Projects

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Projects

2nd Semester – 2019 Projects

G3

Toddler morning

The semester started at full speed! Our little learners are already participating in the All About Me project. This project will fill our students´ mornings with different proposals that aim to achieve objectives outlined by the BNCC (Brazilian Curriculum), such as:

Recognize your own name and those of children in the group.

Communicate with others using movements, gestures, mumbling, speech, and other forms of expression.

Imitate other children´s, adults´, and animals´ gestures and movements.

Move body parts to express physically emotions, needs and desires. Demonstrate a positive image of oneself and confidence in the ability to face difficulties and challenges.

Realize that your actions have effects on other children and adults.

Realize the possibilities and limits of your own body in games and interactions, among many other goals that will be achieved, as children play and interact.

Numerous will be the different experiences contributing to each one discovering tastes, preferences and their own way of being in the world.

G3

Toddler afternoon

Since the baby is born, he/she starts to discover the world through smells, tastes, shapes, textures and sounds. At Toddler, we start organizing all this information.

At Puzzle, we believe that kids are beings who observe, question, make hypotheses, conclude, make judgments and assimilate values building knowledge. These conceptions demand propositions and experiences, which allow kids to know themselves and each other, comprehend the relation with nature, culture and scientific production.

Knowing that, in this second semester, our project for the toddler afternoon group is “The Very Hungry Caterpillar”, coming to fill the afternoons of our little scientists with research, painting, make believe, stories and experiences.

The project is based on “The Very Hungry Caterpillar” book, that tells the story of a caterpillar who eats many different things. Even the pages of the book! This book by Eric Carle, has been published in more than 62 languages, helping children to learn days of the week and numbers, and also showing the life of the caterpillar. The kids can also learn new words, as apple, pear, plum, strawberry, orange, chocolate cake, ice-cream cone, pickle, Swiss cheese, salami, lollipop, cherry pie, sausage, cupcake, watermelon and green leaves.

G3

G2 morning

“The interaction while playing is part of the daily experiences in childhood, providing plenty of opportunities for learning, and is a fundamental part of children´s development. Through observations, it is possible to identify, for instance, the expression of likings, the mediation of frustrations, problem solving skills and emotional control” (free translation from the Brazilian National Curriculum). Aiming to provide an environment that allows our children to fully develop, we designed our second term project for G2: Motion in the Ocean.

The students will learn about ocean life, the different animals which live in it, how these animals move, what ocean habitats look like, as well as learning how to make good environmental choices. We will also have a classroom pet that will help us bond through shared experiences. That will be an opportunity for children to learn about compassion and responsibility, creating a communal spirit and making this new period even more meaningful. For some children, getting to school and checking on their furry friend becomes their number one priority.

Let’s have a FIN-tastic term!

G3

G3 morning

Gradually, the classroom is transforming itself… Instead of a ceiling and walls, there is now a sky full of planets and stars. Bottles are turning into rockets, and everyday games are uniting with scientific investigations. Our little astronauts will also live amusing moments of make-believe about the universe, and many drawings and collages will be part of everyday life.

It all started with a good conversation circle, and now research is at full speed.

Is the Sun a star?

What color is the Sun?

These and so many questions, will be answered throughout the “Across the Universe” project.

And, to enrich the everyday life of our little astronauts, how about boarding on our rocket and bringing us different books, or even a big rocket?

G3

G3 afternoon

Getting to know different cultures is much more interesting when it involves games, art and culture within the same project.

The G3 afternoon Africa project, encompasses research and records, through different languages, and will provide all those involved with knowledge and lots of fun.

It is noteworthy that getting to know African culture makes it possible to approach certain customs that we have today in Brazil that came from Africa, such as food, music and games.

Nevertheless, our research won’t stop here. We’ll need to find out:

Which animals live in the African Savannah?

Is Africa far away?

Is there a desert in Africa?

How are the African children’s clothes? And their mommies´?

What games do children play?

These, and so many questions, will fill our conversation and research circles.

