‫ﺇﺛﺎﺭﺓ ﺭﻭﺡ ﺍﻟﺭﻋﺎﻳﺔ ﻟﺩﻯ ﺍﻷﻁﻔﺎﻝ‪:‬‬

‫ﻣﺟﻣﻭﻋﺔ ﺃﺩﻭﺍﺕ ﻣﻥ ﺃﺟﻝ‬

‫ﺑﺭﺍﻣﺞ ﺍﻟﻁﻔﻭﻟﺔ ﺍﻟﻣﺑﻛﺭﺓ‬

‫ﻣﻥ ﺍﻷﻫﻣﻳﺔ ﺑﻣﻛﺎﻥ ﺇﺷﺭﺍﻙ ﺃﻁﻔﺎﻟﻧﺎ ﻓﻲ ﺃﻧﺷﻁﺔ ﺧﺎﺻﺔ ﺑﻌﻣﻠﻳﺔ ﺍﻟﺣﻔﺎﻅ‬
‫ﻋﻠﻰ ﺍﻟﺑﻳﺋﺔ ﺍﻟﺗﻲ ﺗﺭﻛﺯ ﻋﻠﻰ ﺍﻷﻓﻌﺎﻝ ﺍﻹﻳﺟﺎﺑﻳﺔ ﺩﻭﻥ ﺇﺛﺎﺭﺓ ﻣﺧﺎﻭﻓﻬﻡ ﺑﺷﺄﻥ‬
‫ﺍﻟﺟﻭﺍﻧﺏ ﺍﻟﻣﺧﻳﻔﺔ ﻟﻠﻣﺷﺎﻛﻝ ﺍﻟﺑﻳﺋﻳﺔ ﺍﻟﺗﻲ ﻳﺻﻌﺏ ﻋﻠﻳﻬﻡ ﻓﻬﻣﻬﺎ ﻓﻲ ﻫﺫﻩ ﺍﻟﺳﻥ‬
‫ﺍﻟﻣﺑﻛﺭﺓ‪ .‬ﻭﺗﻧﻁﻭﻱ ﺍﻷﻧﺷﻁﺔ ﺍﻟﻭﺍﺭﺩﺓ ﻓﻲ ﻣﺟﻣﻭﻋﺔ ﺍﻷﺩﻭﺍﺕ ﻫﺫﻩ )ﺍﻟﺗﻲ ﺗﻡ‬
‫ﺗﺻﻣﻳﻣﻬﺎ ﻟﻣﻥ ﺗﺗﺭﺍﻭﺡ ﺃﻋﻣﺎﺭﻫﻡ ﻣﺎ ﺑﻳﻥ ‪ ۳‬ﻭ‪ ۸‬ﺳﻧﻭﺍﺕ( ﻋﻠﻰ ﻁﺭﻕ ﻣﻣﺗﻌﺔ‬
‫ﻟﺑﺭﻧﺎﻣﺞ ﺍﻟﻁﻔﻭﻟﺔ ﺍﻟﻣﺑﻛﺭﺓ ﺑﻬﺩﻑ ﺍﻟﺗﺭﻛﻳﺯ ﻋﻠﻰ ﺍﻷﻓﻌﺎﻝ ﺍﻹﻳﺟﺎﺑﻳﺔ ﺍﻟﺗﻲ ﻳﻣﻛﻥ‬
‫ﻟﻠﻣﻌﻠﻣﻳﻥ ﻭﺍﻷﻁﻔﺎﻝ ﺍﻟﻘﻳﺎﻡ ﺑﻬﺎ ﻣﻌًﺎ ﻣﻥ ﺃﺟﻝ ﻣﺳﺎﻋﺩﺓ ﺍﻟﻌﺎﻟﻡ ﺍﻟﺫﻱ ﻧﺗﺷﺎﺭﻙ‬
‫ﻓﻳﻪ ﻋﻠﻰ ﺃﻥ ﻳﺻﺑﺢ ﻣﻛﺎ ًﻧﺎ "ﺃﻛﺛﺭ ﻧﻅﺎﻓﺔ" ﻭﺃﻓﺿﻝ ﻣﻥ ﺍﻟﻧﺎﺣﻳﺔ ﺍﻟﺻﺣﻳﺔ‪.‬‬
‫ﺃﻋﺯﺍءﻧﺎ ﺍﻟﻣﻌﻠﻣﻳﻥ‪،‬‬
‫ﺃﻳﻧﻣﺎ ﻧﻌﻳﺵ ﻓﻲ ﻋﺎﻟﻣﻧﺎ ﻫﺫﺍ‪ ،‬ﻓﻧﺣﻥ ﻧﻌﻠﻡ ﺃﻧﻪ ﻣﻥ ﺍﻷﻫﻣﻳﺔ ﺑﻣﻛﺎﻥ ﺃﻥ ﻳﻛﺑﺭ‬
‫ﺃﻁﻔﺎﻟﻧﺎ ﻟﻳﺻﺑﺣﻭﺍ ﺍﻟﺟﻳﻝ ﺍﻟﺗﺎﻟﻲ ﻣﻥ ﺍﻟﻘﺎﺋﻣﻳﻥ ﻋﻠﻰ ﺍﻟﺣﻔﺎﻅ ﻋﻠﻰ ﺍﻟﺑﻳﺋﺔ‪.‬‬
‫ﻭﺃﻓﺿﻝ ﻁﺭﻳﻘﺔ ﻟﺣﻣﺎﻳﺔ ﺑﻳﺋﺗﻧﺎ ﻓﻲ ﺍﻟﻣﺳﺗﻘﺑﻝ ﺗﺗﻣﺛﻝ ﻓﻲ ﻣﺳﺎﻋﺩﺓ ﺃﻁﻔﺎﻟﻧﺎ‬
‫ﻋﻠﻰ ﺍﻟﻧﻣﻭ ﻓﻲ ﻅﻝ ﻭﺟﻭﺩ ﺣﺏ ﺗﺟﺎﻩ ﺍﻷﺭﺽ ﺍﻟﻳﻭﻡ‪ .‬ﻭﺃﻓﺿﻝ ﻁﺭﻳﻘﺔ‬
‫ﻹﻋﺩﺍﺩ ﺃﻁﻔﺎﻟﻧﺎ ﻟﻠﻌﺎﻟﻡ ﺍﻟﺫﻱ ﺳﻳﺗﻭﺍﺭﺛﻭﻧﻪ ﺗﻛﻣﻥ ﻓﻲ ﺗﻣﻛﻳﻧﻬﻡ ﻟﻳﺻﺑﺣﻭﺍ‬
‫ﻗﺎﺩﺭﻳﻥ ﻋﻠﻰ ﺣﻝ ﺍﻟﻣﺷﺎﻛﻝ ﻭﻣﻔﻛﺭﻳﻥ ﺟﺎﺩﻳﻥ‪.‬‬

‫ﺳﻳﺭﻛﺯ ﻛﻝ ﻧﺷﺎﻁ ﻋﻠﻰ ﻣﻭﺿﻭﻉ ﻣﺭﺗﺑﻁ ﺑﺎﻟﺭﻋﺎﻳﺔ ﻭﺳﻳﺗﺑﻊ ﻫﺫﺍ ﺍﻟﺗﺻﻣﻳﻡ‪:‬‬

‫ﺧﻭﺽ‬
‫ﻣﻐﺎﻣﺭﺓ!‬ ‫‪ .۱‬ﺧﻭﺽ ﻣﻐﺎﻣﺭﺓ‬
‫ﺳﺎﻋﺩ ﺍﻷﻁﻔﺎﻝ ﻋﻠﻰ ﺍﻟﻣﺷﺎﺭﻛﺔ ﺑﺄﻧﻔﺳﻬﻡ‪ .‬ﺗﻌﻣﻝ ﺍﻷﻧﺷﻁﺔ ﺍﻟﺧﺎﺭﺟﻳﺔ ﺍﻟﻘﺎﺋﻣﺔ ﻋﻠﻰ ﺍﻟﻌﻠﻭﻡ ﻭﺍﻟﺗﻲ ﺗﻡ ﺍﺧﺗﺑﺎﺭﻫﺎ ﻣﻳﺩﺍﻧﻳًﺎ‬
‫ﻭﺍﻟﻣﻘﺗﺭﺣﺔ ﻟﻛﻝ ﻣﻭﺿﻭﻉ ﺭﻋﺎﻳﺔ ﻋﻠﻰ ﺗﺣﺳﻳﻥ ﻣﻬﺎﺭﺍﺕ ﺍﻟﻣﻼﺣﻅﺔ ﻭﺣﻝ ﺍﻟﻣﺷﻛﻼﺕ ﻟﺩﻯ ﺍﻷﻁﻔﺎﻝ ﻭﺇﻋﺩﺍﺩﻫﻡ ﻟﺗﺗﻭﻟﺩ ﺑﺩﺍﺧﻠﻬﻡ‬ ‫َ‬
‫ﺍﻟﺭﻏﺑﺔ ﻓﻲ ﺍﺗﺧﺎﺫ ﺍﻹﺟﺭﺍء ﺍﻟﻼﺯﻡ "ﻟﺣﻣﺎﻳﺔ" ﺍﻟﺑﻳﺋﺔ‪ .‬ﻭﺗﺗﺳﻡ ﻫﺫﻩ ﺍﻷﻧﺷﻁﺔ ﺑﺄﻧﻬﺎ ﻣﻔﺗﻭﺣﺔ ﺣﺗﻰ ﻳﺗﺳﻧﻰ ﺗﻬﻳﺋﺗﻬﺎ ﻭﻓ ًﻘﺎ ﻟﻼﻫﺗﻣﺎﻣﺎﺕ‬
‫ﻭﺍﻻﺣﺗﻳﺎﺟﺎﺕ ﺍﻟﻔﺭﺩﻳﺔ ﻟﺩﻯ ﺍﻷﻁﻔﺎﻝ‪ .‬ﺍﻁﺑﻊ ﻭﺭﻗﺔ ﻧﺷﺎﻁ ﻭﺍﺣﺩﺓ ﻟﻛﻝ ﻁﻔﻝ ﺃﻭ ﺍﻁﺑﻊ ﻧﺳﺧﺔ ﻭﺍﺣﺩﺓ ﻟﻠﻣﻌﻠﻡ ﻭﻗﻡ ﺑﻣﺷﺎﺭﻛﺔ ﺍﻟﺻﻭﺭ‬
‫ﻣﻊ ﺍﻷﻁﻔﺎﻝ‪ .‬ﻭﻳﺄﺗﻲ ﻛﻝ ﻧﺷﺎﻁ ﻣﺯﻭ ًﺩﺍ ﺑـ "ﻧﺻﺎﺋﺢ ﻟﻠﻣﻌﻠﻣﻳﻥ‪".‬‬
‫ﺍﻟﺷﺭﻭﻉ‬
‫ﻓﻲ ﺍﻟﻌﻣﻝ!‬
‫‪ .۲‬ﺍﺗﺧﺎﺫ ﺍﻹﺟﺭﺍءﺍﺕ‬
‫ﺑﺎﻟﻧﺳﺑﺔ ﻟﻛﻝ ﻣﻭﺿﻭﻉ ﺭﻋﺎﻳﺔ‪ ،‬ﻳﺗﺧﺫ ﺍﻟﻣﻌﻠﻣﻭﻥ ﻭﺍﻷﻁﻔﺎﻝ ﺑﺎﻟﺗﻌﺎﻭﻥ ﻣﻌًﺎ ﺇﺟﺭﺍء ﻭﺍﺣ ًﺩﺍ ﻣﻥ ﺷﺄﻧﻪ ﺃﻥ ﻳﺳﺎﻋﺩ ﻓﻲ "ﺣﻣﺎﻳﺔ" ﺍﻟﺑﻳﺋﺔ‪.‬‬
‫ﺍﻹﺷﺎﺩﺓ‬
‫ﺑﺎﻟﻔﻌﻝ!‬
‫‪ .۳‬ﺍﻹﺷﺎﺩﺓ ﺑﺎﻹﺟﺭﺍء‬
‫ﺗﺣﺩﺙ ﻣﻊ ﺍﻷﻁﻔﺎﻝ ﺣﻭﻝ ﻛﻳﻔﻳﺔ ﻣﺳﺎﻋﺩﺓ ﺍﻹﺟﺭﺍء ﺍﻹﻳﺟﺎﺑﻲ ﺍﻟﺫﻱ ﺳﻳﻘﻭﻣﻭﻥ ﺑﻪ ﻓﻲ ﺃﻥ ﻳﺻﺑﺢ ﺍﻟﻌﺎﻟﻡ ﻣﻛﺎ ًﻧﺎ "ﺃﻛﺛﺭ ﻧﻅﺎﻓﺔ"‬
‫ﻭﺃﻛﺛﺭ ﺳﻼﻣﺔ‪.‬‬
‫ﻣﻭﺍﺻﻠﺔﺍﻟﻧﻣﻭ!‬
‫‪ .٤‬ﻣﻭﺍﺻﻠﺔ ﺍﻟﺗﻘﺩﻡ‬
‫ﺍﺳﺗﺧﺩﻡ ﻗﺎﺋﻣﺔ ﺍﻟﻣﺻﺎﺩﺭ ﺍﻟﻣﺗﻭﻓﺭﺓ ﻹﻳﺟﺎﺩ ﻁﺭﻕ ﺃﺧﺭﻯ ﺗﺭﻓﻳﻬﻳﺔ ﻟﺩﻋﻡ ﻧﺷﺎﻁ ﺍﻟﺭﻋﺎﻳﺔ ﻫﺫﺍ ﻓﻲ ﺑﺭﻧﺎﻣﺞ ﺍﻟﻁﻔﻭﻟﺔ ﺍﻟﻣﺑﻛﺭﺓ‪.‬‬

‫ﻳﺭﺟﻰ ﻣﻼﺣﻅﺔ ﻣﺎ ﻳﻠﻲ‪ :‬ﻳﻣﻛﻥ ﺗﻌﺯﻳﺯ ﺍﻻﺗﺻﺎﻝ ﺍﻟﻧﺎﻓﻊ ﺑﻳﻥ ﺍﻟﺑﻳﺕ ﻭﺍﻟﻣﺩﺭﺳﺔ ﺇﺫﺍ ﻛﺎﻧﺕ ﺍﻷﺳﺭ ﺗﺳﺗﺧﺩﻡ ‪) Family Action Toolkit‬ﻣﺟﻣﻭﻋﺔ‬
‫ﺃﺩﻭﺍﺕ ﺇﺟﺭﺍءﺍﺕ ﺭﻋﺎﻳﺔ ﺍﻷﺳﺭﺓ( ﺑﻳﻧﻣﺎ ﺗﻘﻭﻡ ﺍﻟﻣﺩﺭﺳﺔ ﺃﻳﺿًﺎ ﺑﺗﻧﻔﻳﺫ ﺃﻧﺷﻁﺔ ﺗﺣﻣﻝ ﻧﻔﺱ ﺍﻟﻣﻭﺿﻭﻉ‪ .‬ﻭﻣﻥ ﺧﻼﻝ ﺗﻛﺎﻣﻝ ﺍﻟﺟﻬﻭﺩ ﻓﻲ ﺍﻟﻣﺩﺭﺳﺔ ﻣﻊ‬
‫‪) Family Toolkit‬ﻣﺟﻣﻭﻋﺔ ﺃﺩﻭﺍﺕ ﺭﻋﺎﻳﺔ ﺍﻷﺳﺭﺓ(‪ ،‬ﻳُﻣﻧﺢ ﺍﻷﻁﻔﺎﻝ ﻓﺭﺻﺔ ﻟﺗﻌﻣﻳﻕ ﻓﻬﻣﻬﻡ ﻣﻥ ﺧﻼﻝ "ﺗﻌﻠﻳﻡ" ﻣﺎ ﺗﻌﻠﻣﻭﻩ ﻷﺳﺭﻫﻡ‪.‬‬

‫®‬

‫ﻣﻥ ﺗﺻﻣﻳﻡ‪:‬‬ ‫ﺑﺭﻋﺎﻳﺔ‪:‬‬

‫‪۱‬‬
‫‪worldforumfoundation.org/nature‬‬ ‫ﺍﻟﻣﻌﻠﻡ‬
 ‫ﺇﺛﺎﺭﺓ ﺭﻭﺡ ﺍﻟﺭﻋﺎﻳﺔ ﻟﺩﻯ ﺍﻷﻁﻔﺎﻝ‪:‬‬
‫ﻣﺟﻣﻭﻋﺔ ﺃﺩﻭﺍﺕ ﻣﻥ ﺃﺟﻝ‬
‫ﺑﺭﺍﻣﺞ ﺍﻟﻁﻔﻭﻟﺔ ﺍﻟﻣﺑﻛﺭﺓ‬
‫ﺍﻟﺭﻋﺎﻳﺔ‬
‫ﺍﻟﻣﻭﺿﻭﻋﺎﺕ‬

‫ﺍﻟﻁﺎﻗﺔ‬ ‫ﺍﻟﻧﺑﺎﺗﺎﺕ‬
‫‪ .۱‬ﺍﻟﺿﻭء‬ ‫‪ .۱‬ﺃﺷﺟﺎﺭ‬
‫‪ .۲‬ﺍﻟﺣﺭﺍﺭﺓ‬ ‫‪ .۲‬ﺑﺫﻭﺭ‬

‫ﺍﻟﺣﻳﻭﺍﻧﺎﺕ ﻭﺍﻟﺣﺷﺭﺍﺕ‬ ‫ﺍﻟﻬﻭﺍء‬

‫‪ .۱‬ﺣﺷﺭﺍﺕ‬ ‫‪ .۱‬ﺃﺷﺟﺎﺭ‬
‫‪ .۲‬ﻁﻳﻭﺭ‬ ‫‪ .۲‬ﺍﻟﺭﻳﺢ‬

‫ﺍﻟﺻﺣﺔ ﺍﻟﺑﺷﺭﻳﺔ‬ ‫ﺍﻟﻣﺎء‬

‫‪ .۱‬ﺍﻹﺣﺳﺎﺱ ﺑﺎﻟﻌﺟﺎﺋﺏ‬ ‫‪ .۱‬ﺍﻟﻣﻁﺭ‬
‫‪ .۲‬ﺍﻟﻐﺫﺍء ﻭﺯﺭﺍﻋﺔ ﺍﻟﺣﺩﺍﺋﻕ‬ ‫‪ .۲‬ﺍﻟﻧﺑﺎﺗﺎﺕ ﺍﻟﻣﺣﻠﻳﺔ‬

‫ﺍﻟﺗﺭﺑﺔ‬
‫‪ .۱‬ﺍﻟﺗﺳﻣﻳﺩ‬
‫‪ .۲‬ﺇﻋﺎﺩﺓ ﺍﻟﺗﺩﻭﻳﺭ‬

‫ﻣﻼﺣﻅﺔ ﻟﻠﻣﻌﻠﻣﻳﻥ‪ :‬ﺗﻡ ﺍﺧﺗﻳﺎﺭ ﻣﻭﺿﻭﻋﺎﺕ ﺍﻟﺭﻋﺎﻳﺔ ﺍﻟﻭﺍﺭﺩﺓ ﺃﻋﻼﻩ ﺑﻧﺎ ًء ﻋﻠﻰ ﺗﻭﺻﻳﺎﺕ ﻣﻥ ﺍﻟﻌﺩﻳﺩ ﻣﻥ ﺍﻟﻣﺟﻣﻭﻋﺎﺕ ﺍﻟﺑﻳﺋﻳﺔ ﻭﺍﻟﺗﻌﻠﻳﻣﻳﺔ ﺍﻟﻣﻧﺗﺷﺭﺓ ﻓﻲ ﺟﻣﻳﻊ‬
‫ﺃﻧﺣﺎء ﺍﻟﻌﺎﻟﻡ‪ .‬ﻭﻳﺗﻳﺢ ﻛﻝ ﻣﻭﺿﻭﻉ ﻓﺭﺻًﺎ ﻟﻸﻁﻔﺎﻝ ﻟﻠﺗﻣﺗﻊ ﺑﺎﻟﻣﺷﺎﺭﻛﺔ ﺍﻟﻌﻣﻠﻳﺔ ﻭﺍﻟﺭﻋﺎﻳﺔ‪ .‬ﻳﺭﺟﻰ ﺍﺳﺗﺧﺩﺍﻡ ﺍﻷﻧﺷﻁﺔ ﺍﻟﻣﻘﺗﺭﺣﺔ ﻛﺑﺩﺍﻳﺔ‪ ،‬ﻭﻋﺩﻡ ﺍﻟﺗﺭﺩﺩ ﻓﻲ‬
‫ﺇﺿﺎﻓﺔ ﺍﻟﺗﻌﺩﻳﻼﺕ ﻭﺍﻷﻓﻛﺎﺭ ﺍﻟﺧﺎﺻﺔ ﺑﻛﻡ‪ .‬ﺳﺎﻋﺩﻭ ﺍﻷﻁﻔﺎﻝ ﻓﻲ ﻣﻌﺭﻓﺔ ﺃﻥ ﻫﺫﻩ ﺍﻟﻣﻭﺿﻭﻋﺎﺕ ﺗﻣﺛﻝ ﺃﻫﻣﻳﺔ ﻟﺟﻣﻳﻊ ﺍﻷﻁﻔﺎﻝ ﺣﻳﺛﻣﺎ ﻛﺎﻧﻭ ﻳﻌﻳﺷﻭﻥ ﻓﻲ ﻋﺎﻟﻣﻧﺎ‪.‬‬

‫®‬

‫ﻣﻥ ﺗﺻﻣﻳﻡ‪:‬‬ ‫ﺑﺭﻋﺎﻳﺔ‪:‬‬

‫‪۲‬‬
‫‪worldforumfoundation.org/nature‬‬ ‫ﺍﻟﻣﻌﻠﻡ‬
 ‫ﺧﻭﺽ‬
‫ﻣﻐﺎﻣﺭﺓ!‬ ‫ﻣﻭﺿﻭﻉ ﺍﻟﺭﻋﺎﻳﺔ‪ :‬ﺍﻟﻧﺑﺎﺗﺎﺕ‪/‬ﺍﻷﺷﺟﺎﺭ‬

‫ﻧﺻﺎﺋﺢ ﻟﻠﻣﻌﻠﻣﻳﻥ‬
‫ﺍﺳﺗﺧﺩﺍﻡ ﺃﻧﺷﻁﺔ "ﺃﻧﺕ ﻭﺍﻟﺷﺟﺭﺓ"‬

‫• ﻗﻡ ﺑﺟﻭﻟﺔ ﺑﺎﻟﻘﺭﺏ ﻣﻥ ﻣﺩﺭﺳﺗﻙ ﺃﻭ ﺣﻭﻝ ﺃﻓﻧﻳﺔ ﻫﺫﻩ ﺍﻟﻣﺩﺭﺳﺔ‪ .‬ﺳﻳﺳﺎﻋﺩﻙ ﺍﺧﺗﻳﺎﺭ ﺷﺟﺭﺓ ﻭﺍﺣﺩﺓ ﻟﺗﺭﻛﺯ ﻋﻠﻳﻬﺎ‬
‫ﺍﻟﻣﺟﻣﻭﻋﺔ ﻓﻲ ﺇﺩﺍﺭﺓ ﻫﺫﺍ ﺍﻟﻧﺷﺎﻁ ﻭﺟﻌﻝ ﺍﻷﻁﻔﺎﻝ ﻗﺭﻳﺑﻳﻥ ﺑﻣﺳﺎﻓﺔ ﻛﺎﻓﻳﺔ ﺑﺣﻳﺙ ﻳﻣﻧﻛﻬﻡ ﺍﻻﺳﺗﻣﺎﻉ ﺇﻟﻰ ﺃﺳﺋﻠﺗﻙ‬
‫ﻭﺍﻗﺗﺭﺍﺣﺎﺗﻙ‪.‬‬

‫• ﺇﻥ ﺗﺷﺟﻳﻊ ﺍﻷﻁﻔﺎﻝ ﻋﻠﻰ ﺭﺑﻁ ﺃﺟﺯﺍء ﺍﻟﺷﺟﺭﺓ ﺑﺄﺟﺯﺍء ﺍﻟﺟﺳﻡ ﺳﻳﺳﺎﻋﺩﻫﻡ ﻋﻠﻰ ﺍﻟﻣﻼﺣﻅﺔ ﺑﺩﻗﺔ ﻭﺗﻧﻣﻳﺔ‬
‫ﺍﻹﺣﺳﺎﺱ ﺑﺎﻟﺗﻔﻛﺭ ﻣﻠﻳًﺎ ﺑﺷﺄﻥ ﻫﺫﻩ ﺍﻷﺷﺟﺎﺭ‪ .‬ﻛﻣﺎ ﺃﻥ ﻣﺳﺎﻋﺩﺓ ﺍﻷﻁﻔﺎﻝ ﻋﻠﻰ ﺗﻌﻠﻡ ﺗﻘﺩﻳﺭ ﺟﻣﻳﻊ ﺍﻟﻛﺎﺋﻧﺎﺕ ﺍﻟﺣﻳﺔ‬
‫ﺣﻕ ﻗﺩﺭﻫﺎ ﻳﺿﻌﻬﻡ ﻋﻠﻰ ﺃﻭﻟﻰ ﺧﻁﻭﺍﺕ ﺍﻟﻁﺭﻳﻕ ﻟﻳﺻﺑﺣﻭﺍ ﺭﻋﺎﺓ ﻟﻠﺑﻳﺋﺔ ﻁﻭﺍﻝ ﺣﻳﺎﺗﻬﻡ‪.‬‬

‫• ﺳﺗﺳﺎﻋﺩ ﺍﻷﻧﺷﻁﺔ ﺍﻟﺣﺭﻛﻳﺔ ﺍﻟﻬﺎﺩﻓﺔ )ﻛﺄﻥ ﻳُﻁﻠﺏ ﻣﻥ ﺍﻷﻁﻔﺎﻝ ﺃﻥ ﻳﺗﺣﺭﻛﻭﺍ ﻛﺎﻟﺷﺟﺭﺓ( ﺍﻷﻁﻔﺎﻝ ﻋﻠﻰ ﺯﻳﺎﺩﺓ‬
‫ﺍﻟﺗﻌﺭﻑ ﻋﻠﻰ ﺃﺟﺳﺎﻣﻬﻡ ﻓﺿﻼً ﻋﻥ ﻗﺩﺭﺍﺕ ﺍﻟﺗﻧﻅﻳﻡ ﺍﻟﺫﺍﺗﻲ ﻟﺩﻳﻬﻡ‪ .‬ﻓﻬﺫﻩ ﺍﻷﻧﻭﺍﻉ ﻣﻥ ﺍﻷﻧﺷﻁﺔ ﺍﻟﺣﺭﻛﻳﺔ ﺗﺳﺎﻋﺩ‬
‫ﺍﻷﻁﻔﺎﻝ ﻋﻠﻰ ﺇﺩﺧﺎﻝ ﺍﻟﻣﻌﻠﻭﻣﺎﺕ ﻓﻲ ﺍﻟﺫﺍﻛﺭﺓ ﺍﻟﻌﺿﻠﻳﺔ ﻟﺩﻳﻬﻡ ﻭﺗﻣﺛﻝ ﺑﺻﻔﺔ ﺧﺎﺻﺔ ﻓﺎﺋﺩﺓ ﻟﻠﻣﺗﻌﻠﻣﻳﻥ ﻛﺛﻳﺭﻱ‬
‫ﺍﻟﺣﺭﻛﺔ )ﺍﻟﺫﻳﻥ ﻳﺣﺗﺎﺟﻭﻥ ﺇﻟﻰ ﺍﻟﺣﺭﻛﺔ ﺣﺗﻰ ﻳﺗﺳﻧﻰ ﻟﻬﻡ ﺍﻟﺗﻌﻠﻡ(‪.‬‬

‫• ﺧﻼﻝ ﺟﺯء ﺍﻟﻧﺷﺎﻁ ﺍﻟﺫﻱ ﻳﺗﻅﺎﻫﺭ ﻓﻳﻪ ﺍﻷﻁﻔﺎﻝ ﺃﻥ ﺍﻟﺟﻭ ﻳﻣﻁﺭ‪ ،‬ﻗﺩ ﺗﺭﻏﺏ ﻓﻲ ﻣﺣﺎﻭﻟﺔ‬
‫ﺗﻐﺷﻳﺗﻬﻡ ﺑﻘﺩﺭ ﻗﻠﻳﻝ ﻣﻥ ﺍﻟﻣﺎء ﻣﻥ ﺯﺟﺎﺟﺔ ﺭﺵ‪.‬‬

‫• ﺇﻥ ﺗﺷﺟﻳﻊ ﺍﻷﻁﻔﺎﻝ ﻋﻠﻰ ﺭﺳﻡ ﺃﺟﺯﺍء ﻣﻥ ﺍﻟﺷﺟﺭﺓ ﺳﻳﺳﺎﻋﺩﻫﻡ ﻋﻠﻰ ﻣﻭﺍﺻﻠﺔ ﺍﻟﺗﺭﻛﻳﺯ ﻋﻠﻰ‬
‫ﺍﻟﺗﻔﺎﺻﻳﻝ ﺍﻟﺟﻣﻳﻠﺔ ﻭﺗﻌﺯﻳﺯ ﻓﻛﺭﺓ ﺃﻥ ﺍﻟﺷﺟﺭﺓ ﻛﺎﺋﻥ ﺣﻲ ﻳﺣﺗﺎﺝ ﺇﻟﻰ ﺭﻋﺎﻳﺔ‪ .‬ﻭﻳﺳﺗﻁﻳﻊ‬
‫ﺍﻷﻁﻔﺎﻝ ﺍﻟﺭﺳﻡ ﺑﻁﺭﻕ ﻋﺩﻳﺩﺓ ‪ --‬ﻳﻣﻛﻧﻬﻡ ﺍﻟﺭﺳﻡ ﻋﻠﻰ ﺍﻟﻭﺭﻕ ﺑﺎﺳﺗﺧﺩﺍﻡ ﺃﻗﻼﻡ ﺍﻟﺷﻣﻊ ﺍﻟﻣﻠﻭﻧﺔ‬
‫ﺃﻭ ﺍﻷﻗﻼﻡ ﺍﻟﺭﺻﺎﺹ؛ ﺃﻭ ﻋﻠﻰ ﺭﺻﻳﻑ ﺍﻟﻣﺷﺎﺓ ﺑﺎﺳﺗﺧﺩﺍﻡ ﺍﻟﻁﺑﺎﺷﻳﺭ؛ ﺃﻭ ﺍﻟﺭﺳﻡ ﻓﻲ ﺍﻟﺗﺭﺍﺏ‬
‫ﺑﺎﺳﺗﺧﺩﺍﻡ ﻋﺻﺎ ﺃﻭ ﺇﺻﺑﻊ‪.‬‬

‫ﺍﻵﻥ ﺍﺳﺗﺧﺩﻡ ﺃﻧﺷﻁﺔ "ﺃﻧﺕ ﻭﺍﻟﺷﺟﺭﺓ" ﻣﻊ ﺍﻷﻁﻔﺎﻝ‪.‬‬

‫‪۳‬‬
‫‪worldforumfoundation.org/nature‬‬ ‫ﺍﻟﻣﻌﻠﻡ‬
 ‫ﺧﻭﺽ‬
‫ﻣﻐﺎﻣﺭﺓ!‬ ‫ﻣﻭﺿﻭﻉ ﺍﻟﺭﻋﺎﻳﺔ‪ :‬ﺍﻟﻧﺑﺎﺗﺎﺕ‪/‬ﺍﻷﺷﺟﺎﺭ‬

‫ﺃﻧﺕ ﻭﺍﻟﺷﺟﺭﺓ‬
‫)ﺍﻟﺟﺯء ﺍﻷﻭﻝ(‬

‫ﺃﻭﻻً‪ ،‬ﺍﺧﺗﺭ ﺷﺟﺭﺓ ﻣﺛﻳﺭﺓ ﻟﻼﻧﺗﺑﺎﻩ‪ .‬ﺩﻋﻧﺎ ﻧﺳﺗﻛﺷﻑ ﺃﺟﺯﺍءﻫﺎ‪.‬‬

‫ﺍﻟﺟﺫﻭﺭ ﻛﺎﻷﻗﺩﺍﻡ ﺑﺎﻟﻧﺳﺑﺔ ﻟﻠﺷﺟﺭﺓ‪ .‬ﻓﻬﻲ ﺗﺣﺎﻓﻅ ﻋﻠﻰ ﺛﺑﺎﺕ ﺍﻟﺷﺟﺭﺓ ﻭﺗﺛﺑﺗﻬﺎ ﻓﻲ ﺍﻷﺭﺽ )ﺗﻣﺎﻣًﺎ ﻛﻣﺎ ﺗﺣﺎﻓﻅ ﻗﺩﻣﺎﻙ‬
‫ﻋﻠﻰ ﺛﺑﺎﺗﻙ(‪ .‬ﻭﺗﺳﺎﻋﺩ ﺍﻟﺟﺫﻭﺭ ﺃﻳﺿًﺎ ﻋﻠﻰ ﺍﻣﺗﺻﺎﺹ ﺍﻟﺷﺟﺭﺓ ﻟﻠﻣﺎء‪.‬‬

‫ﻫﻝ ﻳﻣﻛﻧﻙ ﻭﺿﻊ ﻗﺩﻣﻳﻙ‬

‫ﺑﺎﻟﻘﺭﺏ ﻣﻥ ﺟﺫﻭﺭ‬
‫ﺍﻟﺷﺟﺭﺓ؟‬

‫ﺍﻟﻔﺭﻭﻉ ﻛﺎﻷﺫﺭﻉ ﺑﺎﻟﻧﺳﺑﺔ ﻟﻠﺷﺟﺭﺓ‪.‬‬

‫ﻫﻝ ﻳﻣﻛﻧﻙ ﻭﺿﻊ ﺫﺭﺍﻋﻳﻙ ﺑﺎﻟﻘﺭﺏ‬
‫ﻣﻥ ﻓﺭﻭﻉ ﺍﻟﺷﺟﺭﺓ؟‬

‫ﺍﻟﻠﺣﺎء ﻛﺎﻟﺟﻠﺩ ﺑﺎﻟﻧﺳﺑﺔ ﻟﻠﺷﺟﺭﺓ‪ .‬ﻓﻬﻭ ﻳﺳﺎﻋﺩ ﻋﻠﻰ ﺍﺳﺗﻣﺭﺍﺭ ﺣﻣﺎﻳﺔ ﺍﻟﺷﺟﺭﺓ ﻭﺗﻐﻁﻳﺗﻬﺎ ﺑﺎﻟﻛﺎﻣﻝ‬
‫)ﺗﻣﺎﻣًﺎ ﻛﻣﺎ ﻳﺣﻣﻳﻙ ﺟﻠﺩﻙ(‪.‬‬

‫ﻭﺍﻵﻥ ﺍﻟﻣﺱ ﻟﺣﺎء ﺍﻟﺷﺟﺭﺓ‪.‬‬ ‫ﺍﻟﻣﺱ ﺟﻠﺩﻙ‪.‬‬

‫ﻣﺎ ﺍﻟﻔﺭﻕ؟ )ﺻﻑ ﺷﻌﻭﺭ ﻛﻝ ﻭﺍﺣﺩ‪(.‬‬

‫‪٤‬‬
‫‪w‬‬
‫‪worldforumfoundation.org/nature‬‬ ‫ﺍﻟﻣﻌﻠﻡ‪ :‬ﻁﺑﺎﻋﺔ ﻫﺫﻩ ﺍﻟﺻﻔﺣﺔ‬
 ‫ﺧﻭﺽ‬
‫ﻣﻐﺎﻣﺭﺓ!‬ ‫ﻣﻭﺿﻭﻉ ﺍﻟﺭﻋﺎﻳﺔ‪ :‬ﺍﻟﻧﺑﺎﺗﺎﺕ‪/‬ﺍﻷﺷﺟﺎﺭ‬

‫ﺃﻧﺕ ﻭﺍﻟﺷﺟﺭﺓ‬
‫)ﺍﻟﺟﺯء ﺍﻟﺛﺎﻧﻲ(‬
‫ﻫﻝ ﻳﻣﻛﻧﻙ ﺗﺣﻭﻳﻝ ﺟﺳﻣﻙ ﻟﻳﺗﺧﺫ ﺷﻛﻝ ﺷﺟﺭﺓ؟‬

‫ﺗﻅﺎﻫﺭ ﺃﻥ ﻗﺩﻣﻳﻙ ﻫﻣﺎ‬

‫ﺟﺫﻭﺭ ﺍﻟﺷﺟﺭﺓ‪،‬‬

‫ﻭﺃﻥ ﻣﻌﺩﺗﻙ ﻫﻲ‬

‫ﺟﺫﻉ ﺍﻟﺷﺟﺭﺓ‪،‬‬

‫ﻭﺃﻥ ﺫﺭﺍﻋﻳﻙ ﻫﻣﺎ‬

‫ﻓﺭﻭﻉ ﺍﻟﺷﺟﺭﺓ‪.‬‬

‫ﻫﻝ ﻳﻣﻛﻧﻙ ﺗﺣﺭﻳﻙ ﺟﺳﻣﻙ‬

‫ﻛﺷﺟﺭﺓ ﻓﻲ ﺍﻟﺭﻳﺢ؟‬

‫ﻫﻝ ﻳﻣﻛﻧﻙ ﻫﺯ ﺫﺭﺍﻋﻳﻙ‬

‫ﻛﻔﺭﻭﻉ ﺷﺟﺭﺓ ﻓﻲ ﺍﻟﻣﻁﺭ؟‬

‫ﻫﻝ ﻳﻣﻛﻧﻙ ﺭﺳﻡ ﺻﻭﺭﺓ ﻟﺷﺟﺭﺗﻙ ﻭﻛﺎﻓﺔ ﺃﺟﺯﺍﺋﻬﺎ؟‬

‫ﻫﻝ ﺳﺗﺭﺳﻡ ﺑﺎﻟﻘﻠﻡ ﺍﻟﺭﺻﺎﺹ ﺃﻡ ﺑﺎﻟﻁﺑﺎﺷﻳﺭ ﺃﻡ ﺑﺈﺻﺑﻌﻙ‬

‫ﻓﻲ ﺍﻟﺗﺭﺍﺏ؟‬

‫‪٥‬‬
‫‪w‬‬
‫‪worldforumfoundation.org/nature‬‬ ‫ﺍﻟﻣﻌﻠﻡ‪ :‬ﻁﺑﺎﻋﺔ ﻫﺫﻩ ﺍﻟﺻﻔﺣﺔ‬
 ‫ﺍﻟﺷﺭﻭﻉ‬
‫ﻓﻲ ﺍﻟﻌﻣﻝ!‬ ‫ﻣﻭﺿﻭﻉ ﺍﻟﺭﻋﺎﻳﺔ‪ :‬ﺍﻟﻧﺑﺎﺗﺎﺕ‪/‬ﺍﻷﺷﺟﺎﺭ‬

‫ﺍﻟﻌﻧﺎﻳﺔ ﺑﺷﺟﺭﺓ ﺧﺎﺻﺔ‬

‫ﺍﻟﺗﺣﺩﺙ ﻋﻥ ﺍﺧﺗﻳﺎﺭ ﺷﺟﺭﺓ ﻟﻠﻌﻧﺎﻳﺔ ﺑﻬﺎ ﻭﻣﻼﺣﻅﺗﻬﺎ‬
‫ﺗﺣﺩﺙ ﻣﻊ ﺍﻷﻁﻔﺎﻝ ﺣﻭﻝ ﺍﺧﺗﻳﺎﺭ ﺷﺟﺭﺓ ﺧﺎﺻﺔ ﻋﻠﻰ ﺃﻓﻧﻳﺔ ﺍﻟﻣﺭﻛﺯ‬
‫ﺃﻭ ﺍﻟﻣﺩﺭﺳﺔ ﺍﻟﺧﺎﺻﺔ ﺑﻙ ﺃﻭ ﺑﺎﻟﻘﺭﺏ ﻣﻧﻬﻣﺎ ﻳﺭﻏﺑﻭﻥ ﻓﻲ ﺍﻻﻋﺗﻧﺎء ﺑﻬﺎ‬
‫ﻭﻣﻼﺣﻅﺗﻬﺎ ﻁﻭﺍﻝ ﺍﻟﻌﺎﻡ‪.‬‬

‫ﺃﻓﻛﺎﺭ ﺍﻟﻌﻧﺎﻳﺔ‬
‫ﻣﺳﺎﻋﺩﺓ ﺍﻷﻁﻔﺎﻝ ﻋﻠﻰ ﺍﻟﺑﺩء ﻓﻲ ﺍﻋﺗﺑﺎﺭ ﺃﻧﻔﺳﻬﻡ ﺭﻋﺎ ًﺓ ﻟﻬﺫﻩ ﺍﻟﺷﺟﺭﺓ‬
‫ﺍﻟﺧﺎﺻﺔ ﺑﻬﻡ‪:‬‬

