
...
In this context, educating the masses, especially
the young generation, in order to acquire a unitary ecological concept, has become more and
more necessary today, when there is an increased influence of man on nature, when technology
is developing rapidly, when there is talk of mechanization agriculture, the use of pesticides, the
development of tourism
...

If we ask ourselves what chance environmental education has in a world dominated by
material interests and what effects it would have, we must not be left with optimism, to be
convinced that, starting from the youngest age, ecological education has great chances
...
Then let's make them aware of the necessity of the conquests of
science and technology that must not become enemies of nature, but in accordance with it, in
order to preserve the Earth's resources; the judicious exploitation of the forests, the riches of the
soil and the subsoil, in order to preserve the natural beauty of the mountains, the cleanliness of
the

waters,

the

air,

so

necessary

for

plants,

animals

and

implicitly

for

man
...
It studies the
influence of human activities on the environment
...


- 44-

The new trends and sustainable development strategies are based on an environmental
ethic, respecting the nature that gave birth to us, caring for the land that nourishes us, for the
water and air that are so necessary for life
...

Social-ecological harmony is the guarantee of the progress of humanity and the
prosperity of nature
...
The promotion of ecological education has become a very
important problem for modern societies, technological societies
...
One of the greatest chances to build an
ecological consciousness is the maximum involvement of education in the promotion of
environmental issues
...

The absence or ignoring of imperative measures to protect the environment can trigger
an ecological crisis with catastrophic consequences for humanity
...

Ecological education starts with the first years of life in the family, in kindergarten and
then at school
...
Gradually they have a wider horizon of knowledge
and greater possibilities of understanding, and thus, as they grow, their ecological education
deepens
...

Through the various educational disciplines included in the educational process, we
must convince each student of the need to protect the environment against pollution and train

- 45-

them in modern ecological behavior
...

The introduction of an optional discipline, under the generic name, Nature, my friend, is
a particularly effective way for this purpose
...
I applied it to the 3rd and 4th grades "Nature my friend" gives the opportunity to enter the sphere of natural sciences, geography and history,
civic education, as well as the formation of practical skills
The proposed framework objectives aim at:
1
...
Knowing the causal relationships between different processes in nature and life on
earth;
3
...
Formation of skills to protect, preserve and develop the environment
...

The presentation of riddles, legends, fairy tales can be combined with short scientific,
religious and folklore texts
...
The
scientific value of knowledge is gradually taking the priority place previously given to literary
texts
...
The methodology used includes observation, demonstration, experiment,
problematization, exercise
...
In this way, the assimilation of knowledge and
skills is ensured, as well as the education of children in an ecological spirit, their active
involvement in protecting the environment
...

In the entire work of ecological education with young schoolchildren, we must come to
the conclusion that the natural environment cannot be defended only on one day - June 5 - only
by ecologists, biologists, foresters, not only by protecting plants and animals declared
monuments of nature, but in all 365 days of the year, by all the inhabitants of the planet
...

Human-nature relations intensified once with the multiplication and territorial extension
of the human species and with the rise of man to ever higher levels of civilization, which resulted
in ever-increasing consumption of food and raw materials taken from nature
...
This was at
the beginning of his existence, when man was a subservient partner to nature
...
Man had the first decisive intervention on the biosphere in his past when he
discovered and used fire
...

The mastery of fire determined the first appearance of significant anthropogenic factors
in the atmosphere
...

The "neolithic revolution" had even greater effects, the installation of the new way of
concern and ensuring the means of subsistence, namely agriculture, which practically expanded
in most plain areas where rains fall, changing the floristic aspect of the places and disrupting the

- 47-

natural recovery mechanisms of the soil
...
The first serious human intervention was the deforestation, the massive
destruction of the forests from antiquity, then continued in the Middle Ages with those in
Europe, and following the great geographical discoveries, in large areas of North America that
today represent the "battle arena"
...

