| Component | Details |
|---|---|
| Project Duration | 4 weeks (approx. 1 session per week) |
| Target Group | 1st-grade students with diverse needs, promoting inclusion |
| Goal | Students will learn to recognize and describe elements of the water cycle through engaging activities and a small service project that promotes awareness about water conservation |
| Stage | Time | Activities | Adaptations for Inclusion | Objectives |
|---|---|---|---|---|
| Stage 1: Starting Point (Sensitization) | 30 mins | - Read a simple story about water (e.g., "The Water Cycle" picture book).<br>- Discuss what students know about water and rain. | Use visual aids, tactile materials, and storytelling to engage all learners. | To awaken interest and gather initial ideas about water and its movement. |
| Stage 2: What I know and what I want to know | 30 mins | - Drawings and sharing circle: students express what they know and questions about water.<br>- Use pictures and simple language. | Provide alternative communication options (gestures, symbols). | To identify prior knowledge and curiosity. |
| Stage 3: Planning the Service Project | 45 mins | - Brainstorm ideas: How can we help water? (e.g., saving water, spreading awareness).<br>- Decide on a simple project: creating a poster about the water cycle. | Use collaborative activities, visual planning charts, assign roles considering different abilities. | To plan an inclusive project that raises awareness about water conservation. |
| Stage 4: Executing the Service | 1 week | - Create posters or drawings illustrating elements of the water cycle (evaporation, condensation, rain).<br>- Prepare a small presentation or performance. | Offer options for participation: drawing, acting, or singing. | To actively participate in creating awareness and understanding of water elements. |
| Stage 5: Sharing & Reflection | 30 mins | - Present posters to classmates and other classes or parents.<br>- Reflect on the experience: "What did I learn?" "How can I help water?" | Use visual prompts and encourage all students to share, respecting individual communication styles. | To reinforce learning and foster pride and social responsibility. |
| Week | Activities | Learning Outcomes | Inclusion Strategies | Time |
|---|---|---|---|---|
| Week 1 | Read story about water; discuss water’s journey | Recognize that water moves and changes form | Use picture books, tactile materials, and gestures | 30 mins |
| Week 2 | Students draw what they know about rain and water | Express understanding through drawings | Provide drawing aids, alternative communication | 30 mins |
| Week 3 | Brainstorm and plan poster project; assign roles | Collaborate and plan a simple water cycle poster | Visual aids, group work with mixed abilities | 45 mins |
| Week 4 | Create posters; practice presentation | Understand elements: evaporation, condensation, rain | Use visual symbols, role-play, or singing for engagement | 1 week (home and classroom) |
| Week 5 | Present posters; reflect with students | Share knowledge; develop social and communication skills | Use inclusive sharing methods | 30 mins |
| Axis | Implementation in Activities |
|---|---|
| Inclusion | Activities are designed with visual, tactile, and verbal supports to ensure all students can participate meaningfully. Group work encourages collaboration, respecting diverse needs and abilities. Use of visual aids, gestures, and alternative communication ensures inclusive participation. |
| Materials | Use |
|---|---|
| Picture books about water | Sensitization activities |
| Drawing paper, crayons | Creative expression |
| Visual symbols & flashcards | Support diverse learners |
| Poster boards | Final presentation |
| Music and rhythm tools | Engaging activities (songs about water) |
This comprehensive plan ensures that 1st-grade students engage actively with the water cycle concept, participate inclusively, and develop social responsibility through service-learning activities adapted to their developmental level.