‫ﻗﻡ ﺑﺣﺙ ﺍﻷﻁﻔﺎﻝ ﻋﻠﻰ ﻓﺣﺹ ﺍﻟﺗﺭﺑﺔ ﺍﻟﻘﺭﻳﺑﺔ ﻣﻥ ﺍﻟﺟﺫﻉ ﻭﺍﻟﻣﻳﺎﻩ‬ ‫•‬
‫ﺑﺷﻛﻝ ﻣﺗﻛﺭﺭ ﺣﺳﺏ ﺍﻟﺿﺭﻭﺭﺓ ﻋﻧﺩﻣﺎ ﺗﺑﺩﻭ ﻫﺫﻩ ﺍﻟﺗﺭﺑﺔ ﺷﺩﻳﺩﺓ‬
‫ﺍﻟﺟﻔﺎﻑ‪.‬‬
‫ﺃﺧﺑﺭ ﺍﻷﻁﻔﺎﻝ ﺃﻥ ﺟﻣﻳﻊ ﺍﻷﺷﺟﺎﺭ ﺗﺣﺗﺎﺝ ﺇﻟﻰ "ﻁﺑﻘﺔ ﻣﻥ ﺍﻟﻧﺷﺎﺭﺓ"‬ ‫•‬
‫ﺣﻭﻝ ﺟﺫﻭﻫﺎ ﻟﻠﻣﺣﺎﻓﻅﺔ ﻋﻠﻳﻬﺎ ﺻﺣﻳﺣﺔ ﻭﻓﻲ ﺣﺎﻟﺔ ﺟﻳﺩﺓ‪ .‬ﻗﻡ ﺑﺣﺙ‬
‫ﺍﻷﻓﻛﺎﺭ ﺍﻟﻧﺎﺗﺟﺔ ﻋﻥ ﺍﻟﻣﻼﺣﻅﺔ‬ ‫ﺍﻷﻁﻔﺎﻝ ﻋﻠﻰ ﺇﺿﺎﻓﺔ ﻧﺷﺎﺭﺓ ﻋﻧﺩ ﺍﻟﺣﺎﺟﺔ ﺇﻟﻰ ﺫﻟﻙ‪ * .‬ﺍﻧﻅﺭ "ﺃﻫﻣﻳﺔ‬
‫ﺳﺎﻋﺩ ﺍﻷﻁﻔﺎﻝ ﻋﻠﻰ ﺃﻥ ﻳﺻﺑﺣﻭﺍ ﻣﻼﺣﻅﻳﻥ ﺑﺎﺭﻋﻳﻥ ﻟﻠﺷﺟﺭﺓ ﺍﻟﺗﻲ‬ ‫ﺍﻟﻧﺷﺎﺭﺓ" ﺃﺩﻧﺎﻩ‪.‬‬
‫ﺍﺧﺗﺎﺭﻭﻫﺎ ﻁﻭﺍﻝ ﺍﻟﻌﺎﻡ‪ .‬ﻗﻡ ﺑﺣﺙ ﺍﻷﻁﻔﺎﻝ ﻋﻠﻰ ﺍﻟﻘﻳﺎﻡ ﺑﻣﺎ ﻳﻠﻲ‪:‬‬ ‫ﺍﺳﺗﺧﻠﺹ ﺍﻷﻓﻛﺎﺭ ﻣﻥ ﺍﻷﻁﻔﺎﻝ ﺣﻭﻝ ﺍﻷﻣﻭﺭ ﺍﻟﺗﻲ ﻳﻌﺗﻘﺩﻭﻥ ﺃﻥ‬ ‫•‬
‫ﺍﻟﺷﺟﺭﺓ ﻓﻲ ﺣﺎﺟﺔ ﺇﻟﻳﻬﺎ‪) .‬ﻗﺩ ﺗﻔﻳﺩ ﻗﺭﺍءﺓ ﻛﺗﺏ ﻓﻲ ﻫﺫﺍ ﺍﻟﻣﺟﺎﻝ ﺑﺷﻛﻝ‬
‫ﺭﺳﻡ ﻣﺧﻁﻁ ﻟﻠﺷﺟﺭﺓ ﻛﻝ ﺷﻬﺭ ﻟﻣﺭﺍﻗﺑﺔ ﻣﺩﻯ ﻧﻣﻭﻫﺎ ﻭﺍﻟﺗﻐﻳﺭﺍﺕ ﺍﻟﺗﻲ‬ ‫•‬ ‫ﺟﻣﺎﻋﻲ ﻓﻲ ﺇﺛﺎﺭﺓ ﻣﺯﻳﺩ ﻣﻥ ﺍﻷﻓﻛﺎﺭ‪(.‬‬
‫ﻁﺭﺃﺕ ﻋﻠﻳﻬﺎ‪) .‬ﻗﺩ ﻳﺭﻏﺏ ﺍﻷﻁﻔﺎﻝ ﻓﻲ ﺍﻟﺗﻘﺎﻁ ﺻﻭﺭ ﻟﻬﺎ ﻛﻁﺭﻳﻘﺔ‬
‫ﺃﺧﺭﻯ ﻟﺗﻭﺛﻳﻕ ﺍﻟﺗﻐﻳﺭﺍﺕ ﻁﻭﺍﻝ ﺍﻟﻌﺎﻡ‪(.‬‬
‫ﻣﺭﺍﻗﺑﺔ ﺍﻟﺷﺟﺭﺓ ﻋﻥ ﻗﺭﺏ ﻟﻣﻼﺣﻅﺔ ﻣﺎ ﺇﺫﺍ ﻛﺎﻧﺕ ﺗﻭﻓﺭ ﻁﻌﺎﻣًﺎ ﺃﻭ‬ ‫•‬
‫ﻣﻭﻁ ًﻧﺎ ﻷﻱ ﺣﻳﻭﺍﻧﺎﺕ ﺃﻭ ﺣﺷﺭﺍﺕ‪.‬‬ ‫ﺃﻫﻣﻳﺔ ﺍﻟﻧﺷﺎﺭﺓ‪ :‬ﺃﻓﺿﻝ ﺻﺩﻳﻕ ﻟﻠﺷﺟﺭﺓ‬
‫ﻛﺗﺎﺑﺔ ﻗﺻﺔ ﻋﻥ ﺍﻟﺷﺟﺭﺓ ﻭﺣﻳﺎﺗﻬﺎ‪) .‬ﺍﻁﺭﺡ ﺍﻷﺳﺋﻠﺔ ﺍﻟﺗﺎﻟﻳﺔ ﻋﻠﻰ‬ ‫•‬
‫ﺍﻷﻁﻔﺎﻝ‪ :‬ﻫﻝ ﺗﺭﻏﺑﻭﻥ ﻓﻲ ﻣﻌﺭﻓﺔ ﻋﻣﺭ ﺷﺟﺭﺗﻛﻡ ﺍﻟﺧﺎﺻﺔ؟ ﻛﻳﻑ‬
‫ﻳﻣﻛﻧﻛﻡ ﺍﻛﺗﺷﺎﻑ ﺫﻟﻙ؟(‬
‫ﺍﻟﺗﻔﻛﻳﺭ ﻓﻲ ﻁﺭﻕ ﺃﺧﺭﻯ ﻣﺛﻳﺭﺓ ﻟﺗﺳﺟﻳﻝ ﺍﻟﻣﻼﺣﻅﺎﺕ‪.‬‬ ‫•‬

‫ُﺗﻌﺩ ﺍﻟﻧﺷﺎﺭﺓ ﺃﻓﺿﻝ ﺻﺩﻳﻕ ﻟﻠﺷﺟﺭﺓ‪ .‬ﻓﻬﻲ ﺗﻌﺯﻝ ﺍﻟﺗﺭﺑﺔ‪ ،‬ﻭﺗﺣﺟﺯ‬

‫ﺍﻟﺭﻁﻭﺑﺔ‪ ،‬ﻭﺗﺑﻌﺩ ﺍﻷﻋﺷﺎﺏ ﺍﻟﺿﺎﺭﺓ‪ ،‬ﻭﺗﺣﻭﻝ ﺩﻭﻥ ﺿﻐﻁ ﺍﻟﺗﺭﺑﺔ‪ ،‬ﻭﺗﻘﻠﻝ‬
‫ﻣﻥ ﺿﺭﺭ ﺁﻟﺔ ﺟﺯ ﺍﻟﻌﺷﺏ‪ ،‬ﻭﺗﺿﻳﻑ ﻟﻣﺳﺔ ﺟﻣﺎﻟﻳﺔ ﺇﻟﻰ ﺍﻟﺳﺎﺣﺔ ﺃﻭ‬
‫ﺍﻟﺷﺎﺭﻉ‪ .‬ﻗﻡ ﺑﺈﺯﺍﻟﺔ ﺃﻳﺔ ﺃﻋﺷﺎﺏ ﻓﻲ ﻣﻧﻁﻘﺔ ﺍﻟﻧﺷﺎﺭﺓ‪ ،‬ﺑﻣﺳﺎﺣﺔ ﻳﺗﺭﺍﻭﺡ‬
‫ﻗﻁﺭﻫﺎ ﻣﻥ ‪ ۳‬ﺇﻟﻰ ‪ ۱۰‬ﺃﻗﺩﺍﻡ‪ ،‬ﻭﺫﻟﻙ ﺣﺳﺏ ﺣﺟﻡ ﺍﻟﺷﺟﺭﺓ‪ .‬ﺍﺳﻛﺏ ﺷﺭﺍﺋﺢ‬
‫ﺍﻟﺧﺷﺏ ﺃﻭ ﻗﻁﻊ ﺍﻟﻠﺣﺎء ﻓﻲ ﻧﻁﺎﻕ ‪ ۲‬ﺇﻟﻰ ‪ ٤‬ﺑﻭﺻﺎﺕ ﻓﻲ ﻣﺣﻳﻁ ﺍﻟﺩﺍﺋﺭﺓ‪،‬‬
‫ﻣﻊ ﻋﺩﻡ ﻟﻣﺱ ﺍﻟﺟﺫﻉ‪) .‬ﺍﻟﻣﺻﺩﺭ‪ :‬ﻣﻭﻗﻊ ﺍﻟﻭﻳﺏ ﺍﻟﺧﺎﺹ ﺑﻣﺅﺳﺳﺔ ‪Arbor‬‬
‫‪) Day‬ﻳﻭﻡ ﺍﻟﺗﺷﺟﻳﺭ(‪:‬‬
‫‪(www.arborday.org/trees/NineNum4.cfm‬‬

‫‪٦‬‬
‫‪worldforumfoundation.org/nature‬‬ ‫ﺍﻟﻣﻌﻠﻡ‬
 ‫ﺍﻹﺷﺎﺩﺓ‬
‫ﺑﺎﻟﻔﻌﻝ!‬ ‫ﻣﻭﺿﻭﻉ ﺍﻟﺭﻋﺎﻳﺔ‪ :‬ﺍﻟﻧﺑﺎﺗﺎﺕ‪/‬ﺍﻷﺷﺟﺎﺭ‬

‫ﺍﻟﻌﻧﺎﻳﺔ ﺑﺎﻷﺷﺟﺎﺭ ﺧﻳﺭ ﻟﻛﻭﻛﺑﻧﺎ ﺍﻷﺭﺿﻲ!‬

‫ﺭﺳﺎﻟﺔ ﺇﻟﻰ ﺍﻟﻣﻌﻠﻣﻳﻥ‬

‫ﺇﻥ ﺇﺷﺭﺍﻙ ﺍﻷﻁﻔﺎﻝ ﻓﻲ ﺍﻷﻧﺷﻁﺔ ﺍﻟﺗﻲ ﺗﻌﺗﻣﺩ ﻋﻠﻰ ﺍﻟﻣﺷﺎﺭﻛﺔ ﺍﻟﻌﻣﻠﻳﺔ ﺃﻣﺭ‬
‫ﺿﺭﺭﻭﻱ ﻟﺗﻧﻣﻳﺔ ﺍﻹﺩﺭﺍﻙ ﺍﻟﺻﺣﻳﺢ ﺑﺎﻟﻣﺷﻛﻼﺕ ﺍﻟﺑﻳﺋﻳﺔ‪ .‬ﻭﺗﻌﺗﺑﺭ ﺍﻟﻌﻧﺎﻳﺔ‬
‫ﺑﺎﻷﺷﺟﺎﺭ ﺇﺣﺩﻯ ﺍﻟﻁﺭﻕ ﺍﻟﺗﻲ ﻳﻣﻛﻥ ﺃﻥ ﺗﺭﺑﻁﻬﻡ ﺣ ًﻘﺎ ﺑﺎﻟﻌﺎﻟﻡ ﻣﻥ ﺣﻭﻟﻬﻡ ﻭﺗﻛﻭﻥ‬
‫ﺑﻣﺛﺎﺑﺔ ﻧﻘﻁﺔ ﺍﻻﻧﻁﻼﻕ ﻧﺣﻭ ﺍﻟﺗﻔﻛﻳﺭ ﻓﻲ ﺃﻧﻔﺳﻬﻡ ﻋﻠﻰ ﺃﻧﻬﻡ ﺭﻋﺎﺓ ﻟﻠﺑﻳﺋﺔ ﺑﻁﺭﻳﻘﺔ‬
‫ﻣﻼﺋﻣﺔ ﻟﻧﻣﻭﻫﻡ‪) .‬ﻳﻣﻛﻥ ﺍﻻﻁﻼﻉ ﻋﻠﻰ ﺑﺣﺙ ﺍﻟﺩﻛﺗﻭﺭ‪" /‬ﻟﻭﻳﺱ ﺗﺷﺎﻭﻻ"‪The ،‬‬
‫‪" Benefits of Nature for Children‬ﻓﻭﺍﺋﺩ ﺍﻟﻁﺑﻳﻌﺔ ﻟﻸﻁﻔﺎﻝ" ﻋﻠﻰ‬
‫ﺍﻟﻣﻭﻗﻊ ‪www.foresthistory.org/education/Curriculum/‬‬
‫‪(BenefitsofNature-Chawla.pdf‬‬

‫ﻣﺳﺎﻋﺩﺓ ﺍﻷﻁﻔﺎﻝ ﻓﻲ ﺍﻟﺷﻌﻭﺭ ﺑﺎﻟﺭﺿﺎ ﺑﺷﺄﻥ ﻣﺩﻯ ﻣﺳﺎﻋﺩﺓ ﺇﺟﺭﺍءﺍﺕ‬

‫ﺍﻟﻌﻧﺎﻳﺔ ﺍﻟﺗﻲ ﻳﺗﺧﺫﻭﻧﻬﺎ ﻟﻛﻭﻛﺏ ﺍﻷﺭﺽ ﻣﻥ ﺧﻼﻝ ﻣﺷﺎﺭﻛﺔ ﺑﻌﺽ ﻫﺫﻩ‬
‫ﺍﻟﺭﺳﺎﺋﻝ ﺍﻹﻳﺟﺎﺑﻳﺔ ﺍﻟﺗﺎﻟﻳﺔ ﺣﻭﻝ ﻗﻳﻣﺔ ﺍﻷﺷﺟﺎﺭ‪:‬‬

‫ﺗﺳﺎﻋﺩ ﺍﻷﺷﺟﺎﺭ ﻓﻲ ﺗﻭﻓﻳﺭ ﺍﻟﻅﻝ ﻭﺍﻟﺑﺭﻭﺩﺓ ﻟﺑﻳﻭﺗﻧﺎ ﺃﻭ ﺷﻘﻘﻧﺎ‬

‫ﻭﺗﺳﺎﻋﺩﻧﺎ ﻓﻲ ﺗﻭﻓﻳﺭ ﺍﻟﻁﺎﻗﺔ‪.‬‬
‫ﻛﻳﻑ؟ ﺇﻥ ﺗﺄﺛﻳﺭ ﺍﻟﺗﺑﺭﻳﺩ ﺍﻟﻧﺎﺑﻊ ﻣﻥ ﺷﺟﺭﺓ ﺻﻐﻳﺭﺓ ﻭﻣﺯﺩﻫﺭﺓ ﻳﺿﺎﻫﻲ‬
‫ﺗﺄﺛﻳﺭ ﻋﺷﺭﺓ ﻣﻛﻳﻔﺎﺕ ﻫﻭﺍء ﺑﺣﺟﻡ ﺍﻟﺣﺟﺭﺓ ﺗﻌﻣﻝ ﻟﻣﺩﺓ ‪ ۲۰‬ﺳﺎﻋﺔ ﻓﻲ‬
‫ﺍﻟﻳﻭﻡ!‬

‫ﺗﺳﺎﻋﺩ ﺍﻷﺷﺟﺎﺭ ﻭﺍﻟﻣﻧﺎﻅﺭ ﺍﻟﻁﺑﻳﻌﻳﺔ ﺍﻟﺟﻣﻳﻠﺔ ﻓﻲ ﺍﻟﺷﻌﻭﺭ‬

‫ﺑﺻﺣﺔ ﺃﻛﺑﺭ‪.‬‬
‫ﻛﻳﻑ؟ ﺗﻭﺿﺢ ﺍﻟﺩﺭﺍﺳﺎﺕ ﺃﻥ ﻣﺭﺿﻰ ﺍﻟﻣﺳﺗﺷﻔﻳﺎﺕ ﺍﻟﺫﻳﻥ ﻳﺗﻣﺗﻌﻭﻥ‬
‫ﺑﻣﺷﺎﻫﺩﺓ ﻣﻧﻅﺭ ﻟﻸﺷﺟﺎﺭ ﻣﻥ ﺍﻟﻧﺎﻓﺫﺓ ﻳﺗﻌﺎﻓﻭﻥ ﻓﻲ ﻓﺗﺭﺓ ﺃﻗﺻﺭ ﻣﻥ‬
‫ﺍﻟﻣﺭﺿﻰ ﺍﻵﺧﺭﻳﻥ‪ .‬ﻭﻳﺗﻣﺗﻊ ﺍﻷﻁﻔﺎﻝ ﺍﻟﺫﻳﻥ ﻳﺷﻌﺭﻭﻥ ﺑﺎﻻﺭﺗﺑﺎﻁ‬
‫ﺑﺎﻟﻁﺑﻳﻌﺔ ﺑﺻﺣﺔ ﺑﺩﻧﻳﺔ ﻭﻋﻘﻠﻳﺔ ﻭﻭﺟﺩﺍﻧﻳﺔ ﺃﻓﺿﻝ‪.‬‬

‫‪۷‬‬
‫‪worldforumfoundation.org/nature‬‬ ‫ﺍﻟﻣﻌﻠﻡ‬
 ‫ﻣﻭﺍﺻﻠﺔ‬
‫ﺍﻟﻧﻣﻭ!‬ ‫ﻣﻭﺿﻭﻉ ﺍﻟﺭﻋﺎﻳﺔ‪ :‬ﺍﻟﻧﺑﺎﺗﺎﺕ‪/‬ﺍﻷﺷﺟﺎﺭ‬

‫ﻣﺯﻳﺩ ﻣﻥ ﺍﻟﻣﺻﺎﺩﺭ ﺣﻭﻝ ﺍﻷﺷﺟﺎﺭ‬

‫ﻣﻭﺍﻗﻊ ﺍﻟﻭﻳﺏ‪:‬‬
‫‪www.arborday.org‬‬
‫)‪) (Arbor Day Foundation‬ﻣﺅﺳﺳﺔ ﻳﻭﻡ ﺍﻟﺗﺷﺟﻳﺭ(‬
‫‪www.natureexplore.org‬‬
‫)‪) (Nature Explore Families’ Club‬ﻧﺎﺩﻱ ﺃﺳﺭ ﺍﺳﺗﻛﺷﺎﻑ ﺍﻟﻁﺑﻳﻌﺔ(‬
‫ﺍﻟﻧﺷﺎﻁ ﺍﻷﻭﻝ ﻟﻠﻣﻐﺎﻣﺭﺓ‪) Get to Know a Tree :‬ﺍﻟﺗﻌﺭﻑ ﻋﻠﻰ ﺷﺟﺭﺓ(‬
‫ﺍﻟﻧﺷﺎﻁ ﺍﻟﺛﺎﻟﺙ ﻟﻠﻣﻐﺎﻣﺭﺓ‪) Your Very Own Story :‬ﻗﺻﺗﻙ ﺍﻟﺣﻘﻳﻘﻳﺔ(‬
‫‪www.plt.org‬‬
‫)‪) (Project Learning Tree‬ﺷﺟﺭﺓ ﺗﻌﻠﻡ ﺍﻟﻣﺷﺭﻭﻉ(‬
‫‪www.treesftf.org‬‬
‫)‪) (Trees for the Future‬ﺃﺷﺟﺎﺭ ﻟﻠﻣﺳﺗﻘﺑﻝ(‬
‫‪www.unep.org/billiontreecampaign‬‬
‫)‪) (UNEP Billion Tree Campaign‬ﺣﻣﻠﺔ ﺍﻟﻣﻠﻳﺎﺭ ﺷﺟﺭﺓ‬
‫ﻟﺑﺭﻧﺎﻣﺞ ﺍﻷﻣﻡ ﺍﻟﻣﺗﺣﺩﺓ ﻟﻠﺑﻳﺋﺔ(‬

‫ﺣﻘﺎﺋﻕ ﻣﻣﺗﻌﺔ ﺣﻭﻝ ﺍﻷﺷﺟﺎﺭ!‬

‫ﺳﺎﻋﺩ ﺍﻷﻁﻔﺎﻝ ﻓﻲ ﺍﻟﺗﻔﻛﻳﺭ ﺑﺷﺄﻥ ﺍﻟﻌﺩﻳﺩ ﻣﻥ ﺍﻟﻧﻌﻡ ﺍﻟﺗﻲ ﺗﺗﻭﻓﺭ ﻟﻠﺑﺷﺭ ﻣﻥ‬
‫ﺍﻷﺷﺟﺎﺭ ﻛﺎﻟﻁﻌﺎﻡ ﺃﻭ ﺍﻟﺩﻭﺍء ﺃﻭ ﺍﻟﻣﻠﺑﺱ ﺃﻭ ﺍﻷﺛﺎﺙ‪ .‬ﻭﻓﻳﻣﺎ ﻳﻠﻲ ﺑﻌﺽ ﺍﻷﻣﺛﻠﺔ‬
‫ﺍﻟﺑﺎﺭﺯﺓ…‬

‫ﺃﺷﺟﺎﺭ ﺟﻭﺯﺓ ﺍﻟﻬﻧﺩ‬

‫ﺃﺷﺟﺎﺭ ﺟﻭﺯﺓ ﺍﻟﻬﻧﺩ ﻫﻲ ﻋﺑﺎﺭﺓ ﻋﻥ ﻧﺧﻳﻝ ﻳﻧﻣﻭ ﺣﺗﻰ ﻳﺻﻝ ﺍﺭﺗﻔﺎﻋﻪ ﺇﻟﻰ‬
‫‪ ۳۰‬ﻣﺗﺭً ﺍ‪ .‬ﻭ ُﺗﻌﺭﻑ ﺷﺟﺭﺓ ﺟﻭﺯﺓ ﺍﻟﻬﻧﺩ ﺑﺎﺳﻡ "ﺷﺟﺭﺓ ﺍﻟﺣﻳﺎﺓ" ﻧﻅﺭً ﺍ ﻟﺗﻧﻭﻉ‬
‫ﺍﺳﺗﺧﺩﺍﻣﺎﺗﻬﺎ ﺍﻟﻬﺎﺋﻠﺔ‪ ،‬ﻭﻫﻲ ﺗﻧﻣﻭ ﻓﻲ ﺍﻟﻣﻧﺎﻁﻕ ﺍﻻﺳﺗﻭﺍﺋﻳﺔ‪ .‬ﻭﻓﻲ ﺃﺟﺯﺍء‬
‫ﻋﺩﻳﺩﺓ ﻣﻥ ﺍﻟﻌﺎﻟﻡ‪ ،‬ﻳﺳﺗﺧﺩﻡ ﺍﻷﺷﺧﺎﺹ ﺃﻭﺭﺍﻗﻬﺎ ﻟﺻﻧﺎﻋﺔ ﺍﻟﻣﻼﺑﺱ ﻭﺍﻟﺣﺻﻳﺭ‬
‫ﻭﺍﻟﺳﻼﻝ ﻭﺍﻷﺳﻘﻑ‪ .‬ﻭﺗﻭﻓﺭ ﻟﻧﺎ ﺛﻣﺎﺭﻫﺎ ﺍﻟﻁﻌﺎﻡ ﻭﺍﻟﺷﺭﺍﺏ ﻭﺍﻟﺯﻳﺕ ﻭﺍﻟﺩﻭﺍء‪،‬‬
‫ﻭﻧﺳﺗﻔﻳﺩ ﻣﻥ ﺃﺧﺷﺎﺑﻬﺎ ﻓﻲ ﺑﻧﺎء ﺍﻟﻣﻧﺎﺯﻝ ﻭﺍﻟﻘﻭﺍﺭﺏ‪.‬‬
‫)ﺍﻟﻣﺻﺩﺭ‪(www.plantcultures.org :‬‬

‫ﺷﺟﺭﺓ ﺟﻭﺯﺓ ﺍﻟﻬﻧﺩ‬

‫ﺃﺷﺟﺎﺭ ﺍﻟﻣﻭﺯ‬
‫ﻫﻝ ﻋﻠﻣﺕ ﺃﻧﻪ ﻳﺗﻡ ﻓﻲ ﺃﺟﺯﺍء ﻋﺩﻳﺩﺓ ﻣﻥ ﺍﻟﻌﺎﻟﻡ ﺍﺳﺗﺧﺩﺍﻡ ﺃﻭﺭﺍﻕ ﻧﺑﺎﺕ ﺍﻟﻣﻭﺯ‬
‫ﻛﺄﻁﺑﺎﻕ؟ ﻓﻔﻲ ﻏﺭﺏ ﺇﻓﺭﻳﻘﻳﺎ‪ ،‬ﻣﺛﻼً‪ ،‬ﻳﺗﻡ‬
‫ﺍﺳﺗﺧﺩﺍﻡ ﺃﻭﺭﺍﻕ ﻧﺑﺎﺕ ﺍﻟﻣﻭﺯ ﻓﻲ ﺍﻻﺣﺗﻔﺎﻅ‬
‫ﺑﺧﻠﻳﻁ ﺍﻟﻠﺑﻥ ﻭﺍﻟﺑﻳﺽ ﺍﻟﻣﺳﺗﺧﺩﻡ ﻣﻊ ﺍﻟﻔﻭﻝ‬
‫ﺍﻟﻣﻁﻬﻲ ﺑﺎﻟﺑﺧﺎﺭ ﺃﻭ ﺍﻟﻛﻳﻙ ﺍﻟﻣﺻﻧﻭﻉ ﻣﻥ‬
‫ﺍﻟﺣﺑﻭﺏ‪.‬‬

‫ﻭﺭﻗﺔ ﻣﻭﺯ‬

‫‪۸‬‬
‫‪worldforumfoundation.org/nature‬‬ ‫ﺍﻟﻣﻌﻠﻡ‬
 ‫ﺧﻭﺽ‬
‫ﻣﻐﺎﻣﺭﺓ!‬ ‫ﻣﻭﺿﻭﻉ ﺍﻟﺭﻋﺎﻳﺔ‪ :‬ﺍﻟﻧﺑﺎﺗﺎﺕ‪/‬ﺍﻟﺑﺫﻭﺭ‬

‫ﻧﺻﺎﺋﺢ ﻟﻠﻣﻌﻠﻣﻳﻥ‬
‫ﺍﺳﺗﺧﺩﺍﻡ ﺃﻧﺷﻁﺔ "ﺍﻟﺑﺫﻭﺭ ﺍﻟﻛﺑﻳﺭﺓ"‬

‫• ﺍﺟﻣﻊ ﻣﺟﻣﻭﻋﺔ ﻣﺗﻧﻭﻋﺔ ﻣﻥ ﺍﻟﺑﺫﻭﺭ ﻟﻳﺳﺗﻛﺷﻔﻬﺎ ﺍﻷﻁﻔﺎﻝ‪ .‬ﻭﺇﻥ‬

‫ﺃﻣﻛﻥ‪ ،‬ﻓﺄﺣﺿﺭ ﺍﻟﺑﺫﻭﺭ ﺍﻟﺷﺎﺋﻊ ﺯﺭﺍﻋﺗﻬﺎ ﻣﺣﻠﻳًﺎ ﻭﺍﻟﻣﺄﺧﻭﺫﺓ ﻣﻥ‬
‫ﻧﺑﺎﺗﺎﺕ ﻳﺗﻧﺎﻭﻟﻬﺎ ﺍﻷﻁﻔﺎﻝ‪.‬‬

‫• ﻋﻧﺩﻣﺎ ﻳﺑﺣﺙ ﺍﻷﻁﻔﺎﻝ ﻋﻥ ﻁﺭﻕ ﻟﺗﺟﻣﻳﻊ ﺍﻟﺑﺫﻭﺭ ﻭﺗﺻﻧﻳﻔﻬﺎ‬

‫)ﻭﺍﻛﺗﺷﺎﻑ ﺍﻷﻧﻣﺎﻁ ﻭﺃﻭﺟﻪ ﺍﻟﺷﺑﻪ(‪ ،‬ﻓﺈﻧﻬﻡ ﻳﻘﻭﻣﻭﻥ ﺑﺗﻧﻣﻳﺔ ﻣﻬﺎﺭﺍﺕ‬
‫ﺍﻟﻣﻼﺣﻅﺔ ﺍﻟﺩﻗﻳﻘﺔ ﻭﺍﻹﺣﺳﺎﺱ ﺑﺗﻘﺩﻳﺭ ﻗﻳﻣﺔ ﺗﻧﻭﻉ ﺍﻟﺣﻳﺎﺓ‪.‬‬

‫• ﻋﻧﺩﻣﺎ ﻳﺳﺗﺧﺩﻡ ﺍﻷﻁﻔﺎﻝ ﺃﺟﺳﺎﻣﻬﻡ ﻟﻣﺣﺎﻛﺎﺓ ﺩﻭﺭﺓ ﺣﻳﺎﺓ ﺍﻟﺑﺫﺭﺓ‬

‫)ﻣﻥ ﻣﺭﺣﻠﺔ ﺍﻟﺯﺭﺍﻋﺔ ﺇﻟﻰ ﺍﻹﻧﺑﺎﺕ ﺇﻟﻰ ﺍﻟﻧﻣﻭ(‪ ،‬ﻓﺈﻥ ﻣﺎ ﺗﻭﺻﻠﻭﺍ ﺇﻟﻳﻪ‬
‫ﻭﺍﺳﺗﻭﻋﺑﻭﻩ ﻳﺫﻭﺏ ﻓﻲ ﺃﻋﻣﺎﻕ ﻧﻔﻭﺳﻬﻡ‪) .‬ﺳﺗﻛﻭﻥ ﺍﻟﻣﻼﺣﻅﺎﺕ ﺍﻟﻭﺍﻗﻌﻳﺔ‬
‫ﻟﻠﺑﺫﻭﺭ ﻭﻫﻲ ﺗﺟﺗﺎﺯ ﻫﺫﻩ ﺍﻟﺩﻭﺭﺓ ﺫﺍﺕ ﻣﻌﻧﻰ ﺃﻛﺑﺭ ﺑﺎﻟﻧﺳﺑﺔ ﻟﻬﻡ‪(.‬‬

‫• ﻋﻧﺩﻣﺎ ﻳﻧﻅﺭ ﺍﻷﻁﻔﺎﻝ ﺇﻟﻰ ﺍﻟﺻﻭﺭ ﺍﻟﻔﻭﺗﻭﻏﺭﺍﻓﻳﺔ ﺛﻡ ﻳﺭﻭﻥ ﺍﻟﻬﺩﻑ ﺍﻟﺣﻘﻳﻘﻲ )ﻓﻲ ﻫﺫﻩ ﺍﻟﺣﺎﻟﺔ‪ ،‬ﺍﻟﺑﺫﻭﺭ(‪ ،‬ﻳﺗﻁﻭﺭ‬
‫ﺑﺩﺍﺧﻠﻬﻡ ﺍﺳﺗﻳﻌﺎﺏ ﺧﺎﺹ ﺑﺎﻟﻌﻼﻗﺔ ﺑﻳﻥ ﺍﻷﻫﺩﺍﻑ ﺛﻧﺎﺋﻳﺔ ﺍﻷﺑﻌﺎﺩ ﻭﺍﻷﻫﺩﺍﻑ ﺛﻼﺛﻳﺔ ﺍﻷﺑﻌﺎﺩ‪.‬‬

‫ً‬
‫ﻣﺧﻁﻁﺎ ﻷﻓﻛﺎﺭﻫﻡ ﺣﻭﻝ ﺍﻟﺑﺫﻭﺭ ﻭﺍﻟﻧﺑﺎﺗﺎﺕ‪ ،‬ﺗﻛﻭﻥ ﻟﺩﻳﻬﻡ ﺍﻟﻘﺩﺭﺓ ﻋﻠﻰ ﺗﻣﺛﻳﻝ ﺇﺩﺭﺍﻛﻬﻡ‬ ‫• ﻋﻧﺩﻣﺎ ﻳﺭﺳﻡ ﺍﻷﻁﻔﺎﻝ‬
‫ﺭﻣﺯﻳًﺎ ﺑﺷﻛﻝ ﻏﻳﺭ ﻟﻔﻅﻲ‪ .‬ﻭﻳﺳﺗﻁﻳﻊ ﺍﻟﻌﺩﻳﺩ ﻣﻥ ﺍﻷﻁﻔﺎﻝ ﺍﻟﺻﻐﺎﺭ ﻋﺭﺽ ﻣﺎ ﻳﻌﺭﻓﻭﻧﻪ ﺑﺷﻛﻝ ﺃﻛﺛﺭ ﺳﻬﻭﻟﺔ ﻣﻥ‬
‫ﺍﻹﺧﺑﺎﺭ ﺑﻣﺎ ﻳﻌﺭﻓﻭﻥ‪.‬‬

‫ﺍﻵﻥ ﺍﺳﺗﺧﺩﻡ ﺃﻧﺷﻁﺔ "ﺍﻟﺑﺫﻭﺭ ﺍﻟﻛﺑﻳﺭﺓ" ﻣﻊ ﺍﻷﻁﻔﺎﻝ‪.‬‬

‫‪۹‬‬
‫‪worldforumfoundation.org/nature‬‬ ‫ﺍﻟﻣﻌﻠﻡ‬
 ‫ﺧﻭﺽ‬
‫ﻣﻐﺎﻣﺭﺓ!‬ ‫ﻣﻭﺿﻭﻉ ﺍﻟﺭﻋﺎﻳﺔ‪ :‬ﺍﻟﻧﺑﺎﺗﺎﺕ‪/‬ﺍﻟﺑﺫﻭﺭ‬

‫ﺍﻟﺑﺫﻭﺭ ﺍﻟﻛﺑﻳﺭﺓ‬
‫)ﺍﻟﺟﺯء ﺍﻷﻭﻝ(‬

‫ﺃﻭﻻً‪ ،‬ﺍﺳﺗﻛﺷﻑ ﺍﻟﺑﺫﻭﺭ‪.‬‬

‫ﻫﻝ ﻛﻝ ﺍﻟﺑﺫﻭﺭ ﻣﻥ ﻧﻔﺱ ﺍﻟﻧﻭﻉ‪ ،‬ﺃﻭ ﻫﻝ ﻟﺩﻳﻙ‬

‫ﺃﻧﻭﺍﻉ ﻋﺩﻳﺩﺓ ﻣﺧﺗﻠﻔﺔ؟‬

‫ﻫﻝ ﻳﻣﻛﻧﻙ ﺗﺻﻧﻳﻔﻬﺎ ﺣﺳﺏ ﺍﻟﺣﺟﻡ )ﻣﻥ‬

‫ﺍﻷﺻﻐﺭ ﺇﻟﻰ ﺍﻷﻛﺑﺭ(؟‬

‫ﻛﻳﻑ ﻳﻣﻛﻧﻙ ﺗﺻﻧﻳﻑ ﺍﻟﺑﺫﻭﺭ ﺑﻁﺭﻕ ﺃﺧﺭﻯ؟‬

‫ﺍﻵﻥ‪ ،‬ﺗﻅﺎﻫﺭ ﺃﻧﻙ ﺑﺫﺭﺓ ﻣﻥ ﻫﺫﻩ ﺍﻟﺑﺫﻭﺭ‪.‬‬

‫)ﻣﺎ ﻧﻭﻉ ﺍﻟﺑﺫﻭﺭ ﺍﻟﺗﻲ ﺗﻧﺗﻣﻲ ﺇﻟﻳﻬﺎ؟(‬

‫ﻫﻝ ﻳﻣﻛﻧﻙ ﺃﻥ ﺗﺟﻌﻝ ﺟﺳﻣﻙ‬

‫ﺻﻐﻳﺭً ﺍ ﺑﻘﺩﺭ ﺍﻹﻣﻛﺎﻥ ‪ -‬ﻛﺑﺫﺭﺓ‬
‫ُﺗﺯﺭﻉ ﻓﻲ ﺍﻟﺗﺭﺑﺔ؟‬

‫ﺗﻅﺎﻫﺭ ﺃﻧﻙ ﺗﺑﺩﺃ ﻓﻲ ﺍﻟﻧﻣﻭ‬

‫ﻣﻥ ﺑﺫﺭﺓ ﺇﻟﻰ ﻧﺑﺗﺔ‪ .‬ﻫﻝ‬
‫ﻳﻣﻛﻧﻙ ﺃﻥ ﺗﺟﻌﻝ ﺫﺭﺍﻋﻳﻙ‬
‫ﻳﻣﺗﺩﺍﻥ ﻷﻋﻠﻰ ﻛﻣﺎ ﻳﻣﺗﺩ‬
‫ﺍﻟﻧﺑﺎﺕ ﻟﻠﺷﻣﺱ؟‬

‫‪۱۰‬‬
‫‪w‬‬
‫‪worldforumfoundation.org/nature‬‬ ‫ﺍﻟﻣﻌﻠﻡ‪ :‬ﻁﺑﺎﻋﺔ ﻫﺫﻩ ﺍﻟﺻﻔﺣﺔ‬
 ‫ﺧﻭﺽ‬
‫ﻣﻐﺎﻣﺭﺓ!‬
‫ﻣﻭﺿﻭﻉ ﺍﻟﺭﻋﺎﻳﺔ‪ :‬ﺍﻟﻧﺑﺎﺗﺎﺕ‪/‬ﺍﻟﺑﺫﻭﺭ‬

‫ﺍﻟﺑﺫﻭﺭ ﺍﻟﻛﺑﻳﺭﺓ‬
‫)ﺍﻟﺟﺯء ﺍﻟﺛﺎﻧﻲ(‬

‫ﺍﻧﻅﺭ ﺇﻟﻰ ﻫﺫﻩ ﺍﻟﺑﺫﻭﺭ ﻭﺍﻟﻧﺑﺎﺗﺎﺕ ﺍﻟﺗﻲ ﺳﺗﺻﺑﺢ ﻋﻠﻰ ﻫﻳﺋﺗﻬﺎ‪:‬‬

‫ﺩﻭﺍﺭ ﺍﻟﺷﻣﺱ‬ ‫ﺑﺫﻭﺭ ﺩﻭﺍﺭ ﺍﻟﺷﻣﺱ‬

‫ﺍﻟﺫﺭﺓ‬

‫ﺟﻭﺯﺓ ﺍﻟﺑﻠﻭﻁ‬
‫ﻛﻭﺯ ﺍﻟﺫﺭﺓ‬
‫ﺷﺟﺭﺓ ﺍﻟﺑﻠﻭﻁ‬

‫ﻫﻝ ﺗﻌﻠﻡ ﻧﻭﻉ ﺍﻟﻧﺑﺎﺕ ﺍﻟﺫﻱ ﺳﺗﺻﺑﺢ ﺍﻟﺑﺫﺭﺓ ﻋﻠﻰ ﻫﻳﺋﺗﻪ؟‬

‫ﺇﺫﺍ ﻛﻧﺕ ﻻ ﺗﻌﺭﻑ‪ ،‬ﻓﻛﻳﻑ ﻳﻣﻛﻧﻙ ﺍﻛﺗﺷﺎﻑ ﺫﻟﻙ؟‬

‫ﺣﺎﻭﻝ ﺃﻥ ﺗﺭﺳﻡ ﺻﻭﺭﺓ ﻟﻠﺑﺫﺭﺓ‬

‫ﻭﺍﻟﻧﺑﺎﺕ ﺍﻟﺫﻱ ﺳﺗﺻﺑﺢ ﻋﻠﻰ ﻫﻳﺋﺗﻪ‪.‬‬

‫‪۱۱‬‬
‫‪w‬‬
‫‪worldforumfoundation.org/nature‬‬ ‫ﺍﻟﻣﻌﻠﻡ‪ :‬ﻁﺑﺎﻋﺔ ﻫﺫﻩ ﺍﻟﺻﻔﺣﺔ‬
 ‫ﺍﻟﺷﺭﻭﻉ‬
‫ﻓﻲ ﺍﻟﻌﻣﻝ!‬
‫ﻣﻭﺿﻭﻉ ﺍﻟﺭﻋﺎﻳﺔ‪ :‬ﺍﻟﻧﺑﺎﺗﺎﺕ‪/‬ﺍﻟﺑﺫﻭﺭ‬

‫ﺻﻧﺎﻋﺔ ﺍﻟﺧﺑﺯ ﻣﻥ ﺍﻟﺑﺫﻭﺭ‬

‫ﺍﻟﺗﺣﺩﺙ ﻋﻥ ﺃﻫﻣﻳﺔ ﺍﻟﺑﺫﻭﺭ‬
‫ﺳﺎﻋﺩ ﺍﻷﻁﻔﺎﻝ ﻋﻠﻰ ﺍﺳﺗﻳﻌﺎﺏ ﺣﻘﻳﻘﺔ ﺃﻥ ﻣﻌﻅﻡ ﺍﻟﺑﺷﺭ ﺣﻭﻝ ﺍﻟﻌﺎﻟﻡ‬
‫ﻳﺗﻧﺎﻭﻟﻭﻥ ﺍﻟﺧﺑﺯ ﺍﻟﻣﺻﻧﻭﻉ ﻣﻥ ﺍﻟﺑﺫﻭﺭ ﻛﻝ ﻳﻭﻡ‪ .‬ﻭﻫﺫﺍ ﺍﻟﺷﻲء ﻳﺷﺗﺭﻙ‬
‫ﻓﻳﻪ ﺟﻣﻳﻊ ﺍﻟﺑﺷﺭ‪ ،‬ﺑﻐﺽ ﺍﻟﻧﻅﺭ ﻋﻥ ﻣﺣﻝ ﺇﻗﺎﻣﺗﻬﻡ‪ .‬ﺍﺳﺄﻝ ﺍﻷﻁﻔﺎﻝ ﻋﻣﺎ‬
‫ﻳﻌﺭﻓﻭﻧﻪ ﺑﺷﺄﻥ ﻁﺭﻳﻘﺔ ﺻﻧﺎﻋﺔ ﺍﻟﺧﺑﺯ‪ .‬ﺍﻣﻧﺣﻬﻡ ﺍﻟﻔﺭﺻﺔ ﻟﻠﻣﺷﺎﺭﻛﺔ ﻓﻲ‬
‫ﻋﻣﻠﻳﺔ ﺻﻧﺎﻋﺔ ﺍﻟﺧﺑﺯ ﺑﺩﺍﻳﺔ ﻣﻥ ﺍﻟﺑﺫﺭﺓ ﺇﻟﻰ ﺭﻏﻳﻑ ﺍﻟﺧﺑﺯ‪) .‬ﺳﺗﺳﺎﻋﺩ‬
‫ﻫﺫﻩ ﺍﻟﻌﻣﻠﻳﺔ ﺍﻷﻁﻔﺎﻝ ﻓﻲ ﺍﻟﺷﻌﻭﺭ ﺑﺎﻻﺭﺗﺑﺎﻁ ﺑﺷﻛﻝ ﺃﻛﺑﺭ ﺑﺎﻟﻌﺎﻟﻡ ﺍﻟﻁﺑﻳﻌﻲ‬
‫ﻭﺳﺗﺳﺎﻋﺩﻫﻡ ﻓﻲ ﻣﻌﺭﻓﺔ ﻛﻳﻔﻳﺔ ﺍﻧﺳﺟﺎﻣﻬﻡ ﻓﻲ ﺩﻭﺭﺓ ﺍﻟﺣﻳﺎﺓ‪(.‬‬

‫ﺍﺻﻧﻊ ﺍﻟﺧﺑﺯ ﺑﻧﻔﺳﻙ‬

‫ﺍﺧﺗﺭ ﻧﻭﻋًﺎ ﻣﻥ ﺍﻟﺣﺑﻭﺏ ﺗﺗﻡ ﺯﺭﺍﻋﺗﻪ ﻣﺣﻠﻳًﺎ ﻭﺃﺣﺿﺭﻩ ﺇﻟﻰ ﺍﻟﻔﺻﻝ ﻓﻲ‬
‫ﺣﺎﻟﺗﻪ ﺍﻟﻁﺑﻳﻌﻳﺔ ﺑﺄﻛﺑﺭ ﻗﺩﺭ ﻣﻣﻛﻥ‪ .‬ﺛﻡ ﺍﺗﺑﻊ ﻫﺫﻩ ﺍﻟﺧﻁﻭﺍﺕ‪:‬‬