Concomitant with the progressive destruction of the forest cover, the drying up of
swampy areas took place, as well as the reduction of the surface areas occupied by continental
waters
...
For the first time, it damaged
a large area of the biosphere through the intense consumption of the natural resources of the
atmosphere (oxygen), the hydrosphere (water) and the subsoil, as well as through the creation of
new cycles of substances, respectively the modification of natural cycles
...
The rapid extension of modern communication
routes in the last hundred years in an increasingly dense network, the deforestation of forests and
the clearing of grasslands intensified in almost all areas of the globe show how complicated and
intense the relations between man and nature have become, the human factor becoming thus a
very active nature modifying agent
...
It is estimated that
up to now 130 species of mammals and 160 species of birds have disappeared from Earth, and
the number of animal species currently in the process of extinction is estimated at 760, apart
from these many plants are no longer part of the flora spontaneous, but, both in the world of
animals and in that of plants, only the "large forms" of higher species that no longer exist in the
range of nature are known, and of the "obscure anonymous" small vertebrates, microscopic
organisms, etc
...


- 48-

Terms such as «pollution», «superpollution», «degradation of the biosphere» have
today, rightly, become common not only in the ecological world, but also for the world public
opinion
...
Particularly serious is
air pollution with toxic gases, smoke, vapors, dust, cement dust, lime, etc
...

As a result, in polluted areas, plant production will be lower and lower
...
The presence of other gases in the atmosphere, such as sulfur
dioxide, leads to the destruction of the chlorophyll granules in the leaf and therefore to the
prevention of the photosynthesis process, which results in the drying of the plants
...

Black smoke causes red plantains to turn black, cabbage to remain dwarf, spinach to
stop growing
...
Some toxic substances lead to the appearance of
spots, lesions on the leaves, to the clogging of the stomata
...
From the
use of large quantities of chemical fertilizers, from chemicals used to combat pests, agricultural
plants, (herbicides, insecticides) from detergents used in the household
...
The plants are consumed, and in this way the toxic substances reach the animal
and human bodies, which have reached alarming proportions
...
It is known that human settlements, factories, factories are located in most cases
along the waters, and the toxic products resulting from their activity end up in the water
...


- 49-

The fine films of oil resulting from the washing of ships or shipwrecks prevent gas
exchange between water and the atmosphere, as a result, algae greatly reduce their
photosynthesis process, no longer being able to contribute to maintaining the balance of gases
and meeting the organic substances needed by aquatic organisms
...

Restoring degraded nature and preventing its deterioration is a vital necessity for
humanity
...
More than a thousand
scientists from 100 countries of the world participated in the elaboration of this document and it
is a call to all the countries of the world to participate in a broad action to restore and protect
nature
...
maintaining the essential ecological processes - by creating the conditions for natural
water purification, by accelerating soil regeneration, by recycling organic matter
2
...
stopping the exploitation of threatened "living resources" such as: forests, pastures,
various fish reserves
...
The waters, on whose quality and quantity
the very development of mankind depends, must be defended by any means and returned to
nature as they were taken
...
The law pays special attention to the protection of forests, which
represent a particularly important filter, but also a raw material, as well as conditions for leisure,
recreation, tourism, beautifying the landscape, improving air quality, protection against noise
...
In the process of economic development and the
exploitation of natural resources, people must accept the undeniable truth that the resources and
capacities of ecosystems are limited and in danger of being destroyed, with serious consequences
for the future of mankind
...
2
...


1
...

2
...

3
...

4
...

5
...

6
...

7
...

8
...

9
...

10
...

11
...

12
...

13
...


The concerns in this field are reflected in the actions and activities carried out so far,
these concerns do not end here, but enter the scope of those perspectives, they are always
developing
...


Examples of such topics:

1
...
The study of natural balances specific to geospheres
3
...

