In an open space, together, in a circle, meet with students, sitting or standing. Initially, all participants should be invited to raise a current environmental issue. Each person should be asked to reflect on the issue and think of solutions for it.
Then, it must share the imagined solution and justify why it would be good for nature and human beings. Others should interact, discuss and expose their suggestions to improve the idea. The idea is to encourage reflection in the participants, so that this leads to different actions in the daily lives of the people involved.
First, seedlings of assorted plants, soil, water, jars and gardening objects such as shovels must be provided. The intention of this dynamic is to teach about the origin of food and plants, how to take care of a small plant. The instructor should invite the children to plant their own seedling and monitor their growth, explaining the importance for health and the environment
The first step is to assemble a creative list of nature-related objects to look for. Only choose elements that can be safely replaced and do not harm the environment. You will also need a bag (preferably paper) for each child.
Examples:
- a bone
- A feather
- three different types of seed
- Something that is important in nature
- something that is fuzzy
Gather your students in a garden or park, the important thing is that it be a place where they can find the things on the list. After everyone has finished, gather everyone and see, item by item, what they found. And show how everything that exists in nature has a function and its due importance.
It begins by making a large circle with the students and passing a box containing various natural elements, such as dry leaves, stones, branches, flowers, sand, roots, among others.
After that, ask each participant to choose one of the elements that has some relation to their personality. After choosing, ask each one to talk about why they chose.
The objective is to promote reflection by associating the personal profile with some element chosen among various natural elements and leading to reflection on what the activity aroused in each one
You start by dividing the class into two groups. One of the groups will wear a blindfold. Each one of the group that is without the blindfold will choose one of the blindfolded. At the coordinator's signal, the blindfolded will be led through the yard by those who are not blindfolded.
Drivers will ask them to touch elements of nature and to perceive sensations through touch and smell. Then, the positions are reversed and the same activity takes place.
The objective is to discuss what they felt with the experience, about the contact with nature and what they liked the most: whether to drive or whether to be led, and what sensations were felt.
The client chooses a topic, talks about it, and asks each participant to say three words that, according to their point of view, most relate to the topic. The coordinator can choose how many subjects he wants to work on, according to the amount of time he has at his disposal for the activity.
The goal is for everyone to be able to express their feelings in relation to some matter about the environment. The coordinator should encourage debates on notions of sustainability, recycling, etc.
The coordinator should gather students in a circle and have papers with sentences to be completed in a box. The sentences must be related to the environment, generating debates and exchange of ideas.
Examples of sentences:
For me, recycling is…
- When I think about the future of the environment, I see…
- When they talk about pollution I…
- Killing animals for fun is…
- What makes me most sad about the environment is…
- Floods are a consequence of…
- My greatest hope is one day seeing the rivers…
- If man continues to destroy the environment...
Initially, the coordinator must prepare cards, containing one question each. Then form a circle with the participants, all on the floor, and place the cards in the center, with the questions facing down. Each student will answer a question in order to generate reflections on the subject.
Suggested questions:
- What do you do to save water?
- What can you do to save electricity?
- What can you do to reduce waste production?
- What do you do to collaborate with the environment?
- Do you care about the environment? Because?
- What do you like most about nature?
- What is the biggest environmental problem for you?
- Do you consider yourself part of nature? Because?
- How important is water?
In fact, these activities will arouse feelings of empathy and concern for the environment, but it is It is important to remember that not only on June 5th, but every day is a day to give due value to the environment environment.
Pollution of air, soil and water is increasingly frequent; logging; reduction of biodiversity and drinking water for human consumption, destruction of the ozone layer, destruction of plant and forest species, extinction of animals, among others.
It is essential that we are always ecologically conscious to avoid further damage being done.