‫‪ .۱‬ﺩﺭﺱ ﺍﻟﺣﺑﻭﺏ‪ :‬ﺳﺎﻋﺩ ﺍﻷﻁﻔﺎﻝ ﻋﻠﻰ ﺍﻟﺗﻘﺎﻁ ﺭﺅﻭﺱ ﺍﻟﺣﺑﻭﺏ ﻣﻥ‬

‫ﺳﻳﻘﺎﻥ ﺍﻟﻧﺑﺎﺕ ﻭﺍﺟﻣﻌﻬﺎ ﻓﻲ ﺳﻠﻁﺎﻧﻳﺔ ﻛﺑﻳﺭﺓ‪) .‬ﺗﺄﻛﺩ ﻣﻥ ﻣﺳﺎﻋﺩﺓ‬
‫ﺍﻷﻁﻔﺎﻝ ﻓﻲ ﻣﻌﺭﻓﺔ ﺃﻥ ﻫﺫﻩ ﺍﻷﺷﻳﺎء ﻋﺑﺎﺭﺓ ﻋﻥ ﺑﺫﻭﺭ‪(.‬‬
‫‪ .۲‬ﺍﻟﺗﺫﺭﻳﺔ‪ :‬ﻭﻓ ًﻘﺎ ﻟﻠﺣﺑﻭﺏ ﺍﻟﻣﺗﻭﻓﺭﺓ ﻟﺩﻳﻙ‪ ،‬ﻗﺩ ﺗﺣﺗﺎﺝ ﺇﻟﻰ ﺇﺯﺍﻟﺔ ﺍﻟﻐﻁﺎء‬
‫ﺍﻟﺧﺎﺭﺟﻲ ﻟﻠﺑﺫﺭﺓ )ﺍﻟﻘﺷﺭﺓ(‪ .‬ﻟﻠﻘﻳﺎﻡ ﺑﺫﻟﻙ‪ ،‬ﺍﺳﺣﻕ ﺍﻟﺣﺑﻭﺏ )ﻓﻲ‬
‫ﺍﻟﺳﻠﻁﺎﻧﻳﺔ( ﻟﻔﺻﻠﻬﺎ ﻋﻥ ﺍﻟﻘﺷﻭﺭ‪ .‬ﻳﺳﺗﻁﻳﻊ ﺍﻷﻁﻔﺎﻝ ﻋﻧﺩﺋﺫ ﺗﺫﺭﻳﺔ‬
‫ﺍﻟﻘﺷﻭﺭ ﺑﻌﻳ ًﺩﺍ ﺑﻳﻧﻣﺎ ﺗﺑﻘﻰ ﺍﻟﺣﺑﻭﺏ ﺍﻷﺛﻘﻝ ﻓﻲ ﺍﻟﺳﻠﻁﺎﻧﻳﺔ‪ .‬ﻭﻋﻧﺩ ﺟﻣﻊ‬
‫ﻑ ﻣﻥ ﺍﻟﺣﺑﻭﺏ‪ ،‬ﺳﻳﻛﻭﻥ ﺍﻷﻁﻔﺎﻝ ﻋﻠﻰ ﺍﺳﺗﻌﺩﺍﺩ ﻟﺳﺣﻘﻬﺎ‪.‬‬ ‫ﻗﺩﺭ ﻛﺎ ٍ‬
‫‪ .۳‬ﺍﻟﺳﺣﻕ‪ :‬ﺍﺳﺗﺧﺩﻡ ﻫﺎﻭ ًﻧﺎ ﻭﻣﺩﻗﺔ )ﺃﻭ ﺃﺩﻭﺍﺕ ﻣﺷﺎﺑﻬﺔ( ﻟﺳﺣﻕ ﺍﻟﺣﺑﻭﺏ‬
‫ﺇﻟﻰ ﺩﻗﻳﻕ‪.‬‬
‫‪ .٤‬ﺍﻟﺧﺑﺯ‪ :‬ﺍﺳﺗﺧﺩﻡ ﺍﻟﺩﻗﻳﻕ ﻟﺻﻧﺎﻋﺔ ﺍﻟﺧﺑﺯ ﺍﻟﺗﻘﻠﻳﺩﻱ ﺃﻭ ﺍﻟﻌﺎﺩﻱ ﻟﺗﺗﻧﺎﻭﻟﻭﻩ‬
‫ﻣﻌًﺎ‪ .‬ﺍﻧﻅﺭ "ﻣﺯﻳﺩ ﻣﻥ ﺍﻟﻣﺻﺎﺩﺭ ﺣﻭﻝ ﺍﻟﺑﺫﻭﺭ" ﻟﻠﺗﻌﺭﻑ ﻋﻠﻰ‬
‫ﻣﺻﺎﺩﺭ ﺗﺗﻌﻠﻕ ﺑﻁﺭﻳﻘﺔ ﻋﻣﻝ ﺍﻟﺧﺑﺯ‪.‬‬

‫ﻣﻼﺣﻅﺔ‪ :‬ﻳﻣﻛﻥ ﺇﺟﺭﺍء ﻫﺫﺍ ﺍﻟﻧﺷﺎﻁ ﺃﻛﺛﺭ ﻣﻥ ﻣﺭﺓ ﻭﺍﺣﺩﺓ ﻓﻲ ﻳﻭﻡ ﻭﺍﺣﺩ‪.‬‬
‫ﻗﺩ ﺗﺭﻏﺏ ﻓﻲ ﺩﺭﺱ ﺍﻟﺣﺑﻭﺏ ﻭﺗﺫﺭﻳﺗﻬﺎ ﻓﻲ ﻳﻭﻡ ﻭﺳﺣﻘﻬﺎ ﻓﻲ ﻳﻭﻡ ﻭﺧﺑﺯﻫﺎ‬
‫ﻓﻲ ﻳﻭﻡ ﺁﺧﺭ‪ ،‬ﻋﻠﻰ ﺳﺑﻳﻝ ﺍﻟﻣﺛﺎﻝ‪.‬‬

‫‪۱۲‬‬
‫‪worldforumfoundation.org/nature‬‬ ‫ﺍﻟﻣﻌﻠﻡ‬
 ‫ﺍﻹﺷﺎﺩﺓ‬
‫ﺑﺎﻟﻔﻌﻝ!‬
‫ﻣﻭﺿﻭﻉ ﺍﻟﺭﻋﺎﻳﺔ‪ :‬ﺍﻟﻧﺑﺎﺗﺎﺕ‪/‬ﺍﻟﺑﺫﻭﺭ‬

‫ﺍﻟﻁﺑﻳﻌﺔ ﺗﻭﻓﺭ ﺍﻟﺑﺫﻭﺭ‬

‫ﺍﻟﺗﻲ ﺗﺳﺎﻋﺩ ﻓﻲ ﺗﻭﻓﻳﺭ ﺍﻟﻐﺫﺍء ﻟﻧﺎ!‬
‫ﺭﺳﺎﻟﺔ ﺇﻟﻰ ﺍﻟﻣﻌﻠﻣﻳﻥ‬
‫ﺗﺅﺩﻱ ﻣﺳﺎﻋﺩﺓ ﺍﻷﻁﻔﺎﻝ ﻋﻠﻰ ﺇﺩﺭﺍﻙ ﺃﻥ ﺟﻣﻳﻊ ﺍﻟﺑﺷﺭ ﻳﺣﺗﺎﺟﻭﻥ ﺇﻟﻰ ﺍﻟﺑﺫﻭﺭ‬
‫ﻟﻠﺑﻘﺎء ﻋﻠﻰ ﻗﻳﺩ ﺍﻟﺣﻳﺎﺓ ﺇﻟﻰ ﻣﺳﺎﻋﺩﺗﻬﻡ ﻓﻲ ﺃﻥ ﻳﺗﻁﻭﺭ ﺑﺩﺍﺧﻠﻬﻡ ﺗﻘﺩﻳﺭ ﻟﻣﺎ‬
‫ﺗﻭﻓﺭﻩ ﺍﻟﻁﺑﻳﻌﺔ‪ ،‬ﻓﺿﻼً ﻋﻥ ﺍﻟﺭﺑﻁ ﺑﻳﻥ ﺃﻣﻭﺭ ﺍﻟﺣﻳﺎﺓ‪ .‬ﻭﻳﺳﺎﻋﺩ ﺍﻟﺗﻌﺭﻑ ﻋﻠﻰ‬
‫ﺍﻟﻁﻌﺎﻡ ﺍﻟﻣﺻﻧﻭﻉ ﻣﻥ ﻣﻭﺍﺩ ﺗﻣﺕ ﺯﺭﺍﻋﺗﻬﺎ ﻣﺣﻠﻳًﺎ ﻭﺍﻟﻘﻳﺎﻡ ﺑﺎﺧﺗﻳﺎﺭﻩ ﺍﻷﻁﻔﺎﻝ‬
‫ﻋﻠﻰ ﺍﻛﺗﺳﺎﺏ ﺍﻹﺣﺳﺎﺱ ﺑﺎﻟﻣﻛﺎﻥ ﻭﺳﻳﺷﺟﻊ ﻓﻲ ﺍﻟﻣﺳﺗﻘﺑﻝ ﻋﻠﻰ ﺃﻥ ﺗﺳﻭﺩ‬
‫ﺍﻟﻧﺯﻋﺔ ﺍﻻﺳﺗﻬﻼﻛﻳﺔ ﺍﻟﺗﻲ ﻳﺷﻌﺭ ﻓﻳﻬﺎ ﺍﻟﻣﺭء ﺑﺎﻟﻣﺳﺅﻭﻟﻳﺔ‪ .‬ﺍﺟﻌﻝ ﺍﻷﻁﻔﺎﻝ‬
‫ﻳﺗﺣﻘﻘﻭﺍ ﻣﻥ ﺑﺫﻭﺭﻫﻡ ﺑﻣﺳﺎﻋﺩﺓ ﺷﺧﺹ ﺑﺎﻟﻎ ﻟﻠﺗﺄﻛﺩ ﻣﻥ ﺃﻥ ﺗﻧﺎﻭﻟﻬﺎ ﺁﻣﻥ‪.‬‬

‫ﺳﺎﻋﺩ ﺍﻷﻁﻔﺎﻝ ﻓﻲ ﺍﻟﺷﻌﻭﺭ ﺑﺎﻟﺭﺿﺎ ﺑﺷﺄﻥ ﻋﻣﻠﻳﺎﺕ ﺍﺳﺗﻛﺷﺎﻑ ﺍﻟﺑﺫﻭﺭ ﺍﻟﺗﻲ‬

‫ﻗﺎﻣﻭﺍ ﺑﻬﺎ ﻣﻥ ﺧﻼﻝ ﻣﺷﺎﺭﻛﺔ ﺑﻌﺽ ﻫﺫﻩ ﺍﻟﺭﺳﺎﺋﻝ ﺍﻹﻳﺟﺎﺑﻳﺔ‪:‬‬

‫ﺗﻧﻣﻭ ﺍﻟﺑﺫﻭﺭ ﻟﺗﺻﺑﺢ ﺍﻟﻧﺑﺎﺗﺎﺕ ﺍﻟﺗﻲ ﻳﺣﺗﺎﺝ ﺇﻟﻳﻬﺎ ﺟﻣﻳﻊ ﺍﻟﺑﺷﺭ‬

‫ﻟﺗﺳﺎﻋﺩﻫﻡ ﻋﻠﻰ ﺍﻟﻌﻳﺵ‪.‬‬
‫ﻟﺫﺍ ﻣﻥ ﺍﻷﻫﻣﻳﺔ ﺑﻣﻛﺎﻥ ﺍﻻﻋﺗﻧﺎء ﺑﺎﻟﺑﺫﻭﺭ ﻭﺍﻟﻧﺑﺎﺗﺎﺕ‪.‬‬

‫ﺇﻥ ﺗﻧﺎﻭﻝ ﺍﻟﺧﺑﺯ ﺍﻟﻣﺻﻧﻭﻉ ﻣﻥ ﺍﻟﺑﺫﻭﺭ ﺃﻣﺭ ﻳﻌﺗﻣﺩ ﻋﻠﻳﻪ ﺍﻟﺑﺷﺭ ﻓﻲ‬
‫ﺟﻣﻳﻊ ﺃﻧﺣﺎء ﺍﻟﻌﺎﻟﻡ‪.‬‬
‫ﺑﻐﺽ ﺍﻟﻧﻅﺭ ﻋﻥ ﺍﻟﻣﻛﺎﻥ ﺍﻟﺫﻱ ﻧﻌﻳﺵ ﻓﻳﻪ ﻓﻲ ﻋﺎﻟﻣﻧﺎ‪ ،‬ﻧﺷﻌﺭ ﺟﻣﻳﻌًﺎ‬
‫ﺑﺎﻻﻣﺗﻧﺎﻥ ﻟﻠﻧﻌﻡ ﺍﻟﺗﻲ ﻳﻭﻓﺭﻫﺎ ﻟﻧﺎ ﷲ ﺳﺑﺣﺎﻧﻪ ﻭﺗﻌﺎﻟﻰ ﻓﻲ ﺍﻟﻁﺑﻳﻌﺔ )ﻣﺛﻝ‬
‫ﺍﻟﺑﺫﻭﺭ ﺍﻟﺗﻲ ﻳﻣﻛﻧﻧﺎ ﺍﺳﺗﺧﺩﺍﻣﻬﺎ ﻓﻲ ﺻﻧﻊ ﺍﻟﺧﺑﺯ(‪.‬‬

‫ﺇﻧﻧﺎ ﻧﻘﺩﺭ ﺍﻟﺑﺫﻭﺭ ﺍﻟﺗﻲ ﺗﻧﻣﻭ ﻓﻲ ﺍﻟﺟﺯء ﺍﻟﺫﻱ ﻧﻌﻳﺵ ﻓﻳﻪ ﻣﻥ ﺍﻟﻌﺎﻟﻡ‪.‬‬

‫‪۱۳‬‬
‫‪worldforumfoundation.org/nature‬‬ ‫ﺍﻟﻣﻌﻠﻡ‬
 ‫ﻣﻭﺍﺻﻠﺔ‬
‫ﺍﻟﻧﻣﻭ!‬ ‫ﻣﻭﺿﻭﻉ ﺍﻟﺭﻋﺎﻳﺔ‪ :‬ﺍﻟﻧﺑﺎﺗﺎﺕ‪/‬ﺍﻟﺑﺫﻭﺭ‬

‫ﻣﺯﻳﺩ ﻣﻥ ﺍﻟﻣﺻﺎﺩﺭ ﺣﻭﻝ ﺍﻟﺑﺫﻭﺭ‬

‫ﻛﺗﺏ ﺍﻷﻁﻔﺎﻝ‪:‬‬
‫ﺍﻧﻘﺭ ﻫﻧﺎ ﻟﻠﻌﺛﻭﺭ ﻋﻠﻰ ﻧﺷﺎﻁ ﻳُﻁﻠﻕ ﻋﻠﻳﻪ‬
‫‪) Breads Around the World‬ﺍﻟﺧﺑﺯ ﺣﻭﻝ ﺍﻟﻌﺎﻟﻡ(‬ ‫”‪) "Bread Around the World‬ﺍﻟﺧﺑﺯ ﺣﻭﻝ ﺍﻟﻌﺎﻟﻡ(‬
‫ﺃﻟﻔﻪ "ﺟﻭﺇﻳﻠﻳﻥ ﻣﻭﺭ" ﻭ"ﺟﺭﺍﻱ ﺷﻳﺑﻣﺎﻥ"‬ ‫)ﺍﻟﻣﺻﺩﺭ‪ :‬ﻣﺟﻠﺱ ﺍﻷﻏﺫﻳﺔ ﺍﻟﻣﺻﻧﻭﻋﺔ ﻣﻥ ﺍﻟﻘﻣﺢ(‬

‫‪) Bread, Bread, Bread‬ﺍﻟﺧﺑﺯ‪ ،‬ﺍﻟﺧﺑﺯ‪ ،‬ﺍﻟﺧﺑﺯ(‪ ،‬ﺃﻟﻔﺗﻪ "ﺁﻥ ﻣﻭﺭﻳﺱ"‬

‫ﻣﻭﺍﻗﻊ ﺍﻟﻭﻳﺏ‪:‬‬
‫‪) Grains to Bread‬ﻣﻥ ﺍﻟﺣﺑﻭﺏ ﺇﻟﻰ ﺍﻟﺧﺑﺯ( ﺃﻟﻔﺗﻪ "ﺇﻧﻳﺯ ﺳﻧﺎﻳﺩﺭ"‬
‫‪www.commonthreads.org‬‬
‫ﺗﺳﺎﻋﺩ ﺍﻟﺧﻳﻭﻁ ﺍﻟﻣﺷﺗﺭﻛﺔ ﻓﻲ ﺳﺩ ﺍﻟﻔﺟﻭﺓ ﺍﻟﻣﻭﺟﻭﺩﺓ ﺑﻳﻥ ﺍﻟﺣﺩﻭﺩ ﺍﻟﺛﻘﺎﻓﻳﺔ ﻭﺗﻘﻭﻳﺔ ﺃﺳﺭﺗﻧﺎ ﺍﻟﻌﺎﻟﻣﻳﺔ ﻣﻥ ﺧﻼﻝ ﺗﻌﻠﻳﻡ ﺍﻷﻁﻔﺎﻝ ﺃﻭﺟﻪ ﺍﻟﺷﺑﻪ‬
‫ﻭﺍﻻﺧﺗﻼﻑ ﺩﺍﺧﻝ ﺍﻟﻣﻁﺑﺦ ﺍﻟﺫﻱ ﻳﻧﻌﻡ ﺑﺎﻟﺩﻑء ﻭﺍﻟﺭﺍﺣﺔ‪ :‬ﻭﻣﻥ ﺧﻼﻝ ﺇﺟﺭﺍء ﻋﻣﻠﻳﺔ ﺑﺳﻳﻁﺔ ﺗﺗﻣﺛﻝ ﻓﻲ ﺇﻋﺩﺍﺩ ﻭﺟﺑﺔ ﻣﻐﺫﻳﺔ ﻭﻣﺷﺎﺭﻛﺗﻬﺎ‪ ،‬ﻳﺗﻌﻠﻡ‬
‫ﺍﻷﻁﻔﺎﻝ ﺍﻟﻣﺷﺎﺭﻛﻭﻥ ﻓﻲ ﻫﺫﻩ ﺍﻟﺑﺭﺍﻣﺞ ﺍﻻﺗﺻﺎﻝ ﺑﺄﺟﺳﺎﻣﻬﻡ ﻭﺟﻳﺭﺍﻧﻬﻡ ﻭﻋﺎﻟﻣﻬﻡ ﻣﻥ ﺧﻼﻝ ﺩﺭﻭﺱ ﻣﻭﺟﺯﺓ ﻟﻠﻐﺎﻳﺔ‪.‬‬

‫‪www.natureexplore.org‬‬
‫)‪) (Nature Explore Families’ Club‬ﻧﺎﺩﻱ ﺃﺳﺭ ﺍﺳﺗﻛﺷﺎﻑ ﺍﻟﻁﺑﻳﻌﺔ(‬
‫ﺍﻟﻧﺷﺎﻁ ﺍﻟﺭﺍﺑﻊ ﻋﺷﺭ ﻟﻠﻣﻐﺎﻣﺭﺓ‪ :‬ﺑﺫﻭﺭ ﻣﺫﻫﻠﺔ‬

‫‪www.suu.edu/faculty/gubler/pdf/bread.pdf‬‬
‫ﻳﺷﺗﻣﻝ ﻣﻭﻗﻊ ﺍﻟﻭﻳﺏ ﺍﻟﺧﺎﺹ ﺑﺟﺎﻣﻌﺔ ﻳﻭﺗﺎ ﺍﻟﺟﻧﻭﺑﻳﺔ )ﺑﺎﻟﻭﻻﻳﺎﺕ ﺍﻟﻣﺗﺣﺩﺓ( ﻋﻠﻰ ﻛﺗﺏ ﻭﺃﻧﺷﻁﺔ ﻟﻸﻁﻔﺎﻝ ﻭﻁﺭﻕ ﻋﻣﻝ ﺍﻟﺧﺑﺯ ﺍﻟﻣﺳﺗﻘﺎﺓ ﻣﻥ ﻣﻧﺎﻁﻕ‬
‫ﺗﻧﺗﺷﺭ ﺣﻭﻝ ﺍﻟﻌﺎﻟﻡ‪.‬‬

‫‪www.seedsavers.org‬‬
‫ﻣﻧﺫ ﻋﺎﻡ ‪ ،۱۹۷٥‬ﻧﻘﻝ ﺃﻋﺿﺎء ﻣﻧﻅﻣﺔ "‪ "Seed Savers Exchange‬ﻣﻠﻳﻭﻥ ﻋﻳﻧﺔ ﺗﻘﺭﻳﺑًﺎ ﻣﻥ ﺑﺫﻭﺭ ﺍﻟﺣﺩﺍﺋﻕ ﺍﻟﻧﺎﺩﺭﺓ ﺇﻟﻰ ﺑﺳﺗﺎﻧﻳﻳﻥ‬
‫ﺁﺧﺭﻳﻥ‪ .‬ﻳﺷﺎﺭ ﺇﻟﻰ ﺃﻥ ﻫﺫﻩ ﺍﻟﻣﻧﻅﻣﺔ ﺗﻌﺩ ﻣﻧﻅﻣﺔ ﻏﻳﺭ ﻫﺎﺩﻓﺔ ﻟﻠﺭﺑﺢ ﺗﺗﺄﻟﻑ ﻣﻥ ﺍﻟﺑﺳﺗﺎﻧﻳﻳﻥ ﺍﻟﺫﻳﻥ ﻛﺭﺳﻭﺍ ﺃﻧﻔﺳﻬﻡ ﻟﻠﺣﻔﺎﻅ ﻋﻠﻰ ﺍﻟﺑﺫﻭﺭ ﺍﻟﻣﻭﺭﻭﺛﺔ‬
‫ﻭﻣﺷﺎﺭﻛﺗﻬﺎ‪ ،‬ﻭﻣﻥ ﺛﻡ ﺯﻳﺎﺩﺓ ﺍﻟﺗﻧﻭﻉ ﺍﻟﺑﻳﻭﻟﻭﺟﻲ ﻭﺗﻘﻠﻳﻝ ﺍﻟﺣﺎﺟﺔ ﺇﻟﻰ ﺍﻟﻣﺑﻳﺩﺍﺕ‪.‬‬

‫ﺣﻘﺎﺋﻕ ﻣﻣﺗﻌﺔ ﺣﻭﻝ ﺍﻟﺑﺫﻭﺭ!‬

‫ﻳﺳﺗﺧﺩﻡ ﺍﻟﻛﺛﻳﺭ ﻣﻥ ﺍﻷﺷﺧﺎﺹ ﺍﻟﺑﺫﻭﺭ ﻛﻁﻌﺎﻡ‪ .‬ﻭﻓﻳﻣﺎ ﻳﻠﻲ ﺑﻌﺽ ﺍﻷﻧﻭﺍﻉ ﺍﻟﺷﺎﺋﻌﺔ ﻟﻠﺑﺫﻭﺭ ﺍﻟﺗﻲ ﻳﺗﻧﺎﻭﻟﻬﺎ ﺍﻷﺷﺧﺎﺹ‪:‬‬

‫ﺍﻟﺑﻘﻭﻟﻳﺎﺕ ﻣﺛﻝ‪:‬‬ ‫ﺍﻷﻋﺷﺎﺏ ﻣﺛﻝ‪:‬‬

‫ﺍﻟﻔﻭﻝ ﺍﻟﺳﻭﺩﺍﻧﻲ‬ ‫ﺍﻟﻘﻣﺢ‬
‫ﻓﻭﻝ ﺍﻟﺻﻭﻳﺎ‬ ‫ﺍﻷﺭﺯ‬
‫ﺍﻟﺑﺎﺯﻻء‬ ‫ﺍﻟﺳﺭﻏﻭﻡ‬
‫ﺍﻟﻔﺎﺻﻭﻟﻳﺎ‬ ‫ﺍﻟﺷﻌﻳﺭ‬
‫ﺍﻟﺩﺧﻥ‬

‫ﻣﺎ ﻫﻲ ﺃﻧﻭﺍﻉ ﺍﻟﺑﺫﻭﺭ ﺍﻟﺗﻲ ﺗﺗﻧﺎﻭﻟﻬﺎ؟‬

‫ﻟﻣﻁﺎﻟﻌﺔ ﺍﻟﻣﺯﻳﺩ‪:‬‬
‫‪) Seeds As Food‬ﺍﻟﺑﺫﻭﺭ ﻛﻐﺫﺍء(‬
‫‪www.science.jrank.org‬‬

‫‪۱٤‬‬
‫‪worldforumfoundation.org/nature‬‬ ‫ﺍﻟﻣﻌﻠﻡ‬
 ‫ﺧﻭﺽ‬
‫ﻣﻐﺎﻣﺭﺓ!‬
‫ﻣﻭﺿﻭﻉ ﺍﻟﺭﻋﺎﻳﺔ‪ :‬ﺍﻟﻬﻭﺍء‪/‬ﺍﻷﺷﺟﺎﺭ‬

‫ﻧﺻﺎﺋﺢ ﻟﻠﻣﻌﻠﻣﻳﻥ‬

‫ﺍﺳﺗﺧﺩﺍﻡ ﺃﻧﺷﻁﺔ "ﺍﻟﺗﻧﻔﺱ ﻣﻥ ﺧﻼﻝ ﺷﺟﺭﺓ"‬

‫• ﺇﺫﺍ ﻛﻧﺕ ﻓﻲ ﺑﻳﺋﺔ ﺗﻣﻧﻌﻙ ﻓﻳﻬﺎ ﺟﻭﺩﺓ ﺍﻟﻬﻭﺍء ﻣﻥ‬
‫ﺇﺟﺭﺍء ﻫﺫﺍ ﺍﻟﻧﺷﺎﻁ‪ ،‬ﻓﺄﺣﺿﺭ ﺷﺟﺭﺓ ﻣﺣﻔﻭﻅﺔ‬
‫ﻓﻲ ﻭﻋﺎء ﺃﻭ ﻧﺑﺎﺕ ﻛﺑﻳﺭ ﻣﻭﺟﻭﺩ ﺩﺍﺧﻝ ﺍﻟﺑﻳﺕ‬
‫ﻹﺟﺭﺍﺋﻪ‪.‬‬

‫• ﻭﻧﻅﺭً ﺍ ﻷﻧﻪ ﻻ ﻳﻣﻛﻥ ﺭﺅﻳﺔ ﺍﻟﻬﻭﺍء‪ ،‬ﻓﺈﻧﻪ ﺳﻳﻛﻭﻥ‬

‫ﻣﻥ ﺍﻟﺻﻌﺏ ﻋﻠﻰ ﺍﻷﻁﻔﺎﻝ ﺍﻻﺳﺗﻳﻌﺎﺏ‪ .‬ﻟﺫﺍ‪ ،‬ﻓﺈﻥ‬
‫ﻣﺳﺎﻋﺩﺗﻬﻡ ﻋﻠﻰ ﺇﺩﺭﺍﻙ ﻛﻳﻔﻳﺔ ﺍﻟﺷﻌﻭﺭ ﺑﻪ ﺩﺍﺧﻝ‬
‫ً‬
‫ﺣﻘﻳﻘﺔ ﻟﻬﻡ‪.‬‬ ‫ﺃﺟﺳﺎﻣﻬﻡ ﻭﻋﻠﻳﻬﺎ ﺳﺗﺟﻌﻝ ﺍﻷﻣﺭ ﻳﺑﺩﻭ‬

‫• ﺇﻥ ﻣﺳﺎﻋﺩﺓ ﺍﻷﻁﻔﺎﻝ ﻓﻲ ﺇﺩﺭﺍﻙ ﻣﺩﻯ ﻣﺎ ﺗﺷﻌﺭ‬

‫ﺑﻪ ﺃﺟﺳﺎﻣﻬﻡ ﻳﻌﺩ ﺟﺯءًﺍ ﺃﺳﺎﺳﻳًﺎ ﻣﻥ ﻫﺫﺍ ﺍﻟﻧﺷﺎﻁ‬
‫ﻭﺷﻳ ًﺋﺎ ﻳﻣﻛﻥ ﻟﻸﺷﺧﺎﺹ ﻣﻥ ﺟﻣﻳﻊ ﺍﻷﻋﻣﺎﺭ‬
‫ﺍﻻﺳﺗﻔﺎﺩﺓ ﻣﻧﻪ‪ .‬ﻭﻣﻥ ﺧﻼﻝ ﺍﻟﻭﻋﻲ ﺍﻟﻌﻣﻳﻕ‪ ،‬ﻳﺄﺗﻲ ﺗﻘﺩﻳﺭ ﺍﻷﻁﻔﺎﻝ ﻟﻘﻳﻣﺔ ﺍﻟﻬﻭﺍء ﺍﻟﻣﺣﻳﻁ ﺑﻧﺎ ﻭﺣﺏ‬
‫ﺍﻻﺳﺗﻁﻼﻉ ﻟﻣﻌﺭﻓﺔ ﺍﻟﻣﺯﻳﺩ ﺑﺷﺄﻧﻪ‪ .‬ﻫﺫﺍ ﻭﻳُﻌﺩ ﻫﺫﺍ ﺍﻟﻬﻭﺍء ﻣﺻﺩﺭً ﺍ ﺃﺳﺎﺳﻳًﺎ ﻟﻠﻁﺎﻗﺔ ﺍﻟﻣﺗﺟﺩﺩﺓ‪.‬‬

‫ً‬
‫ﻧﺷﺎﻁﺎ ﺟﻳ ًﺩﺍ ﻳﻣﻛﻥ ﺇﺟﺭﺍﺅﻩ ﺑﺷﻛﻝ ﻣﻧﺗﻅﻡ‪ .‬ﻭﺳﻳﺟﺭﺑﻪ ﺍﻷﻁﻔﺎﻝ ﺑﺷﻛﻝ ﻣﺧﺗﻠﻑ‬ ‫• ﻳﻌﺩ ﻫﺫﺍ ﺍﻟﻧﺷﺎﻁ‬
‫ﺣﺳﺏ ﺍﻟﻁﻘﺱ ﻭﺍﻟﺣﺎﻟﺔ ﺍﻟﻣﺯﺍﺟﻳﺔ ﻭﺍﻟﻣﻭﻗﻊ‪.‬‬

‫ً‬
‫ﺑﺳﻳﻁﺎ ﻳﺳﺗﻁﻳﻊ ﺍﻷﻁﻔﺎﻝ ﺍﻟﺻﻐﺎﺭ ﺟ ًﺩﺍ‬ ‫ً‬
‫ﻧﺷﺎﻁﺎ‬ ‫• ﺗﻌﺩ ﺇﺿﺎﻓﺔ ﺍﻟﻧﺑﺎﺗﺎﺕ ﻛﻌﻭﺍﻣﻝ ﻟﺗﻧﻅﻳﻑ ﺍﻟﻬﻭﺍء‬
‫ﺍﻟﻣﺳﺎﻋﺩﺓ ﻓﻳﻪ‪.‬‬

‫ﺍﻵﻥ ﺍﺳﺗﺧﺩﻡ ﺃﻧﺷﻁﺔ "ﺍﻟﺗﻧﻔﺱ ﻣﻥ ﺧﻼﻝ ﺷﺟﺭﺓ" ﻣﻊ ﺍﻷﻁﻔﺎﻝ‪.‬‬

‫‪۱٥‬‬
‫‪worldforumfoundation.org/nature‬‬ ‫ﺍﻟﻣﻌﻠﻡ‬
 ‫ﺧﻭﺽ‬
‫ﻣﻐﺎﻣﺭﺓ!‬ ‫ﻣﻭﺿﻭﻉ ﺍﻟﺭﻋﺎﻳﺔ‪ :‬ﺍﻟﻬﻭﺍء‪/‬ﺍﻷﺷﺟﺎﺭ‬

‫ﺍﻟﺗﻧﻔﺱ ﻣﻥ ﺧﻼﻝ ﺷﺟﺭﺓ‬

‫)ﺍﻟﺟﺯء ﺍﻷﻭﻝ(‬

‫ﻳﻐﻣﺭﻧﺎ ﺍﻟﻬﻭﺍء ﺟﻣﻳﻌًﺎ ﻁﻭﺍﻝ ﺍﻟﻭﻗﺕ‬

‫ﻭﻟﻛﻧﻧﺎ ﻻ ﻧﻔﻛﺭ ﻓﻳﻪ ﻛﺛﻳﺭً ﺍ‪.‬‬

‫ﻟﻧﺫﻫﺏ ﺇﻟﻰ ﺍﻟﺧﺎﺭﺝ ﻭﻟﻧﺟﻠﺱ ﺑﺎﻟﻘﺭﺏ ﻣﻥ ﺷﺟﺭﺓ‪.‬‬

‫ﺣﺎﻭﻝ ﺃﻥ ﺗﻣﺎﺭﺱ ﺍﻟﺷﻬﻳﻕ ﻭﺍﻟﺯﻓﻳﺭ‬

‫ﺑﺄﻧﻔﺎﺱ ﻋﻣﻳﻘﺔ ﺑﻁﻳﺋﺔ‪.‬‬

‫ﺇﻧﻙ ﺟﺯء ﻣﻥ ﻓﺭﻳﻕ‪.‬‬

‫ﺇﻥ ﺃﻭﺭﺍﻕ ﺍﻟﺷﺟﺭ ﻭﺍﻟﻧﺑﺎﺗﺎﺕ ﺗﻣﺗﺹ ﻣﺎ‬

‫ﺗﺧﺭﺟﻪ ﺃﻧﺕ ﻓﻲ ﻋﻣﻠﻳﺔ ﺍﻟﺯﻓﻳﺭ‪ .‬ﺗﺧﺭﺝ‬
‫ﺍﻟﻧﺑﺎﺗﺎﺕ )ﺗﺑﻌﺙ( ﺍﻟﻬﻭﺍء ﺍﻟﺻﺣﻲ ﺍﻟﺫﻱ‬
‫ﻳﺳﺗﻧﺷﻘﻪ ﺍﻟﺑﺷﺭ ﻭﺍﻟﺣﻳﻭﺍﻧﺎﺕ ﻓﻲ ﻋﻣﻠﻳﺔ‬
‫ﺍﻟﺷﻬﻳﻕ‪.‬‬

‫ﺃﺛﻧﺎء ﺍﻟﺗﻧﻔﺱ‪ ،‬ﻓﻛﺭ ﻓﻲ ﻛﻳﻑ‬

‫ﺃﻧﻙ ﻭﺍﻟﺷﺟﺭﺓ ﺗﺳﺎﻋﺩﺍﻥ ﺑﻌﺿﻛﻣﺎ ﺍﻵﺧﺭ‪.‬‬

‫ﻫﻝ ﻳﺟﻌﻠﻙ ﺫﻟﻙ ﺗﺑﺗﺳﻡ ﺗﻌﺟ ًﺑﺎ؟‬

‫‪۱٦‬‬
‫‪w‬‬
‫‪worldforumfoundation.org/nature‬‬ ‫ﺍﻟﻣﻌﻠﻡ‪ :‬ﻁﺑﺎﻋﺔ ﻫﺫﻩ ﺍﻟﺻﻔﺣﺔ‬
 ‫ﺧﻭﺽ‬
‫ﻣﻐﺎﻣﺭﺓ!‬ ‫ﻣﻭﺿﻭﻉ ﺍﻟﺭﻋﺎﻳﺔ‪ :‬ﺍﻟﻬﻭﺍء‪/‬ﺍﻷﺷﺟﺎﺭ‬

‫ﺍﻟﺗﻧﻔﺱ ﻣﻥ ﺧﻼﻝ ﺷﺟﺭﺓ‬

‫)ﺍﻟﺟﺯء ﺍﻟﺛﺎﻧﻲ(‬

‫ﺟﺭﺏ ﻫﺫﻩ ﺍﻟﻁﺭﻳﻘﺔ ﺍﻟﻣﻣﺗﻌﺔ ﻟﻣﻼﺣﻅﺔ ﻋﻣﻠﻳﺔ ﺍﻟﺗﻧﻔﺱ ﺍﻟﺗﻲ ﺗﻘﻭﻡ ﺑﻬﺎ‬
‫ﻭﺗﻌﻠﻡ ﻁﺭﻳﻘﺔ ﺍﻟﺗﺣﻛﻡ ﻓﻳﻬﺎ‪.‬‬

‫ﺟﺭﺏ ﺗﺣﻭﻳﻝ ﺟﺳﻣﻙ ﺇﻟﻰ‬

‫ﻭﺿﻊ ﺍﻟﺷﺟﺭﺓ ﻫﺫﺍ ﻓﻲ ﺗﻣﺎﺭﻳﻥ ﺍﻟﻳﻭﺟﺎ‪.‬‬

‫ﻓ ﱢﻛﺭ ﻓﻲ ﻣﺩﻯ ﺍﻟﻔﺎﺋﺩﺓ ﺍﻟﺗﻲ ﻳﺷﻌﺭ ﺑﻬﺎ ﺟﺳﻣﻙ ﻭﺃﻧﺕ ﺗﺗﻧﻔﺱ ﺍﻟﻬﻭﺍء ﺍﻟﻧﻅﻳﻑ‬
‫ﺍﻟﺻﺎﺩﺭ ﻣﻥ ﺍﻟﺷﺟﺭﺓ‪.‬‬

‫ﻋﻧﺩﻣﺎ ﺗﺷﻬﻕ ﺑﺭﻓﻕ ﻭﺑﺑﻁء‪،‬‬

‫ﻓﺈﻧﻙ ﺗﻘﺩﻡ ﻟﻠﺷﺟﺭﺓ ﻣﺎ ﺗﺣﺗﺎﺝ ﺇﻟﻳﻪ‪.‬‬

‫ﻳﺳﺎﻋﺩﻙ ﺍﻟﺗﻧﻔﺱ ﺍﻟﻛﺎﻣﻝ ﻋﻠﻰ‬

‫ﺃﻥ ﺗﻧﻣﻭ ﻭﺗﺻﺑﺢ ﻗﻭﻳًﺎ ﻣﺛﻝ ﺍﻟﺷﺟﺭﺓ‪.‬‬

‫ﺍﻵﻥ ﻗﻡ ﺑﺎﺗﺧﺎﺫ ﺍﻟﻭﺿﻊ ﺍﻟﺟﺳﻣﺎﻧﻲ‬

‫ﺍﻟﺧﺎﺹ ﺑﻙ ﺑﺟﺎﻧﺏ ﺷﺭﻳﻛﺗﻙ‬
‫ﺍﻟﺷﺟﺭﺓ ﻭﻣﺎﺭﺱ ﺍﻟﺗﻧﻔﺱ!‬

‫ﻫﻝ ﺗﻭﺩ ﺭﺳﻡ ﺻﻭﺭﺓ ﻟﻙ ﻭﺃﻧﺕ ﻓﻲ ﻭﺿﻊ‬

‫ﺍﻟﺷﺟﺭﺓ؟‬
‫ﺃﻭ…ﺭﺑﻣﺎ ﺗﻭﺩ ﺭﺳﻡ ﺻﻭﺭﺓ ﻟﺷﺭﻳﻛﺗﻙ ﺍﻟﺷﺟﺭﺓ!‬

‫‪۱۷‬‬
‫‪w‬‬
‫‪worldforumfoundation.org/nature‬‬ ‫ﺍﻟﻣﻌﻠﻡ‪ :‬ﻁﺑﺎﻋﺔ ﻫﺫﻩ ﺍﻟﺻﻔﺣﺔ‬
 ‫ﺍﻟﺷﺭﻭﻉ‬
‫ﻓﻲ ﺍﻟﻌﻣﻝ!‬ ‫ﻣﻭﺿﻭﻉ ﺍﻟﺭﻋﺎﻳﺔ‪ :‬ﺍﻟﻬﻭﺍء‪/‬ﺍﻷﺷﺟﺎﺭ‬

‫ﺟﻠﺏ ﺍﻟﻧﺑﺎﺗﺎﺕ ﺍﻟﺩﺍﺧﻠﻳﺔ "ﺍﻟﻣﻧﻅﻔﺔ ﻟﻠﻬﻭﺍء" ﺑﺎﻟﺑﻳﺕ‬

‫ﺍﻟﺗﺣﺩﺙ ﻋﻥ ﺃﻫﻣﻳﺔ ﺍﻷﺷﺟﺎﺭ ﻓﻲ ﺗﻭﻓﻳﺭ ﻫﻭﺍء ﻧﻘﻲ ﻭﺻﺣﻲ‬
‫ﻏﺎﻟﺑًﺎ ﻣﺎ ﺗﻛﻭﻥ ﺟﻭﺩﺓ ﺍﻟﻬﻭﺍء ﺍﻟﺩﺍﺧﻠﻲ ﺃﺳﻭﺃ ﻣﻥ ﺟﻭﺩﺓ ﺍﻟﻬﻭﺍء ﺍﻟﺧﺎﺭﺟﻲ ﺑﺷﻛﻝ ﻳﺗﺭﺍﻭﺡ ﻣﻥ ﺿﻌﻔﻳﻥ ﺇﻟﻰ‬
‫ﺧﻣﺳﺔ ﺃﺿﻌﺎﻑ‪ .‬ﻭﻓﻲ ﻫﺫﺍ ﺍﻹﻁﺎﺭ‪ ،‬ﺗﺳﺎﻋﺩ ﺇﺿﺎﻓﺔ ﺣﻳﺎﺓ ﻧﺑﺎﺗﻳﺔ ﺇﻟﻰ ﺍﻷﻣﺎﻛﻥ ﺍﻟﺗﻲ ﺗﻌﻳﺵ ﻭﺗﻠﻌﺏ ﻓﻳﻬﺎ‬
‫ﻓﻲ ﺇﻧﺗﺎﺝ ﻫﻭﺍء ﺃﻛﺛﺭ ﻧﻘﺎ ًء ﻭﻧﻔﻌًﺎ ﻟﻠﺻﺣﺔ ﺑﻧﻔﺱ ﺍﻟﻁﺭﻳﻘﺔ ﺍﻟﺗﻲ ﺗﻘﻭﻡ ﺑﻬﺎ ﺍﻟﻁﺑﻳﻌﺔ ﺑﻌﻣﻝ ﺫﻟﻙ ﺑﺎﻟﺧﺎﺭﺝ‪.‬‬

‫ﺗﻠﺗﻘﻁ ﺃﻭﺭﺍﻕ ﺍﻟﻧﺑﺎﺗﺎﺕ "ﺍﻟﻐﺎﺯﺍﺕ ﺍﻟﻌﺎﺩﻣﺔ" ﺍﻟﺗﻲ ﺗﻧﺑﻌﺙ ﻣﻥ ﺍﻷﺛﺎﺙ ﻭﻣﻭﺍﺩ ﺍﻟﺗﻧﻅﻳﻑ ﻭﻣﻭﺍﺩ ﺍﻟﺑﻧﺎء‪ .‬ﻟﺫﺍ‪،‬‬
‫ﻳُﻭﺻﻰ ﺑﺯﺭﺍﻋﺔ ﻧﺑﺗﺗﻳﻥ ﻟﻛﻝ ‪ ۱۰۰‬ﻗﺩﻡ ﻣﺭﺑﻌﺔ ﻟﺗﺣﺳﻳﻥ ﺟﻭﺩﺓ ﺍﻟﻬﻭﺍء ﺍﻟﺩﺍﺧﻠﻲ‪ .‬ﻭﺗﻛﻣﻥ ﺑﻌﺽ ﺍﻟﻧﺑﺎﺗﺎﺕ‬
‫ﺍﻟﺟﻳﺩﺓ ﺃﻭ )ﺍﻷﺷﺟﺎﺭ ﺍﻟﺻﻐﻳﺭﺓ( ﺍﻟﺗﻲ ﻳﺟﺏ ﺃﺧﺫﻫﺎ ﻓﻲ ﺍﻻﻋﺗﺑﺎﺭ ﻓﻲ "ﻟﻳﺩﻱ ﺑﺎﻟﻡ" )ﺳﻳﺩﺓ ﺍﻟﻧﺧﻳﻝ( ﻭﻧﺧﻳﻝ‬
‫ﺍﻷﺭﻳﻘﺔ ﻭﺍﻟﻠﺑﻼﺏ ﺍﻹﻧﺟﻠﻳﺯﻱ ﻭﻧﺑﺎﺕ ﺍﻟﺑﻭﺗﺱ ﺍﻟﺫﻫﺑﻲ ﻭﻧﺑﺎﺕ ﺍﻟﻣﻁﺎﻁ‪.‬‬
‫)ﺍﻟﻣﺻﺩﺭ‪" :‬ﺑﻲ ﺳﻲ ﻭﻭﻟﻔﻳﺭﺗﻭﻥ"‪) "How to Grow Fresh Air" ،‬ﻛﻳﻑ ﺗﺯﻳﺩ ﺍﻟﻬﻭﺍء ﺍﻟﻧﻘﻲ((‪.‬‬