4
...
The geographical landscape: types of landscapes, imbalances and their causes
6
...
The problem of water in the world: resources, consumption
...
Natural resources and their optimal use: energy balance, worldwide
9
...


- 52-

Many of the subjects listed above, subjects that are dealt with in gymnasium, high
school and university level, can also be dealt with in small classes I-IV, taking into account the
particularities specific to this age
...
3
...

Among the basic disciplines in this field are Sciences, Geography, History
...

The formation of an overview of this problem is achieved gradually, from simple to
complex, combining the theoretical and practical notions acquired within the educational
disciplines listed above
...

Each outing, each lesson carried out in the classroom or in the field, in the garden,
offers multiple possibilities to carry out activities with the ultimate goal of forming correct
attitudes towards nature
...
Walks around the school can be organized, an activity whose
purpose is to observe the land around the school, the immediate surroundings, the plants in the

- 53-

adjacent park or the rows of flowers in front of the school, the trampled grass, discarded
household waste
...

Other activities can be organized: walks, shorter trips to explore a green area, in a park
or a forest near the town, discussions will be organized regarding the positive and negative
aspects of the respective area, aspects related to the care of public property
...
Like hiking, walks followed by
discussions contribute a lot to the development of an active attitude towards everything that
surrounds us, they help to develop the aesthetic feeling, to notice the disturbing factors of the
harmonies in nature
...

Lasting convictions regarding the need to protect and the environment are formed only
when starting from concrete examples, positive or negative, taken from the students' local
horizon
...

In the following I will list some of the practical activities that can be organized, through
which students are formalized and which contribute to the development of an active attitude
towards nature:


students' knowledge of the different plants and animals that grow in the

area where the school is located and in other areas;


students' knowledge of rare plants and animals and those protected at local

and national level;


knowing the situation of different wild animals in the area where they live,

the disappearance of birds, day and night predators, the number of rare wild mammals;

- 54-



watching swallows and storks in the locality or on certain streets
...



organizing a discussion with a hunter to answer some questions for the

children such as:
1
...
Which species of animals are given help and protection by the forestry and
hunting bodies?
3
...
How can they be helped by the students?
5
...
Which animals are endangered or even destroyed by motor vehicle traffic?


students' knowledge of the main natural reserves in our country;



organizing some discussions in Science classes on the topic: are the

landscapes around our town attractive or not, what can we do to beautify them?


what factors contribute to air pollution?



visit to an enterprise, factory;



trip to a water, discussions on this theme « Water, water supply to the

locality, the benefits of water for industry, agriculture »
...


- 55-



discussions on the topic: "Do we have the right to pollute parks, public

places, recreational areas?" », « What would happen if no one respected the rules of
hygiene and nature protection? »

The problem of protecting nature on a global level has become more and more urgent,
therefore, in addition to practical measures, the popularization of the problems related to nature
pollution and those related to nature protection is applied in the press, various specialized
publications, through radio, television, etc
...

An important place is occupied by practical activities such as: making independent observations
on the plants and animals cared for by the students, weeding, insect hunting, visits to museums,
experimental stations and agricultural units, organizing trips in the middle of nature, exchanges
of experience, etc
...

All these activities and many others that can be organized with students contribute to
raising the level of students' training, enriching their knowledge, awakening interest in learning
about the living world, nature, its laws of development, the active attitude towards nature, the
desire to protect, to transform to his benefit
...
1
...
One of the main
purposes of primary education is "knowing and stimulating interest in the environment, for its
area - something that can be found both in the general objectives of the analytical program and in
the Science manual of the Aramis Publishing House
...

