caderno 5 - pacto
DESCRIPTION
Este caderno é dividido em duas partes. A primeira trata especificamente do trabalho com as figuras geométricas, enfatizando o reconhecimento daquelas mais presentes na nossa vida, bem como do desenvolvimento da habilidade de classificar. A segunda, está centrada na educação cartográfica e nas questões sobre orientação, localização e lateralidadeTRANSCRIPT
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Professora formadora Andréa Perez Leinat
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Figuras geométricas
Educação cartográfica e questões sobre orientação, localização e lateralidade
O caderno 5 está dividido em duas partes:
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Leitura deleite
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Objetivos Gerais do caderno
Fornecer subsídios que permitam auxiliar o professor a desenvolver trabalhos pedagógicos, possibilitando às crianças: construir noções de localização e movimentação no espaço físico para a orientação espacial em diferentes situações do cotidiano e reconhecer figuras geométricas presentes no ambiente.
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Objetivos Específico
• Representar informalmente a posição de pessoas e objetos e dimensionar espaços por meio de desenhos, croquis, plantas baixas, mapas e maquetes, desenvolvendo noções de tamanho, de lateralidade, de localização, de direcionamento, de sentido e de vistas;
• Reconhecer seu próprio corpo como referencial de localização e deslocamento no espaço;
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• Observar, experimentar e representar posições de objetos em diferentes perspectivas, considerando diferentes pontos de vista e por meio de diferentes linguagens;
• Identificar e descreve a movimentação de objetos no espaço a partir de um referente, identificando mudanças de direção e de sentido;
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• Observar, manusear, estabelecer comparações entre objetos do espaço físico e objetos geométricos (esféricos, cilíndricos, cônicos, cúbicos, piramidais, prismáticos) sem uso obrigatório de nomenclatura, reconhecendo corpos redondos e não redondos;
• Planificar modelos de sólidos geométricos e construir modelos de sólidos a partir de superfícies planificadas;
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• Perceber as semelhanças e diferenças entre cubos e quadrados, paralelepípedos e retângulos, pirâmides e triângulos, esferas e círculos;
• construir e representar figuras geométricas planas, reconhecendo e descrevendo informalmente características como número de lados e de vértices;
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• Descrever, comparar e classificar verbalmente figuras planas ou espaciais por características comuns, mesmo que apresentadas em diferentes disposições.;
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Atividades - Grupos
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Aprofundando o Tema5 Grupos de Trabalhos
G 1: Dimensão, semelhança e forma; A geometria e o ciclo de Alfabetização; páginas 07 a 09 – E.E. Antônio Carlos de Brito
G 2: Primeiros elementos de geometria; páginas 18 a 29 – E.E. Mario Spinelii
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G 3: Conexões da geometria com a arte; páginas 30 a 47 – E.E. Deputado Dormevil Faria
G 4: Cartografias; páginas 48 a 59 – E.E. São José
G 5: A lateralidade e os modos de ver e representar; páginas 60 a 72 – E.E. Vale do Guaporé
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Geometria
Apresentações...
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DIMENSÃO, SEMELHANÇA
E FORMA
A GEOMETRIA E O CICLO DE
ALFABETIZAÇÃO
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Sugestões
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Registros de trajetos por meio de: • expressão oral;• desenhos;• relatos escritos.
Registros da localização por meio de:• desenhos;• papel quadriculado;• croquis;• mapas.
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O estudo da Geometria é importante para o exercício de muitas profissões como, por exemplo, na Engenharia Civil.
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Planificação 1. Planificação 2.
Planificar uma caixa de creme dental
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Em uma sacola não transparente colocam-se vários sólidos. A criança deve pegar um deles, de olhos fechados, e descrevê-lo:
Se tem pontas, se tem vértices, quantas arestas, se é arredondado...
Essa atividade deve ser utilizada para a identificação de atributos, classificação de formas e identificação de propriedades.
Sugestão de Atividade
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PRIMEIROS ELEMENTOS DA
GEOMETRIA
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Sugestões
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História do Tangram• Quando trabalhamos geometria com as crianças,
um dos materiais clássicos é o tangram.
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…um chinês que possuía um azulejo da I Dinastia Chinesa
e que era o seu encanto.
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Um dia, ao afagá-lo pela vigésima quinta vez, deixou-o
cair partindo-se em sete pedaços.
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Apanhou-os do chão e colocou-os sobre a mesa …
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…e, muito triste sentou-se e chorou até que adormeceu.
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Os pedaços de azulejo, fartos de formarem um quadrado, meditaram e procuraram uma forma diferente.
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Movimentaram-se e surgiu um triângulo.
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Bem, é diferente mas não gostamos!
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Voltaram a rodopiar e surgiu, desta vez, um retângulo.
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Parece um quadrado, só que engordou para um dos lados!
Comentaram entre si:
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Moveram-se novamente e eis que surge um gato.
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Ah, agora sim, um gato com vida e bem diferente do quadrado!
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Mas o gato teve fome.
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Construiram um barco e foram à pesca.
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Apanharam um peixe que deram ao gato.
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Decidiram voar e tomaram a forma de um pássaro e voaram.
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Voltaram e resolveram assustar o chinês, transformando-se na sua
figura.
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Este ao acordar, foi buscar a cola para colar os pedaços do
azulejo.
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Porém, ao olhar para cima da mesa, verificou que os pedaços
do azulejo se tinham transformado na sua figura e, admirou-se!
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Enervado, olhou e com receio movimentou alguns daqueles
pedaços, aparecendo-lhe um cão.
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- Olha que giro, estes pedaços parecem mágicos!
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Voltou a reunir os pedaços e …
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... surgiu um cisne.
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Geometria
Apresentações...
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CONEXÕES DA GEOMETRIA COM
A ARTE
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Sugestões
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O QUE SE PODE OBSERVAR?Nas obras de Oscar Niemeyer?
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Teatro Paiol - Curitiba
Ponto de ônibus - Curitiba
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Nas obras de Alfredo Volpi
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Nas obras de Escher
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A casca do abacaxi O favo de mel O casco da tartaruga
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CARTOGRAFIAS
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Sugestões
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Trabalhar caça ao tesouro
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A LATERALIDADE E OS MODOS DE
VER E REPRESENTAR
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Sugestões
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Tarefinha para sala de
aula
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Desenvolver com os vossos alunos na sala de aula os :
Jogo 20 – Jogo das Figuras – p. 57Jogo 21 – Dominó Geométrico – p.59Jogo 22 - Equilíbrio Geométrico – p. 61
Explorar: objetivos, desenvolvimento, avaliação e questionamentos possíveis.Apresentar à turma no proximo encontro os pontos positivos e negativos.
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