‫ﺗﺣﺩﺙ ﻣﻊ ﺍﻷﻁﻔﺎﻝ ﻋﻥ ﻛﻳﻑ ﻳﻣﻛﻥ ﻟﻠﻧﺑﺎﺗﺎﺕ ﺃﻭ ﺍﻷﺷﺟﺎﺭ ﺍﻟﺻﻐﻳﺭﺓ ﺃﻥ ﺗﺟﻌﻝ ﺍﻟﻬﻭﺍء ﺩﺍﺧﻝ ﺍﻟﻣﺩﺭﺳﺔ‬
‫ﺃﻛﺛﺭ ﻧﻘﺎ ًء ﻭﻧﻔﻌًﺎ ﻟﻠﺻﺣﺔ‪ .‬ﺍﻁﻠﺏ ﻣﻧﻬﻡ ﺃﻥ ﻳﻁﺭﺣﻭﺍ ﺃﻓﻛﺎﺭﻫﻡ ﺣﻭﻝ ﺃﻧﻭﺍﻉ ﺍﻟﻧﺑﺎﺕ )ﺍﻟﻧﺑﺎﺗﺎﺕ( ﺃﻭ ﺍﻟﺷﺟﺭﺓ‬
‫)ﺍﻷﺷﺟﺎﺭ( ﺍﻟﺻﻐﻳﺭﺓ ﺍﻟﺗﻲ ﺳﻳﻛﻭﻥ ﻣﻥ ﺍﻟﺟﻳﺩ ﺍﻗﺗﻧﺎﺅﻫﺎ ﻓﻲ ﺍﻟﻣﺩﺭﺳﺔ‪.‬‬

‫ﺟﻠﺏ ﺍﻟﻧﺑﺎﺗﺎﺕ ﺇﻟﻰ ﺍﻟﺑﻳﺕ!‬

‫ﺑﻌﺩ ﺃﻥ ﺗﻛﻭﻥ ﻗﺩ ﻗﺭﺭﺕ ﻣﺎ ﺗﺭﻳﺩ ﺇﺿﺎﻓﺗﻪ‪ ،‬ﺃﺣﺿﺭ ﺍﻟﻧﺑﺎﺕ )ﺍﻟﻧﺑﺎﺗﺎﺕ( ﺍﻟﻣﺣﻔﻭﻅ‬
‫ﻓﻲ ﺃﻭﻋﻳﺔ ﺃﻭ ﺍﻟﺷﺟﺭﺓ )ﺍﻷﺷﺟﺎﺭ( ﺍﻟﺻﻐﻳﺭﺓ ﺇﻟﻰ ﻣﺩﺭﺳﺗﻙ "ﻛﻌﻭﺍﻣﻝ ﻟﺗﻧﻘﻳﺔ‬
‫ﺍﻟﻬﻭﺍء!" ﻭﺇﻥ ﺃﻣﻛﻥ‪ ،‬ﻓﺄﺷﺭﻙ ﺍﻷﻁﻔﺎﻝ ﻓﻲ ﺍﻟﻣﺳﺎﻋﺩﺓ ﻋﻠﻰ ﻭﺿﻊ ﺍﻟﻧﺑﺎﺕ ﺃﻭ‬
‫ﺍﻟﺷﺟﺭﺓ ﻓﻲ ﻭﻋﺎء‪ .‬ﻭﺇﺫﺍ ﻟﻡ ﻳﻛﻥ ﻫﺫﺍ ﺍﻷﻣﺭ ﻣﻼﺋﻣًﺎ‪ ،‬ﻓﺎﺗﺭﻙ ﺍﻷﻁﻔﺎﻝ ﻳﻘﻭﻣﻭﺍ‬
‫ﺑﺎﻟﺭﻱ‪.‬‬

‫ﺍﻁﻠﺏ ﻣﻥ ﺍﻷﻁﻔﺎﻝ ﺃﻥ ﻳﻘﺩﻣﻭﺍ ﺃﻓﻛﺎﺭﻫﻡ ﺣﻭﻝ ﻛﻳﻔﻳﺔ ﺍﻟﻌﻧﺎﻳﺔ ﺑﺎﻟﻧﺑﺎﺕ )ﺍﻟﻧﺑﺎﺗﺎﺕ(‬

‫ﺃﻭ ﺍﻟﺷﺟﺭﺓ )ﺍﻷﺷﺟﺎﺭ(‪ .‬ﻳﺭﻯ ﻛﺛﻳﺭ ﻣﻥ ﺍﻷﺷﺧﺎﺹ ﺃﻥ ﺇﻧﺷﺎء "ﻣﺧﻁﻁ ﻣﺳﺎﻋﺩ"‬
‫ﺑﺣﻳﺙ ﻳﺗﻣﻛﻥ ﺍﻷﻁﻔﺎﻝ ﻣﻥ ﺍﻟﺗﺑﺩﻳﻝ ﻓﻲ ﻋﻣﻠﻳﺔ ﺍﻟﺭﻱ ﻁﺭﻳﻘﺔ ﺭﺍﺋﻌﺔ ﻟﺗﻌﺯﻳﺯ‬
‫ﺍﻹﺣﺳﺎﺱ ﺑﺎﻟﺭﻋﺎﻳﺔ‪.‬‬

‫‪۱۸‬‬
‫‪worldforumfoundation.org/nature‬‬ ‫ﺍﻟﻣﻌﻠﻡ‬
 ‫ﺍﻹﺷﺎﺩﺓ‬
‫ﺑﺎﻟﻔﻌﻝ!‬ ‫ﻣﻭﺿﻭﻉ ﺍﻟﺭﻋﺎﻳﺔ‪ :‬ﺍﻟﻬﻭﺍء‪/‬ﺍﻷﺷﺟﺎﺭ‬

‫ﺍﻟﻌﻧﺎﻳﺔ ﺑﺎﻷﺷﺟﺎﺭ ﻭﺍﻟﻧﺑﺎﺗﺎﺕ‬

‫ﻳﻣﻛﻥ ﺃﻥ ﺗﺳﺎﻋﺩﻙ ﻋﻠﻰ ﺃﻥ ﺗﻧﻌﻡ ﺑﺻﺣﺔ ﺃﻓﺿﻝ‬

‫ﺭﺳﺎﻟﺔ ﺇﻟﻰ ﺍﻟﻣﻌﻠﻣﻳﻥ‬

‫ﻳﺅﺛﺭ ﺳﻭء ﺟﻭﺩﺓ ﺍﻟﻬﻭﺍء ﻋﻠﻰ ﺍﻷﻁﻔﺎﻝ ﺃﻛﺛﺭ ﻣﻥ ﺍﻟﻛﺑﺎﺭ‪ .‬ﻓﺎﻷﻁﻔﺎﻝ ﺃﻛﺛﺭ‬
‫ﻋﺭﺿﺔ ﻟﻠﺧﻁﺭ ﻧﻅﺭً ﺍ ﻷﻥ ﺭﺋﺗﻳﻬﻡ ﺗﻛﻭﻧﺎﻥ ﻻ ﺗﺯﺍﻻﻥ ﻗﻳﺩ ﺍﻟﻧﻣﻭ ﻓﺿﻼً ﻋﻥ ﺃﻧﻬﻡ‬
‫ً‬
‫ﻣﻘﺎﺭﻧﺔ ﺑﺎﻟﻛﺑﺎﺭ‪.‬‬ ‫ﻳﺗﻧﻔﺳﻭﻥ ﻧﺳﺑﺔ ﻫﻭﺍء ﺃﻛﺑﺭ ﻟﻛﻝ ﺭﻁﻝ ﻣﻥ ﻭﺯﻥ ﺍﻟﺟﺳﻡ‬

‫ﻳﻣﻛﻧﻙ ﻣﺳﺎﻋﺩﺓ ﺍﻷﻁﻔﺎﻝ ﻋﻠﻰ ﺃﻥ ﻳﺻﺑﺣﻭﺍ ﺃﻛﺛﺭ ﻭﻋﻳًﺎ ﺑﺎﻟﻬﻭﺍء ﻣﻥ ﺣﻭﻟﻬﻡ‬

‫ﻭﻛﻳﻔﻳﺔ ﺍﻟﻌﻧﺎﻳﺔ ﺑﻪ‪ .‬ﻭﻻ ﻳﺳﺎﻋﺩ ﺍﻟﺗﻧﻔﺱ ﺑﻌﻣﻕ ﻭﺍﻟﺣﺭﻛﺔ ﺍﻟﻬﺎﺩﻓﺔ ﺍﻷﻁﻔﺎﻝ ﻋﻠﻰ‬
‫ﺍﻟﺗﻌﺭﻑ ﻋﻠﻰ ﺃﺷﻳﺎء ﻋﻥ ﺍﻟﻬﻭﺍء ﻓﺣﺳﺏ‪ ،‬ﻭﺇﻧﻣﺎ ﻳﺳﺎﻋﺩﻫﻡ ﺃﻳﺿًﺎ ﻋﻠﻰ ﺍﻟﻌﻧﺎﻳﺔ‬
‫ﺑﺄﻧﻔﺳﻬﻡ ﺑﻁﺭﻳﻘﺔ ﺟﻳﺩﺓ‪.‬‬

‫ﺇﻥ ﺍﻟﺗﻧﻔﺱ ﺍﻟﺳﻠﻳﻡ ﻳﻛﻭﻥ ﻟﻪ ﺗﺄﺛﻳﺭﺍﺕ ﻋﻣﻳﻘﺔ ﻋﻠﻰ ﺻﺣﺗﻧﺎ‪ .‬ﺇﺫ ﻳﺗﻡ ﺍﻟﺗﺧﻠﺹ ﻣﻥ‬
‫‪ ٪ ۷۰‬ﻣﻥ ﺍﻟﻧﻭﺍﺗﺞ ﺍﻟﺛﺎﻧﻭﻳﺔ ﻟﻠﻧﻔﺎﻳﺎﺕ ﻣﻥ ﺧﻼﻝ ﺗﻧﻔﺳﻧﺎ ﻭﺟﻠﺩﻧﺎ‪.‬‬

‫ﻳﺩﻋﻡ ﺍﻟﺗﻧﻔﺱ ﺍﻟﺟﻳﺩ ﻧﻣﻭ ﺍﻟﻌﺿﻼﺕ ﻭﺍﻟﻁﺎﻗﺔ ﻭﻳﺯﻭﺩ ﺩﻣﻧﺎ ﺑﺎﻷﻛﺳﺟﻳﻥ ﺑﺷﻛﻝ‬
‫ﻛﺎﻣﻝ‪ .‬ﻭﻋﻧﺩ ﺗﺯﻭﻳﺩ ﺍﻟﺩﻡ ﺑﺎﻷﻛﺳﺟﻳﻥ ﺑﺎﻟﻛﺎﻣﻝ ﺑﺷﻛﻝ ﻛﺑﻳﺭ‪ ،‬ﺗﺯﺩﺍﺩ ﺻﻌﻭﺑﺔ ﻧﻣﻭ‬
‫ﺍﻟﻔﻳﺭﻭﺳﺎﺕ ﻭﺍﻟﺑﻛﺗﺭﻳﺎ ﻓﻲ ﺍﻟﺟﺳﻡ )ﺍﻟﻣﺻﺩﺭ‪.(www.breathaware.com :‬‬

‫ﻓﻳﻣﺎ ﻳﻠﻲ ﺭﺳﺎﻟﺗﺎﻥ ﻟﻠﻣﺷﺎﺭﻛﺔ ﻣﻊ ﺍﻷﻁﻔﺎﻝ ﻟﻣﺳﺎﻋﺩﺗﻬﻡ ﻓﻲ ﺍﻟﺷﻌﻭﺭ‬

‫ﺑﺎﻟﺭﺿﺎ ﻋﻥ ﺃﻓﻌﺎﻟﻬﻡ‪:‬‬

‫ﻋﻧﺩﻣﺎ ﻧﻌﺗﻧﻲ ﺑﺎﻷﺷﺟﺎﺭ ﺃﻭ ﺍﻟﻧﺑﺎﺗﺎﺕ‪ ،‬ﺳﺗﺳﺎﻋﺩ ﻓﻲ ﺍﻻﻋﺗﻧﺎء ﺑﻙ‬

‫ﻣﻥ ﺧﻼﻝ ﺗﻧﻘﻳﺔ ﺍﻟﻬﻭﺍء ﺍﻟﺫﻱ ﺗﺗﻧﻔﺳﻪ!‬

‫ﻋﻧﺩﻣﺎ ﺗﺗﻧﻔﺱ ﺑﻌﻣﻕ ﻭﺗﺗﻣﺗﻊ ﺑﺎﻟﻬﻭﺍء ﺍﻟﺟﻳﺩ ﺍﻟﺫﻱ ﺗﺳﺎﻋﺩ ﺍﻷﺷﺟﺎﺭ‬

‫ﻓﻲ ﺗﻧﻘﻳﺗﻪ‪ ،‬ﻓﺄﻧﺕ ﺗﺟﻌﻝ ﺟﺳﻣﻙ ﻳﺗﻣﺗﻊ ﺑﺻﺣﺔ ﺃﻛﺑﺭ!‬

‫‪۱۹‬‬
‫‪worldforumfoundation.org/nature‬‬ ‫ﺍﻟﻣﻌﻠﻡ‬
 ‫ﻣﻭﺍﺻﻠﺔ‬
‫ﺍﻟﻧﻣﻭ!‬ ‫ﻣﻭﺿﻭﻉ ﺍﻟﺭﻋﺎﻳﺔ‪ :‬ﺍﻟﻬﻭﺍء‪/‬ﺍﻷﺷﺟﺎﺭ‬

‫ﻣﺻﺎﺩﺭ ﺣﻭﻝ ﺟﻭﺩﺓ ﺍﻟﻬﻭﺍء‬

‫ﻣﻭﺍﻗﻊ ﺍﻟﻭﻳﺏ‪:‬‬
‫‪www.onemillionactsofgreen.com‬‬
‫ﻳﺷﺗﻣﻝ ﻣﻭﻗﻊ ﺍﻟﻭﻳﺏ ﻫﺫﺍ ﻋﻠﻰ ﻛﺛﻳﺭ ﻣﻥ ﺍﻷﻓﻛﺎﺭ ﺍﻟﺑﺳﻳﻁﺔ ﺣﻭﻝ ﺍﻟﻣﻣﺎﺭﺳﺎﺕ ﺍﻟﺻﺩﻳﻘﺔ ﻟﻠﺑﻳﺋﺔ ﻟﺗﺣﺳﻳﻥ ﺟﻭﺩﺓ‬
‫ﺍﻟﻬﻭﺍء ﻭﺗﻘﻠﻳﻝ ﺍﻵﺛﺎﺭ ﺍﻟﻣﺗﺭﺗﺑﺔ ﻋﻠﻳﻧﺎ ﻣﻥ ﺧﻼﻝ ﺍﻟﻌﺎﺩﺍﺕ ﺍﻟﻳﻭﻣﻳﺔ ﺍﻟﺟﻳﺩﺓ‪.‬‬

‫‪www.globe.gov‬‬
‫ﺗﻌﺩ ‪Global Learning and Observations to Benefit the Environment‬‬
‫)ﺍﻟﺗﻌﻠﻡ ﻭﺍﻟﻣﻼﺣﻅﺔ ﺍﻟﻌﺎﻟﻣﻳﺔ ﻣﻥ ﺃﺟﻝ ﺇﻓﺎﺩﺓ ﺍﻟﺑﻳﺋﺔ( ﻣﻧﻅﻣﺔ ﻋﺎﻟﻣﻳﺔ ﺗﻘﺩﻡ ﺃﻧﺷﻁﺔ ﺗﻌﻠﻳﻡ ﺍﻟﻌﻠﻭﻡ ﺍﻟﻣﺩﺭﺳﻳﺔ‬
‫ﺍﻟﻌﻣﻠﻳﺔ ﻟﻠﻣﺩﺍﺭﺱ ﺍﻻﺑﺗﺩﺍﺋﻳﺔ ﻭﺍﻟﺛﺎﻧﻭﻳﺔ‪.‬‬

‫‪www.nrdc.org/health/kids/ocar/chap4.asp‬‬
‫ﻳﻌﺭﺽ ‪) Natural Resources Defense Council‬ﻣﺟﻠﺱ ﺍﻟﺩﻓﺎﻉ ﻋﻥ ﺍﻟﻣﻭﺍﺭﺩ ﺍﻟﻁﺑﻳﻌﻳﺔ(‬
‫ﻣﻘﺎﻻﺕ ﻋﻠﻰ ﻣﻭﻗﻊ ﺍﻟﻭﻳﺏ ﻫﺫﺍ ﺗﺗﻌﻠﻕ ﺑﺗﻠﻭﺙ ﺍﻟﻬﻭﺍء ﻭﺃﺛﺭﻩ ﻋﻠﻰ ﺍﻷﻁﻔﺎﻝ ﻋﻠﻰ ﻭﺟﻪ ﺍﻟﺗﺣﺩﻳﺩ‪.‬‬

‫‪www.clean-air-kids.org.uk/airquality.html‬‬
‫ﻳﻭﻓﺭ ﻣﻭﻗﻊ ﺍﻟﻭﻳﺏ ﻫﺫﺍ ﻣﻌﻠﻭﻣﺎﺕ ﻭﺃﻧﺷﻁﺔ ﻭﺃﻟﻌﺎﺑًﺎ ﻟﻸﻁﻔﺎﻝ ﺗﺭﺗﺑﻁ ﺑﺟﻭﺩﺓ ﺍﻟﻬﻭﺍء‪.‬‬

‫ﺣﻘﺎﺋﻕ ﻣﻣﺗﻌﺔ ﺣﻭﻝ ﺟﻭﺩﺓ ﺍﻟﻬﻭﺍء‬

‫ﺗﻠﻌﺏ ﺍﻷﻧﻑ ﺩﻭﺭً ﺍ ﻣﻬﻣًﺎ ﻓﻲ ﻋﻣﻠﻳﺔ ﺍﻟﺷﻬﻳﻕ ﻭﺍﻟﺯﻓﻳﺭ ﺍﻟﺗﻲ ﻧﻘﻭﻡ ﺑﻬﺎ‪ .‬ﻭﻳﺳﺎﻋﺩ ﺍﻟﺷﻌﺭ ﺍﻟﻣﻭﺟﻭﺩ‬ ‫•‬
‫ﻓﻲ ﺃﻧﻔﻙ ﻋﻠﻰ ﺗﻧﻅﻳﻑ ﺍﻟﻬﻭﺍء ﺍﻟﺫﻱ ﻧﺗﻧﻔﺳﻪ ﻭﻛﺫﻟﻙ ﺗﺩﻓﺋﺗﻪ‪ .‬ﻫﺫﺍ ﻭﺗﺑﻠﻎ ﺃﻋﻠﻰ "ﺳﺭﻋﺔ ﻋﻁﺱ"‬
‫ﺗﻡ ﺗﺳﺟﻳﻠﻬﺎ ‪ ۹۹‬ﻣﻳﻼً ﻓﻲ ﺍﻟﺳﺎﻋﺔ!‬

‫ﻳﻣﻛﻥ ﺃﻥ ﻳﺣﻣﻲ ﻛﻝ ﻁﻥ )‪ ۲۰۰۰‬ﺭﻁﻝ( ﻣﻥ ﺍﻟﻭﺭﻕ ﺍﻟﻣﻌﺎﺩ ﺗﺩﻭﻳﺭﻩ ‪ ۱۷‬ﺷﺟﺭﺓ ﻭ‪ ۳۸۰‬ﺟﺎﻟﻭ ًﻧﺎ‬ ‫•‬
‫ﻣﻥ ﺍﻟﺯﻳﺕ ﻭﺛﻼﺙ ﻳﺎﺭﺩﺍﺕ ﻣﻛﻌﺑﺔ ﻣﻥ ﻣﺳﺎﺣﺔ ﻣﺩﺍﻓﻥ ﺍﻟﻘﻣﺎﻣﺔ ﻭ‪ ٤۰۰۰‬ﻛﻳﻠﻭﻭﺍﺕ ﻣﻥ ﺍﻟﻁﺎﻗﺔ‬
‫ﻭ‪ ۷۰۰۰‬ﺟﺎﻟﻭﻥ ﻣﻥ ﺍﻟﻣﺎء‪ .‬ﻭﻳﻣﺛﻝ ﺫﻟﻙ ‪ ٪ ٦٤‬ﻣﻥ ﺗﻭﻓﻳﺭ ﺍﻟﻁﺎﻗﺔ ﻭ‪ ٪٥۸‬ﻣﻥ ﺗﻭﻓﻳﺭ ﺍﻟﻣﻳﺎﻩ‬
‫ﻭﺗﻘﻠﻳﻝ ﺗﻠﻭﺙ ﺍﻟﻬﻭﺍء ﺑﻣﻘﺩﺍﺭ ‪ ٦۰‬ﺭﻁﻼً!‬

‫ﻟﻘﺩ ﺍﻛﺗﺷﻑ ﺑﺣﺙ ﺃﺟﺭﺗﻪ ﻭﻛﺎﻟﺔ ‪ NASA‬ﺣﻭﻝ ﺍﻟﻧﺑﺎﺗﺎﺕ ﺍﻟﻣﻧﺯﻟﻳﺔ ﺃﻥ ﺍﻟﻧﺑﺎﺗﺎﺕ ﺍﻟﺣﻳﺔ ﺗﺗﻣﻳﺯ‬ ‫•‬
‫ﺑﻛﻔﺎءﺗﻬﺎ ﺍﻟﺑﺎﻟﻐﺔ ﻓﻲ ﺍﻣﺗﺻﺎﺹ ﺍﻟﻣﻠﻭﺛﺎﺕ ﺍﻟﻌﺎﻟﻘﺔ ﻓﻲ ﺍﻟﻬﻭﺍء‪ ،‬ﻭﺍﻟﺗﻲ ﺳﻳﺗﻡ ﺇﻁﻼﻕ ﺑﻌﺿﻬﺎ‬
‫ﺇﻟﻰ ﺍﻟﻔﺿﺎء ﻛﺟﺯء ﻣﻥ ﻧﻅﺎﻡ ﺩﻋﻡ ﺍﻟﺣﻳﺎﺓ ﺍﻟﺑﻳﻭﻟﻭﺟﻳﺔ ﻋﻠﻰ ﻣﺗﻥ ﻣﺣﻁﺎﺕ ﺍﻟﻔﺿﺎء ﺍﻟﺗﻲ‬
‫ﺳﻳﺗﻡ ﺇﻁﻼﻗﻬﺎ ﻓﻲ ﺍﻟﻣﺩﺍﺭﺍﺕ ﻓﻲ ﺍﻟﻣﺳﺗﻘﺑﻝ‪.‬‬

‫ﺗﻭﺻﻠﺕ ﺇﺣﺩﻯ ﺍﻟﺩﺭﺍﺳﺎﺕ ﺍﻟﺑﺣﺛﻳﺔ ﺃﻥ ‪ ٪٦۰‬ﻣﻥ ﺍﻟﻌﻔﻥ ﺍﻟﻣﻧﻘﻭﻝ ﺑﺎﻟﻬﻭﺍء ﻓﻲ ﺍﻟﺣﺟﺭﺓ ﻗﺩ‬ ‫•‬
‫ﺗﻼﺷﻰ ﺑﻌﺩ ﻣﺭﻭﺭ ‪ ٦‬ﺳﺎﻋﺎﺕ ﻓﻘﻁ ﻣﻥ ﻭﺿﻊ ﻧﺑﺎﺕ ﺍﻟﻠﺑﻼﺏ ﺍﻹﻧﺟﻠﻳﺯﻱ ﺩﺍﺧﻝ ﺍﻟﺣﺟﺭﺓ!‬

‫‪۲۰‬‬
‫‪worldforumfoundation.org/nature‬‬ ‫ﺍﻟﻣﻌﻠﻡ‬
 ‫ﺧﻭﺽ‬
‫ﻣﻐﺎﻣﺭﺓ!‬
‫ﻣﻭﺿﻭﻉ ﺍﻟﺭﻋﺎﻳﺔ‪ :‬ﺍﻟﻬﻭﺍء‪/‬ﺍﻟﺭﻳﺢ‬

‫ﻧﺻﺎﺋﺢ ﻟﻠﻣﻌﻠﻣﻳﻥ‬

‫ﺍﺳﺗﺧﺩﺍﻡ ﺃﻧﺷﻁﺔ "ﺍﻟﻬﻭﺍء ﺍﻟﻣﺗﺣﺭﻙ"‬

‫• ﻳﺭﻛﺯ ﻫﺫﺍ ﺍﻟﻧﺷﺎﻁ ﻋﻠﻰ ﺇﻧﺷﺎء ﺭﻭﺍﺑﻁ ﻣﻊ ﺍﻟﻌﺎﻟﻡ‬
‫ﺍﻟﻁﺑﻳﻌﻲ ﻣﻥ ﺧﻼﻝ ﻣﺳﺎﻋﺩﺓ ﺍﻷﻁﻔﺎﻝ ﻋﻠﻰ ﺃﻥ‬
‫ﻳﺻﺑﺣﻭﺍ ﻋﻠﻰ ﻭﻋﻲ ﺑﺎﻟﻬﻭﺍء ﻣﻥ ﺣﻭﻟﻬﻡ‪ .‬ﻭﺣﻳﺙ‬
‫ﺇﻧﻪ ﻻ ﻳﻣﻛﻥ ﺭﺅﻳﺔ ﺍﻟﻬﻭﺍء‪ ،‬ﻟﺫﻟﻙ ﻗﺩ ﻳﻛﻭﻥ ﻣﻥ‬
‫ﺍﻟﺻﻌﻭﺑﺔ ﻓﻬﻡ ﺫﻟﻙ‪ .‬ﻭﻳﻌﺩ ﺍﻟﺗﺭﻛﻳﺯ ﻋﻠﻰ ﺣﺎﺳﺔ‬
‫ﺍﻟﻠﻣﺱ ﻟﺩﻯ ﺍﻷﻁﻔﺎﻝ ﺃﻣﺭً ﺍ ﻣﻬﻣًﺎ ﺑﺎﻟﻧﺳﺑﺔ ﻟﻬﺫﺍ‬
‫ﺍﻟﻧﺷﺎﻁ‪.‬‬

‫• ﻫﻧﺎﻙ ﻓﻭﺍﺋﺩ ﻛﺛﻳﺭﺓ ﻟﺗﺟﺎﺭﺏ ﺍﻟﺣﺭﻛﺔ ﺍﻟﻬﺎﺩﻓﺔ‬

‫ﻛﺎﺑﺗﻛﺎﺭ ﺃﻭﺿﺎﻉ ﻭﺣﺭﻛﺎﺕ ﻟﻠﺟﺳﻡ‪ .‬ﻭﻫﻧﺎﻙ ﻁﺭﻕ ﻋﺩﻳﺩﺓ ﻳﺳﺗﻔﻳﺩ ﻣﻧﻬﺎ ﺍﻷﻁﻔﺎﻝ ﺗﺷﺗﻣﻝ ﻋﻠﻰ ﻣﺎ‬
‫ﻳﻠﻲ‪:‬‬

‫‪ .۱‬ﺍﻟﺛﻘﺔ ﺍﻟﻣﺗﺯﺍﻳﺩﺓ ﻓﻳﻣﺎ ﻳﻣﻛﻥ ﻷﺟﺳﺎﻣﻬﻡ ﺍﻟﻘﻳﺎﻡ ﺑﻪ )ﻛﻔﺎءﺓ ﺍﻟﺟﺳﻡ(؛‬

‫‪ .۲‬ﺍﻟﻘﺩﺭﺓ ﺍﻟﻣﺗﺯﺍﻳﺩﺓ ﻋﻠﻰ ﺗﻬﺩﺋﺔ ﺃﻧﻔﺳﻬﻡ ﻣﻥ ﺧﻼﻝ ﺣﺭﻛﺔ ﻋﺩﻡ ﺍﻻﻧﺗﻘﺎﻝ ﺍﻟﻣﻛﺎﻧﻲ‬
‫)ﺍﻟﺣﺭﻛﺔ ﺍﻟﺛﺎﺑﺗﺔ(‪.‬‬

‫‪ .۳‬ﺯﻳﺎﺩﺓ ﺍﻟﻭﻋﻲ ﻭﺍﻟﺗﺭﻛﻳﺯ‪.‬‬

‫• ﺟﺭﺏ ﻫﺫﺍ ﺍﻟﻧﺷﺎﻁ ﻓﻲ ﻣﻧﺎﺳﺑﺎﺕ ﻋﺩﻳﺩﺓ ﻭﻓﻲ ﺃﻭﻗﺎﺕ ﻣﺧﺗﻠﻔﺔ ﻣﻥ ﺍﻟﻳﻭﻡ‪ .‬ﺛﻡ ﻗﺎﺭﻥ ﺑﻳﻥ ﻛﻳﻔﻳﺔ‬
‫ﺍﻟﺷﻌﻭﺭ ﺑﺎﻟﺭﻳﺢ ﻭﺣﺎﻭﻝ ﺃﻥ ﺗﻛﺗﺷﻑ ﺑﻌﺽ ﺍﻷﻧﻣﺎﻁ ﻣﺛﻝ ﺍﻟﻧﺳﻳﻡ ﺍﻟﻬﺎﺩﺉ ﻓﻲ ﺍﻟﻣﺳﺎء‪.‬‬

‫• ﻟﻘﺩ ﻛﺎﻧﺕ ﻗﻭﺓ ﺍﻟﺭﻳﺢ ﺍﻟﺧﺎﻟﺩﺓ ﺑﻣﺛﺎﺑﺔ ﺇﻟﻬﺎﻡ ﺑﻧﻳﺕ ﻋﻠﻳﻪ ﻛﺛﻳﺭ ﻣﻥ ﺍﻟﺣﻛﺎﻳﺎﺕ ﺍﻟﺷﻌﺑﻳﺔ ﺣﻭﻝ ﺍﻟﻌﺎﻟﻡ‪.‬‬
‫ﺣﺎﻭﻝ ﺍﻟﺑﺣﺙ ﻋﻥ ﻗﺻﺔ ﻋﻥ ﺍﻟﺭﻳﺢ ﺍﻧﺑﺛﻘﺕ ﻭﺍﻧﺗﺷﺭﺕ ﻓﻲ ﺍﻟﺟﺯء ﺍﻟﺫﻱ ﺗﻌﻳﺵ ﻓﻳﻪ ﻣﻥ ﺍﻟﻌﺎﻟﻡ ﻭﻗﻡ‬
‫ﺑﻣﺷﺎﺭﻛﺗﻬﺎ ﻣﻊ ﺍﻷﻁﻔﺎﻝ‪.‬‬

‫ﺍﻵﻥ ﺍﺳﺗﺧﺩﻡ ﺃﻧﺷﻁﺔ "ﺍﻟﻬﻭﺍء ﺍﻟﻣﺗﺣﺭﻙ" ﻣﻊ ﺍﻷﻁﻔﺎﻝ‪.‬‬

‫‪۲۱‬‬
‫‪worldforumfoundation.org/nature‬‬ ‫ﺍﻟﻣﻌﻠﻡ‬
 ‫ﺧﻭﺽ‬
‫ﻣﻐﺎﻣﺭﺓ!‬
‫ﻣﻭﺿﻭﻉ ﺍﻟﺭﻋﺎﻳﺔ‪ :‬ﺍﻟﻬﻭﺍء‪/‬ﺍﻟﺭﻳﺢ‬

‫ﺍﻟﻬﻭﺍء ﺍﻟﻣﺗﺣﺭﻙ‬
‫)ﺍﻟﺟﺯء ﺍﻷﻭﻝ(‬

‫ﺍﺫﻫﺏ ﻟﻠﺧﺎﺭﺝ ﻭﺍﻧﻅﺭ ﻫﻝ ﻳﻣﻛﻧﻙ ﺃﻥ ﺗﺷﻌﺭ ﺃﻭ ﺗﺭﻯ ﺩﻟﻳﻼً ﻋﻠﻰ‬

‫ﻭﺟﻭﺩ ﺍﻟﺭﻳﺢ …ﺍﻟﺗﻲ ﻫﻲ ﻋﺑﺎﺭﺓ ﻋﻥ ﻫﻭﺍء ﻣﺗﺣﺭﻙ!‬

‫ﺟﺭﺏ ﺍﻹﻣﺳﺎﻙ ﺑﻭﺭﻗﺔ ﻋﺷﺏ‪،‬‬

‫ﺃﻭ ﻭﺭﻗﺔ ﺷﺟﺭ‪ ،‬ﺃﻭ ﻭﺷﺎﺡ‪.‬‬

‫ﻣﺎﺫﺍ ﻳﺣﺩﺙ ﻋﻧﺩﻣﺎ ﺗﺗﺭﻛﻬﺎ؟‬

‫ﻫﻝ ﺗﻬﺏ ﺍﻟﺭﻳﺢ ﺍﻟﻳﻭﻡ؟‬
‫ﻫﻝ ﺷﻌﺭﺕ ﺑﻁﺎﻗﺔ ﺍﻟﺭﻳﺢ؟‬

‫ﻫﻝ ﻳﻣﻛﻧﻙ ﺃﻥ ﺗﺗﻅﺎﻫﺭ ﺃﻥ ﺟﺳﻣﻙ ﻳﻁﻳﺭ ﻣﻊ ﺍﻟﺭﻳﺢ؟ ﻛﻳﻑ‬ ‫ﺗﺳﺎﻋﺩ ﺍﻟﺭﻳﺢ ﺍﻟﻧﺑﺎﺗﺎﺕ ﻋﻠﻰ ﺍﻟﻧﻣﻭ ﻣﻥ ﺧﻼﻝ ﺗﻁﻳﻳﺭ‬
‫ﺗﺗﻐﻳﺭ ﺣﺭﻛﺗﻙ ﺇﺫﺍ ﻛﺎﻥ ﺍﻟﻬﻭﺍء ﻳﺗﺣﺭﻙ ﺑﺳﺭﻋﺔ ﺃﻭ ﺑﺑﻁء؟‬ ‫ﺍﻟﺑﺫﻭﺭ ﺇﻟﻰ ﺃﻣﺎﻛﻥ ﺟﺩﻳﺩﺓ‪ .‬ﻳﻣﻛﻧﻙ ﺃﻥ ﺗﻧﻔﺦ ﻭﺗﻘﻭﻡ‬
‫ﺑﺗﻁﻳﻳﺭ ﺍﻷﺷﻳﺎء ﻣﺛﻝ ﺍﻟﺭﻳﺢ ﺃﻳﺿًﺎ!‬

‫‪۲۲‬‬
‫‪w‬‬
‫‪worldforumfoundation.org/nature‬‬ ‫ﺍﻟﻣﻌﻠﻡ‪ :‬ﻁﺑﺎﻋﺔ ﻫﺫﻩ ﺍﻟﺻﻔﺣﺔ‬
 ‫ﺧﻭﺽ‬
‫ﻣﻐﺎﻣﺭﺓ!‬
‫ﻣﻭﺿﻭﻉ ﺍﻟﺭﻋﺎﻳﺔ‪ :‬ﺍﻟﻬﻭﺍء‪/‬ﺍﻟﺭﻳﺢ‬

‫ﺍﻟﻬﻭﺍء ﺍﻟﻣﺗﺣﺭﻙ‬
‫)ﺍﻟﺟﺯء ﺍﻟﺛﺎﻧﻲ(‬

‫ﺩﻋﻧﺎ ﻧﻛﻭﻥ ﻫﻳﻛﻝ ﻣﺗﺣﺭﻙ ﺑﺎﻟﺧﺎﺭﺝ ﻟﻳﺳﺎﻋﺩﻧﺎ‬

‫ﻋﻠﻰ ﻣﺷﺎﻫﺩﺓ ﻁﺎﻗﺔ ﺍﻟﺭﻳﺢ‪.‬‬

‫ﺃﻭﻻً‪ ،‬ﻫﻝ ﻳﻣﻛﻧﻙ ﺟﻣﻊ ﺑﻌﺽ ﺍﻟﻣﻭﺍﺩ ﺍﻟﻁﺑﻳﻌﻳﺔ‬

‫ﺍﻟﺗﻲ ﻳﻣﻛﻧﻙ ﺗﻌﻠﻳﻘﻬﺎ؟‬

‫ﻻ ﺑﺩ ﺃﻻ ﺗﻛﻭﻥ ﺛﻘﻳﻠﺔ ﻟﻠﻐﺎﻳﺔ‪.‬‬

‫ﺍﻵﻥ‪ ،‬ﺍﻋﻣﻝ ﻣﻊ ﻣﻌﻠﻣﻙ ﻋﻠﻰ ﺗﻭﺻﻳﻠﻬﺎ‬

‫ﺑﺎﺳﺗﺧﺩﺍﻡ ﺧﻳﻁ ﻳﺳﺗﺧﺩﻡ ﻟﺗﻛﻭﻳﻥ‬
‫ﺑﻧﻳﺔ ﻣﺗﺣﺭﻛﺔ‪.‬‬

‫ﺃﻳﻥ ﺳﺗﻌﻠﻘﻬﺎ؟‬
‫ﻋﻠﻰ ﻓﺭﻉ ﺷﺟﺭﺓ؟‬
‫ﺃﻡ ﻓﻲ ﻣﻛﺎﻥ ﻣﺎ ﺁﺧﺭ؟‬

‫ﻭﺍﻵﻥ ﺭﺍﻗﺏ ﻫﺫﻩ ﺍﻟﺑﻧﻳﺔ ﺍﻟﻣﺗﺣﺭﻛﺔ‬

‫ﺍﻟﺗﻲ ﻗﻣﺕ ﺑﺗﻛﻭﻳﻧﻬﺎ ﻣﻥ ﻫﺫﻩ ﺍﻷﺷﻳﺎء‪.‬‬
‫ﻫﻝ ﺗﺭﻯ ﻁﺎﻗﺔ ﺍﻟﺭﻳﺢ‬
‫ﻭﻫﻲ ﺗﺣﺭﻙ ﻫﺫﻩ ﺍﻷﺷﻳﺎء ﺍﻟﺗﻲ ﻗﻣﺕ ﺑﺟﻣﻌﻬﺎ؟‬

‫‪۲۳‬‬
‫‪w‬‬
‫‪worldforumfoundation.org/nature‬‬ ‫ﺍﻟﻣﻌﻠﻡ‪ :‬ﻁﺑﺎﻋﺔ ﻫﺫﻩ ﺍﻟﺻﻔﺣﺔ‬
 ‫ﺍﻟﺷﺭﻭﻉ‬
‫ﻓﻲ ﺍﻟﻌﻣﻝ!‬ ‫ﻣﻭﺿﻭﻉ ﺍﻟﺭﻋﺎﻳﺔ‪ :‬ﺍﻟﻬﻭﺍء‪/‬ﺍﻟﺭﻳﺢ‬

‫ﺍﺳﺗﺧﺩﺍﻡ ﻁﺎﻗﺔ ﺍﻟﺭﻳﺢ ﻟﺗﺟﻔﻳﻑ ﺍﻟﻣﻼﺑﺱ‬

‫ﺍﻟﺗﺣﺩﺙ ﻋﻥ ﺃﻫﻣﻳﺔ ﺍﻟﻬﻭﺍء ﻭﺍﻟﺭﻳﺢ‬
‫"ﻳﻐﻣﺭﻧﺎ ﺍﻟﻬﻭﺍء ﺟﻣﻳﻌًﺎ ﺑﺎﺳﺗﻣﺭﺍﺭ ﻭﺍﻟﺫﻱ ﻳﺗﺣﺭﻙ ﻋﻠﻰ ﻣﺳﺗﻭﻯ ﻧﺻﻑ ﺍﻟﻛﺭﺓ ﺍﻷﺭﺿﻳﺔ ﺇﻥ ﻟﻡ ﻳﻛﻥ ﻋﻠﻰ ﻣﺳﺗﻭﻯ ﺍﻟﻌﺎﻟﻡ‪ .‬ﻟﻬﺫﺍ ﺍﻟﺳﺑﺏ‪ ،‬ﻳﺭﻣﺯ ﺍﻟﻬﻭﺍء‪،‬‬
‫ﺭﺑﻣﺎ ﻟﻛﻭﻧﻪ ﺃﻓﺿﻝ ﻣﻥ ﺃﻱ ﻋﺎﻣﻝ ﺑﻳﺋﻲ ﺁﺧﺭ‪ ،‬ﺇﻟﻰ ﺍﻋﺗﻣﺎﺩﻧﺎ ﺍﻟﻣﺷﺗﺭﻙ ﻋﻠﻰ ﺍﻟﺧﺻﺎﺋﺹ ﺍﻟﻛﻭﻛﺑﻳﺔ ﺍﻟﺗﻲ ﻗﺩ ﺗﺑﺩﻭ ﺑﻌﻳﺩﺓ ﻋﻥ ﺍﻫﺗﻣﺎﻣﺎﺗﻧﺎ ﺍﻟﻳﻭﻣﻳﺔ ﺍﻟﻣﺑﺎﺷﺭﺓ‪".‬‬
‫–"ﺟﻭﻥ ﺟﺎﻧﻭﻓﻲ‪ ،‬ﺟﻳﻪ ﺁﺭ" )‪(The Ten Minute Ecologist‬‬

‫ﻳﺳﺗﻬﺩﻑ ﻫﺫﺍ ﺍﻟﻧﺷﺎﻁ ﺭﺑﻁ ﺍﻷﻁﻔﺎﻝ ﺑﺷﻛﻝ ﻛﺎﻣﻝ ﻟﻠﻐﺎﻳﺔ ﺑﻔﻭﺍﺋﺩ ﺍﻟﺭﻳﺢ ﻭﺍﻟﻬﻭﺍء ﻣﻥ ﺣﻭﻟﻬﻡ‪ .‬ﻭﺳﻳﺳﺎﻋﺩ ﺗﻛﻭﻳﻥ ﺍﻟﻘﺭﺍﺋﻥ ﺍﻟﻣﺎﺩﻳﺔ )ﻓﻲ ﻫﺫﻩ ﺍﻟﺣﺎﻟﺔ‪ ،‬ﺗﻌﻠﻳﻕ‬
‫ﺍﻟﻣﻼﺑﺱ ﻓﻲ ﺍﻟﺭﻳﺢ( ﺍﻷﻁﻔﺎﻝ ﻋﻠﻰ ﺩﻣﺞ ﻣﻌﺭﻓﺗﻬﻡ ﺍﻟﺟﺩﻳﺩﺓ ﺩﺍﺧﻝ ﺫﺍﻛﺭﺗﻬﻡ ﺍﻟﻌﺿﻠﻳﺔ‪.‬‬