In the curricular development cycle, in perspective, the teaching of Science will be
integrated, based on a program that brings together the elements of science for children, so that
students are initiated into the specifics of scientific knowledge and their scientific curiosity is
cultivated, in relation to the environment at a level of accessibility and attractiveness (adequate)
adapted to the age
...
2
...
Man-superior being, integrated in the environment
(human body, body movement, senses, vital functions)
II
...
)

III
...
The appearance of the earth's surface
(plain , hill, mountain, cultivated plants, natural vegetation and wild animals,
running and standing waters, flat and specific animals, water use)
V
...
The soil
2
...
Change in water condition
4
...
The water cycle in nature
6
...
Appropriations
...
Soil pollution
...
Plants, animals, environment
9
...
Substances, mixtures
11
...
Natural and processed materials
13
...
Oil
15
...
The ores

- 58-

17
...
Construction materials
19
...
Movement of bodies
21
...
Interaction between bodies
23
...
Balance of bodies
25
...
Man is an integral part of the environment
27
...
Reading
29
...

These textbooks develop within the lessons in the appropriate sequence, the issues
provided by the school curriculum
...
Considering the necessity of the learning activity based on the students'
observations of the objectives and phenomena in nature, through direct contact with it, the
teacher should not resort to the textbook during the lessons to read the lessons
...

The textbook can also be used in some lessons when the teacher can give the students
tasks, questions or practical works contained in the textbook, to be solved individually or in
groups in order to learn their content
...

In this sense, the knowledge of the living world begins with the study of some animals
and some plants, since animals are the ones that allow highlighting some characteristics of the
living world that are easier to observe, more accessible to the young schoolchild
...

The knowledge gained on this basis later gives the opportunity to observe certain
features of animals that make them similar to plants, which allows them to understand that plants
are living
...
Their
study begins with plants commonly found in the area where the school is located and which are
accessible to the knowledge of the young schoolboy; the students can observe that these plants
grow, bloom, produce fruits and seeds, dry up and die
...
The stages of
the formation process of animal representations and animal notions will be presented in the
following lines
...


- 60-

That is why the process of forming this notion takes place during the entire primary
cycle and continues in the following classes (secondary school)
...

For this, it starts from the analysis of the characters of some domestic animals from the
environment close to the students and therefore known to them
...

On this occasion, students' knowledge about domestic animals is enriched by the fact
that, in addition to mammals and some domestic birds, they learn about the existence of others
...

Also at this stage, the notion of an animal is enriched by analyzing the characters of
some wild animals (mammals-rabbits, wolves, foxes, bears and birds-storks)
...

Students' knowledge is gradually enriched by studying other useful and harmful
animals, thus completing the notion of animal with the characteristic features of these types of
animals
...

The basic form in the organization of the learning process in knowing the environment
is the lesson
...
This activity consists mainly in observing the
plants, animals and rocks studied
...

It will be made aware that depending on the observed object or phenomenon, the
landmarks and the consequences also change
...

At the same time, students must also see the variety of individual characters (size, color,
productivity)
...

The characteristics of the mental development of the young schoolboy, as well as the
specifics of the subject, require that in the content of the "Science" subject, knowledge from
various fields be integrated: biology, hygiene, geography, physics, chemistry, which prepares the
systematic study of this knowledge in the following classes, within independent educational
disciplines
...

Within the "Sciences" subject, a large weight must be given to the students' practical
activity
...

These activities constitute the optimal framework for the formation of practical skills,
for the development of respect for work, for the training of students in order to protect the
environment
...
A lesson becomes
predominant as a didactic method or another depending on the class in which it takes place, the
objectives pursued, the specifics of the topic's content
...
The specificity of the content of this object, as well as the psychological peculiarities of
primary school students, require the widespread use of methods of observation, demonstration,
conversation, didactic game, exercise, modeling, problematization, discovery
...

This method is mainly used in 2 variants:
- short-term observation;
- long-term observation
...

Depending on these, it is performed with the naked eye or with the help of optical
instruments (magnifying glass)
...


Long-term observation : aims to observe the more important transformations that take
place in the appearance and way of life of living things (plants or animals) in relation to certain
environmental factors
...