G3

G4 morning and afternoon

How about taking a walk around the globe and discovering how the children of Tunisia, France, Mexico and other nations live?

Ah! You have a lot of commitments now and you can’t travel. I understand…

And what if I say that you just need to get a ride with the G4 group for that!

In this second semester, the project “Let´s travel around the world” will bring the opportunity for children to live diverse experiences, as well as various forms of languages and expressions, through contact with different cultural and artistic manifestations in the school’s daily life.

The project will address issues such as: food, spoken language, games, curiosities, and flags from different countries. Its main objectives are to provide knowledge so that children can understand that there are other ways of life, and at the same time perceive themselves and others. Thus, they value their own identity and respect others by recognizing the differences that represent us as human beings.

Work with the different areas of knowledge remains, as do the fun moments of symbolic play, reading circles, cooking class and playground. Our travelers will get to know many stories, discoveries and adventures.

G3

G5/6 SECOND SEMESTER

THE GRUFFALO AND MORE…

How does the literacy process happen? What will the G5/G6 children live during the second semester? What are they going to learn?

Many doubts arise when we start a new semester, and especially when we talk about literacy. And also, when we compare the way this was done when we mothers, fathers and teachers lived this process.

Accepting the idea of not saying that there are missing letters in the child’s writing and still agreeing with what she/he wrote, even if she/he is wrong, can cause anguish. It is common to have questions: “How will the child learn what is right if I do not explicit it?” or “How can I say it’s right if it’s wrong?

So, let’s go!

We can start with self-esteem, which is fundamental. It is through believing in oneself that the child feels safe to risks. Another essential aspect is to listen to the child, understand why she/he chose certain letters to write a word.

Kids question all the time. When they are in situations in which they need to write, some question us: “Is it right?” In this case, we need to return to the question: “What do you think?” or “Read it using your finger and see if it’s OK.”

Instead of saying if the writing is correct, prefer to congratulate the child for the attempt, in order to transmit trust. In this way, we demonstrate that we know that they have done their best and deserve our recognition, and they continue to improve both in Portuguese and English.

So every child in his own way and at his pace will acquire confidence and advance in his achievements and learning.

And, to complete the learning process of the G5/G6 students, we will have:

– Literacy

Collective reading and project: The Gruffalo

Collective reading and project: Tarsilinha and colors

“Estante mágica” project: Producing stories

– Mathematics

Project involving fundamental competences: thought process, representation, communication and discussion, problem solving and investigation.

G3

1st grade

> Mathematics (in English and Portuguese)

Projects and activities involving:

Numbers and operations: counting, representation, correspondence comparison, pair formation, ordinal numbers, numerical sequence beyond 10, notion of half, joining, addition, subtraction, completing and sharing in meaningful contexts.

Space and shape: basic shapes (square, rectangle, triangle and circle), composition and classification of flat figures, solid shapes (cube, rectangular block, sphere and cylinder), location, position.

Quantities and measures: measures of length, time, capacity, mass (in day to day language), monetary system, tables, graphs and probability.

> Science (in English)

Projects and activities involving:

I am a Scientist: experiments – research, raising hypotheses and recording data.

Who are you: health and hygiene, physical characteristics and diversity.

Place of study: eating habits and healthy eating, notions of reuse and recycling.

> History and Geography (in English)

Projects and activities involving:

Personal and family history, perception of the passing of time, student socialization rules, laterality notion, location and home-school itinerary notion, calendar and celebrations.

> English

In English language, we work on different aims: orality, reading, writing, linguistic knowledge and cultural dimensions, that contribute to the acquisition of different knowledge.

It is worth remembering that children learn in communicative practice, and in contact with the real language.

In reading and writing, language practices arise from the interaction of the reader with the written text, and the production practices through lists and small texts.

Linguistic knowledge is related to the analysis and reflection on the language, always in a contextualized way, articulated and in the service of the practices of orality, reading and writing.

The intercultural dimension arises from the understanding that cultures are in continuous process of interaction and construction.

Finally, in everyday life, children are invited to keep learning in a playful, meaningful and efficient way.