‫"ﻳﺣﺗﺎﺝ ﺍﻷﻁﻔﺎﻝ ﺃﻛﺛﺭ ﻣﻥ ﺃﻱ ﻭﻗﺕ ﻣﺿﻰ ﺇﻟﻰ ﻓﺭﺹ ﻟﻳﻛﻭﻧﻭﺍ ﺑﺄﺟﺳﺎﻣﻬﻡ ﻓﻲ ﺍﻟﻌﺎﻟﻡ ‪ --‬ﻣﺛﻝ ﺍﻟﻘﻔﺯ ﻋﻠﻰ ﺍﻟﺣﺑﻝ ﻭﺭﻛﻭﺏ ﺍﻟﺩﺭﺍﺟﺎﺕ ﻭﺍﻟﻘﻔﺭ ﻓﻲ ﺍﻟﺗﻳﺎﺭ‬
‫ﺍﻟﻣﺎﺋﻲ ﻭﺑﻧﺎء ﺍﻟﺣﺻﻭﻥ‪ .‬ﻳﻅﻬﺭ ﺍﻟﺗﻭﺍﺯﻥ ﺍﻟﺣﻘﻳﻘﻲ ﻭﺍﻟﺗﻣﺭﻛﺯ ﻣﻥ ﺧﻼﻝ ﻫﺫﺍ ﺍﻻﺷﺗﺑﺎﻙ ﺑﻳﻥ ﺃﻁﺭﺍﻑ ﺍﻟﺟﺳﻡ ﻭﻋﻅﺎﻡ ﺍﻷﺭﺽ‪".‬‬
‫‪"-‬ﺩﻳﻔﻳﺩ ﺳﻭﺑﻝ"‪) (Childhood and Nature) ،‬ﺍﻟﻁﻔﻭﻟﺔ ﻭﺍﻟﻁﺑﻳﻌﺔ(‬

‫ﺗﻌﻠﻳﻕ ﺣﺑﻝ ﻣﻼﺑﺱ‬

‫ﺗﺣﺩﺙ ﻣﻊ ﺍﻷﻁﻔﺎﻝ ﻋﻥ ﻛﻳﻔﻳﺔ ﺍﺳﺗﺧﺩﺍﻡ ﺍﻟﺭﻳﺢ ﻣﻥ ﻗﺑﻝ ﺍﻟﺑﺷﺭ ﻣﻧﺫ‬
‫ﺁﻻﻑ ﺍﻟﺳﻧﻳﻥ ﻓﻲ ﺃﻋﻣﺎﻝ ﻣﺛﻝ ﺣﻣﻝ ﺍﻟﺳﻔﻥ ﻭﺿﺦ ﺍﻟﻣﻳﺎﻩ ﻭﻁﺣﻥ‬
‫ﺍﻟﺣﺑﻭﺏ‪ .‬ﺳﺎﻋﺩ ﺍﻷﻁﻔﺎﻝ ﻋﻠﻰ ﺍﻟﺗﻔﻛﻳﺭ ﻓﻲ ﻁﺭﻳﻘﺔ ﻳﻣﻛﻥ ﻷﻱ ﺷﺧﺹ‬
‫ﻓﻲ ﺍﻟﻌﺎﻟﻡ ﺍﺳﺗﺧﺩﺍﻡ ﺍﻟﺭﻳﺢ ﻣﻥ ﺧﻼﻟﻬﺎ‪ :‬ﻟﻠﻣﺳﺎﻋﺩﺓ ﻓﻲ ﺗﺟﻔﻳﻑ ﻣﻼﺑﺳﻧﺎ!‬

‫ﻗﻡ ﺑﻣﺣﺎﻭﻟﺔ ﺗﺛﺑﻳﺕ ﺣﺑﻝ ﻓﻲ ﺍﻟﻬﻭﺍء ﺍﻟﻁﻠﻕ ﺑﺣﻳﺙ ﻳﻣﻛﻥ ﻟﻸﻁﻔﺎﻝ‬

‫ﺗﺟﻔﻳﻑ ﺍﻟﻣﻼﺑﺱ ﻋﻠﻳﻪ‪ .‬ﻳﻣﻛﻧﻙ ﻋﻣﻝ ﺣﺑﻝ ﺍﻟﻣﻼﺑﺱ ﺍﻟﺧﺎﺹ ﺑﻙ‬
‫ﺑﻁﺭﻳﻘﺔ ﺑﺳﻳﻁﺔ ﻣﻥ ﺧﻼﻝ ﺗﻌﻠﻳﻕ ﺣﺑﻝ ﺑﻳﻥ ﺷﺟﺭﺗﻳﻥ ﺃﻭ ﻣﺑﻧﻳﻳﻥ‪.‬‬
‫ﺍﺣﺭﺹ ﻋﻠﻰ ﺗﺛﺑﻳﺗﻪ ﻋﻠﻰ ﺍﺭﺗﻔﺎﻉ ﻳﻭﺍﺯﻱ ﻁﻭﻝ ﺍﻟﻁﻔﻝ‪(.‬‬

‫ﺑﻣﻘﺩﻭﺭ ﺍﻷﻁﻔﺎﻝ ﺗﻌﻠﻳﻕ ﻣﻼﺑﺱ ﺩﻣﻰ )ﺍﻟﺗﻲ ﺭﺑﻣﺎ ﺳﺎﻋﺩﻭﺍ ﻓﻲ ﻏﺳﻠﻬﺎ ﺃﻳﺿًﺎ( ﺃﻭ ﺃﻱ‬
‫ﺷﻲء ﺁﺧﺭ ﻗﺩ ﺗﺣﺗﺎﺝ ﺇﻟﻰ ﻏﺳﻠﻪ ﻓﻲ ﺍﻟﻣﺩﺭﺳﺔ‪ .‬ﻭﻋﻧﺩ ﺗﻌﻠﻳﻕ ﺍﻟﻣﻼﺑﺱ ﻣﻌًﺎ‪ ،‬ﺗﺣﺩﺙ‬
‫ﻋﻥ ﺣﻘﻳﻘﺔ ﺃﻥ ﺍﻟﺭﻳﺢ ﺗﻣﻧﺣﻙ ﺍﻟﻁﺎﻗﺔ ﻟﺗﺟﻔﻳﻑ ﻣﻼﺑﺳﻙ‪ .‬ﻭﻫﺫﺍ ﻳﻌﻧﻲ ﺃﻧﻙ ﻟﺳﺕ‬
‫ﺑﺣﺎﺟﺔ ﺇﻟﻰ ﺍﺳﺗﺧﺩﺍﻡ ﺍﻟﻛﻬﺭﺑﺎء ﺃﻭ ﺇﻧﻔﺎﻕ ﺍﻟﻣﺎﻝ ﻟﺗﺷﻐﻳﻝ ﻣﺟﻔﻑ ﺍﻟﻣﻼﺑﺱ ﺍﻟﻛﻬﺭﺑﺎﺋﻲ‪.‬‬

‫‪۲٤‬‬
‫‪worldforumfoundation.org/nature‬‬ ‫ﺍﻟﻣﻌﻠﻡ‬
 ‫ﺍﻹﺷﺎﺩﺓ‬
‫ﺑﺎﻟﻔﻌﻝ!‬ ‫ﻣﻭﺿﻭﻉ ﺍﻟﺭﻋﺎﻳﺔ‪ :‬ﺍﻟﻬﻭﺍء‪/‬ﺍﻟﺭﻳﺢ‬

‫ﺍﺳﺗﺧﺩﺍﻡ ﻁﺎﻗﺔ ﺍﻟﺭﻳﺢ ﺧﻳﺭ‬

‫ﻟﻛﻭﻛﺑﻧﺎ ﺍﻷﺭﺿﻲ‬

‫ﺭﺳﺎﻟﺔ ﺇﻟﻰ ﺍﻟﻣﻌﻠﻣﻳﻥ‬

‫ﺳﺗﻅﻬﺭ ﺗﻘﻧﻳﺎﺕ ﺟﺩﻳﺩﺓ ﺗﻘﻠﺹ ﺍﺳﺗﺧﺩﺍﻣﻧﺎ ﻟﻠﻭﻗﻭﺩ ﺍﻟﺣﻔﺭﻱ ﻭﺗﻭﻗﻑ ﺍﻧﺑﻌﺎﺛﺎﺕ‬
‫ﻏﺎﺯﺍﺕ ﺍﻻﺣﺗﺑﺎﺱ ﺍﻟﺣﺭﺍﺭﻱ‪ .‬ﻭﺗﻌﺩ ﻁﺎﻗﺔ ﺍﻟﺭﻳﺢ ﻭﺍﺣﺩﺓ ﻣﻥ ﺃﺳﺭﻉ ﻣﺻﺎﺩﺭ‬
‫ﺍﻟﻁﺎﻗﺔ ﺍﻟﻣﺗﺟﺩﺩﺓ ً‬
‫ﻧﻣﻭﺍ ﻓﻲ ﺍﻟﻌﺎﻟﻡ‪.‬‬

‫ً‬
‫ﺣﻔﺎﻅﺎ ﻋﻠﻰ‬ ‫ﻛﻣﺎ ﺗﻌﺩ ﻭﺍﺣﺩﺓ ﻣﻥ ﺃﺭﺧﺹ ﻭﺳﺎﺋﻝ ﺗﺟﻔﻳﻑ ﺍﻟﻣﻼﺑﺱ ﻭﺃﻛﺛﺭﻫﺎ‬
‫ﺍﻟﺑﻳﺋﺔ ﻭﺍﻟﺗﻲ ﻻ ﺗﻌﺗﻣﺩ ﻋﻠﻰ ﺍﺳﺗﺧﺩﺍﻡ ﺃﻱ ﺃﺟﻬﺯﺓ ﻋﻠﻰ ﺍﻹﻁﻼﻕ‪ .‬ﺫﻟﻙ ﺃﻥ ﺍﻟﺗﻘﻧﻳﺔ‬
‫ﺍﻟﺗﻲ ﺗﻌﺗﻣﺩ ﻋﻠﻰ ﺍﺳﺗﺧﺩﺍﻡ ﻣﺟﺭﺩ ﺣﺑﻝ ﻭﻣﺷﺎﺑﻙ ﻟﻠﻣﻼﺑﺱ ﻻ ﺗﻛﻠﻑ ﺃﻱ ﺷﻲء‬
‫ﻋﻠﻰ ﺍﻹﻁﻼﻕ‪ .‬ﻭﺑﺎﺳﺗﺧﺩﺍﻡ ﺣﺭﺍﺭﺓ ﺍﻟﺷﻣﺱ ﻭﻗﻭﺓ ﺍﻟﺗﺟﻔﻳﻑ ﺍﻟﺻﺎﺩﺭﺓ ﻣﻥ‬
‫ﺍﻟﻧﺳﻳﻡ‪ ،‬ﺑﺩﺃ ﺍﻟﻧﺎﺱ ﻳﻌﻭﺩﻭﻥ ﻣﺭﺓ ﺃﺧﺭﻯ ﺇﻟﻰ ﺣﺑﺎﻝ ﺗﺟﻔﻳﻑ ﺍﻟﻣﻼﺑﺱ ﻓﻲ ﺃﻣﺎﻛﻥ‬
‫ﻛﺛﻳﺭﺓ ﺣﻭﻝ ﺍﻟﻌﺎﻟﻡ‪.‬‬

‫ﻓﻲ ﻣﻌﻅﻡ ﺍﻟﺑﻳﻭﺕ‪ ،‬ﻳﻌﺩ ﺟﻬﺎﺯ ﺗﺟﻔﻳﻑ ﺍﻟﻣﻼﺑﺱ ﻋﺎﺩﺓ ﺛﺎﻧﻲ ﺃﻛﺑﺭ ﺟﻬﺎﺯ‬
‫ﺍﺳﺗﻬﻼ ًﻛﺎ ﻟﻠﻛﻬﺭﺑﺎء ﺑﻌﺩ ﺍﻟﺛﻼﺟﺔ‪ .‬ﻭﻓﻲ ﺍﻟﻭﻻﻳﺎﺕ ﺍﻟﻣﺗﺣﺩﺓ‪ ،‬ﻳُﺗﻭﻗﻊ ﺃﻥ ﺗﺑﻠﻎ ﺗﻛﻠﻔﺔ‬
‫ﺟﻬﺎﺯ ﺍﻟﺗﺟﻔﻳﻑ ﺍﻟﻛﻬﺭﺑﺎﺋﻲ ‪ ۱٥۳۰‬ﺩﻭﻻﺭً ﺍ ﺃﻣﺭﻳﻛﻳًﺎ ﺧﻼﻝ ﻋﻣﺭﻩ ﺍﻻﻓﺗﺭﺍﺿﻲ‬
‫ﺍﻟﻣﺗﻭﻗﻊ ﺑﻣﺩﺓ ‪ ۱۸‬ﻋﺎﻣًﺎ‪.‬‬

‫ﺷﺎﺭﻙ ﻫﺫﻩ ﺍﻟﺭﺳﺎﺋﻝ ﺍﻹﻳﺟﺎﺑﻳﺔ ﻣﻊ ﺍﻷﻁﻔﺎﻝ‪:‬‬

‫ﺇﻧﻙ ﺗﻘﺩﻡ ﺍﻟﻣﺳﺎﻋﺩﺓ ﻟﻛﻭﻛﺑﻧﺎ ﺍﻷﺭﺿﻲ ﻋﻧﺩﻣﺎ ﺗﻌﻠﻕ ﺍﻟﻣﻼﺑﺱ ﻓﻲ‬

‫ﺍﻟﻬﻭﺍء ﺍﻟﻁﻠﻕ ﺣﺗﻰ ﻳﺗﺳﻧﻰ ﺗﺟﻔﻳﻔﻬﺎ ﻓﻲ ﺍﻟﺭﻳﺢ‪.‬‬

‫ﺇﻥ ﺍﺳﺗﺧﺩﺍﻡ ﻁﺎﻗﺔ ﺍﻟﺭﻳﺢ ﻳﻌﻧﻲ ﺃﻧﻧﺎ ﻻ ﻧﺣﺗﺎﺝ ﺇﻟﻰ ﺍﺳﺗﺧﺩﺍﻡ‬

‫ﺃﺟﻬﺯﺓ ﺍﻟﺗﺟﻔﻳﻑ ﺍﻟﻛﻬﺭﺑﺎﺋﻳﺔ‪ ،‬ﻭﻻ ﺷﻙ ﺃﻥ ﻓﻲ ﺫﻟﻙ ﺍﻟﺧﻳﺭ ﻟﻌﺎﻟﻣﻧﺎ!‬

‫‪۲٥‬‬
‫‪worldforumfoundation.org/nature‬‬ ‫ﺍﻟﻣﻌﻠﻡ‬
 ‫ﻣﻭﺍﺻﻠﺔ‬
‫ﺍﻟﻧﻣﻭ!‬
‫ﻣﻭﺿﻭﻉ ﺍﻟﺭﻋﺎﻳﺔ‪ :‬ﺍﻟﻬﻭﺍء‪/‬ﺍﻟﺭﻳﺢ‬

‫ﻣﺯﻳﺩ ﻣﻥ ﺍﻟﻣﺻﺎﺩﺭ ﺣﻭﻝ ﺍﻟﺭﻳﺢ‬

‫ﻣﻭﺍﻗﻊ ﺍﻟﻭﻳﺏ‪:‬‬

‫‪www.re-energy.ca‬‬
‫ﻳﺣﺗﻭﻱ ﻣﻭﻗﻊ ﺍﻟﻭﻳﺏ ﺍﻟﻛﻧﺩﻱ ﻫﺫﺍ ﻋﻠﻰ ﻣﻌﻠﻭﻣﺎﺕ ﻋﻠﻣﻳﺔ ﺣﻭﻝ ﻛﻳﻔﻳﺔ ﺗﻭﻟﻳﺩ ﻁﺎﻗﺔ ﺍﻟﺭﻳﺢ ﻭﺍﻟﺣﺻﻭﻝ ﻋﻠﻳﻬﺎ‪،‬‬
‫ﻓﺿﻼً ﻋﻥ ﺍﺳﺗﺧﺩﺍﻣﺎﺗﻬﺎ ﺍﻟﻣﺣﺗﻣﻠﺔ‪.‬‬

‫‪www.eia.doe.gov/kids/energy.cfm?page=wind_home-basics‬‬
‫ﻳﻌﺭﺽ ﻣﻭﻗﻊ ﺍﻟﻭﻳﺏ ﻫﺫﺍ ﺍﻟﺧﺎﺹ ﺑﺎﻷﻁﻔﺎﻝ ﺍﻟﺗﺎﺑﻊ ﻟﻭﺯﺍﺭﺓ ﺍﻟﻁﺎﻗﺔ ﺍﻷﻣﺭﻳﻛﻳﺔ ﻣﻌﻠﻭﻣﺎﺕ ﺣﻭﻝ ﺍﻟﺭﻳﺢ ﻭﻏﻳﺭﻫﺎ‬
‫ﻣﻥ ﻣﺻﺎﺩﺭ ﺍﻟﻁﺎﻗﺔ ﺍﻷﺧﺭﻯ ﺍﻟﻣﺗﺟﺩﺩﺓ‪.‬‬

‫‪www.arborday.org/globalwarming/windbreak.cfm‬‬
‫ﻳﺣﺗﻭﻱ ﻣﻭﻗﻊ ﺍﻟﻭﻳﺏ ﺍﻟﺧﺎﺹ ﺑﻣﺅﺳﺳﺔ ‪) Arbor Day‬ﻳﻭﻡ ﺍﻟﺗﺷﺟﻳﺭ( ﻋﻠﻰ ﻣﻌﻠﻭﻣﺎﺕ ﺣﻭﻝ ﻓﻭﺍﺋﺩ ﺍﻟﺣﻔﺎﻅ‬
‫ﻋﻠﻰ ﻁﺎﻗﺔ ﺍﻟﺭﻳﺢ ﺍﻟﻧﺎﺗﺟﺔ ﻋﻥ ﺍﻷﺷﺟﺎﺭ ﺍﻟﻣﺯﺭﻭﻋﺔ ﻭﺍﻟﺣﻣﺎﻳﺔ ﻣﻧﻬﺎ ﺑﺎﻟﻧﺳﺑﺔ ﻟﻣﺎﻟﻛﻲ ﺍﻟﺑﻳﻭﺕ ﻭﺍﻟﻣﺯﺍﺭﻋﻳﻥ‪.‬‬
‫ﻣﻥ ﺍﻟﻣﻣﻛﻥ ﺃﻥ ﺗﻌﻣﻝ ﺃﺷﺟﺎﺭ ﺍﻟﺻﻧﻭﺑﺭ ﻛﻭﻗﺎء ﻣﻥ ﺍﻟﺭﻳﺢ ﻟﺣﻣﺎﻳﺔ ﺍﻟﻣﻧﺎﺯﻝ ﻣﻥ ﺍﻟﺭﻳﺢ ﻭﺍﻟﺣﻔﺎﻁ ﻋﻠﻰ ﺍﻟﻁﺎﻗﺔ‪.‬‬

‫ﺣﻘﺎﺋﻕ ﻣﻣﺗﻌﺔ ﺣﻭﻝ ﺍﻟﺭﻳﺢ‬

‫ﺗﺷﺗﻬﺭ ﺍﻟﻌﻧﺎﻛﺏ ﺑﺎﻧﺗﻘﺎﻟﻬﺎ ﻣﻥ ﺧﻼﻝ ﺍﻟﺭﻳﺢ‪ .‬ﻓﻬﻲ ﻗﺎﺩﺭﺓ ﻋﻠﻰ ﺍﺳﺗﺧﺩﺍﻡ ﺧﻳﻭﻁﻬﺎ ﺍﻟﺣﺭﻳﺭﻳﺔ ﻛﻣﻅﻠﺔ ﺑﺳﻳﻁﺔ ﺗﻧﻘﻠﻬﺎ ﻣﻥ ﻣﻛﺎﻥ ﺇﻟﻰ ﺁﺧﺭ‪ .‬ﻭﻓﻳﻣﺎ ﻳﻠﻲ‬ ‫•‬
‫ﻁﺭﻳﻘﺔ ﻋﻣﻠﻬﺎ‪ :‬ﻣﻥ ﺃﻋﻠﻰ ﻣﻧﺻﺔ ﻣﺎ )ﻛﻭﺭﻗﺔ ﻋﺷﺏ(‪ ،‬ﻳﻭﺍﺟﻪ ﺍﻟﻌﻧﻛﺑﻭﺕ ﺍﻟﺭﻳﺢ‪ .‬ﻭﻣﻥ ﺧﻼﻝ ﻭﻗﻭﻓﻪ ﻋﻠﻰ ﻁﺭﻑ ﺇﺻﺑﻊ ﺍﻟﻘﺩﻡ‪ ،‬ﻣﻭﺟﻬًﺎ ﺑﻁﻧﻪ ﻧﺎﺣﻳﺔ‬
‫ﺍﻟﺳﻣﺎء‪ ،‬ﻳﻁﻠﻕ ﺍﻟﻌﻧﻛﺑﻭﺕ ﺳﻳﻼً ﻣﻥ ﺍﻟﺧﻳﻭﻁ ﻣﻥ ﻣﻐﺯﺍﻟﻪ )ﺍﻟﻌﺿﻭ ﺍﻟﻧﺎﺳﺞ ﻟﻠﺧﻳﻭﻁ ﻓﻲ ﺍﻟﻌﻧﺎﻛﺏ(‪ .‬ﺑﻌﺩ ﺫﻟﻙ ﻳﺑﺩﺃ ﻓﻲ ﺍﻻﻧﻁﻼﻕ! ﺣﻳﺙ ﺗﺣﻣﻝ ﺍﻟﺭﻳﺢ‬
‫ﺍﻟﻌﻧﻛﺑﻭﺕ ﻋﺑﺭ ﺍﻟﻬﻭﺍء‪.‬‬

‫ﺗﻧﺗﻘﻝ ﻣﺋﺎﺕ ﺍﻷﺻﻧﺎﻑ ﻣﻥ ﺍﻟﺑﺫﻭﺭ ﻭﺗﻧﺗﺷﺭ ﻋﻥ ﻁﺭﻳﻕ ﺍﻟﺭﻳﺢ‪ .‬ﻭﻣﻥ ﺃﻛﺛﺭ ﺍﻷﺷﻛﺎﻝ ﺍﻟﺗﻲ ﺗﺗﺧﺫﻫﺎ ﺍﻟﺑﺫﻭﺭ ﺷﻳﻭﻋًﺎ ﺷﻛﻝ ﺍﻟﻣﻅﻠﺔ ﺃﻭ ﺍﻟﻁﺎﺋﺭﺓ‬ ‫•‬
‫ﺍﻟﺷﺭﺍﻋﻳﺔ ﺃﻭ ﺍﻟﻣﺭﻭﺣﻳﺔ‪ .‬ﺣﺗﻰ ﺃﻧﻬﺎ ﻛﺎﻧﺕ ﻫﻲ ﺍﻟﻔﻛﺭﺓ ﺍﻟﻣﻭﺣﻳﺔ ﻟﺗﺻﻣﻳﻡ ﺍﻟﻁﺎﺋﺭﺓ ﺍﻟﺑﺩﺍﺋﻳﺔ!‬

‫ﻳﺗﻡ ﺍﻟﻌﺛﻭﺭ ﻋﻠﻰ ﺑﺫﺭﺓ ﺭﺍﺋﻌﺔ ﺫﺍﺕ ﺟﻧﺎﺣﻳﻥ ﻋﻠﻰ ﺷﺟﺭﺓ ﺍﻟﻳﻘﻁﻳﻥ ﺍﻟﻣﺗﺳﻠﻘﺔ‬ ‫•‬
‫‪ Alsomitra macrocarpa‬ﺍﻻﺳﺗﻭﺍﺋﻳﺔ ﺍﻵﺳﻳﻭﻳﺔ‪ .‬ﻭﺗﺑﻠﻎ ﺍﻟﻣﺳﺎﻓﺔ ﺑﻳﻥ‬
‫ﺟﻧﺎﺣﻲ ﺍﻟﺑﺫﺭﺓ ‪ ٥‬ﺑﻭﺻﺎﺕ )‪ ۱۳‬ﺳﻡ( ﻭﻟﺩﻳﻬﺎ ﺍﻟﻘﺩﺭﺓ ﻋﻠﻰ ﺍﻻﻧﺯﻻﻕ ﺧﻼﻝ ﻫﻭﺍء‬
‫ﺍﻟﻐﺎﺑﺎﺕ ﺍﻟﻣﻁﻳﺭﺓ ﻓﻲ ﺩﻭﺍﺋﺭ ﻋﺭﻳﺿﺔ‪ .‬ﻭﻗﺩ ﻭﺭﺩ ﺃﻥ ﻫﺫﻩ ﺍﻟﺑﺫﺭﺓ ﻛﺎﻧﺕ ﺍﻟﻔﻛﺭﺓ ﺍﻟﺗﻲ‬
‫ﺃﻭﺣﺕ ﺑﺗﺻﻣﻳﻡ ﺍﻟﻁﺎﺋﺭﺓ ﺍﻟﺑﺩﺍﺋﻳﺔ ﻭﺍﻟﻁﺎﺋﺭﺍﺕ ﺍﻟﺷﺭﺍﻋﻳﺔ‪.‬‬

‫ﺗﺅﺛﺭ ﺍﻟﺭﻳﺢ ﻋﻠﻰ ﺷﻛﻝ ﺍﻷﺷﺟﺎﺭ ﺃﺛﻧﺎء ﻧﻣﻭﻫﺎ‪ .‬ﻭﻳﻁﻠﻕ ﻋﻠﻰ ﺑﻌﺿﻬﺎ ﺍﻷﺷﺟﺎﺭ‬ ‫•‬
‫ﺍﻟﻣﺗﺩﻟﻳﺔ ﻧﻅﺭً ﺍ ﻷﻥ ﺃﻏﺻﺎﻧﻬﺎ ﺗﻧﻣﻭ ﻋﻠﻰ ﺟﺎﻧﺏ ﻭﺍﺣﺩ ﻓﻘﻁ ﻣﻥ ﺍﻟﺷﺟﺭﺓ‪.‬‬

‫‪۲٦‬‬
‫‪worldforumfoundation.org/nature‬‬ ‫ﺍﻟﻣﻌﻠﻡ‬
 ‫ﺧﻭﺽ‬
‫ﻣﻐﺎﻣﺭﺓ!‬
‫ﻣﻭﺿﻭﻉ ﺍﻟﺭﻋﺎﻳﺔ‪ :‬ﺍﻟﻣﺎء‪/‬ﺍﻟﻣﻁﺭ‬

‫ﻧﺻﺎﺋﺢ ﻟﻠﻣﻌﻠﻣﻳﻥ‬
‫ﺍﺳﺗﺧﺩﺍﻡ ﺃﻧﺷﻁﺔ "ﻣﻐﺎﻣﺭﺓ ﻓﻲ ﻳﻭﻡ ﻣﻁﻳﺭ"‬
‫• ﻟﻛﻭﻧﻧﺎ ﻛﺑﺎﺭً ﺍ‪ ،‬ﻓﺈﻧﻧﺎ ﻏﺎﻟﺑًﺎ ﻣﺎ ﻧﻧﺳﻰ ﺍﻟﺗﻔ ﱡﻛﺭ ﻟﻠﺣﻅﺎﺕ ﺑﺳﻳﻁﺔ ﻓﻲ‬
‫ﺍﻟﻁﺑﻳﻌﺔ‪ .‬ﻓﺎﻟﻭﻗﻭﻑ ﻭﺍﻟﻠﻌﺏ ﻓﻲ ﺍﻟﻣﻁﺭ ﺃﻣﺭ ﻣﺑﻬﺞ ﺑﺷﻛﻝ ﻋﺎﻡ‪.‬‬

‫• ﺇﻥ ﻣﺳﺎﻋﺩﺓ ﺍﻷﻁﻔﺎﻝ ﻋﻠﻰ ﺍﻟﺷﻌﻭﺭ ﺑﺎﻟﺑﻬﺟﺔ ﺑﺩﻻً ﻣﻥ ﺍﻟﺧﻭﻑ ﻣﻥ‬

‫ﺍﻟﻅﻭﺍﻫﺭ ﺍﻟﻁﺑﻳﻌﻳﺔ ﺃﻣﺭ ﻫﺎﻡ ﺑﺎﻟﻧﺳﺑﺔ ﻟﺗﻁﻭﺭﻫﻡ ﺑﺷﻛﻝ ﺻﺣﻲ‪.‬‬

‫• ﺇﺫﺍ ﻛﻧﺕ ﺗﻌﻳﺵ ﻓﻲ ﻣﻧﺎﺥ ﻳﻛﺛﺭ ﻓﻳﻪ ﺍﻟﻣﻁﺭ‪ ،‬ﻓﻘﺩ ﺗﺭﻏﺏ ﻓﻲ ﻣﻣﺎﺭﺳﺔ‬
‫ﻫﺫﺍ ﺍﻟﻧﺷﺎﻁ "ﻭﺃﻧﺕ ﻋﻠﻰ ﺃﻫﺑﺔ ﺍﻻﺳﺗﻌﺩﺍﺩ" ﻟﻠﻭﻗﺕ ﺍﻟﺫﻱ ﻳﺑﺩﺃ ﻓﻳﻪ‬
‫ﺳﻘﻭﻁ ﺍﻟﻣﻁﺭ‪.‬‬

‫• ﻳﺟﺏ ﺍﺳﺗﺧﺩﺍﻡ ﻣﻳﺎﻩ ﺍﻷﻣﻁﺎﺭ ﺍﻟﺗﻲ ﺗﺟﻣﻌﻬﺎ ﻓﻲ ﻫﺫﺍ ﺍﻟﻧﺷﺎﻁ ﻷﻏﺭﺍﺽ‬

‫ﻻ ﺗﺗﻌﻠﻕ ﺑﺎﻟﺷﺭﺏ‪.‬‬

‫• ﺇﺫﺍ ﻛﺎﻥ ﺍﻷﻁﻔﺎﻝ ﺃﻭ ﺍﻵﺑﺎء ﻏﻳﺭ ﻣﻛﺗﺭﺛﻳﻥ ﺑﺎﺑﺗﻼﻝ ﻣﻼﺑﺳﻬﻡ‪ ،‬ﻳﻣﻛﻧﻙ‬

‫ﺃﻥ ﺗﻁﻠﺏ ﻣﻥ ﺍﻵﺑﺎء ﺇﺭﺳﺎﻝ ﻣﻼﺑﺱ ﺍﺣﺗﻳﺎﻁﻳﺔ ﺃﻭ ﺍﺟﻣﻌﻬﺎ ﺑﻧﻔﺳﻙ ﻣﻥ‬
‫ﻣﻭﺍﺭﺩ ﺍﻟﻣﻼﺑﺱ ﺍﻟﻣﺳﺗﺧﺩﻣﺔ‪) .‬ﺗﺗﻧﻭﻉ ﺍﻟﺣﺎﺟﺔ ﺇﻟﻰ ﺫﻟﻙ ﺣﺳﺏ ﺍﻟﻣﻛﺎﻥ‬
‫ﺍﻟﺫﻱ ﺗﻌﻳﺵ ﻓﻳﻪ ﻓﻲ ﺍﻟﻌﺎﻟﻡ‪ ،‬ﺇﻟﻰ ﺟﺎﻧﺏ ﺣﺎﻝ ﺍﻟﻣﻧﺎﺥ ﺍﻟﺫﻱ ﺗﻌﻳﺵ ﻓﻳﻪ ﻭﺍﻟﻔﻠﺳﻔﺔ ﺍﻟﻣﺷﺗﺭﻛﺔ ﺑﻳﻥ‬
‫ﻣﺟﺗﻣﻊ ﺍﻟﻣﺩﺭﺳﺔ‪/‬ﺍﻷﺳﺭﺓ‪(.‬‬

‫• ﺳﻳﺳﺎﻋﺩ ﺣﺙ ﺍﻷﻁﻔﺎﻝ ﻋﻠﻰ ﺍﺳﺗﺧﺩﺍﻡ ﻛﻠﻣﺎﺕ ﻛﺛﻳﺭﺓ ﻟﻭﺻﻑ ﺷﻌﻭﺭﻫﻡ ﺑﺎﻟﻣﻁﺭ ﻋﻠﻰ ﺇﺛﺭﺍء‬
‫ﻣﻔﺭﺩﺍﺗﻬﻡ ﺍﻟﻠﻐﻭﻳﺔ‪.‬‬

‫• ﺍﺩﻋﻡ ﺍﻟﺗﻔﻛﻳﺭ ﺍﻟﺗﺑﺎﻋﺩﻱ ﻟﺩﻯ ﺍﻷﻁﻔﺎﻝ ﻋﻧﺩ ﺗﻭﻟﻳﺩ ﺃﻓﻛﺎﺭ ﺣﻭﻝ ﺍﺳﺗﺧﺩﺍﻣﺎﺕ ﺍﻟﻣﻳﺎﻩ‪ .‬ﻭﺗﻌﺩ ﻣﺳﺎﻋﺩﺓ‬
‫ﺍﻷﻁﻔﺎﻝ ﻋﻠﻰ ﺍﻟﺗﻔﻛﻳﺭ ﺑﻁﺭﻳﻘﺗﻬﻡ ﺍﻟﺧﺎﺻﺔ ﻟﺣﻝ ﺍﻟﻣﺷﻛﻼﺕ ﺷﻳ ًﺋﺎ ﺃﻛﺛﺭ ﺭﻭﻋﺔ ﻋﻠﻰ ﺍﻹﻁﻼﻕ‬
‫ﻳﻣﻛﻧﻧﺎ ﺗﻌﻠﻳﻣﻪ ﻟﻬﻡ‪.‬‬

‫ﺍﻵﻥ ﺍﺳﺗﺧﺩﻡ ﺃﻧﺷﻁﺔ "ﻣﻐﺎﻣﺭﺓ ﻓﻲ ﻳﻭﻡ ﻣﻁﻳﺭ" ﻣﻊ ﺍﻷﻁﻔﺎﻝ‪.‬‬

‫‪۲۷‬‬
‫‪worldforumfoundation.org/nature‬‬ ‫ﺍﻟﻣﻌﻠﻡ‬
 ‫ﺧﻭﺽ‬
‫ﻣﻐﺎﻣﺭﺓ!‬
‫ﻣﻭﺿﻭﻉ ﺍﻟﺭﻋﺎﻳﺔ‪ :‬ﺍﻟﻣﺎء‪/‬ﺍﻟﻣﻁﺭ‬

‫ﻣﻐﺎﻣﺭﺓ ﻓﻲ ﻳﻭﻡ ﻣﻣﻁﺭ‬

‫)ﺍﻟﺟﺯء ﺍﻷﻭﻝ(‬

‫ﺃﻣﺭﺍ ﻣﻣﺗ ًﻌﺎ؟‬

‫ﺃﻟﻥ ﻳﻛﻭﻥ ﺍﻟﻠﻌﺏ ﺑﺎﻟﺧﺎﺭﺝ ﻓﻲ ﺍﻟﻣﻁﺭ ً‬
‫ﻓﻠﻧﺟﺭﺏ ﺫﻟﻙ!‬

‫ﻫﻝ ﺗﻼﺣﻅ ﺃﻥ ﺍﻟﻣﻁﺭ ﻳﺳﺎﻋﺩ ﺃﻱ‬ ‫ﻛﻳﻑ ﺗﺷﻌﺭ ﺑﺎﻟﻣﻁﺭ ﻋﻠﻰ ﺟﻠﺩﻙ؟‬
‫ﻛﺎﺋﻧﺎﺕ ﺣﻳﺔ؟‬

‫ﺃﻳﻥ ﻳﺫﻫﺏ ﺍﻟﻣﻁﺭ ﻋﻧﺩﻣﺎ ﻳﺳﻘﻁ ﻋﻠﻰ‬

‫ﺍﻷﺭﺽ؟‬

‫ﻓﻠﻧﺿﻊ ﻭﻋﺎء ﻓﻲ ﺍﻟﺧﺎﺭﺝ ﻭﻧﺗﺭﻛﻪ ﻓﻲ ﺍﻟﻣﻁﺭ‬

‫ﺑﻌﺽ ﺍﻟﻭﻗﺕ‪.‬‬

‫ﻣﺎﺫﺍ ﺳﻳﺣﺩﺙ ﺑﺭﺃﻳﻙ؟‬

‫‪۲۸‬‬
‫‪w‬‬
‫‪worldforumfoundation.org/nature‬‬ ‫ﺍﻟﻣﻌﻠﻡ‪ :‬ﻁﺑﺎﻋﺔ ﻫﺫﻩ ﺍﻟﺻﻔﺣﺔ‬
 ‫ﺧﻭﺽ‬
‫ﻣﻐﺎﻣﺭﺓ!‬
‫ﻣﻭﺿﻭﻉ ﺍﻟﺭﻋﺎﻳﺔ‪ :‬ﺍﻟﻣﺎء‪/‬ﺍﻟﻣﻁﺭ‬

‫ﻣﻐﺎﻣﺭﺓ ﻓﻲ ﻳﻭﻡ ﻣﻣﻁﺭ‬

‫)ﺍﻟﺟﺯء ﺍﻟﺛﺎﻧﻲ(‬

‫ﻓﻠﻧﺧﺭﺝ ﻭﻟﻧﻔﺣﺹ ﺍﻟﻭﻋﺎء ﺍﻟﻣﻭﺟﻭﺩ ﻓﻲ ﺍﻟﻣﻁﺭ‪.‬‬

‫ﻣﺎﺫﺍ ﺣﺩﺙ؟‬

‫ﺍﻵﻥ ﻭﺑﻌﺩ ﺃﻥ ﺟﻣﻌﺕ ﺑﻌﺽ ﻣﻳﺎﻩ ﺍﻷﻣﻁﺎﺭ ﺍﻟﻧﻔﻳﺳﺔ‪ ،‬ﺣﺩﺩ ﻣﺎ‬

‫ﺳﺗﻔﻌﻝ ﺑﻬﺎ‪.‬‬

‫ﺍﺭﺳﻡ ﺃﻭ ﻋﺑﺭ ﻋﻣﺎ ﻳﺩﻭﺭ ﺑﺩﺍﺧﻠﻙ ﻣﻥ ﺃﻓﻛﺎﺭ ﺣﻭﻝ ﺍﻟﻁﺭﻕ‬

‫ﺍﻟﻣﻔﻳﺩﺓ ﻻﺳﺗﺧﺩﺍﻡ ﺍﻟﻣﻳﺎﻩ‪.‬‬

‫ﻓﻲ ﺭﺃﻳﻙ ﻣﺎ ﺍﻟﺫﻱ ﻳﺟﺏ ﻋﻣﻠﻪ ﺑﻬﺎ؟‬

‫ﻫﻝ ﻧﺳﻘﻲ ﺑﻬﺎ ﻧﺑﺎ ًﺗﺎ؟‬

‫ﻫﻝ ﻧﺿﻌﻬﺎ ﻓﻲ ﺧﺯﺍﻥ ﻣﻳﺎﻩ‬

‫ﻣﺧﺻﺹ ﻟﺷﺭﺏ ﺍﻟﻁﻳﻭﺭ ﻭﺍﺳﺗﺣﻣﺎﻣﻬﺎ؟‬

‫ﻣﺎ ﻫﻲ ﺍﻷﻓﻛﺎﺭ ﺍﻷﺧﺭﻯ ﺍﻟﺗﻲ ﺗﺣﻣﻠﻬﺎ؟‬

‫ﺷﺎﺭﻙ ﺃﻓﻛﺎﺭﻙ ﻣﻊ ﺍﻟﻔﺻﻝ‪ ،‬ﺛﻡ ﻗﻡ ﺑﺎﻟﺗﺻﻭﻳﺕ ﻟﺗﺣﺩﻳﺩ ﺍﻟﻔﻛﺭﺓ ﺍﻟﺗﻲ ﻳﺭﻏﺏ ﺍﻟﺟﻣﻳﻊ ﻓﻲ ﺍﺧﺗﻳﺎﺭﻫﺎ‪.‬‬

‫ﻧﺷﻛﺭﻙ ﻋﻠﻰ ﺇﻳﺟﺎﺩ ﻁﺭﻕ ﻣﻔﻳﺩﺓ ﻻﺳﺗﺧﺩﺍﻡ ﻣﻳﺎﻩ ﺍﻷﻣﻁﺎﺭ!‬

‫‪۲۹‬‬
‫‪w‬‬
‫‪worldforumfoundation.org/nature‬‬ ‫ﺍﻟﻣﻌﻠﻡ‪ :‬ﻁﺑﺎﻋﺔ ﻫﺫﻩ ﺍﻟﺻﻔﺣﺔ‬
 ‫ﺍﻟﺷﺭﻭﻉ‬
‫ﻓﻲ ﺍﻟﻌﻣﻝ!‬ ‫ﻣﻭﺿﻭﻉ ﺍﻟﺭﻋﺎﻳﺔ‪ :‬ﺍﻟﻣﺎء‪/‬ﺍﻟﻣﻁﺭ‬

‫ﺍﺣﺻﻝ ﻋﻠﻰ ﺑﻌﺽ ﻣﺎء ﺍﻟﻣﻁﺭ‬

‫ﺍﻟﺗﺣﺩﺙ ﻋﻥ ﺗﺟﻣﻳﻊ ﻣﻳﺎﻩ ﺍﻷﻣﻁﺎﺭ‬
‫ﻓﻲ ﻛﻝ ﻭﻗﺕ ﻳﺳﻘﻁ ﻓﻳﻪ ﺍﻟﻣﻁﺭ‪ ،‬ﺗﺟﺭﻱ ﺍﻟﻣﻳﺎﻩ ﻋﻠﻰ ﺍﻷﺳﻁﺢ‪ ،‬ﻛﺎﻷﺳﻘﻑ ﻭﺗﺗﺩﻓﻕ ﻋﺑﺭ ﺍﻷﺭﺽ ﻭﺗﺟﻣﻊ‬
‫ﺍﻟﻘﺎﺫﻭﺭﺍﺕ ﺃﻭ ﺍﻷﺳﻣﺩﺓ ﺃﻭ ﺍﻟﺯﻳﻭﺕ ﺃﻭ ﺍﻟﻧﻔﺎﻳﺎﺕ ﻓﻲ ﻁﺭﻳﻘﻬﺎ‪ .‬ﻭﺗﻘﺩﺭ ﻭﻛﺎﻟﺔ ﺣﻣﺎﻳﺔ ﺍﻟﺑﻳﺋﺔ ﺍﻷﻣﺭﻳﻛﻳﺔ ﺃﻥ‬
‫ﺍﻟﻣﻭﺍﺩ ﺍﻟﻣﻠﻭﺛﺔ ﺍﻟﺗﻲ ﺗﻧﻘﻠﻬﺎ ﻣﻳﺎﻩ ﺍﻷﻣﻁﺎﺭ ﺃﺛﻧﺎء ﺗﺩﻓﻘﻬﺎ ﻫﻲ ﺍﻟﺳﺑﺏ ﻭﺭﺍء ﺗﻠﻭﺙ ‪ ٪۷۰‬ﻣﻥ ﺇﺟﻣﺎﻟﻲ ﺍﻟﻣﻳﺎﻩ‪.‬‬