- 63-

In order to obtain good results, certain conditions must be met:
- the goal will be clearly specified;
- the observation criteria will be established;
- a logical sequence of observation stages will be established , based on an action
plan;
- establishing the materials that will be used for making the observation; - using
some didactic procedures that mobilize thinking
(analysis, comparison, analogy, synthesis);
- the preparation of sheets on which the work tasks will be entered and on which the
obtained results will be recorded;
-the forms of student activity will be established (frontal, group or individual)
...

Such an activity can be organized in the school garden, a nearby park or in the biology
laboratory, at the living corner
...

It will also establish and communicate the sequence in which these parts must be
observed: the root, the stem, the leaf, the flower, the fruit, the seed
...

A work sheet will be prepared in which the students record the results, the sheet
containing the following headings:
- the name of the observed plant;
- its component parts;

- 64-

- the characteristics of each one
...

These conclusions regarding the parts of the plant and its characteristics will be used in
the following lessons when studying other plants
...


Representations and knowledge about plants will develop from observing the main parts
of plants from different environments (plain, hill, mountain)
...

In order to understand the essential particularities of bodies in nature, parallel to the
observation of living things, some notions from the sphere of lifeless bodies are introduced, by
observing some rocks that children frequently encounter and whose practical usefulness I know
empirically
...
Some intellectual skills will be formed to realize the first stages of the
process of abstraction and generalization: (analysis, comparison, differentiation, grouping)

- 65-

The formation of notions is a complex and long-lasting process whose beginning is the
perception, the direct observation of the studied objects and phenomena
...


CHAPTER 5
ConCluSIonS
The school and the educational activity of the masses in general can make a remarkable
contribution to the awareness of the danger represented by the destruction of the ecological
balance, as well as to the determination of a constructive attitude of all the inhabitants of the
Earth, especially of the students towards the problems facing humanity
...

Romania's initiatives in this regard are known and appreciated, our country being the
host of international meetings and the initiator of consistent actions aimed at ensuring a balanced
distribution and use of the planet's resources by all the nations of the world, general and total
disarmament, the establishment of an ecological order and international politics
...
It is known that in our
country ecological education is an integral part of schoolchildren's education, constituting the
subject of independent disciplines such as: ecology, natural sciences, geography, or of some
activities organized by the school (excursions, visits, walks in nature, etc
...
Through the entire system of permanent education, we have the
duty to draw children's attention to the causes of pollution, as well as to realistic solutions
expected by our state, achieving, in a unitary and broad perspective, a pertinent and effective
ecological education that will determine everyone a responsible attitude towards the future of
man and the environment
...
That is precisely why the protection of the environment will have to be one of
the basic human concerns in the coming decades
...

Each generation has the moral duty to leave to future generations the riches and beauties
of nature in better condition and in greater quantities than it received from the previous
generation
...


Operational objectives:
o

to verbally express in sentences what was observed

o

to synthesize the observed and generalize them

o

to participate as speaker and listener in a given task

o

to work individually on the sheets

o

to discern right from wrong

Teaching strategies:
A
...


Teaching aids: three pictures, pointer, display board, magnetic board, silhouettes,

individual cards, pencils, incentives

Resources:
o

Humans: children with homogeneous intellectual development (5-6 years)

o

Timing: 35 minutes

Forms of organization: frontal, individual
...

- It's early Spring
With the white-green dress
I'm bringing you Tuesday
And gifts for children
...

Be careful if you handle it
She will make you happy
...

Theme
announcement

Statement of
goals and
objectives

Content
presentation
Conducting
learning

Explication
- Today we will observe,
we will read the images
received as a gift
...


The children listen carefully

observing
Children observe freely and
say what they see
...

Partial synthesis
I will summarize what
the children observed,
emphasizing the role
they can have in
protecting animals
...


- There are many trees
...


- After you recognized

- 69-

that these children are in
a forest?
- What season comes
after winter?
I present the spring
painting of children
planting trees
...


observing
Children freely observe and
then answer the questions
...