‫ﻭﻳﻣﻛﻥ ﺃﻥ ﺗﺟﻣﻊ ﺃﺩﺍﺓ ﺗﺟﻣﻳﻊ ﺍﻟﻣﻁﺭ ﻣﻳﺎﻩ ﺍﻷﻣﻁﺎﺭ ﺍﻟﺟﺎﺭﻳﺔ ﻭﺗﺣﻭﻝ ﺩﻭﻥ ﻣﻐﺎﺩﺭﺓ ﺍﻟﻣﻳﺎﻩ ﺍﻟﺯﺍﺋﺩﺓ ﻟﻣﻧﺷﺄﺗﻙ‪،‬‬
‫ﺍﻷﻣﺭ ﺍﻟﺫﻱ ﻳﺗﻳﺢ ﻟﻙ ﺗﻭﻓﻳﺭ ﺍﻟﻣﻳﺎﻩ ﻟﻼﺳﺗﺧﺩﺍﻡ ﻓﻳﻣﺎ ﺑﻌﺩ‪.‬‬

‫ﺇﻧﺷﺎء ﺃﺩﺍﺓ ﻟﺗﺟﻣﻳﻊ ﺍﻟﻣﻁﺭ‬

‫ﺍﻵﻥ‪ ،‬ﻭﺑﻌﺩ ﺃﻥ ﺟﻣﻌﺕ ﺍﻟﻣﻳﺎﻩ ﻭﻗﻣﺕ ﺑﺩﺭﺍﺳﺗﻬﺎ‪ ،‬ﻳﻣﻛﻧﻙ ﺇﻳﺟﺎﺩ ﻁﺭﻳﻘﺔ ﺩﺍﺋﻣﺔ ﻟﻠﻣﺣﺎﻓﻅﺔ ﻋﻠﻳﻬﺎ ﻣﻥ ﺧﻼﻝ ﺇﻧﺷﺎء ﺃﺩﺍﺓ ﻟﺗﺟﻣﻳﻊ ﺍﻟﻣﻁﺭ‪ .‬ﻳﻣﻛﻥ ﺃﻥ ﺗﻛﻭﻥ ﻫﺫﻩ‬
‫ﺍﻷﺩﺍﺓ ﻭﻋﺎ ًء ﻳﺳﺗﺧﺩﻡ ﻟﺟﻣﻊ ﺍﻟﻣﻳﺎﻩ ﺍﻟﺟﺎﺭﻳﺔ ﻋﻠﻰ ﺍﻷﺳﻘﻑ ﻻﺳﺗﺧﺩﺍﻣﺎﺕ ﻻ ﺗﺗﻌﻠﻕ ﺑﺄﻏﺭﺍﺽ ﺍﻟﺷﺭﺏ‪ .‬ﻓﻲ ﻫﺫﺍ ﺍﻹﻁﺎﺭ‪ ،‬ﻳﻘﻭﻡ ﺑﻌﺽ ﺍﻷﺷﺧﺎﺹ ﺑﺗﺛﺑﻳﺕ‬
‫ﺳﻠﺳﻠﺔ ﺃﻣﻁﺎﺭ ﺗﻭﺟﻪ ﺍﻟﻣﻳﺎﻩ ﻣﻥ ﺃﻋﻠﻰ ﺍﻟﺳﻘﻑ ﺃﻭ ﻗﻧﺎﺓ ﺍﻟﺻﺭﻑ ﺇﻟﻰ ﺩﺍﺧﻝ ﻭﻋﺎء ﺃﻭ ﺣﻭﺽ ﻣﺎ‪.‬‬

‫ﻫﻧﺎﻙ ﺑﻌﺽ ﺍﻷﺷﺧﺎﺹ ﻳﻘﻭﻣﻭﻥ ﺑﺗﻭﺻﻳﻝ ﻗﻧﻭﺍﺕ ﺍﻟﺻﺭﻑ ﺍﻟﺧﺎﺻﺔ ﺑﻬﻡ‬

‫ﺑﺑﺭﻣﻳﻝ ﻟﺟﻣﻊ ﺍﻷﻣﻁﺎﺭ ﺍﻟﻬﺎﻁﻠﺔ‪ .‬ﺍﻧﺗﻘﻝ ﺇﻟﻰ ﻣﻭﻗﻊ ﺍﻟﻭﻳﺏ ﻫﺫﺍ ﻟﻠﺣﺻﻭﻝ‬
‫ﻋﻠﻰ ﺻﻭﺭ ﻭﺇﺭﺷﺎﺩﺍﺕ ﻹﻧﺷﺎء ﺑﺭﻣﻳﻝ ﺍﻟﻣﻁﺭ‪.‬‬

‫‪www.ehow.com/how_2070724_best-rain-barrel.html‬‬

‫‪۳۰‬‬
‫‪worldforumfoundation.org/nature‬‬ ‫ﺍﻟﻣﻌﻠﻡ‬
 ‫ﺍﻹﺷﺎﺩﺓ‬
‫ﺑﺎﻟﻔﻌﻝ!‬
‫ﻣﻭﺿﻭﻉ ﺍﻟﺭﻋﺎﻳﺔ‪ :‬ﺍﻟﻣﺎء‪/‬ﺍﻟﻣﻁﺭ‬

‫ﺍﻟﺣﺭﺹ ﻋﻧﺩ ﺍﺳﺗﺧﺩﺍﻡ ﺍﻟﻣﺎء‬

‫ﺃﻣﺭﺍ ﺟﻳﺩًﺍ ﺑﺎﻟﻧﺳﺑﺔ ﻟﻛﻭﻛﺑﻧﺎ ﺍﻷﺭﺿﻲ‬
‫ﻳﻌﺩ ً‬

‫ﺭﺳﺎﻟﺔ ﺇﻟﻰ ﺍﻟﻣﻌﻠﻣﻳﻥ‬

‫ﻟﻠﻁﺑﻳﻌﺔ ﻁﺭﻳﻘﺔ ﻓﻲ ﺍﻟﻌﻧﺎﻳﺔ ﺑﻧﻔﺳﻬﺎ‪ .‬ﻓﻌﻧﺩﻣﺎ ُﺗﺗﺭﻙ ﺍﻟﻁﺑﻳﻌﺔ‬
‫ﻣﻥ ﺩﻭﻥ ﻣﺳﺎﺱ‪ ،‬ﺗﻌﻣﻝ ﺍﻟﺟﻣﺎﺩﺍﺕ ﺍﻟﻣﻭﺟﻭﺩﺓ ﺑﻬﺎ ﻣﻊ ﺑﻌﺿﻬﺎ‬
‫ﺍﻟﺑﻌﺽ ﻟﻠﻣﺣﺎﻓﻅﺔ ﻋﻠﻰ ﺍﺳﺗﻘﺭﺍﺭ ﺍﻟﻧﻅﺎﻡ‪ .‬ﻳﻣﻛﻧﻙ ﺍﻟﻌﺛﻭﺭ ﻋﻠﻰ‬
‫ﻫﺫﺍ ﺍﻟﻧﻭﻉ ﻣﻥ ﺍﻟﺗﻭﺍﺯﻥ ﻭﺍﻟﺗﻧﻅﻳﻡ ﻓﻲ ﺟﻣﻳﻊ ﺍﻷﻧﻅﻣﺔ ﺍﻟﻁﺑﻳﻌﻳﺔ‪،‬‬
‫ﺑﻣﺎ ﻓﻲ ﺫﻟﻙ ﺃﺟﺳﺎﻣﻧﺎ‪ .‬ﻭﺳﺗﺳﺎﻋﺩ ﻣﺷﺎﺭﻛﺔ ﻫﺫﻩ ﺍﻟﻔﻛﺭﺓ ﻣﻊ‬
‫ﺍﻷﻁﻔﺎﻝ ﻓﻲ ﻧﺿﺞ ﺍﻷﻁﻔﺎﻝ ﻟﻳﺻﺑﺣﻭﺍ ﻣﺳﺗﻬﻠﻛﻳﻥ ﻣﺭﺍﻋﻳﻥ‬
‫ﻟﻣﺻﺎﺩﺭ ﺍﻟﻣﻳﺎﻩ ﺍﻟﻧﻔﻳﺳﺔ ﻓﻲ ﻋﺎﻟﻣﻧﺎ‪.‬‬

‫ﻓﻳﻣﺎ ﻳﻠﻲ ﺭﺳﺎﺋﻝ ﻳﻣﻛﻧﻙ ﺗﻘﺩﻳﻣﻬﺎ ﻟﻸﻁﻔﺎﻝ ﻟﺗﺳﺎﻋﺩﻫﻡ ﻋﻠﻰ‬

‫ﺍﻹﺷﺎﺩﺓ ﺑﺎﻹﺟﺭﺍءﺍﺕ ﺍﻟﺗﻲ ﺗﺗﺧﺫﻫﺎ ﻟﻠﺣﻔﺎﻅ ﻋﻠﻰ ﺍﻟﻣﻳﺎﻩ‬
‫ﻭﺗﺳﺎﻋﺩﻫﻡ ﺃﻳﺿًﺎ ﻋﻠﻰ ﺗﻘﺩﻳﺭ ﻛﻝ ﻣﺎ ﺗﻭﻓﺭﻩ ﺍﻟﻣﻳﺎﻩ ﻟﻧﺎ‪:‬‬

‫ﻻ ﻳﺗﻣﺗﻊ ﻛﺛﻳﺭ ﻣﻥ ﺍﻷﺷﺧﺎﺹ ﻓﻲ ﺍﻟﻌﺎﻟﻡ ﺑﻘﺩﺭ ﻛﺎ ٍ‬

‫ﻑ ﻣﻥ ﺍﻟﻣﻳﺎﻩ ﺍﻟﻧﻅﻳﻔﺔ ﻟﻠﺷﺭﺏ ﺃﻭ‬
‫ﺍﻻﺳﺗﺧﺩﺍﻡ ﻓﻲ ﺍﻻﻏﺗﺳﺎﻝ ﻭﻁﻬﻲ ﺍﻟﻁﻌﺎﻡ‪.‬‬

‫ﻧﺷﻛﺭﻙ ﻋﻠﻰ ﺇﻳﺟﺎﺩ ﻁﺭﻕ ﻟﺗﻘﻠﻳﻝ ﺍﺳﺗﺧﺩﺍﻡ ﺍﻟﻣﻳﺎﻩ ﻛﻝ ﻳﻭﻡ ﺇﻟﻰ ﺟﺎﻧﺏ ﻁﺭﻕ ﺑﺎﺭﻋﺔ‬
‫ﻹﻋﺎﺩﺓ ﺍﺳﺗﺧﺩﺍﻡ ﺍﻟﻣﻳﺎﻩ‪.‬‬

‫ﺇﻥ ﺍﻋﺗﻧﺎءﻧﺎ ﺑﺎﻟﻣﻳﺎﻩ ﺃﻣﺭ ﻣﻔﻳﺩ ﺟﺩًﺍ ﻟﻌﺎﻟﻣﻧﺎ ﻛﻛﻝ!‬

‫‪۳۱‬‬
‫‪worldforumfoundation.org/nature‬‬ ‫ﺍﻟﻣﻌﻠﻡ‬
 ‫ﺍﻟﺷﺭﻭﻉ‬
‫ﻓﻲ ﺍﻟﻌﻣﻝ!‬ ‫ﻣﻭﺿﻭﻉ ﺍﻟﺭﻋﺎﻳﺔ‪ :‬ﺍﻟﻣﺎء‪/‬ﺍﻟﻣﻁﺭ‬

‫ﻣﺯﻳﺩ ﻣﻥ ﺍﻟﻣﺻﺎﺩﺭ ﺣﻭﻝ ﺍﻟﻣﻁﺭ‬

‫ﻣﻭﺍﻗﻊ ﺍﻟﻭﻳﺏ‪:‬‬
‫‪ www.naturalinquirer.org‬ﻭ ‪www.scienceinvestigator.org‬‬
‫ﺗﻌﺩ ﻣﻭﺍﻗﻊ ﺍﻟﻭﻳﺏ ﺍﻟﺧﺎﺻﺔ ﺑﻭﻛﺎﻟﺔ ﺧﺩﻣﺔ ﺍﻟﻐﺎﺑﺎﺕ ﺍﻟﺗﺎﺑﻌﺔ ﻟﻭﺯﺍﺭﺓ ﺍﻟﺯﺭﺍﻋﺔ‬
‫ﺍﻷﻣﺭﻳﻛﻳﺔ )‪ (USDA Forest Service‬ﺻﺣ ًﻔﺎ ﻋﺑﺭ ﺍﻹﻧﺗﺭﻧﺕ ﻣﺧﺻﺻﺔ‬
‫ﻟﻠﻌﻠﻣﺎء ﻟﻳﺷﺎﺭﻛﻭﺍ ﻧﺗﺎﺋﺞ ﺃﺑﺣﺎﺛﻬﻡ ﻣﻊ ﺍﻟﺗﻼﻣﻳﺫ ﻭﻫﻲ ﻣﻭﺟﻬﺔ ﻟﻣﺧﺗﻠﻑ ﺍﻟﻣﺟﻣﻭﻋﺎﺕ‬
‫ﺍﻟﻌﻣﺭﻳﺔ‪ .‬ﻭﺗﻬﺗﻡ ﺟﻣﻳﻊ ﺍﻟﺩﺭﺍﺳﺎﺕ ﺍﻟﻣﻌﺭﻭﺿﺔ ﻓﻲ ﻫﺫﻩ ﺍﻟﺻﺣﻑ ﺑﺎﻟﻁﺑﻳﻌﺔ‬
‫ﻭﺍﻷﺷﺟﺎﺭ ﻭﺍﻟﺣﻳﺎﺓ ﺍﻟﺑﺭﻳﺔ ﻭﺍﻟﺣﺷﺭﺍﺕ ﻭﺍﻷﻧﺷﻁﺔ ﺍﻟﺧﺎﺭﺟﻳﺔ ﻭﺍﻟﻣﻳﺎﻩ‪.‬‬

‫‪www.globalwaterchallenge.org‬‬
‫ﻳﻣﺛﻝ ﻣﻭﻗﻊ ﺍﻟﻭﻳﺏ ﻫﺫﺍ ﻣﺑﺎﺩﺭﺓ ﻣﻥ ‪) Global Water Challenge‬ﺍﻟﺗﺣﺎﻟﻑ‬
‫ﺍﻟﻣﻌﻧﻲ ﺑﺗﺣﺩﻳﺎﺕ ﺍﻟﻣﻳﺎﻩ ﺍﻟﻌﺎﻟﻣﻳﺔ( ﻭﻳﻭﻓﺭ ﻣﻌﻠﻭﻣﺎﺕ ﺣﻭﻝ ﺃﻋﻣﺎﻝ ﻫﺫﺍ ﺍﻟﺗﺣﺎﻟﻑ ﺍﻟﻣﻭﺟﻬﺔ‬
‫ﻧﺣﻭ ﺍﻟﻌﺛﻭﺭ ﻋﻠﻰ ﺣﻠﻭﻝ ﻣﺑﺗﻛﺭﺓ ﻟﺗﻭﺯﻳﻊ ﺍﻟﻣﻳﺎﻩ ﻭﺗﻌﺯﻳﺯ ﺍﻟﺻﺣﺔ ﺍﻟﻌﺎﻣﺔ ﻓﻲ ﺃﻧﺣﺎء ﺍﻟﻌﺎﻟﻡ‪.‬‬

‫‪www.pottersforpeace.org‬‬
‫ً‬
‫ﻋﺿﻭﺍ ﻓﻲ ﺍﻟﺷﺑﻛﺔ ﺍﻟﺩﻭﻟﻳﺔ ﻟﻠﺗﺭﻭﻳﺞ ﻟﻣﻌﺎﻟﺟﺔ ﺍﻟﻧﻔﺎﻳﺎﺕ‬ ‫ﺗﻌﺗﺑﺭ ﺷﺑﻛﺔ ‪) Potters For Peace‬ﺻﻧﺎﻉ ﺍﻟﺧﺯﻑ ﻣﻥ ﺃﺟﻝ ﺍﻟﺳﻼﻡ(‬
‫ﺍﻟﻣﻧﺯﻟﻳﺔ ﻭﺍﻟﺗﺧﺯﻳﻥ ﺍﻵﻣﻥ ﻟﻬﺎ ﻭﻫﻲ ﺗﺎﺑﻌﺔ ﻟﻣﻧﻅﻣﺔ ﺍﻟﺻﺣﺔ ﺍﻟﻌﺎﻟﻣﻳﺔ‪ .‬ﻭﺗﺳﻬﻡ ﺷﺑﻛﺔ ‪ PFP‬ﻓﻲ ﺇﻧﺗﺎﺝ ﺃﻧﻅﻣﺔ ﻓﻠﺗﺭﺓ ﺍﻟﻣﻳﺎﻩ ﻣﻧﺧﻔﺿﺔ‬
‫ﺍﻟﺗﻛﻠﻔﺔ ﻭﻗﻠﻳﻠﺔ ﺍﻟﺗﻘﻧﻳﺔ‪.‬‬

‫ﺣﻘﺎﺋﻕ ﻣﻣﺗﻌﺔ ﺣﻭﻝ ﻣﻳﺎﻩ ﺍﻷﻣﻁﺎﺭ‬

‫ﻳﻣﻛﻥ ﺍﺳﺗﺧﺩﺍﻡ ﺑﺫﻭﺭ ﺷﺟﺭﺓ ﺍﻟﻣﻭﺭﻳﻧﺟﺎ‪ ،‬ﺍﻟﺗﻲ ﺗﻧﻣﻭ ﻓﻲ ﺇﻓﺭﻳﻘﻳﺎ ﻭﺍﻟﻬﻧﺩ ﻭﺟﻧﻭﺏ ﺷﺭﻕ ﺁﺳﻳﺎ‬ ‫•‬
‫ﻭﻭﺳﻁ ﻭﺟﻧﻭﺏ ﺃﻣﺭﻳﻛﺎ ﻓﻲ ﻓﻠﺗﺭﺓ ﺍﻟﻣﻳﺎﻩ‪ .‬ﻭﺗﺗﻠﺧﺹ ﻫﺫﻩ ﺍﻟﻌﻣﻠﻳﺔ ﻓﻲ ﺳﺣﻕ ﺍﻟﺑﺫﻭﺭ ﺣﺗﻰ‬
‫ﺗﺗﺣﻭﻝ ﺇﻟﻰ ﻋﺟﻳﻧﺔ ﻭﻣﺯﺟﻬﺎ ﺑﺎﻟﻣﻳﺎﻩ ﻏﻳﺭ ﺍﻟﻣﻌﺎﻟﺟﺔ ﻭﺍﻻﻧﺗﻅﺎﺭ ﺣﺗﻰ ﺗﺳﺗﻘﺭ ﺍﻟﺷﻭﺍﺋﺏ ﻓﻲ‬
‫ﺍﻟﻘﺎﻉ‪ ،‬ﺛﻡ ﺳﺣﺏ ﺍﻟﻣﻳﺎﻩ ﺍﻟﻧﻘﻳﺔ ﻷﻋﻠﻰ‪ .‬ﺗﺅﺩﻱ ﻫﺫﻩ ﺍﻟﻌﻣﻠﻳﺔ ﺇﻟﻰ ﺍﻟﺗﺧﻠﺹ ﻣﻥ ‪ ٪۹۰‬ﺗﻘﺭﻳﺑًﺎ ﻣﻥ‬
‫ﺍﻟﺑﻛﺗﺭﻳﺎ!‬

‫ﻳﺳﺗﻁﻳﻊ ﺍﻟﻔﻳﻝ ﺃﻥ ﻳﺷﻡ ﺍﻟﻣﺎء ﻋﻠﻰ ﺑﻌﺩ ‪ ۳‬ﺃﻣﻳﺎﻝ‪.‬‬ ‫•‬

‫ﺗﻌﺗﺑﺭ ﺃﻧﻑ ﺍﻟﻛﻠﺏ ﺣﺳﺎﺳﺔ ﻟﻠﻐﺎﻳﺔ ﺑﺣﻳﺙ ﺑﻣﻛﻧﻬﺎ ﺍﻟﺗﻣﻳﻳﺯ ﺑﻳﻥ ﺣﻭﺽ ﺍﻟﻣﺎء ﺍﻟﺻﺎﻓﻲ ﻭﺣﻭﺽ‬ ‫•‬
‫ﺍﻟﻣﺎء ﺍﻟﻣﺣﺗﻭﻱ ﻋﻠﻰ ﻣﻘﺩﺍﺭ ﻣﻠﻌﻘﺔ ﺷﺎﻱ ﻣﻥ ﺍﻟﻣﻠﺢ‪.‬‬

‫‪۳۲‬‬
‫‪worldforumfoundation.org/nature‬‬ ‫ﺍﻟﻣﻌﻠﻡ‬
 ‫ﺧﻭﺽ‬
‫ﻣﻐﺎﻣﺭﺓ!‬ ‫ﻣﻭﺿﻭﻉ ﺍﻟﺭﻋﺎﻳﺔ‪ :‬ﺍﻟﻣﺎء‪/‬ﺍﻟﻣﻁﺭ‬

‫ﻧﺻﺎﺋﺢ ﻟﻠﻣﻌﻠﻣﻳﻥ‬
‫ﺍﺳﺗﺧﺩﺍﻡ ﺃﻧﺷﻁﺔ "ﻋﺎﻟﻡ ﻣﺎﺋﻲ"‬
‫• ﻓﻛﺭ ﺑﻌﻧﺎﻳﺔ ﻓﻳﻣﺎ ﺇﺫﺍ ﻛﺎﻥ ﻫﺫﺍ ﺍﻟﻧﺷﺎﻁ ﻣﻧﺎﺳﺑًﺎ‬
‫ﻟﻣﺩﺭﺳﺗﻙ ﻣﻥ ﻋﺩﻣﻪ‪ .‬ﻳﺟﺏ ﻋﻠﻳﻙ ﺯﻳﺎﺭﺓ ﺑﺭﻛﺔ‬
‫ﺻﻐﻳﺭﺓ ﻣﻥ ﺍﻟﻣﻳﺎﻩ ﺍﻟﺭﺍﻛﺩﺓ ﺃﻭ ﺑﺭﻛﺔ ﻣﻳﺎﻩ ﺃﻭ ﺟﺩﻭﻝ‬
‫ﻣﺎء ﺃﻭ ﺑﺣﻳﺭﺓ ﺃﻭ ﺷﺎﻁﺊ‪ ،‬ﻭﻟﺫﻟﻙ ﻻ ﻳﻣﻛﻥ ﺇﺟﺭﺍء‬
‫ﻫﺫﺍ ﺍﻟﻧﺷﺎﻁ ﺑﺑﺳﺎﻁﺔ ﻓﻲ ﺑﻌﺽ ﺍﻟﻣﻭﺍﻗﻊ‪ .‬ﻓﺈﺫﺍ ﺗﻌﺫﺭ‬
‫ﺯﻳﺎﺭﺓ ﺍﻟﻣﻛﺎﻥ ﺍﻟﻣﻧﺎﺳﺏ‪ ،‬ﻓﻣﺎﺭﺱ ﺍﻟﻧﺷﺎﻁ ﺍﻟﻣﺎﺋﻲ‬
‫ﺍﻵﺧﺭ )ﺍﻟﻣﻳﺎﻩ‪/‬ﺍﻟﻣﻁﺭ( ﻣﻊ ﺍﻷﻁﻔﺎﻝ‪.‬‬

‫• ﺇﺫﺍ ﻛﻧﺕ ﻗﺎﺩﺭً ﺍ ﻋﻠﻰ ﺗﻧﻔﻳﺫ ﻫﺫﺍ ﺍﻟﻧﺷﺎﻁ‪ ،‬ﻓﺈﻥ‬

‫ﻟﻠﺗﻌﺭﻑ ﻋﻠﻰ ﻣﺩﻯ ﺗﺷﺎﺑﻪ ﺍﻟﻧﻅﺎﻡ ﺍﻟﺑﻳﺋﻲ ﻟﻠﻣﻛﺎﻥ‬
‫ﺍﻟﻣﺎﺋﻲ ﻣﻊ ﺍﻟﻧﻅﺎﻡ ﺍﻟﺑﻳﺋﻲ ﻟﻔﻧﺎء ﺍﻟﻣﺩﺭﺳﺔ ﺗﺄﺛﻳﺭً ﺍ ﻋﻠﻰ‬
‫ﺍﻷﻁﻔﺎﻝ‪ .‬ﻭﺳﻳﺳﺎﻋﺩ ﺫﻟﻙ ﺍﻷﻁﻔﺎﻝ ﻓﻲ ﺗﻁﻭﻳﺭ ﺍﻹﺣﺳﺎﺱ ﺑﺎﻟﻣﻛﺎﻥ ﻭﻣﻌﺭﻓﺔ ﺍﻟﺑﻳﺋﺔ ﺍﻟﻣﺣﻳﻁﺔ ﺑﻬﻡ ﺗﻣﺎﻣًﺎ‪.‬‬

‫• ﻗﺑﻝ ﺍﻻﻧﻁﻼﻕ ﻓﻲ ﺍﻟﺭﺣﻠﺔ‪ ،‬ﻧﺎﻗﺵ ﺍﻟﺗﻭﺟﻳﻬﺎﺕ ﺍﻟﻣﺗﻌﻠﻘﺔ ﺑﺎﻟﻣﺣﺎﻓﻅﺔ ﻋﻠﻰ ﺳﻼﻣﺔ ﺍﻟﺑﻳﺋﺔ ﻓﻲ ﺍﻟﻣﻧﻁﻘﺔ‬
‫ﺍﻟﻣﺣﻳﻁﺔ ﺑﺎﻟﻣﻳﺎﻩ‪.‬‬

‫ً‬
‫ﺧﺎﺻﺔ ﺑﺎﻟﻘﺭﺏ ﻣﻥ ﺍﻟﻣﻳﺎﻩ‪ .‬ﻓﻛﺛﻳﺭً ﺍ ﻣﺎ ﺗﻛﻭﻥ ﺣﺎﺳﺔ ﺍﻟﺷﻡ ﺃﻗﻭﻯ‬ ‫• ﺷﺟﻊ ﺍﻷﻁﻔﺎﻝ ﻋﻠﻰ ﺍﺳﺗﺧﺩﺍﻡ ﺣﻭﺍﺳﻬﻡ‪،‬‬
‫ﻫﻧﺎﻙ‪ ،‬ﻭﺗﺭﺗﺑﻁ ﺣﺎﺳﺔ ﺍﻟﺷﻡ ﺑﺗﻛﻭﻳﻥ ﺍﻟﺫﺍﻛﺭﺓ ﺍﻟﻘﻭﻳﺔ‪.‬‬

‫• ﻭﺇﻥ ﺃﻣﻛﻥ‪ ،‬ﻓﺄﺣﺿﺭ ﺷﺑﺎ ًﻛﺎ ﺑﺧﻳﻭﻁ ﺩﻗﻳﻘﺔ ﻟﺗﺻﻔﻳﺔ ﺍﻟﻣﻳﺎﻩ ﻭ‪/‬ﺃﻭ ﺩﻻء ﻟﺟﻣﻊ ﻣﻘﺎﺩﻳﺭ ﺻﻐﻳﺭﺓ ﻣﻥ ﺍﻟﻣﻳﺎﻩ ﻣﺅﻗ ًﺗﺎ‬
‫ﻭﺍﻧﻅﺭ ﻣﺎ ﺍﻟﺫﻱ ﻳﻣﻛﻧﻙ ﺍﻛﺗﺷﺎﻓﻪ‪.‬‬

‫• ﺗﺄﻛﺩ ﻣﻥ ﺍﻟﺗﺣﻠﻲ ﺑﺈﺑﺩﺍء ﺍﻻﺣﺗﺭﺍﻡ ﺗﺟﺎﻩ ﺍﻟﻌﺎﻟﻡ ﺍﻟﻁﺑﻳﻌﻲ ﻣﻥ ﺧﻼﻝ ﺇﻋﺎﺩﺓ ﺍﻟﻣﻳﺎﻩ ﻭﺃﻳﺔ ﺣﺷﺭﺍﺕ ﺟﻣﻌﻬﺎ‬
‫ﺍﻷﻁﻔﺎﻝ ﺇﻟﻰ ﻣﻛﺎﻥ ﺍﻟﻌﺛﻭﺭ ﻋﻠﻳﻬﺎ‪.‬‬

‫• ﻻ ﺗﻘﻠﻕ ﺇﺫﺍ ﻟﻡ ﺗﺗﻣﻛﻥ ﻣﻥ ﺍﻟﺗﻌﺭﻑ ﻋﻠﻰ ﺟﻣﻳﻊ ﺍﻟﺣﺷﺭﺍﺕ ﻭﺍﻟﻧﺑﺎﺗﺎﺕ ﺍﻟﺗﻲ ﻳﻌﺛﺭ ﻋﻠﻳﻬﺎ ﺍﻷﻁﻔﺎﻝ‪ .‬ﻓﻘﺩ ﻳﻛﻭﻥ‬
‫ﺫﻟﻙ ﺟﺯءًﺍ ﻣﻥ ﻋﻣﻠﻳﺔ ﺍﻟﺗﻌﻠﻡ‪ .‬ﻭﻳﺳﺗﻁﻳﻊ ﺍﻷﻁﻔﺎﻝ ﺗﺳﻣﻳﺗﻬﺎ ﺑﺄﻧﻔﺳﻬﻡ ﻟﻳﺳﺎﻋﺩﻫﻡ ﺫﻟﻙ ﻋﻠﻰ ﺗﺫﻛﺭﻫﺎ ﻭﺭﺑﻣﺎ‬
‫ﻳﻬﺗﻣﻭﻥ ﺑﺎﻟﺑﺣﺙ ﻋﻥ ﺍﻷﺳﻣﺎء ﺍﻟﻌﻠﻣﻳﺔ ﻓﻳﻣﺎ ﺑﻌﺩ‪ .‬ﻭﻗﺩ ﻳﻛﻭﻥ ﺫﻟﻙ ﺍﻷﻣﺭ ﻋﻅﻳﻣًﺎ ﻓﻲ ﺗﻌﻠﻡ ﺍﻟﻘﺭﺍءﺓ ﻭﺍﻟﻛﺗﺎﺑﺔ!‬

‫ﺍﻵﻥ ﺍﺳﺗﺧﺩﻡ ﺃﻧﺷﻁﺔ "ﻋﺎﻟﻡ ﻣﺎﺋﻲ" ﻣﻊ ﺍﻷﻁﻔﺎﻝ‪.‬‬

‫‪۳۳‬‬
‫‪worldforumfoundation.org/nature‬‬ ‫ﺍﻟﻣﻌﻠﻡ‬
 ‫ﺧﻭﺽ‬
‫ﻣﻐﺎﻣﺭﺓ!‬ ‫ﻣﻭﺿﻭﻉ ﺍﻟﺭﻋﺎﻳﺔ‪ :‬ﺍﻟﻣﺎء‪/‬ﺍﻟﻧﺑﺎﺗﺎﺕ ﺍﻟﻣﺣﻠﻳﺔ‬

‫ﻋﺎﻟﻡ ﻣﺎﺋﻲ‬
‫)ﺍﻟﺟﺯء ﺍﻷﻭﻝ(‬

‫ﻫﻝ ﻳﻣﻛﻧﻙ ﺍﻟﻌﺛﻭﺭ ﻋﻠﻰ ﺑﺭﻛﺔ ﺃﻭ ﺟﺩﻭﻝ ﻣﻳﺎﻩ ﺑﺎﻟﻘﺭﺏ ﻣﻥ ﺍﻟﻣﺩﺭﺳﺔ‪.‬؟‬

‫ﺗﻌﺗﺑﺭ ﺍﻟﻌﻭﺍﻟﻡ ﺍﻟﻣﺎﺋﻳﺔ ﺃﻣﺎﻛﻥ ﻣﻣﺗﻌﺔ ﻭﻣﺛﻳﺭﺓ ﺟﺩﻳﺭﺓ ﺑﺎﻟﻣﻼﺣﻅﺔ‪.‬‬

‫ﻗﺩ ﺗﻛﻭﻥ ﺍﻟﻣﻳﺎﻩ ﺍﻟﻣﻭﺟﻭﺩﺓ ﻓﻲ ﺍﻟﺑﺭﻙ ﻭﺍﻟﺟﺩﺍﻭﻝ ﻣﺄﻭﻯ‬

‫ﻟﻛﺛﻳﺭ ﻣﻥ ﺍﻟﻛﺎﺋﻧﺎﺕ ﺍﻟﺣﻳﺔ‪ .‬ﻣﺎ ﺍﻟﺫﻱ ﺗﻼﺣﻅﻪ؟‬
‫ﻓﻲ ﺍﻟﻌﺎﻟﻡ ﺍﻟﻣﺎﺋﻲ ﺍﻟﺫﻱ ﺗﺯﻭﺭﻩ؟‬

‫ﻫﻝ ﺗﺭﻯ ﺃﻱ ﺷﻲء ﻳﺗﺣﺭﻙ؟‬

‫ﻳﻌﺩ ﺍﺳﺗﺧﺩﺍﻡ ﻁﺭﻳﻘﺔ ﻏﻣﺭ ﺍﻟﺷﺑﻛﺔ‬

‫ﻓﻲ ﺍﻟﻣﺎء ﻣﻥ ﻁﺭﻕ ﺍﻟﻣﻼﺣﻅﺔ‪.‬‬

‫ﺟﺭﺏ ﻏﻣﺭﻫﺎ ﻓﻲ ﻣﻧﻁﻘﺔ ﻗﺭﻳﺑﺔ ﻣﻥ‬

‫ﺍﻷﻋﺷﺎﺏ ﺃﻭ ﺍﻟﻧﺑﺎﺗﺎﺕ‬
‫ﻷﻧﻬﺎ ﺗﻣﺛﻝ ﻣﻭﺍﻗﻊ ﺟﻳﺩﺓ ﺗﺧﺗﺑﺊ ﺑﻬﺎ‬
‫ﺍﻟﻛﺎﺋﻧﺎﺕ‪.‬‬
‫ﻫﻝ ﻳﻣﻛﻧﻙ ﺃﻥ ﺗﺣﺭﻙ ﺟﺳﻣﻙ‬
‫ﺑﻧﻔﺱ ﺍﻟﻁﺭﻳﻘﺔ ﺍﻟﺗﻲ ﻛﺎﻥ‬
‫ﻳﺗﺣﺭﻙ ﺑﻬﺎ ﺍﻟﻛﺎﺋﻥ ﺍﻟﺫﻱ‬
‫ﻋﺛﺭﺕ ﻋﻠﻳﻪ؟‬

‫ﻗﺩ ﺗﺭﻏﺏ ﻓﻲ ﻓﺣﺹ ﺍﻟﻣﻳﺎﻩ‬

‫ﺑﺎﺳﺗﺧﺩﺍﻡ ﻧﻅﺎﺭﺓ ﻣﻛﺑﺭﺓ‪.‬‬
‫ﻫﻝ ﺗﺳﺎﻋﺩﻙ ﻓﻲ ﺍﻟﻌﺛﻭﺭ ﻋﻠﻰ‬
‫ﺍﻟﻛﺎﺋﻧﺎﺕ ﺍﻟﺣﻳﺔ؟‬
‫ﺗﺣﻝ ﺑﺎﻻﺣﺗﺭﺍﻡ ﻟﻣﺎ ﺗﺭﺍﻩ ﻭﺗﺄﻛﺩ ﻣﻥ ﺇﻋﺎﺩﺗﻪ ﺇﻟﻰ ﻣﺄﻭﺍﻩ!‬
‫ﺣﺎﻭﻝ ﺃﻥ ﺗﺭﺳﻡ ﻣﺧﻁ ًﻁﺎ ﻟﻣﺎ ﺗﺭﺍﻩ‪.‬‬

‫‪۳٤‬‬
‫‪w‬‬
‫‪worldforumfoundation.org/nature‬‬ ‫ﺍﻟﻣﻌﻠﻡ‪ :‬ﻁﺑﺎﻋﺔ ﻫﺫﻩ ﺍﻟﺻﻔﺣﺔ‬
 ‫ﺧﻭﺽ‬
‫ﻣﻐﺎﻣﺭﺓ!‬ ‫ﻣﻭﺿﻭﻉ ﺍﻟﺭﻋﺎﻳﺔ‪ :‬ﺍﻟﻣﺎء‪/‬ﺍﻟﻧﺑﺎﺗﺎﺕ ﺍﻟﻣﺣﻠﻳﺔ‬

‫ﻋﺎﻟﻡ ﻣﺎﺋﻲ‬
‫)ﺍﻟﺟﺯء ﺍﻟﺛﺎﻧﻲ(‬

‫ﻫﻝ ﻫﻧﺎﻙ ﻧﺑﺎﺗﺎﺕ ﺗﻧﻣﻭ ﻓﻲ ﺍﻟﻣﺎء ﺃﻭ ﺑﺎﻟﻘﺭﺏ ﻣﻧﻪ؟‬

‫ﻓﻲ ﺭﺃﻳﻙ‪ ،‬ﻟﻣﺎﺫﺍ ﺗﻧﻣﻭ ﺍﻟﻧﺑﺎﺗﺎﺕ ﻫﻧﺎﻙ؟‬

‫ﻫﻝ ﺍﻋﺗﻘﺩﺕ ﺃﻥ ﺍﻟﻣﻳﺎﻩ‬

‫ﺗﺳﺎﻋﺩ ﺍﻟﻧﺑﺎﺗﺎﺕ ﻓﻲ ﺍﻟﻧﻣﻭ؟‬

‫ﻫﻝ ﻋﻠﻣﺕ ﺃﻥ ﺍﻟﻧﺑﺎﺗﺎﺕ ﺗﺳﺎﻋﺩ ﺍﻟﻣﻳﺎﻩ ﺃﻳﺿًﺎ؟‬

‫ﺗﺳﺎﻋﺩ ﺍﻟﺟﺫﻭﺭ ﻓﻲ ﺗﻧﻘﻳﺔ ﺍﻟﻣﻳﺎﻩ‪.‬‬

‫ﺇﻥ ﻣﺳﺎﻋﺩﺓ ﺍﻟﻧﺑﺎﺗﺎﺕ ﻓﻲ ﺗﻧﻘﻳﺔ ﺍﻟﻣﻳﺎﻩ ﺍﻟﺗﻲ ﻧﺣﺗﺎﺝ ﺇﻟﻳﻬﺎ ﻣﻥ‬
‫ﺍﻟﻔﻭﺍﺋﺩ ﺍﻟﻌﻅﻳﻣﺔ ﺍﻟﺗﻲ ﺗﻌﻭﺩ ﻋﻠﻳﻧﺎ ﻣﻥ ﺍﻟﻧﺑﺎﺗﺎﺕ!‬

‫ﻫﻧﺎﻙ ﺃﻧﻭﺍﻉ ﻣﺧﺗﻠﻔﺔ ﻣﻥ ﺍﻟﻧﺑﺎﺗﺎﺕ ﺗﺣﺗﺎﺝ ﺇﻟﻰ ﻛﻣﻳﺎﺕ‬

‫ﻣﺧﺗﻠﻔﺔ ﻣﻥ ﺍﻟﻣﻳﺎﻩ‪.‬‬

‫ﺃﻓﺭﺯﺕ ﺍﻟﻁﺑﻳﻌﺔ ﻧﺑﺎﺗﺎﺕ ﺧﺎﺻﺔ ﺗﺳﻣﻰ ﻧﺑﺎﺗﺎﺕ ﻣﺣﻠﻳﺔ‬

‫ﺗﻧﺗﻣﻲ ﺇﻟﻰ ﺍﻟﻣﻛﺎﻥ ﺍﻟﺫﻱ ﻳﻧﺎﺳﺏ ﻧﻣﻭﻫﺎ ﻋﻠﻰ ﺍﻟﻧﺣﻭ‬
‫ﺍﻷﻓﺿﻝ‪ .‬ﻭﻫﻲ ﻧﺑﺎﺗﺎﺕ ﺗﺳﺗﺧﺩﻡ ﻛﻣﻳﺔ ﻣﻳﺎﻩ ﺍﻷﻣﻁﺎﺭ‬
‫ﺍﻟﻣﻧﺎﺳﺑﺔ ﺍﻟﺗﻲ ﺗﺳﻘﻁ ﻓﻲ ﻫﺫﺍ ﺍﻟﻣﻛﺎﻥ ﺑﺷﻛﻝ ﻁﺑﻳﻌﻲ‪.‬‬

‫‪۳٥‬‬
‫‪w‬‬
‫‪worldforumfoundation.org/nature‬‬ ‫ﺍﻟﻣﻌﻠﻡ‪ :‬ﻁﺑﺎﻋﺔ ﻫﺫﻩ ﺍﻟﺻﻔﺣﺔ‬
 ‫ﺍﻟﺷﺭﻭﻉ‬
‫ﻓﻲ ﺍﻟﻌﻣﻝ!‬
‫ﻣﻭﺿﻭﻉ ﺍﻟﺭﻋﺎﻳﺔ‪ :‬ﺍﻟﻣﺎء‪/‬ﺍﻟﻧﺑﺎﺗﺎﺕ ﺍﻟﻣﺣﻠﻳﺔ‬

‫ﺍﺳﺗﺧﺩﺍﻡ ﺍﻟﻧﺑﺎﺗﺎﺕ ﺍﻟﻣﺣﻠﻳﺔ‬

‫ﺍﻟﺗﺣﺩﺙ ﻋﻥ ﺍﺧﺗﻳﺎﺭ ﺍﻟﻧﺑﺎﺗﺎﺕ‬
‫ﻳﻣﺛﻝ ﺍﻟﻭﺻﻭﻝ ﺇﻟﻰ ﺍﻟﻣﻳﺎﻩ ﺍﻟﻌﺫﺑﺔ ﺍﻟﻧﻘﻳﺔ ﻣﺷﻛﻠﺔ ﻣﻠﺣﺔ ﺣﻭﻝ ﺍﻟﻌﺎﻟﻡ‪ .‬ﻓﻠﻳﺱ ﻫﻧﺎﻙ ﻣﻳﺎﻩ "ﺟﺩﻳﺩﺓ"‬
‫ﻭﻓﻲ ﻛﻝ ﻣﺭﺓ ﻧﺳﺗﺧﺩﻣﻬﺎ‪ ،‬ﺗﻛﻭﻥ ﻫﻧﺎﻙ ﺇﻣﻛﺎﻧﻳﺔ ﻟﺗﻠﻭﺛﻬﺎ‪ .‬ﻭﺗﺣﺗﺎﺝ ﺍﻷﺳﻣﺎﻙ ﻭﺍﻟﺣﻳﻭﺍﻧﺎﺕ‬
‫ﻭﺍﻟﺑﺷﺭ ﺟﻣﻳﻌﻬﻡ ﺇﻟﻰ ﺍﻟﻣﺎء ﻟﻠﺑﻘﺎء‪ .‬ﻭﻣﻌﻅﻣﻧﺎ ﻻ ﻳﻘﺩﺭ ﻗﻳﻣﺔ ﺍﻟﻣﻳﺎﻩ ﺍﻟﺗﻲ ﻧﺳﺗﺧﺩﻣﻬﺎ‪ ،‬ﻭﻟﻛﻥ‬
‫ﺍﻟﺣﺻﻭﻝ ﻋﻠﻰ ﺍﻟﻣﻳﺎﻩ ﺍﻟﻌﺫﺑﺔ ﻟﻳﺱ ﺳﻬﻼً‪ .‬ﻓﺎﻟﻣﻳﺎﻩ ﺍﻟﺗﻲ ﻧﺷﺭﺑﻬﺎ ﻫﻲ ﻧﻔﺱ ﺍﻟﻣﻳﺎﻩ ﺍﻟﺗﻲ ﺷﺭﺑﺗﻬﺎ‬
‫ﺍﻟﺩﻳﻧﺎﺻﻭﺭﺍﺕ‪.‬‬