The exercise

Sing "The Tree"
- The last stanza of "The
Cockroach" by E
...

- We are on vacation

observing

Children observe the
painting freely
...


Partial synthesis
The final synthesis
- How did these children
behave in each season?
- What are the names of
those who take care of
nature, the environment?
- What title can we give
these paintings?

- Environmentalists

Generalization

"Industrious children" or
"Little Environmentalists"
conversation

- Let's look carefully at

- 70-

Achieving
performance

Final evaluation

Termination of
activity

the picture formed on the
magnetic board
...

The whole group performs
the song "Little
Environmentalists"
...

Children work individually
...
"Spring Has Come"
...

Educational resources: the physical map of Romania
The purpose of the lesson: acquiring knowledge about specific plants and animals
different forms of relief
Operational objectives:
At the end of the lesson, the student will be able to:
- to say who forms the natural vegetation;
- to list the plants that grow in meadows (cane, poplar, willow, wicker, poplar)
and on the plain (the grasses)
...


APPENDIX 2
The course of the lesson
Stages of the lesson
1
I
...
Knowledge verification

Activity of the proposer
2
The necessary climate for
the lesson is ensured
...



...
with a dark brown color
(shown on the map)
…Carpathians

...
with yellow-brown


...
in the northwest part
country is our county
located?

...
they are equally
any dominant or are they
equal?
-Who influences human
...
on radio and television
…climate

…tempered (suitable)
…4 seasons:
spring Summer Autumn,
Winter

...

…it's very hot in the
summer,
the wind blows from time to
time
when, the rains are shortlived, while in autumn the

you know?
weather cools down and
-Why do we call them falls
stagnant waters?
small and frequent rains
...
flowing and standing
-What are the flowing
...

gather in large quantities in
-What is formed by the flow low places
...
Crasna and Someş
-What are reservoirs made
for?

...
Preparatory discussions


...
the lake from Călineşti


...

2
3
-What landforms surround
...
riches are extracted from
the mountains; coal, natural
gas, ferrous and non-ferrous
ores, precious metals (gold,
-What are the mountains silver)
covered with?

...

-But who lives in the
forests?
…wildlife

- 74-

IV
...

Transmission
knowledge

1

Today we will learn about Natural vegetation and wild
the natural vegetation and animals"
wild animals in our country
...

of write down the title
...

themselves, form the natural
It is written on the board vegetation
...


...


...

-What do you think: what "In the meadows grow: the
plants grow in the meadow? willow,
It is written on the board poplar, reed, wicker, poplar
...

"
-What plants grow on the
...


...


2
3
It is written in notebooks "Many grasses grow on the
and on the blackboard
...
"
-What animals live in river …fish
waters?
It is written in notebooks "There are many fish in the
and on the blackboard
...
"
-But what wild animals do
...

It is written in notebooks
...

animals are part of the
natural wealth of
the soil
...
for the village,
I draw the conventional for the city
signs for pastures and for the commune,
forests on the board
for varnish etc
...

You will replace the words
with
the
appropriate
conventional signs
...
Knowledge fixing

"Traveling by coach in
direction west to east =
(the road has, both in the
north and in the south
(pasture) extended
...

The lesson from the We cross a (railway) and
textbook entitled "From the reach a (forest) that
world of birds" will be read stretches on both sides of
the == (road)

DIDACTIC PROJECT
Fourth class
Subject: Sciences
The subject: Man knows and controls nature
Operational objectives:
-consolidation of the knowledge learned in the 4th grade regarding
bodies, phenomena, nature;
- to establish the connection between man and other living things, between
man and nature;
- to understand the transformations that happened in nature, along
centuries, transformations in which man had the main role, to
understand that man can destroy nature or save it,

- 76-

to use it for his enrichment;
Stages of the lesson

The activity of the proposer

-

Student activity
dev
elop
ing
an
acti
ve
attit
ude
tow
ards
reali
ty
and
prot
ecti
on

o
f the environment
...

Didactic materials: boards representing man in different eras, images with different
objects
created by man, images of weapons, images of tools useful to man
in different eras
...
Organizational moment
II
...
Announcing the subject

2
3
Organizing the class for the
lesson
...

A common feature of all
living things in nature:
plants, animals is that they
are born, grow, feed,
multiply and die
...
Like
any living thing, he is born,
feeds, grows, multiplies and
dies
...
feeds on animal and
vegetable products
...
he uses for food: milk,
meat, eggs, cheese, cereals,
fruits, but he also uses water
and salt
...
all this he takes from
Man knows and masters nature
...
through speech, thought
rest of living things?
and work
...
Man uses nature for his
life
...
in caves, it feeds on fruits
found at random, on meat
-Like any living thing, man from hunted animals
...

-Man feeds on animal and
vegetable products
...


- 78-

IV
...

In the beginning man
preserved fire and began to
use it
...

In the beginning man was a
...

cultivates plants
...

Over time, man realized the
benefits he could get if he
cultivated plants and raised
animals
...

- so man began to cultivate
plants and domesticate
animals
...

Later he used the minerals
...

2

3

- 79-

With the help of fire, he
processed metals, made
better and better weapons
and tools
...


...

today?
Man knows water, at first
he used it for floating,
turning
mill
wheels,
navigation
...

Through a lot of work, man
managed to obtain, instead
of the small, sour fruits of
the apple and wild hair,
large and juicy, fragrant
fruits
...

- the force of water used to
obtain electric current
...

There could be many
examples of these
...

I ask the students to write
down
...

-discovered electricity, then
atomic energy
...

I tell the students that man
sought more and more to
know nature, to master it
and to use it to improve his
life
...

-man takes measures to
protect nature
...

installations
are
being
organized to protect the
environment in order to
maintain the balance in
nature
...
from stone, then wood
...


...
with the help of fire
...


- 81-

Students
answer
the
I ask the students the questions:
following questions:
-What did he use the water -for floating, for turning
for?
mill wheels, for navigation
...

-discovered
many
underground treasures, such
as:
metals, coal, oil,
-What did man discover by natural gas, salt, the riches
digging the earth?
that man processes and uses
to make his life easier,
better
...
Fixation of knowledge
The panels are studied
together with the students,
the paintings that present
man in different eras, the
tools he used to work with
in his early days and the
perfected tools he uses
today are compared
...

The strong development of
the transport industry, the
cutting of large areas of
forests
have
led
to
unwanted changes in nature
...
Termination of activity

huge
...

of plants and animals
protected by law
...
Barna A
...
Boștină, Georgescu Maria - Nature's calendar, a means of consolidating
knowledge
3
...
Cerghit Ioan – Didactics, Didactic and Pedagogical Publishing House, Bucharest
1990
5
...
Guide for using the "Science" textbook, fourth grade, Aramis Publishing House,
Bucharest 2004
7
...
Penes M
...
Piaget Jean - Psychology and pedagogy, Didactic and Pedagogical Publishing
House, Bucharest 1972
10
...
Postelnicu C
...
School programs for primary education - National Curriculum, Bucharest, 1988
13
...
Victor Trifescu - Ecology and human activity, Albatros Publishing House,
Bucharest, 1988

- 84-

15
...
– Didactic activity in groups, Bucharest Publishing House, 1976
16
...
Jiga I
...
Georgeta Fleisch, Valeria Cinca - Let's behave civilized, Caba Educational
Publishing House, 2007
19
...
The socio-pedagogical approach, Polirom Iasi Publishing
House, 1999
20
...
Berger Gaston – The modern man and his education, Didactic and Pedagogical
Publishing House, Bucharest, 1970
22
...
, Goran L
...
– Psychology of education, Publishing
House Fundaţia România de Maine, 2006
23

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