‫ﺗﺣﺩﺙ ﻣﻊ ﺍﻷﻁﻔﺎﻝ ﺣﻭﻝ ﺍﺧﺗﻳﺎﺭ ﺑﻌﺽ ﺍﻟﻧﺑﺎﺗﺎﺕ "ﺍﻟﻣﺣﻠﻳﺔ" ﺑﺎﻟﻧﺳﺑﺔ ﻟﻠﺑﻳﺋﺔ ﺍﻟﻣﺣﻳﻁﺔ ﺑﻬﻡ‬
‫ﻟﻔﻧﺎء ﺍﻟﻣﺩﺭﺳﺔ‪ .‬ﻭﺍﺳﺄﻟﻬﻡ ﻋﻥ ﺭﺃﻳﻬﻡ ﻓﻲ ﻣﻌﻧﻰ ﻛﻠﻣﺔ "ﻣﺣﻠﻲ"‪ ،‬ﻭﺗﻧﺎﻗﺷﻭﺍ ﺟﻣﻳﻌًﺎ ﻓﻲ ﺫﻟﻙ‪.‬‬

‫ﺩﻉ ﺍﻷﻁﻔﺎﻝ ﻳﻌﺭﻓﻭﻥ ﺃﻥ ﺍﻟﻧﺑﺎﺗﺎﺕ ﺍﻟﻣﺣﻠﻳﺔ ﺗﺳﻌﺩ ﻓﻲ ﺍﻟﻐﺎﻟﺏ ﺑﻛﻣﻳﺔ ﺍﻟﻣﻁﺭ ﺍﻟﺫﻱ ﻳﺳﻘﻁ ﺑﺷﻛﻝ‬
‫ﻁﺑﻳﻌﻲ ﻓﻲ ﻣﻧﻁﻘﺗﻙ‪ .‬ﻭﻫﺫﺍ ﻳﻌﻧﻲ ﺃﻧﻬﺎ ﻻ ﺗﺣﺗﺎﺝ ﻣﻧﺎ ﺃﻥ ﻧﻘﺩﻡ ﻟﻬﺎ ﺍﻟﻛﺛﻳﺭ ﻣﻥ ﺍﻟﻣﺎء ﺍﻹﺿﺎﻓﻲ‪.‬‬
‫)ﻳﺳﺎﻋﺩﻧﺎ ﺫﻟﻙ ﺟﻣﻳﻌًﺎ ﻓﻲ ﺗﻭﻓﻳﺭ ﺍﻟﻣﻳﺎﻩ!(‬

‫ﺍﺧﺗﻳﺎﺭ ﻧﺑﺎﺕ ﻣﺣﻠﻲ ﻟﻔﻧﺎء ﺍﻟﻣﺩﺭﺳﺔ‬

‫ﺃﺷﺭﻙ ﺍﻷﻁﻔﺎﻝ ﻓﻲ ﺍﻟﻣﺳﺎﻋﺩﺓ ﻓﻲ ﺍﺧﺗﻳﺎﺭ ﻧﺑﺎﺕ ﻣﺣﻠﻲ ﻭﺯﺭﺍﻋﺗﻪ ﻓﻲ ﻓﻧﺎء ﺍﻟﻣﺩﺭﺳﺔ‪.‬‬
‫ﱢ‬
‫ﺧﻁﻁ ﻟﻬﺫﺍ ﺍﻟﻧﺷﺎﻁ ﺑﻌﻧﺎﻳﺔ ﺑﺣﻳﺙ ﻳﻛﻭﻥ ﻟﻛﻝ ﻁﻔﻝ ﺩﻭﺭ ﻳﻠﻌﺑﻪ‪.‬‬
‫ﻭﺑﻌﺩ ﺯﺭﺍﻋﺗﻪ‪ ،‬ﻳﻣﻛﻧﻙ ﺃﻥ ﺗﺩﻋﻭ ﺍﻷﻁﻔﺎﻝ ﺇﻟﻰ ﻣﻭﺍﺻﻠﺔ ﺍﻟﺗﻔﺎﻋﻝ ﻣﻊ ﺍﻟﻧﺑﺎﺕ ﻣﻥ ﺧﻼﻝ‪:‬‬

‫‪ .۱‬ﺇﻁﻼﻕ ﺍﺳﻡ ﻣﻣﻳﺯ ﻋﻠﻳﻪ‪.‬‬

‫‪ .۲‬ﺭﺳﻡ ﺻﻭﺭﺓ ﻟﻪ ﻓﻲ ﻣﻭﻁﻧﻪ ﺍﻟﺟﺩﻳﺩ‪.‬‬
‫‪ .۳‬ﻓﺣﺻﻪ ﻟﻠﺗﺄﻛﺩ ﻣﻥ ﺃﻧﻪ ﻻ ﺯﺍﻝ ﺳﻠﻳﻣًﺎ‪) .‬ﺍﺟﻌﻝ ﺍﻷﻁﻔﺎﻝ ﻳﻌﺭﻓﻭﻥ ﺃﻥ ﺍﻟﻧﺑﺎﺗﺎﺕ ﺍﻟﻣﺣﻠﻳﺔ ﻗﺩ ﺗﺣﺗﺎﺝ ﺇﻟﻰ ﻛﻣﻳﺔ ﻗﻠﻳﻠﺔ ﻣﻥ ﺍﻟﻣﺎء ﺍﻹﺿﺎﻓﻲ ﻋﻧﺩ ﺯﺭﺍﻋﺗﻬﺎ‬
‫ﻓﻲ ﺑﺎﺩﺉ ﺍﻷﻣﺭ‪ .‬ﻭﺑﻣﺟﺭﺩ ﺃﻥ ﺗﻧﻣﻭ ﻟﻔﺗﺭﺓ ﻗﻠﻳﻠﺔ‪ ،‬ﻳﻣﻛﻧﻬﺎ ﺃﻥ ﺗﻌﻳﺵ ﺑﺷﻛﻝ ﺃﺳﺎﺳﻲ ﻋﻠﻰ ﻣﻳﺎﻩ ﺍﻷﻣﻁﺎﺭ‪(.‬‬

‫‪۳٦‬‬
‫‪worldforumfoundation.org/nature‬‬ ‫ﺍﻟﻣﻌﻠﻡ‬
 ‫ﺍﻹﺷﺎﺩﺓ‬
‫ﺑﺎﻟﻔﻌﻝ!‬
‫ﻣﻭﺿﻭﻉ ﺍﻟﺭﻋﺎﻳﺔ‪ :‬ﺍﻟﻣﺎء‪/‬ﺍﻟﻧﺑﺎﺗﺎﺕ ﺍﻟﻣﺣﻠﻳﺔ‬

‫ﺍﺳﺗﺧﺩﺍﻡ ﺍﻟﻧﺑﺎﺗﺎﺕ ﺍﻟﻣﺣﻠﻳﺔ ﻳﻭﻓﺭ ﺍﻟﻣﻳﺎﻩ!‬

‫ﺭﺳﺎﻟﺔ ﺇﻟﻰ ﺍﻟﻣﻌﻠﻣﻳﻥ‬

‫ﻻ ﺷﻙ ﺃﻥ ﻛﻝ ﻗﻁﺭﺓ ﻣﻥ ﺍﻟﻣﻳﺎﻩ ﻟﻬﺎ ﻗﻳﻣﺔ‪ .‬ﻓﻬﻧﺎﻙ ﻣﻼﻳﻳﻥ ﻣﻥ ﺍﻟﻧﺎﺱ ﻳﻘﺿﻭﻥ ﺃﻳﺎﻣﻬﻡ‬
‫ﻓﻲ ﺣﻣﻝ ﺍﻟﻣﻳﺎﻩ‪ .‬ﻭﻓﻲ ﺣﻘﻳﻘﺔ ﺍﻷﻣﺭ‪ ،‬ﻫﻧﺎﻙ ‪ ٪٤٦‬ﻣﻥ ﺳﻛﺎﻥ ﺍﻷﺭﺽ ﻻ ﺗﺻﻝ‬
‫ﺍﻟﻣﻳﺎﻩ ﺇﻟﻰ ﻣﻧﺎﺯﻟﻬﻡ ﻋﺑﺭ ﺍﻷﻧﺎﺑﻳﺏ‪ .‬ﺇﺫﻥ‪ ،‬ﻓﺎﻟﻣﻳﺎﻩ ﺃﻣﺭ ﻣﺻﻳﺭﻱ ﻟﺑﻘﺎﺋﻧﺎ ﺟﻣﻳﻌًﺎ‪.‬‬

‫ﻳﺳﺗﻁﻳﻊ ﺍﻟﺷﺧﺹ ﺍﻟﻌﺎﺩﻱ ﺃﻥ ﻳﺣﻳﺎ ﺑﺩﻭﻥ ﻁﻌﺎﻡ ﻟﻣﺩﺓ ﺷﻬﺭﻳﻥ ﺗﻘﺭﻳﺑًﺎ‪ ،‬ﻭﻟﻛﻧﻪ ﻻ‬
‫ﻳﺳﺗﻁﻳﻊ ﺃﻥ ﻳﺣﻳﺎ ﺑﺩﻭﻥ ﻣﻳﺎﻩ ﻷﻗﻝ ﻣﻥ ﺃﺳﺑﻭﻉ ﻭﺍﺣﺩ‪.‬‬
‫ﻓﺈﺫﺍ ﺃﺟﺭﻯ ﻛﻝ ﺷﺧﺹ ﺗﻐﻳﻳﺭﺍﺕ ﺑﺳﻳﻁﺔ ﻓﻲ ﻛﻳﻔﻳﺔ ﺍﺳﺗﺧﺩﺍﻣﻪ ﻟﻠﻣﻳﺎﻩ ﻭﺍﻋﺗﻧﺎﺋﻪ‬
‫ﺑﻬﺎ‪ ،‬ﻓﻳﻣﻛﻧﻧﺎ ﺗﺣﻘﻳﻕ ﺗﻐﻳﻳﺭ ﺟﻣﺎﻋﻲ ﻛﺑﻳﺭ ﻓﻲ ﻫﺫﺍ ﺍﻟﺷﺄﻥ‪.‬‬

‫ﺗﻌﺩ ﺯﺭﺍﻋﺔ ﺍﻟﻧﺑﺎﺗﺎﺕ ﺍﻟﺗﻲ ﻻ ﺗﺗﻁﻠﺏ ﻣﺎ ًء ﺇﺿﺎﻓﻳًﺎ‬

‫ﺧﻁﻭﺓ ﺻﻐﻳﺭﺓ ﺭﺍﺋﻌﺔ!‬

‫ﺳﺎﻋﺩ ﺍﻷﻁﻔﺎﻝ ﻓﻲ ﺍﻟﺷﻌﻭﺭ ﺑﺎﻟﺭﺿﺎ ﻋﻥ ﺟﻬﻭﺩﻫﻡ ﻣﻥ ﺧﻼﻝ ﻣﺷﺎﺭﻛﺔ ﺍﻟﺭﺳﺎﺋﻝ‬

‫ﺍﻹﻳﺟﺎﺑﻳﺔ ﺍﻟﺗﺎﻟﻳﺔ‪:‬‬

‫ﻋﻧﺩﻣﺎ ﺗﺿﻊ ﺍﻟﻧﺑﺎﺗﺎﺕ ﺍﻟﻣﺣﻠﻳﺔ ﻓﻲ ﻣﺩﺭﺳﺗﻙ‪ ،‬ﻓﺄﻧﺕ ﺗﺳﺎﻋﺩ ﺍﻷﻁﻔﺎﻝ ﻋﻠﻰ‬

‫ﺗﻭﻓﻳﺭ ﺍﻟﻣﻳﺎﻩ‪ .‬ﻭﻟﺫﻟﻙ ﺃﻫﻣﻳﺔ!‬

‫ﺳﻳﺳﺎﻋﺩ ﺍﻟﻧﺑﺎﺕ ﺍﻟﻣﺣﻠﻲ ﺍﻟﺫﻱ ﻗﻣﺕ ﺑﺯﺭﺍﻋﺗﻪ ﻓﻲ ﺗﻧﻘﻳﺔ ﺍﻟﻣﻳﺎﻩ ﺍﻟﺟﻭﻓﻳﺔ‬

‫ﺿﺎ‪ .‬ﻭﻓﻲ ﻫﺫﺍ ﺍﻟﺧﻳﺭ ﻟﻛﻭﻛﺑﻧﺎ ﺍﻷﺭﺿﻲ!‬‫ﺃﻳ ً‬

‫‪۳۷‬‬
‫‪worldforumfoundation.org/nature‬‬ ‫ﺍﻟﻣﻌﻠﻡ‬
 ‫ﻣﻭﺍﺻﻠﺔ‬
‫ﺍﻟﻧﻣﻭ!‬
‫ﻣﻭﺿﻭﻉ ﺍﻟﺭﻋﺎﻳﺔ‪ :‬ﺍﻟﻣﺎء‪/‬ﺍﻟﻧﺑﺎﺗﺎﺕ ﺍﻟﻣﺣﻠﻳﺔ‬

‫ﻣﺯﻳﺩ ﻣﻥ ﺍﻟﻣﺻﺎﺩﺭ ﺣﻭﻝ ﺍﻟﻣﻳﺎﻩ‬

‫ﻣﻭﺍﻗﻊ ﺍﻟﻭﻳﺏ‪:‬‬
‫‪www.waterforpeople.org‬‬
‫ﻣﺅﺳﺳﺔ ﻋﺎﻟﻣﻳﺔ ﻏﻳﺭ ﻫﺎﺩﻓﺔ ﻟﻠﺭﺑﺢ ﺗﺩﻋﻡ ﺍﻟﻭﺻﻭﻝ ﺍﻟﺩﺍﺋﻡ ﺇﻟﻰ ﺍﻟﻣﻳﺎﻩ ﻭﺍﻟﻣﺭﺍﻓﻕ ﺍﻟﺻﺣﻳﺔ‪.‬‬
‫ﻭﺗﺗﻠﺧﺹ ﻣﻬﻣﺗﻬﺎ ﻓﻲ ﺧﻠﻕ ﻋﺎﻟﻡ ﺑﻼ ﻣﻌﺎﻧﺎﺓ ﺃﻭ ﻭﻓﻳﺎﺕ ﺑﺳﺑﺏ ﺍﻷﻣﺭﺍﺽ ﺍﻟﻣﺭﺗﺑﻁﺔ ﺑﺎﻟﻣﻳﺎﻩ ﺃﻭ‬
‫ﺍﻟﻣﺭﺍﻓﻕ ﺍﻟﺻﺣﻳﺔ‪ .‬ﻭﺗﻌﻣﻝ ﻫﺫﻩ ﺍﻟﻣﺅﺳﺳﺔ ﻓﻲ ﺇﻓﺭﻳﻘﻳﺎ ﻭﺁﺳﻳﺎ ﻭﻭﺳﻁ ﻭﺟﻧﻭﺏ ﺃﻣﺭﻳﻛﺎ‪.‬‬

‫‪www.wateradvocates.org‬‬
‫ﺗﻌﺩ ‪) Water Advocates‬ﺍﻟﻣﺩﺍﻓﻌﻭﻥ ﻋﻥ ﺍﻟﻣﻳﺎﻩ( ﺃﻭﻝ ﻣﻧﻅﻣﺔ ﻏﻳﺭ ﻫﺎﺩﻓﺔ ﻟﻠﺭﺑﺢ‬
‫ﺑﺎﻟﻭﻻﻳﺎﺕ ﺍﻟﻣﺗﺣﺩﺓ ﺗﺗﺧﺻﺹ ﺗﻣﺎﻣًﺎ ﻓﻲ ﺯﻳﺎﺩﺓ ﺍﻟﺩﻋﻡ ﺍﻷﻣﺭﻳﻛﻲ ﻟﻠﻭﺻﻭﻝ ﺇﻟﻰ ﻣﻭﺍﺭﺩ ﻣﻳﺎﻩ‬
‫ﺍﻟﺷﺭﺏ ﺍﻵﻣﻧﺔ ﻭﺍﻟﻣﺳﺗﺩﺍﻣﺔ ﻭﺍﻟﺗﻲ ﺗﺗﻣﻳﺯ ﺑﺎﻟﺗﻛﻠﻔﺔ ﺍﻟﻣﻌﻘﻭﻟﺔ ﻓﺿﻼً ﻋﻥ ﺍﻟﻣﺭﺍﻓﻕ ﺍﻟﺻﺣﻳﺔ‬
‫ﺍﻟﻣﻼﺋﻣﺔ ﺣﻭﻝ ﺍﻟﻌﺎﻟﻡ‪ .‬ﻭﻏﺭﺿﻬﺎ ﻫﻭ ﺍﻟﺩﻓﺎﻉ ﻋﻥ ﺍﻟﻣﻳﺎﻩ‪.‬‬

‫‪www.nrcs.usda.gov‬‬
‫ﺗﺳﺎﻋﺩﻙ ‪) United States Natural Resources Conservation Service‬ﺧﺩﻣﺔ ﺍﻟﻣﺣﺎﻓﻅﺔ ﻋﻠﻰ ﺍﻟﻣﻭﺍﺭﺩ ﺍﻟﻁﺑﻳﻌﻳﺔ ﺍﻟﺗﺎﺑﻌﺔ‬
‫ﻟﻠﻭﻻﻳﺎﺕ ﺍﻟﻣﺗﺣﺩﺓ( ﻓﻲ ﻣﻌﺭﻓﺔ ﺍﻟﻣﺯﻳﺩ ﺑﺷﺄﻥ ﺍﻟﻣﺣﺎﻓﻅﺔ ﻋﻠﻰ ﺍﻟﻣﻳﺎﻩ ﻓﻲ ﺍﻟﻣﻛﺎﻥ ﺍﻟﺫﻱ ﺗﻌﻳﺵ ﻭﺗﻌﻣﻝ ﻓﻳﻪ ﻣﻥ ﺧﻼﻝ ﻧﺻﺎﺋﺢ ﻣﺷﺭﻭﻉ "‪Backyard‬‬
‫‪) "Conservation‬ﺍﻟﻣﺣﺎﻓﻅﺔ ﻋﻠﻰ ﺍﻟﻣﻭﺍﺭﺩ ﺍﻟﻁﺑﻳﻌﻳﺔ ﻓﻲ ﺍﻟﻣﻛﺎﻥ ﺍﻟﺫﻱ ﺗﻌﻳﺵ ﻓﻳﻪ( ﺍﻟﻣﺗﻭﻓﺭﺓ ﺑﺎﻟﻠﻐﺗﻳﻥ ﺍﻹﻧﺟﻠﻳﺯﻳﺔ ﻭﺍﻹﺳﺑﺎﻧﻳﺔ‪.‬‬

‫ﺣﻘﺎﺋﻕ ﻣﻣﺗﻌﺔ ﺣﻭﻝ ﺍﻟﻣﻳﺎﻩ‬

‫ﻳﻣﻛﻥ ﺍﺳﺗﺧﺩﺍﻡ ﻧﺳﺑﺔ ﺗﻘﻝ ﻋﻥ ﻭﺍﺣﺩ ﺑﺎﻟﻣﺎﺋﺔ ﻣﻥ ﺇﺟﻣﺎﻟﻲ ﻛﻣﻳﺔ ﺍﻟﻣﻳﺎﻩ ﺍﻟﻣﻭﺟﻭﺩﺓ ﻓﻲ ﺍﻟﻌﺎﻟﻡ ﻟﻠﺷﺭﺏ‪ .‬ﻓﻲ ﺣﻳﻥ‬ ‫•‬
‫ﺗﺑﻠﻎ ﻧﺳﺑﺔ ﺍﻟﻣﺎء ﺍﻟﻣﺎﻟﺢ ‪ ٪۹۷‬ﺗﻘﺭﻳﺑًﺎ‪ ،‬ﻭﺗﻭﺟﺩ ﻧﺳﺑﺔ ﺍﻻﺛﻧﻳﻥ ﺑﺎﻟﻣﺎﺋﺔ ﺍﻷﺧﺭﻯ ﻓﻲ ﺷﻛﻝ ﻣﻳﺎﻩ ﻣﺟﻣﺩﺓ ﻓﻲ ﺍﻟﻘﻣﻡ‬
‫ﻭﺍﻷﻧﻬﺎﺭ ﺍﻟﺟﻠﻳﺩﻳﺔ‪.‬‬

‫ﺗﺑﻠﻎ ﻧﺳﺑﺔ ﺍﻟﻣﻳﺎﻩ ﺍﻟﻣﻭﺟﻭﺩﺓ ﻋﻠﻰ ﺳﻁﺢ ﺍﻷﺭﺽ ﺗﻘﺭﻳﺑًﺎ ﻧﻔﺱ ﻧﺳﺑﺔ ﺍﻟﻣﻳﺎﻩ ﺍﻟﻣﻭﺟﻭﺩﺓ ﻓﻲ ﻣﺦ ﺍﻹﻧﺳﺎﻥ‬ ‫•‬
‫)‪ .(٪۷٥‬ﻭﺗﺑﻠﻎ ﻧﺳﺑﺔ ﺍﻟﻣﻳﺎﻩ ﻓﻲ ﻣﺦ ﺍﻟﻔﻳﻝ ﻭﺍﻟﺩﺟﺎﺟﺔ ﺃﻳﺿًﺎ ‪ ٪۷٥‬ﺗﻘﺭﻳﺑًﺎ‪.‬‬

‫ﺇﻥ ﺗﺭﻙ ﺍﻟﺻﻧﺑﻭﺭ ﺟﺎﺭﻳًﺎ ﻟﻣﺩﺓ ‪ ٥‬ﺩﻗﺎﺋﻕ ﻳﻌﺎﺩﻝ ﺍﺳﺗﻬﻼﻙ ﻗﺩﺭ ﻛﺑﻳﺭ ﻣﻥ ﺍﻟﻁﺎﻗﺔ ﺍﻟﻧﺎﺗﺟﺔ ﻋﻥ ﺇﺿﺎءﺓ ﻣﺻﺑﺎﺡ‬ ‫•‬
‫ﻗﻭﺗﻪ ‪ ٦۰‬ﻭﺍﺕ ﻟﻣﺩﺓ ‪ ۱٤‬ﺳﺎﻋﺔ‪.‬‬

‫ﻟﻘﺩ ﺗﻐﻳﺭﺕ ﺑﻌﺽ ﺍﻟﻧﺑﺎﺗﺎﺕ ﺑﻣﺭﻭﺭ ﺍﻟﺯﻣﻥ ﻟﺗﺳﺗﺧﺩﻡ ﻛﻣﻳﺔ ﻗﻠﻳﻠﺔ ﺟ ًﺩﺍ ﻣﻥ ﺍﻟﻣﺎء‪ .‬ﻓﺎﻟﺻﺑﺎﺭ‪ ،‬ﺑﺳﻳﻘﺎﻧﻪ ﺍﻟﺳﻣﻳﻛﺔ‬ ‫•‬
‫ﻭﺃﻭﺭﺍﻗﻪ ﺍﻟﻣﺧﺗﺯﻟﺔ ﻓﻲ ﺃﺷﻭﺍﻙ‪ ،‬ﻳﻌﺗﺑﺭ ﻣﻥ ﺃﻓﺿﻝ ﺍﻷﻣﺛﻠﺔ ﻟﻠﻧﺑﺎﺗﺎﺕ ﺍﻟﺗﻲ ﺗﺗﻛﻳﻑ ﺑﺷﻛﻝ ﺟﻳﺩ ﻣﻊ ﺍﻟﺑﻳﺋﺎﺕ‬
‫ﺷﺩﻳﺩﺓ ﺍﻟﺟﻔﺎﻑ‪.‬‬

‫‪۳۸‬‬
‫‪worldforumfoundation.org/nature‬‬ ‫ﺍﻟﻣﻌﻠﻡ‬
 ‫ﺧﻭﺽ‬
‫ﻣﻐﺎﻣﺭﺓ!‬
‫ﻣﻭﺿﻭﻉ ﺍﻟﺭﻋﺎﻳﺔ‪ :‬ﺍﻟﺗﺭﺑﺔ‪/‬ﺍﻟﺗﺳﻣﻳﺩ‬

‫ﻧﺻﺎﺋﺢ ﻟﻠﻣﻌﻠﻣﻳﻥ‬
‫ﺍﺳﺗﺧﺩﺍﻡ ﺃﺷﻁﺔ "ﻫﻳﺎ ﻧﺣﻔﺭ"‬
‫‪ .۱‬ﺣﺩﺩ ﻛﻳﻑ ﻳﻣﻛﻧﻙ ﺗﻭﻓﻳﺭ ﻣﻛﺎﻥ ﻟﻸﻁﻔﺎﻝ ﻻﺳﺗﻛﺷﺎﻑ ﺍﻟﺗﺭﺑﺔ‪ .‬ﺗﺄﻛﺩ ﻣﻥ ﺃﻥ ﺍﻟﺗﺭﺑﺔ ﺁﻣﻧﺔ ﻭﻏﻳﺭ‬
‫ﻣﻠﻭﺛﺔ ﺑﺎﻟﺳﻣﻭﻡ ﺃﻭ ﺍﻟﻣﻭﺍﺩ ﺍﻟﺧﻁﻳﺭﺓ ﺍﻷﺧﺭﻯ‪.‬‬

‫• ﻫﻝ ﻳﻭﺟﺩ ﻣﻛﺎﻥ ﺑﺎﻟﺧﺎﺭﺝ ﺑﻪ ﺗﺭﺑﺔ ﺁﻣﻧﺔ‬

‫ﺣﻳﺙ ﻳﻣﻛﻧﻬﻡ ﺍﻟﺣﻔﺭ ﻓﻲ ﺍﻷﺭﺽ؟ ﺃﻭ‪،‬‬
‫ﻫﻝ ﺃﻧﺷﺄﺕ ﺃﺣﻭﺍﺿًﺎ ﺻﺎﻟﺣﺔ ﻟﺯﺭﺍﻋﺔ‬
‫ﺍﻟﺯﻫﻭﺭ ﻣﻣﻠﻭءﺓ ﺑﺎﻟﺗﺭﺑﺔ ﻳﻣﻛﻥ ﺍﻻﺳﺗﻔﺎﺩﺓ‬
‫ﻣﻧﻬﺎ ﻓﻲ ﻫﺫﺍ ﺍﻟﺧﺻﻭﺹ؟‬

‫• ﺇﺫﺍ ﻟﻡ ﻳﻛﻥ ﺃﻱ ﻣﻥ ﻫﺫﻳﻥ ﺍﻟﺧﻳﺎﺭﻳﻥ ﻣﺗﻭﻓﺭً ﺍ‪،‬‬

‫ﻓﻘﻡ ﺑﺈﻋﺩﺍﺩ ﺑﻌﺽ ﺍﻷﺣﻭﺍﺽ ﺍﻟﻣﻣﻠﻭءﺓ‬
‫ﺑﺎﻟﺗﺭﺑﺔ ﻗﺑﻝ ﺃﻥ ﺗﺑﺩﺃ ﻫﺫﺍ ﺍﻟﻧﺷﺎﻁ‪.‬‬

‫‪ .۲‬ﺗﺄﻛﺩ ﺃﻥ ﺍﻷﻁﻔﺎﻝ ﻳﺭﺗﺩﻭﻥ ﺍﻟﻣﻼﺑﺱ ﺍﻟﻣﻧﺎﺳﺑﺔ‪ .‬ﺃﺧﺑﺭ ﺍﻷﺳﺭ ﻣﺳﺑ ًﻘﺎ ﺑﻣﺎ ﺳﻳﺗﻡ ﻋﻣﻠﻪ‪.‬‬

‫• ﻓﻲ ﺑﻌﺽ ﺍﻷﻣﺎﻛﻥ ﺑﺎﻟﻌﺎﻟﻡ‪ ،‬ﻏﺎﻟﺑًﺎ ﻣﺎ ﻳﺻﻌﺏ ﻋﻠﻰ ﺍﻷﺳﺭ ﻏﺳﻝ ﺍﻟﻣﻼﺑﺱ‪ .‬ﻓﺈﺫﺍ ﻛﺎﻥ ﺍﻷﻣﺭ‬
‫ﻛﺫﻟﻙ‪ ،‬ﻓﻛﻥ ﻣﺭﺍﻋﻳًﺎ ﻟﻬﺫﻩ ﺍﻟﺣﻘﻳﻘﺔ‪ .‬ﻳﺳﺗﻁﻳﻊ ﺍﻷﻁﻔﺎﻝ ﻣﻣﺎﺭﺳﺔ ﻧﺷﺎﻁ ﺍﻟﻁﻳﻥ ﻓﻲ ﺍﻷﺣﻭﺍﺽ‬
‫ﺩﻭﻥ ﺃﻥ ﺗﺗﺳﺦ ﻣﻼﺑﺳﻬﻡ‪.‬‬

‫• ﺇﺫﺍ ﻛﺎﻥ ﺑﺈﻣﻛﺎﻥ ﺍﻷﺳﺭ ﺗﻭﻓﻳﺭ ﻣﻼﺑﺱ ﻗﺩﻳﻣﺔ ﻷﻁﻔﺎﻟﻬﻡ ﻛﻲ ﻳﺭﺗﺩﻭﻫﺎ ﺃﺛﻧﺎء ﻣﻣﺎﺭﺳﺔ ﻫﺫﺍ‬
‫ﺍﻟﻧﺷﺎﻁ‪ ،‬ﻓﺭﺑﻣﺎ ﻳﻛﻭﻥ ﻣﻥ ﺍﻟﻣﻼﺋﻡ ﺍﺗﺑﺎﻉ ﻧﻬﺞ ﻳﻌﺗﻣﺩ ﻋﻠﻰ ﺍﺳﺗﺧﺩﺍﻡ ﺃﺟﺳﺎﺩﻫﻡ ﺑﺷﻛﻝ ﻛﺎﻣﻝ‪.‬‬

‫‪ .۳‬ﺇﻥ ﺃﻣﻛﻥ‪ ،‬ﻓﻘﻡ ﺑﺗﻭﻓﻳﺭ ﺃﺩﻭﺍﺕ ﻟﺗﺳﺎﻋﺩ ﺍﻷﻁﻔﺎﻝ ﻋﻠﻰ ﺍﺳﺗﻛﺷﺎﻑ ﺍﻟﺗﺭﺑﺔ‪ ،‬ﻣﺛﻝ‪:‬‬

‫• ﺍﻷﺩﻭﺍﺕ ﺍﻟﻳﺩﻭﻳﺔ ﺍﻟﺻﻐﻳﺭﺓ‬

‫• ﻣﺻﺎ ٍ‬
‫ﻑ ﻟﻐﺭﺑﻠﺔ ﺍﻟﺗﺭﺑﺔ‬

‫• ﻧﻅﺎﺭﺍﺕ ﻣﻛﺑﺭﺓ ﻟﻠﻣﻼﺣﻅﺔ ﺍﻟﺩﻗﻳﻘﺔ‬

‫ﺍﻵﻥ ﺍﺳﺗﺧﺩﻡ ﺃﻧﺷﻁﺔ "ﻫﻳﺎ ﻧﺣﻔﺭ" ﻣﻊ ﺍﻷﻁﻔﺎﻝ‪.‬‬

‫‪۳۹‬‬
‫‪worldforumfoundation.org/nature‬‬ ‫ﺍﻟﻣﻌﻠﻡ‬
 ‫ﺧﻭﺽ‬
‫ﻣﻐﺎﻣﺭﺓ!‬ ‫ﻣﻭﺿﻭﻉ ﺍﻟﺭﻋﺎﻳﺔ‪ :‬ﺍﻟﺗﺭﺑﺔ‪/‬ﺍﻟﺗﺳﻣﻳﺩ‬

‫ﻫﻳﺎ ﻧﺣﻔﺭ‬
‫)ﺍﻟﺟﺯء ﺍﻷﻭﻝ(‬

‫ﺃﻭﻻً‪ ،‬ﻫﻳﺎ ﻧﺳﺗﻛﺷﻑ ﺑﻌﺽ ﺍﻟﺗﺭﺍﺏ‪.‬‬

‫ﻣﺎ ﺍﻟﺫﻱ ﺗﻼﺣﻅﻪ؟‬

‫ﺍﺳﺗﺧﺩﻡ ﺟﻣﻳﻊ ﺣﻭﺍﺳﻙ‪.‬‬

‫ﺍﻧﻅﺭ ﻋﻥ ﻗﺭﺏ – ﻣﺎﺫﺍ ﺗﺟﺩ ﻓﻲ ﺍﻟﺗﺭﺑﺔ…‪..‬ﺣﺷﺭﺍﺕ……ﻗﻁﻊ ﻣﻥ ﺍﻟﻌﺻﻲ…‪..‬؟‬

‫ﻭﻣﺎ ﺍﻟﺫﻱ ﻳﺣﺩﺙ ﺇﺫﺍ ﺃﺿﻔﺕ ﺍﻟﻣﻳﺎﻩ ﺇﻟﻰ ﺍﻟﺗﺭﺑﺔ؟‬ ‫ﻣﺎﺫﺍ ﻳﺣﺩﺙ ﻋﻧﺩﻣﺎ ﺗﻐﺭﺑﻝ ﺍﻟﺗﺭﺑﺔ؟‬

‫ﻫﻝ ﺻﻧﻌﺕ ﻁﻳ ًﻧﺎ؟‬

‫ﻛﻳﻑ ﻳﺑﺩﻭ؟؟‬

‫‪٤۰‬‬
‫‪w‬‬
‫‪worldforumfoundation.org/nature‬‬ ‫ﺍﻟﻣﻌﻠﻡ‪ :‬ﻁﺑﺎﻋﺔ ﻫﺫﻩ ﺍﻟﺻﻔﺣﺔ‬
 ‫ﺧﻭﺽ‬
‫ﻣﻐﺎﻣﺭﺓ!‬ ‫ﻣﻭﺿﻭﻉ ﺍﻟﺭﻋﺎﻳﺔ‪ :‬ﺍﻟﺗﺭﺑﺔ‪/‬ﺍﻟﺗﺳﻣﻳﺩ‬

‫ﻫﻳﺎ ﻧﺣﻔﺭ‬
‫)ﺍﻟﺟﺯء ﺍﻟﺛﺎﻧﻲ(‬

‫ﺍﻵﻥ ﻓﻠﻧﺻﻧﻊ ﺗﻣﺛﺎﻻً ﻣﻥ ﺍﻟﻁﻳﻥ!‬

‫ﻣﺎ ﺍﻟﻁﺭﻳﻘﺔ ﺍﻟﺗﻲ ﺳﺗﺧﺗﺎﺭﻫﺎ؟‬

‫ﻓﻳﻣﺎ ﻳﻠﻲ ﺛﻼﺙ ﻁﺭﻕ ﻟﺗﺳﺟﻳﻠﻬﺎ‪:‬‬

‫‪ .۱‬ﻫﻝ ﺳﺗﺻﻧﻊ ﻓﻁﺎﺋﺭ ﻣﻥ ﺍﻟﻁﻳﻥ؟‬

‫‪ .۲‬ﻫﻝ ﺳﺗﺭﺳﻡ ﻋﻠﻰ ﺍﻟﻭﺭﻕ‬

‫ﺑﺎﺳﺗﺧﺩﺍﻡ ﺇﺻﺑﻌﻙ ﺍﻟﻣﻐﻁﻰ ﺑﺎﻟﻁﻳﻥ؟‬

‫‪ .۳‬ﻫﻝ ﺳﺗﺻﻧﻊ ﺗﻣﺛﺎﻻً ً‬

‫ﻛﺑﻳﺭﺍ ﻣﻥ ﺍﻟﻁﻳﻥ‬
‫ﻋﻠﻰ ﺍﻷﺭﺽ؟‬

‫ﺗﺣﺩﺙ ﻣﻊ ﺃﺻﺩﻗﺎﺋﻙ ﻭﻣﻌﻠﻣﻙ‬

‫ﻋﻥ ﻛﺎﻓﺔ ﺍﻷﺷﻳﺎء ﺍﻟﺗﻲ ﺍﻛﺗﺷﻔﺗﻬﺎ‬
‫ﺑﺧﺻﻭﺹ ﺍﻟﺗﺭﺑﺔ ﻭﺍﻟﻁﻳﻥ‪.‬‬

‫‪٤۱‬‬
‫‪w‬‬
‫‪worldforumfoundation.org/nature‬‬ ‫ﺍﻟﻣﻌﻠﻡ‪ :‬ﻁﺑﺎﻋﺔ ﻫﺫﻩ ﺍﻟﺻﻔﺣﺔ‬
 ‫ﺍﻟﺷﺭﻭﻉ‬
‫ﻓﻲ ﺍﻟﻌﻣﻝ!‬ ‫ﻣﻭﺿﻭﻉ ﺍﻟﺭﻋﺎﻳﺔ‪ :‬ﺍﻟﺗﺭﺑﺔ‪/‬ﺍﻟﺗﺳﻣﻳﺩ‬

‫ﺇﻧﺷﺎء ﺻﻧﺩﻭﻕ ﺳﻣﺎﺩ‬

‫ﺗﺣﺩﺙ ﻋﻥ ﺍﻟﺗﺭﺑﺔ‬
‫ﺗﺣﺩﺙ ﻣﻊ ﺍﻷﻁﻔﺎﻝ ﻋﻥ ﺍﻟﺳﺑﺏ ﻓﻲ ﺃﻥ ﺍﻻﺗﺳﺎﺥ ﻗﺩ ﻳﻛﻭﻥ ﺃﻣﺭً ﺍ ﻋﺎﺩﻳًﺎ ﻭﺣﺗﻰ ﺟﻳ ًﺩﺍ ﻓﻲ ﺑﻌﺽ ﺍﻷﺣﻳﺎﻥ‪.‬‬
‫ﺳﺎﻋﺩ ﺍﻷﻁﻔﺎﻝ ﻓﻲ ﺍﻟﺗﻔﻛﻳﺭ ﻓﻲ ﺍﻟﺗﺭﺑﺔ ﺑﺻﻭﺭﺓ ﺃﻛﺑﺭ ﻣﻥ ﻛﻭﻧﻬﺎ "ﻣﺟﺭﺩ ﻗﺫﺍﺭﺓ‪ ".‬ﻓﺎﻟﺗﺭﺑﺔ ﺗﺩﻋﻡ ﺍﻟﺣﻳﺎﺓ‬
‫ﺑﺑﺳﺎﻁﺔ "ﻣﻥ ﺍﻷﺭﺽ ﻓﺻﺎﻋ ًﺩﺍ‪".‬‬

‫ﺍﺳﺄﻝ ﺍﻷﻁﻔﺎﻝ ﻋﻣﺎ ﺇﺫﺍ ﻛﺎﻧﻭﺍ ﻳﻭﺩﻭﻥ ﻣﺳﺎﻋﺩﺗﻙ ﻓﻲ ﺇﻧﺷﺎء ﺻﻧﺩﻭﻕ ﺳﻣﺎﺩ ﻳﻣﻛﻥ ﺍﺳﺗﺧﺩﺍﻣﻪ ﻓﻲ‬
‫ﺗﺧﺻﻳﺏ ﺍﻟﺗﺭﺑﺔ ﻭﺣﻣﺎﻳﺗﻬﺎ‪ .‬ﻳﺿﻳﻑ ﺍﻟﺳﻣﺎﺩ ﺍﻟﻣﻭﺍﺩ ﺍﻟﻣﻐﺫﻳﺔ ﻟﻠﺗﺭﺑﺔ ﻣﻣﺎ ﻳﺳﺎﻋﺩ ﻓﻲ ﺍﻟﻣﺣﺎﻓﻅﺔ ﻋﻠﻰ‬
‫ﺳﻼﻣﺔ ﺍﻟﻧﺑﺎﺗﺎﺕ‪.‬‬

‫ﻛﻳﻔﻳﺔ ﺇﻧﺷﺎء ﺻﻧﺩﻭﻕ ﺩﻭﺩ‪/‬ﺳﻣﺎﺩ‬

‫ﻣﺎ ﺗﺣﺗﺎﺟﻪ ﻟﻠﺑﺩء‪:‬‬

‫ﺻﻧﺩﻭﻕ ﺗﺧﺯﻳﻥ )ﻳﻣﻛﻥ ﺃﻥ ﻳﻛﻭﻥ ﺻﻧﺩﻭﻕ ﺗﺧﺯﻳﻥ ﺑﻼﺳﺗﻳﻛﻲ ﺑﻐﻁﺎء‪ ،‬ﺇﺫﺍ ﻛﻧﺕ ﺗﺭﻏﺏ ﻓﻲ ﺫﻟﻙ‪ ،‬ﺃﻭ ﺻﻧﺩﻭﻕ ﻣﻌﺩﻧﻲ‬ ‫•‬
‫ﻳﻣﻛﻧﻙ ﺻﻧﻊ ﺛﻘﻭﺏ ﻓﻳﻪ(‬
‫ﺻﻳﻧﻳﺔ ﺗﻭﺿﻊ ﺃﺳﻔﻝ ﻫﺫﺍ ﺍﻟﺻﻧﺩﻭﻕ‬ ‫•‬
‫ﻣﺎء‬ ‫•‬
‫ﺗﺭﺑﺔ‬ ‫•‬
‫‪) Red Wiggler Worms‬ﺩﻳﺩﺍﻥ ﺣﻣﺭﺍء(‬ ‫•‬
‫ﺻﺣﻑ ﺃﻭ ﺟﺭﺍﺋﺩ ﻟﺗﺗﻡ ﺇﻋﺎﺩﺓ ﺗﺩﻭﻳﺭﻫﺎ ﺃﻭ ﻻﺳﺗﺧﺩﺍﻣﻬﺎ ﻛﺄﻭﺭﺍﻕ ﺟﺎﻓﺔ‬ ‫•‬

‫ﻣﺎ ﻳﺗﻌﻳﻥ ﻋﻠﻳﻙ ﻋﻣﻠﻪ‪:‬‬

‫ﺍﺻﻧﻊ ﺍﻟﻔﺭﺵ ﻣﻥ ﺧﻼﻝ ﺗﻣﺯﻳﻕ ﺍﻟﻭﺭﻕ ﺇﻟﻰ ﺷﺭﺍﺋﻁ ﻭﻣﻝء ﺍﻟﻭﻋﺎء ﺣﺗﻰ ﻣﻧﺗﺻﻔﻪ ﺑﺎﻟﻭﺭﻕ ﻭ‪/‬ﺃﻭ ﺃﻭﺭﺍﻕ ﺍﻟﺷﺟﺭ ﺍﻟﺟﺎﻓﺔ‪.‬‬ ‫•‬
‫ﺃﺿﻑ ﺍﻟﻣﻳﺎﻩ ﺇﻟﻰ ﺍﻟﻔﺭﺵ ﺣﺗﻰ ﺗﺑﺗﻝ‪.‬‬ ‫•‬
‫ﺃﺿﻑ ﺍﻟﺗﺭﺑﺔ ﺣﺗﻰ ﻳﻣﺗﻠﺊ ﺍﻟﻭﻋﺎء ﺗﻘﺭﻳﺑًﺎ‪ ،‬ﺛﻡ ﺃﺿﻑ ﺍﻟﺩﻳﺩﺍﻥ‪.‬‬ ‫•‬

‫ﺇﻁﻌﺎﻡ ﺍﻟﺩﻳﺩﺍﻥ‬

‫ﺃﺿﻑ ﻓﺗﺎﺕ ﺍﻟﻔﻭﺍﻛﻪ ﻭﺍﻟﺧﺿﺭﺍﻭﺍﺕ ﻭﻗﺷﺭ ﺍﻟﺑﻳﺽ ﻭﺃﻛﻳﺎﺱ ﺍﻟﺷﺎﻱ ﻭﺭﻭﺍﺳﺏ ﺍﻟﻘﻬﻭﺓ‪.‬‬ ‫•‬
‫ﻻ ﺗﺿﻑ ﺍﻟﻌﻅﺎﻡ ﺍﻟﻣﺳﺗﺧﻠﺻﺔ ﻣﻥ ﺍﻟﻠﺣﻡ ﺃﻭ ﻣﻧﺗﺟﺎﺕ ﺍﻷﻟﺑﺎﻥ‬ ‫•‬
‫ﺃﺿﻑ ﺍﻟﻣﺎء ﺑﺷﻛﻝ ﺩﻭﺭﻱ ﻭﻣﺯﻳ ًﺩﺍ ﻣﻥ ﺍﻟﻔﺭﺵ ﺣﺳﺏ ﺍﻟﺣﺎﺟﺔ ﻟﻠﻣﺣﺎﻓﻅﺔ ﻋﻠﻰ ﺭﻁﻭﺑﺔ ﺍﻟﺻﻧﺩﻭﻕ ﻭﺍﻣﺗﻼﺋﻪ ﺗﻘﺭﻳﺑًﺎ‪.‬‬ ‫•‬

‫ﺳﺗﺗﻌﺭﻑ ﻋﻠﻰ ﺳﻼﻣﺔ ﺻﻧﺩﻭﻕ ﺍﻟﺳﻣﺎﺩ‪/‬ﺍﻟﺩﻳﺩﺍﻥ ﻋﻧﺩﻣﺎ ﻻ ﺗﻔﻭﺡ ﺭﺍﺋﺣﺔ ﻣﻥ ﻫﺫﺍ ﺍﻟﺻﻧﺩﻭﻕ ﻭﺗﻠﺩ ﺍﻟﺩﻳﺩﺍﻥ‪.‬‬

‫‪٤۲‬‬
‫‪worldforumfoundation.org/nature‬‬ ‫ﺍﻟﻣﻌﻠﻡ‬
 ‫ﺍﻟﺷﺭﻭﻉ‬
‫ﻓﻲ ﺍﻟﻌﻣﻝ!‬ ‫ﻣﻭﺿﻭﻉ ﺍﻟﺭﻋﺎﻳﺔ‪ :‬ﺍﻟﺗﺭﺑﺔ‪/‬ﺍﻟﺗﺳﻣﻳﺩ‬

‫ﺳﻼﺕ ﺍﻟﺳﻣﺎﺩ ﻓﻳﻬﺎ ﺍﻟﺧﻳﺭ ﻟﺗﺭﺑﺗﻧﺎ!‬

‫ﺭﺳﺎﻟﺔ ﺇﻟﻰ ﺍﻟﻣﻌﻠﻣﻳﻥ‬

‫ﺗﺣﺗﺎﺝ ﺍﻟﻌﻧﺎﻳﺔ ﺑﻣﻭﺍﺭﺩ ﺍﻟﺑﻳﺋﺔ ﺇﻟﻰ ﺗﻐﺫﻳﺔ ﺍﻟﺗﺭﺑﺔ ﺃﻳﺿًﺎ‪ .‬ﻓﺎﻟﺗﺭﺑﺔ‪ ،‬ﻛﺎﻟﻣﺎء‪ ،‬ﻫﻲ‬
‫ﻣﺻﺩﺭ ﺍﻟﺣﻳﺎﺓ ﻭﻻ ﻏﻧﻰ ﻋﻧﻬﺎ ﻟﻧﻣﻭ ﺍﻟﻧﺑﺎﺕ‪ .‬ﻭﺍﻵﻥ ﻻﺣﻅ ﺍﻷﻁﻔﺎﻝ ﺍﻟﺗﺭﺑﺔ‬
‫ﻋﻥ ﻗﺭﺏ ﻭﻳﺩﺭﻛﻭﻥ ﺍﻟﻣﺯﻳﺩ ﻋﻥ ﻓﻭﺍﺋﺩ ﺍﻟﺗﺭﺑﺔ ﺍﻟﺻﺣﻳﺔ‪ ،‬ﻭﻓﻳﻣﺎ ﻳﻠﻲ ﺑﻌﺽ‬
‫ﺍﻟﺭﺳﺎﺋﻝ ﺍﻹﻳﺟﺎﺑﻳﺔ ﻟﻺﺷﺎﺩﺓ ﺑﻬﻡ‪:‬‬

‫ﻋﻧﺩﻣﺎ ﺃﻧﺷﺄﺗﻡ ﺻﻧﺩﻭﻕ ﺍﻟﺳﻣﺎﺩ‪ ،‬ﻓﺈﻧﻛﻡ ﻗﺩ ﻗﻣﺗﻡ ﺑﻌﻣﻝ ﻣﻔﻳﺩ ﻟﻣﺳﺎﻋﺩﺓ‬

‫ﺍﻟﺗﺭﺑﺔ! ﻭﺍﻵﻥ ﻳﻣﻛﻥ ﻭﺿﻊ ﺍﻟﺳﻣﺎﺩ ﻣﺭﺓ ﺃﺧﺭﻯ ﻓﻲ ﺍﻟﺗﺭﺑﺔ‬
‫ﻟﻠﻣﺣﺎﻓﻅﺔ ﻋﻠﻰ ﺳﻼﻣﺗﻬﺎ‪.‬‬

‫ﺿﺎ ﻟﻧﻧﻌﻡ ﺑﻣﺯﻳﺩ‬

‫ﺇﻥ ﺍﻟﺗﺭﺑﺔ ﺍﻟﺳﻠﻳﻣﺔ ﺗﺳﺎﻋﺩ ﺍﻟﻧﺑﺎﺗﺎﺕ ﻭﺗﺳﺎﻋﺩﻧﺎ ﺃﻳ ً‬
‫ﻣﻥ ﺍﻟﺻﺣﺔ ﻋﻧﺩﻣﺎ ﻧﺗﻧﺎﻭﻝ ﺍﻟﻧﺑﺎﺗﺎﺕ!‬

‫‪٤۳‬‬
‫‪worldforumfoundation.org/nature‬‬ ‫ﺍﻟﻣﻌﻠﻡ‬
 ‫ﻣﻭﺍﺻﻠﺔ‬
‫ﺍﻟﻧﻣﻭ!‬
‫ﻣﻭﺿﻭﻉ ﺍﻟﺭﻋﺎﻳﺔ‪ :‬ﺍﻟﺗﺭﺑﺔ‪/‬ﺍﻟﺗﺳﻣﻳﺩ‬

‫ﻣﺯﻳﺩ ﻣﻥ ﺍﻟﻣﺻﺎﺩﺭ ﺣﻭﻝ ﺍﻟﺗﺭﺑﺔ‬

‫ﻣﻭﺍﻗﻊ ﺍﻟﻭﻳﺏ‪:‬‬
‫‪www.ngm.nationalgeographic.com/geopedia/Soil‬‬ ‫‪www.soil.hostweb.org.uk‬‬
‫ﻗﺳﻡ ﺍﻟﻣﻭﺳﻭﻋﺔ ﺍﻟﺟﻐﺭﺍﻓﻳﺔ )ﺟﻳﻭﺑﻳﺩﻳﺎ( ﻟﻠﺗﺭﺑﺔ ﺍﻟﻭﺍﺭﺩ ﻓﻲ ﻣﻭﻗﻊ ﺍﻟﻭﻳﺏ‬ ‫ﻳﺣﺗﻭﻱ ‪) World of Soil‬ﻋﺎﻟﻡ ﺍﻟﺩﻳﺩﺍﻥ( ﻋﻠﻰ ﻣﻌﻠﻭﻣﺎﺕ ﻋﻥ‬
‫ﺍﻟﺧﺎﺻﺔ ﺑﻣﻭﺳﻭﻋﺔ ‪) National Geographic‬ﺍﻟﺟﻐﺭﺍﻓﻳﺎ ﺍﻟﻭﻁﻧﻳﺔ(‪:‬‬ ‫ﺃﻧﻭﺍﻉ ﺍﻟﺗﺭﺑﺔ ﻭﺍﻟﻌﻧﺎﻳﺔ ﺑﻬﺎ‪.‬‬
‫ﻳﻘﺩﻡ ﻣﻌﻠﻭﻣﺎﺕ ﻣﻭﺟﺯﺓ ﻭﻣﺭﺍﺟﻊ ﺇﺿﺎﻓﻳﺔ ﺗﺗﻌﻠﻕ ﺑﻘﻳﻣﺔ ﺍﻟﺗﺭﺑﺔ ﺍﻟﺻﺣﻳﺔ‪.‬‬

‫ﺗﺣﺗﻭﻱ ﻣﻭﺍﻗﻊ ﺍﻟﻭﻳﺏ ﺍﻟﺛﻼﺛﺔ ﺍﻟﺗﺎﻟﻳﺔ ﻋﻠﻰ ﻣﺯﻳﺩ ﻣﻥ ﺍﻟﻣﻌﻠﻭﻣﺎﺕ ﺍﻟﻣﻔﺻﻠﺔ‬

‫ﺣﻭﻝ ﻛﻳﻔﻳﺔ ﺻﻧﻊ ﺻﻧﺎﺩﻳﻕ ﺩﻳﺩﺍﻥ ﺃﻭ ﺻﻧﺎﺩﻳﻕ ﺩﻳﺩﺍﻥ‪/‬ﺳﻣﺎﺩ‪:‬‬

‫‪www.natureexplore.org‬‬
‫ﺍﺳﺗﻛﺷﺎﻑ ﺍﻟﻁﺑﻳﻌﺔ )ﻋﺑﺎﺭﺓ ﻋﻥ ﻣﺷﺭﻭﻉ ﺗﻌﺎﻭﻧﻲ‬
‫ﺧﺎﺹ ﺑﻣﺅﺳﺳﺔ ‪) Arbor Day‬ﻳﻭﻡ ﺍﻟﺷﺟﺭﺓ( ﻭﻣﺅﺳﺳﺔ‬
‫‪) Dimensions Educational Research‬ﺍﻟﺑﺣﻭﺙ ﺍﻟﺗﻌﻠﻳﻣﻳﺔ‬
‫ﺍﻟﺧﺎﺻﺔ ﺑﺎﻷﺑﻌﺎﺩ((‬

‫‪www.nwf.org‬‬
‫)ﺍﻟﻭﻻﻳﺎﺕ ﺍﻟﻣﺗﺣﺩﺓ( ﺍﻻﺗﺣﺎﺩ ﺍﻟﻭﻁﻧﻲ ﻟﻸﺣﻳﺎء ﺍﻟﺑﺭﻳﺔ‬

‫‪www.cityfarmer.org‬‬
‫ﺍﻟﻣﻛﺗﺏ ﺍﻟﻛﻧﺩﻱ ﻟﻠﺯﺭﺍﻋﺔ ﺍﻟﺣﺿﺭﻳﺔ‬

‫ﺣﻘﺎﺋﻕ ﻣﻣﺗﻌﺔ ﺣﻭﻝ ﺍﻟﺗﺭﺑﺔ!‬

‫ﻫﻝ ﻋﻠﻣﺕ ﺃﻥ ﺟﺫﻭﺭ ﺍﻟﻧﺑﺎﺗﺎﺕ ﻭﺟﺣﻭﺭ ﺍﻟﺩﻳﺩﺍﻥ ﺗﺣﺎﻓﻅ ﻋﻠﻰ ﺳﻼﻣﺔ ﺍﻟﺗﺭﺑﺔ ﻭﺗﻔﻳﺩ ﺍﻟﺣﻳﻭﺍﻧﺎﺕ ﺍﻟﺗﻲ‬
‫ﺗﻌﻳﺵ ﻓﻳﻬﺎ؟‬

‫ﺗﻌﻣﻝ ﺍﻟﺟﺫﻭﺭ ﻭﺍﻟﺟﺣﻭﺭ ﻋﻠﻰ ﺗﻔﻛﻳﻙ ﺍﻟﺗﺭﺑﺔ‪ ،‬ﻭﻳﺳﺎﻋﺩ ﺫﻟﻙ ﻓﻲ ﺳﻬﻭﻟﺔ ﺗﺧﻠﻝ ﺍﻷﻛﺳﺟﻳﻥ ﻭﺍﻟﻣﺎء ﺇﻟﻳﻬﺎ‪.‬‬

‫ﻫﻝ ﻋﻠﻣﺕ ﺃﻥ ﺃﻛﺑﺭ ﺩﻭﺩﺓ ﺃﺭﺽ ﺗﻡ ﺍﻛﺗﺷﺎﻓﻬﺎ ﻛﺎﻧﺕ ﻓﻲ ﺟﻧﻭﺏ ﺇﻓﺭﻳﻘﻳﺎ ﻭﻛﺎﻥ ﻁﻭﻟﻬﺎ ‪ ۲۲‬ﻗﺩﻣًﺎ ﺑﺩءًﺍ ﻣﻥ‬
‫ﺃﻧﻔﻬﺎ ﺇﻟﻰ ﻁﺭﻑ ﺫﻳﻠﻬﺎ؟‬
‫)ﺍﻟﻣﺻﺩﺭ‪(.urbanext.illinois.edu:‬‬

‫‪٤٤‬‬
‫‪worldforumfoundation.org/nature‬‬ ‫ﺍﻟﻣﻌﻠﻡ‬
 ‫ﺧﻭﺽ‬
‫ﻣﻐﺎﻣﺭﺓ!‬
‫ﻣﻭﺿﻭﻉ ﺍﻟﺭﻋﺎﻳﺔ‪ :‬ﺍﻟﺗﺭﺑﺔ‪/‬ﺇﻋﺎﺩﺓ ﺍﻟﺗﺩﻭﻳﺭ‬

‫ﻧﺻﺎﺋﺢ ﻟﻠﻣﻌﻠﻣﻳﻥ‬
‫ﺍﺳﺗﺧﺩﺍﻡ ﺃﻧﺷﻁﺔ "ﺭﺣﻠﺔ ﺳﻔﺎﺭﻱ ﻻﻛﺗﺷﺎﻑ ﺍﻟﺗﺭﺑﺔ"‬
‫• ﻳﺣﺗﺎﺝ ﺍﻷﻁﻔﺎﻝ ﺇﻟﻰ ﻣﺳﺎﻋﺩﺗﻧﺎ ﻹﺩﺭﺍﻙ ﻣﺎ ﻻ ﻳﺟﺏ‬
‫ﻭﺿﻌﻪ ﻓﻲ ﺍﻟﺗﺭﺑﺔ‪ .‬ﻭﻗﺑﻝ ﺍﻟﻘﻳﺎﻡ ﺑﻬﺫﺍ ﺍﻟﻧﺷﺎﻁ‪ ،‬ﻳُﻭﺻﻰ‬
‫ﺑﺗﺟﺭﺑﺔ ﻧﺷﺎﻁ "ﻫﻳﺎ ﻧﺣﻔﺭ" ﺃﻭﻻً )ﺍﻟﻣﺄﺧﻭﺫ ﻣﻥ ﻣﻭﺿﻭﻉ‬
‫ﺍﻟﺭﻋﺎﻳﺔ‪ :‬ﺍﻟﺗﺭﺑﺔ‪/‬ﺍﻟﺗﺳﻣﻳﺩ(‪ .‬ﻭﻋﻠﻰ ﻫﺫﺍ ﺍﻟﻧﺣﻭ‪ ،‬ﺳﻳﻛﻭﻥ ﻫﺫﺍ‬
‫ﺍﻟﻧﺷﺎﻁ ﺃﻛﺛﺭ ﻓﺎﺋﺩﺓ ﺣﺎﻟﻣﺎ ﻗﺎﻡ ﺍﻷﻁﻔﺎﻝ ﺑﺎﻟﻠﻌﺏ ﻭﺍﻟﻌﻣﻝ ﻋﻥ‬
‫ﻛﺛﺏ ﻣﻊ ﺍﻟﺗﺭﺑﺔ‪.‬‬

‫• ﺍﺑﺣﺙ ﻓﻲ ﻣﺟﺗﻣﻌﻙ ﻟﺗﺭﻯ ﻛﻳﻑ ﺗﺗﻌﺎﻣﻝ ﺍﻟﺣﻛﻭﻣﺔ‬

‫ﺍﻟﻣﺣﻠﻳﺔ ﻭﺍﻟﺷﺭﻛﺎﺕ ﺍﻟﺗﺟﺎﺭﻳﺔ ﻭﺍﻟﻭﻛﺎﻻﺕ ﻣﻊ ﻣﺳﺄﻟﺔ‬
‫ﺇﻋﺎﺩﺓ ﺍﻟﺗﺩﻭﻳﺭ‪ .‬ﻭﻓﻲ ﻫﺫﺍ ﺍﻹﻁﺎﺭ‪ ،‬ﺗﻘﻭﻡ ﺃﻣﺎﻛﻥ ﻋﺩﺓ‬
‫ﺑﺈﻧﺷﺎء "ﻣﺭﺍﻛﺯ ﺇﻋﺎﺩﺓ ﺍﻻﺳﺗﺧﺩﺍﻡ" ﻟﻠﺗﻌﺎﻣﻝ ﻣﻊ ﻣﺧﻠﻔﺎﺕ‬
‫ﺍﻟﺑﻧﺎء ﻭﺍﻷﺟﻬﺯﺓ ﺍﻟﻣﺳﺗﻌﻣﻠﺔ ﻭﻏﻳﺭﻫﺎ ﻣﻥ ﺍﻟﻣﻭﺍﺩ ﺍﻟﻣﺭﺍﺩ‬
‫ﺇﺻﻼﺣﻬﺎ‪.‬‬

‫• ﺇﺫﺍ ﺗﻭﻓﺭﺕ ﻟﺩﻳﻙ ﺍﻟﻁﺭﻳﻘﺔ ﺍﻵﻣﻧﺔ ﻟﻠﻘﻳﺎﻡ ﺑﻬﺫﺍ‪ ،‬ﻓﺎﺫﻫﺏ ﻓﻲ‬

‫ﻧﺯﻫﺔ ﻣﻊ ﺍﻷﻁﻔﺎﻝ ﻭﺍﺟﻣﻊ ﺍﻟﻣﻭﺍﺩ ﺍﻟﺗﻲ ﺗﺟﺩﻫﺎ ﻋﻠﻰ ﻫﻳﺋﺔ ﻓﺿﻼﺕ ﻣﺑﻌﺛﺭﺓ ﺃﻭ ﺍﻷﺷﻳﺎء ﺍﻟﺗﻲ ﻻ‬
‫ﺗﻛﻭﻥ ﻣﻼﺋﻣﺔ‪ .‬ﻳﻘﻭﻡ ﺑﻌﺽ ﺍﻟﻣﻌﻠﻣﻳﻥ ﺑﺗﻭﻓﻳﺭ ﻗﻔﺎﺯﺍﺕ ﻣﻁﺎﻁﻳﺔ ﻟﻸﻁﻔﺎﻝ ﻻﺭﺗﺩﺍﺋﻬﺎ ﻋﻧﺩ ﺇﺟﺭﺍء‬
‫ﻣﺛﻝ ﻫﺫﺍ ﺍﻟﻧﻭﻉ ﻣﻥ ﺍﻟﻧﺷﺎﻁ‪.‬‬

‫ﺍﻵﻥ‪ ،‬ﺍﺳﺗﺧﺩﻡ ﺃﻧﺷﻁﺔ "ﺭﺣﻠﺔ ﺳﻔﺎﺭﻱ ﻻﻛﺗﺷﺎﻑ ﺍﻟﺗﺭﺑﺔ" ﻣﻊ ﺍﻷﻁﻔﺎﻝ‪.‬‬

‫‪٤٥‬‬
‫‪worldforumfoundation.org/nature‬‬ ‫ﺍﻟﻣﻌﻠﻡ‬
 ‫ﺧﻭﺽ‬
‫ﻣﻐﺎﻣﺭﺓ!‬ ‫ﻣﻭﺿﻭﻉ ﺍﻟﺭﻋﺎﻳﺔ‪ :‬ﺍﻟﺗﺭﺑﺔ‪/‬ﺇﻋﺎﺩﺓ ﺍﻟﺗﺩﻭﻳﺭ‬

‫ﺭﺣﻠﺔ ﺳﻔﺎﺭﻱ ﻻﻛﺗﺷﺎﻑ ﺍﻟﺗﺭﺑﺔ‬

‫)ﺍﻟﺟﺯء ﺍﻷﻭﻝ(‬

‫ﺍﺫﻫﺏ ﻓﻲ ﺭﺣﻠﺔ "ﺳﻔﺎﺭﻱ ﻻﻛﺗﺷﺎﻑ ﺍﻟﺗﺭﺑﺔ" ﺑﻬﺩﻑ ﺍﻟﺑﺣﺙ ﻋﻥ ﺍﻟﺗﺭﺑﺔ ﻓﻲ ﺃﻣﺎﻛﻥ ﻋﺩﻳﺩﺓ‪.‬‬

‫ﺃﻳﻥ ﻳﻣﻛﻧﻙ ﺍﻟﻌﺛﻭﺭ ﻋﻠﻰ ﺍﻟﺗﺭﺍﺏ )ﺍﻟﺗﺭﺑﺔ(؟‬

‫ﻳﺳﻣﻰ ﺍﻟﺗﺭﺍﺏ ﺍﻟﺫﻱ ﻧﺭﺍﻩ ﺑﺎﻟﺗﺭﺑﺔ ﺍﻟﻔﻭﻗﻳﺔ‪.‬‬
‫ﻣﺎﺫﺍ ﻳﺣﺩﺙ ﻫﻧﺎﻙ؟‬
‫ﻭﻳﻣﻛﻧﻙ ﺍﻋﺗﺑﺎﺭﻫﺎ ﺑﻣﺛﺎﺑﺔ ﻗﺷﺭﺓ ﺍﻷﺭﺽ‪.‬‬

‫ﻗﺩ ﺗﺭﻯ ﺷﻭﺍﻫﺩ ﺗﺷﻳﺭ ﺇﻟﻰ ﻭﺟﻭﺩ ﺣﺷﺭﺍﺕ ﺃﻭ‬

‫ﺣﻳﻭﺍﻧﺎﺕ ﻓﻲ ﺍﻟﺗﺭﺍﺏ‪ .‬ﻣﺎﺫﺍ ﺗﻔﻌﻝ ﺍﻟﺣﻳﻭﺍﻧﺎﺕ‬
‫ﻣﻊ ﺍﻟﺗﺭﺑﺔ؟‬

‫ﻗﻡ ﺑﺄﺩﺍء ﺣﺭﻛﺔ ﺃﻭ ﺍﺗﺧﺎﺫ ﺷﻛﻝ ﺟﺳﺩﻱ‬

‫ﻣﻌﻳﱠﻥ ﻳﻅﻬﺭ ﻣﺎ ﺗﺭﺍﻩ‪.‬‬

‫‪٤٦‬‬
‫‪w‬‬
‫‪worldforumfoundation.org/nature‬‬ ‫ﺍﻟﻣﻌﻠﻡ‪ :‬ﻁﺑﺎﻋﺔ ﻫﺫﻩ ﺍﻟﺻﻔﺣﺔ‬
 ‫ﺧﻭﺽ‬
‫ﻣﻐﺎﻣﺭﺓ!‬ ‫ﻣﻭﺿﻭﻉ ﺍﻟﺭﻋﺎﻳﺔ‪ :‬ﺍﻟﺗﺭﺑﺔ‪/‬ﺇﻋﺎﺩﺓ ﺍﻟﺗﺩﻭﻳﺭ‬

‫ﺭﺣﻠﺔ ﺳﻔﺎﺭﻱ ﻻﻛﺗﺷﺎﻑ ﺍﻟﺗﺭﺑﺔ‬

‫)ﺍﻟﺟﺯء ﺍﻟﺛﺎﻧﻲ(‬

‫ﻫﻝ ﻳﺑﺩﻭ ﺍﻟﺗﺭﺍﺏ ﺻﺣ ًﻳﺎ؟‬

‫ﻫﻝ ﺗﺭﻯ ﺃﻱ ﺷﻲء ﻏﻳﺭ ﻣﻼﺋﻡ ﻓﻲ ﺍﻟﺗﺭﺍﺏ؟ ﺍﻟﺗﻘﻁ ﺃﻳﺔ‬

‫ﻗﻣﺎﻣﺔ ﺗﻌﺛﺭ ﻋﻠﻳﻬﺎ‪.‬‬

‫ﻫﻝ ﺗﺭﻳﺩ ﻭﺿﻊ "ﺧﺭﻳﻁﺔ" ﻟﻧﺯﻫﺔ‬

‫ﺧﺎﺻﺔ ﺑﺭﺣﻠﺔ "ﺳﻔﺎﺭﻱ ﻻﻛﺗﺷﺎﻑ ﺍﻟﺗﺭﺑﺔ"؟‬

‫‪٤۷‬‬
‫‪w‬‬
‫‪worldforumfoundation.org/nature‬‬ ‫ﺍﻟﻣﻌﻠﻡ‪ :‬ﻁﺑﺎﻋﺔ ﻫﺫﻩ ﺍﻟﺻﻔﺣﺔ‬
 ‫ﺍﻟﺷﺭﻭﻉ‬
‫ﻓﻲ ﺍﻟﻌﻣﻝ!‬ ‫ﻣﻭﺿﻭﻉ ﺍﻟﺭﻋﺎﻳﺔ‪ :‬ﺍﻟﺗﺭﺑﺔ‪/‬ﺇﻋﺎﺩﺓ ﺍﻟﺗﺩﻭﻳﺭ‬

‫ﺍﻟﺗﻘﺎﻁ ﺍﻟﻘﻣﺎﻣﺔ‪...‬ﻭﺇﻋﺎﺩﺓ ﺍﻟﺗﺩﻭﻳﺭ!‬

‫ﺍﻟﺗﺣﺩﺙ ﻋﻥ ﺍﻟﻘﻣﺎﻣﺔ‬
‫ﺳﺎﻋﺩ ﺍﻷﻁﻔﺎﻝ ﻋﻠﻰ ﺍﻟﺗﻔﻛﻳﺭ ﻓﻲ ﻣﺩﻯ ﺍﻟﺗﺄﺛﻳﺭ ﺍﻟﺳﻲء ﺍﻟﺫﻱ ﺗﺗﺭﻛﻪ ﺍﻟﻘﻣﺎﻣﺔ ﻏﻳﺭ‬
‫ﺍﻟﺿﺭﻭﺭﻳﺔ ﻋﻠﻰ ﺗﺭﺑﺗﻧﺎ‪ .‬ﺗﻧﺎﻗﺷﻭﺍ ﻣﻌًﺎ ﺣﻭﻝ ﺇﻳﺟﺎﺩ ﺳﺑﻝ ﺟﺩﻳﺩﺓ ﻭﻣﻣﺗﻌﺔ ﻹﻋﺎﺩﺓ‬
‫ﺍﺳﺗﺧﺩﺍﻡ ﺍﻷﺷﻳﺎء ﺍﻟﺗﻲ ﺗﻛﻭﻥ ﺑﺻﺩﺩ ﺍﻟﺗﺧﻠﺹ ﻣﻧﻬﺎ‪ .‬ﻭﺗﺗﻣﺛﻝ ﺇﺣﺩﻯ ﺍﻟﻁﺭﻕ‬
‫ﺍﻟﻼﺯﻣﺔ ﻟﻠﺣﻔﺎﻅ ﻋﻠﻰ ﺻﺣﺔ ﺗﺭﺑﺗﻧﺎ ﻓﻲ ﺍﻟﺗﻘﺎﻁ ﺍﻟﻘﻣﺎﻣﺔ ﻣﺗﻰ ﻭﻗﻌﺕ ﺃﻋﻳﻧﻧﺎ‬
‫ﻋﻠﻳﻬﺎ‪ .‬ﻭﺛﻣﺔ ﻁﺭﻳﻘﺔ ﺃﺧﺭﻯ ﺗﺗﻣﺛﻝ ﻓﻲ ﻋﺩﻡ ﺇﺿﺎﻋﺔ ﺍﻷﺷﻳﺎء ﻭﺍﻟﺗﺧﻠﺹ ﻣﻧﻬﺎ‬
‫ﻣﺗﻰ ﺃﻣﻛﻥ ﺑﺩﻻً ﻣﻥ ﺫﻟﻙ ﺇﻋﺎﺩﺓ ﺗﺩﻭﻳﺭﻫﺎ‪.‬‬

‫ﺍﻟﻘﻳﺎﻡ ﺑﺟﻭﻟﺔ ﻻﻟﺗﻘﺎﻁ ﺍﻟﻘﻣﺎﻣﺔ‬

‫ﺷﺟﻊ ﺍﻟﻁﻼﺏ ﻋﻠﻰ ﺍﻟﺗﺟﻭﻝ ﺣﻭﻝ ﺍﻟﻣﺩﺭﺳﺔ ﻟﻠﺑﺣﺙ ﻋﻥ ﻗﻣﺎﻣﺔ ﺻﺎﻟﺣﺔ ﻹﻋﺎﺩﺓ‬
‫ﺍﻟﺗﺩﻭﻳﺭ‪ .‬ﻭﻗﺩ ﺗﺣﺗﺎﺝ ﺇﻟﻰ ﺣﻣﻝ ﻛﻳﺱ ﻛﺑﻳﺭ ﺃﺛﻧﺎء ﺍﻟﺗﺟﻭﻝ‪ ،‬ﻭﻣﻁﺎﻟﺑﺔ ﺍﻷﻁﻔﺎﻝ‬
‫ﺑﺟﻠﺏ ﺍﻷﺷﻳﺎء ﺍﻟﺗﻲ ﻳﺟﻣﻌﻭﻧﻬﺎ ﻟﻙ ﻟﻭﺿﻌﻬﺎ ﻓﻲ "ﻛﻳﺱ ﺇﻋﺎﺩﺓ ﺍﻟﺗﺩﻭﻳﺭ‪".‬‬

‫ﺍﻟﺗﺣﺩﺙ ﻋﻥ ﺇﻋﺎﺩﺓ ﺍﻟﺗﺩﻭﻳﺭ‬

‫ﺇﻧﻧﺎ ﺑﺣﺎﺟﺔ ﺇﻟﻰ ﺇﻳﺿﺎﺡ ﺃﻫﻣﻳﺔ ﺇﻋﺎﺩﺓ ﺍﻟﺗﺩﻭﻳﺭ ﻟﻸﻁﻔﺎﻝ ﻣﻥ ﺧﻼﻝ ﺍﻟﻘﻳﺎﻡ ﺑﻌﻣﻠﻳﺔ ﺇﻋﺎﺩﺓ‬
‫ﺍﺳﺗﺧﺩﺍﻡ ﺍﻷﺷﻳﺎء ﺍﻟﻣﺳﺗﻌﻣﻠﺔ ﻗﺩﺭ ﺍﻟﻣﺳﺗﻁﺎﻉ‪ .‬ﻭﻳﻣﻛﻥ ﻟﻸﻁﻔﺎﻝ ﺍﺳﺗﺧﺩﺍﻡ ﻗﺩﺭﺍﺗﻬﻡ ﺍﻹﺑﺩﺍﻋﻳﺔ‬
‫ﻓﻲ ﺍﺑﺗﻛﺎﺭ ﺳﺑﻝ ﺟﺩﻳﺩﺓ ﻹﻋﺎﺩﺓ ﺍﺳﺗﺧﺩﺍﻡ ﺍﻷﺷﻳﺎء ﺍﻟﻣﺳﺗﻌﻣﻠﺔ‪.‬‬

‫ﺇﻧﺷﺎء ﻣﺣﻁﺔ ﻹﻋﺎﺩﺓ ﺍﺳﺗﺧﺩﺍﻡ ﺍﻷﺷﻳﺎء ﻓﻲ ﺍﻟﻣﺩﺭﺳﺔ‬

‫ﺍﺟﻣﻊ ﺍﻟﻣﻭﺍﺩ ﺍﻟﺗﻲ ﺗﻘﻭﻡ ﻋﺎﺩﺓ ﺑﺈﻟﻘﺎﺋﻬﺎ ﻓﻲ ﺍﻟﻘﻣﺎﻣﺔ ﻭﺧﺻﺹ ﻣﻛﺎ ًﻧﺎ ﻟﺣﻔﻅﻬﺎ ﻓﻳﻪ‪.‬‬ ‫•‬
‫)ﺗﺄﻛﺩ ﻣﻥ ﻋﺩﻡ ﺍﻻﺣﺗﻔﺎﻅ ﺑﺄﻱ ﻣﻥ ﺍﻟﻣﻭﺍﺩ ﺍﻟﺗﻲ ﻣﻥ ﺷﺄﻧﻬﺎ ﺃﻥ ﺗﺷﻛﻝ ﺧﻁﺭً ﺍ ﺻﺣﻳًﺎ‬
‫ﻋﻠﻰ ﺍﻷﻁﻔﺎﻝ‪(.‬‬

‫ﺻﻧﺎﻋﺔ ﻧﺣﺕ ﺃﻭ ﺃﺩﺍﺓ ﺗﻐﺫﻳﺔ ﻁﻳﻭﺭ ﺃﻭ ﺁﻟﺔ ﻣﻭﺳﻳﻘﻳﺔ ﻣﻥ ﻣﻭﺍﺩ ﻣﻌﺎﺩ ﺗﺩﻭﻳﺭﻫﺎ‬
‫ﻓﻭﺭ ﺍﻻﻧﺗﻬﺎء ﻣﻥ ﺟﻣﻊ ﺍﻟﻣﻭﺍﺩ ﺍﻟﻣﺭﺍﺩ ﺇﻋﺎﺩﺓ ﺗﺩﻭﻳﺭﻫﺎ )ﻣﺛﻝ ﺍﻟﻌﻠﺏ ﺍﻟﻛﺭﺗﻭﻧﻳﺔ ﺃﻭ‬ ‫•‬
‫ﺍﻷﻭﻋﻳﺔ ﺍﻟﺑﻼﺳﺗﻳﻛﻳﺔ ﺍﻟﻧﻅﻳﻔﺔ(‪ ،‬ﻗﻡ ﺑﺗﺷﺟﻳﻊ ﺍﻷﻁﻔﺎﻝ ﻋﻠﻰ ﺻﻧﻊ ﺷﻲء ﻣﻔﻳﺩ ﺃﻭ ﺟﻣﻳﻝ‬
‫ﺃﻭ ﻣﻭﺳﻳﻘﻲ ﻣﻥ ﻫﺫﻩ ﺍﻟﻣﻭﺍﺩ‪.‬‬

‫‪٤۸‬‬
‫‪worldforumfoundation.org/nature‬‬ ‫ﺍﻟﻣﻌﻠﻡ‬
 ‫ﺍﻹﺷﺎﺩﺓ‬
‫ﺑﺎﻟﻔﻌﻝ!‬
‫ﻣﻭﺿﻭﻉ ﺍﻟﺭﻋﺎﻳﺔ‪ :‬ﺍﻟﺗﺭﺑﺔ‪/‬ﺇﻋﺎﺩﺓ ﺍﻟﺗﺩﻭﻳﺭ‬

‫ﺇﻋﺎﺩﺓ ﺍﻟﺗﺩﻭﻳﺭ ﻣﻔﻳﺩﺓ ﻟﻛﻝ ﺷﺧﺹ!‬

‫ﺭﺳﺎﻟﺔ ﺇﻟﻰ ﺍﻟﻣﻌﻠﻣﻳﻥ‬
‫ﺗﻌﻣﻝ ﺇﻋﺎﺩﺓ ﺍﻟﺗﺩﻭﻳﺭ ﻋﻠﻰ ﺍﻟﺣﻔﺎﻅ ﻋﻠﻰ ﺍﻟﻣﻭﺍﺭﺩ ﺍﻟﻁﺑﻳﻌﻳﺔ ﻭﺗﻘﻠﻳﻝ ﺍﻟﺗﻠﻭﺙ ﺍﻟﻣﺎﺋﻲ‬
‫ﻭﺗﻠﻭﺙ ﺍﻷﺭﺍﺿﻲ‪ .‬ﻭﺗﻘﻠﻝ ﺇﻋﺎﺩﺓ ﺗﺩﻭﻳﺭ ﺍﻟﻣﻭﺍﺩ ﻭﺇﻋﺎﺩﺓ ﺍﺳﺗﺧﺩﺍﻣﻬﺎ ﻣﻥ ﺍﻟﺣﺎﺟﺔ ﺇﻟﻰ‬
‫ﺍﻟﻣﺳﺎﺣﺎﺕ ﺍﻟﻣﺧﺻﺻﺔ ﻟﺩﻓﻥ ﺍﻟﻘﻣﺎﻣﺔ ﻓﺿﻼً ﻋﻥ ﺗﻘﻠﻳﻝ ﺗﻛﺎﻟﻳﻑ ﺍﻟﻁﺎﻗﺔ ﺍﻟﻣﺭﺗﺑﻁﺔ‬
‫ﺫﺍﺕ ﺍﻟﺻﻠﺔ ﺑﺫﻟﻙ‪ .‬ﻭﺳﻭﻑ ﺗﺳﺎﻋﺩ ﺳﻠﺳﻠﺔ ﺍﻷﻧﺷﻁﺔ ﺍﻟﺗﻲ ﺧﺎﺿﻬﺎ ﺍﻷﻁﻔﺎﻝ ﻟﻠﺗﻭ‬
‫ﻋﻠﻰ ﺇﺩﺭﺍﻙ ﻣﺩﻯ ﺍﻟﺿﺭﺭ ﺍﻟﺫﻱ ﺗﺳﺑﺑﻪ ﺍﻟﻧﻔﺎﻳﺎﺕ ﻟﻠﺗﺭﺑﺔ‪ .‬ﻭﻗﺩ ﺑﺩﺃﻧﺎ ﺑﻔﺣﺹ ﺍﻷﺷﻳﺎء‬
‫ﺍﻟﻣﻼﺋﻣﺔ ﻭﻏﻳﺭ ﺍﻟﻣﻼﺋﻣﺔ ﺍﻟﻣﻭﺟﻭﺩﺓ ﻓﻲ ﺍﻟﺗﺭﺑﺔ ﻭﻓﻭﻗﻬﺎ‪ .‬ﻭﻗﻣﻧﺎ ﻓﻌﻠﻳًﺎ ﺑﺈﺯﺍﻟﺔ‬
‫ﺍﻟﻘﻣﺎﻣﺔ‪ .‬ﺑﻌﺩﺋﺫ‪ ،‬ﺻﻧﻌﻧﺎ ﺷﻳ ًﺋﺎ ﻣﻔﻳ ًﺩﺍ ﻣﻥ ﺍﻟﻣﻭﺍﺩ ﺍﻟﻣﻌﺎﺩ ﺗﺩﻭﻳﺭﻫﺎ‪.‬‬

‫ﺇﻥ ﻫﺩﻓﻧﺎ ﻳﺗﻣﺛﻝ ﻓﻲ ﻣﺳﺎﻋﺩﺓ ﺍﻷﻁﻔﺎﻝ ﻋﻠﻰ ﺭﺅﻳﺔ ﺍﻟﺻﻭﺭﺓ ﺑﻣﻧﻅﻭﺭﻫﺎ ﺍﻷﻭﺳﻊ‬
‫ﻭﺍﻟﺗﻔﻛﻳﺭ ﻓﻲ ﻣﺎ ﻫﻭ ﺻﺣﻲ ﻟﻸﺭﺽ‪ ،‬ﻓﺿﻼً ﻋﻥ ﺍﻹﺟﺭﺍءﺍﺕ ﺍﻟﺗﻲ ﻳﻣﻛﻧﻬﻡ‬
‫ﺍﺗﺧﺎﺫﻫﺎ ﻭﺍﻟﺗﻲ ﻣﻥ ﺷﺄﻧﻬﺎ ﺃﻥ ﺗﺳﺎﻋﺩ ﻋﻠﻰ ﺗﺣﺳﻳﻥ ﺟﻭﺩﺓ ﺍﻟﺣﻳﺎﺓ‪.‬‬

‫ﺷﺎﺭﻙ ﻫﺫﻩ ﺍﻟﺭﺳﺎﺋﻝ ﺍﻹﻳﺟﺎﺑﻳﺔ ﻣﻊ ﺍﻷﻁﻔﺎﻝ‪:‬‬

‫ﺇﻧﻛﻡ ﺗﺳﺎﻫﻣﻭﻥ ﻓﻲ ﺍﻟﺣﻔﺎﻅ ﻋﻠﻰ ﺍﻷﺭﺽ ﻓﻲ ﺣﺎﻟﺔ ﺻﺣﻳﺔ ﻣﻥ ﺧﻼﻝ ﺍﻟﺗﻘﺎﻁ ﺍﻟﻘﻣﺎﻣﺔ!‬

‫ﻋﻧﺩﻣﺎ ﻗﻣﺗﻡ ﺑﺻﻧﺎﻋﺔ ﺷﻲء ﻣﺎ ﻣﻔﻳﺩ ﺃﻭ ﺟﻣﻳﻝ ﺃﻭ ﻣﻭﺳﻳﻘﻲ ﻣﻥ ﺍﻟﻣﻭﺍﺩ ﺍﻟﻣﻌﺎﺩ‬

‫ﺗﺩﻭﻳﺭﻫﺎ‪ ،‬ﻓﺈﻧﻛﻡ ﺑﺫﻟﻙ ﻗﺩ ﺳﺎﻋﺩﺗﻡ ﺍﻟﻌﺎﻟﻡ‪.‬‬

‫ﺷﻛﺭﺍ ﻟﻙ ﻋﻠﻰ ﻗﻳﺎﻣﻙ ﺑﺈﻋﺎﺩﺓ ﺍﻟﺗﺩﻭﻳﺭ!‬

‫ً‬

‫‪٤۹‬‬
‫‪worldforumfoundation.org/nature‬‬ ‫ﺍﻟﻣﻌﻠﻡ‬
 ‫ﻣﻭﺍﺻﻠﺔ‬
‫ﺍﻟﻧﻣﻭ!‬
‫ﻣﻭﺿﻭﻉ ﺍﻟﺭﻋﺎﻳﺔ‪ :‬ﺍﻟﺗﺭﺑﺔ‪/‬ﺇﻋﺎﺩﺓ ﺍﻟﺗﺩﻭﻳﺭ‬

‫ﻣﺯﻳﺩ ﻣﻥ ﺍﻟﻣﺻﺎﺩﺭ ﺣﻭﻝ ﺇﻋﺎﺩﺓ ﺍﻟﺗﺩﻭﻳﺭ‬

‫ﻣﻭﺍﻗﻊ ﺍﻟﻭﻳﺏ‪:‬‬
‫‪www.asla.org‬‬
‫ﻳﺣﺗﻭﻱ ﻣﻭﻗﻊ ﺍﻟﻭﻳﺏ ﻫﺫﺍ ﺍﻟﺧﺎﺹ ﺑﺎﻟﺟﻣﻌﻳﺔ ﺍﻷﻣﺭﻳﻛﻳﺔ ﻟﻣﻬﻧﺩﺳﻲ ﺍﻟﻣﻧﺎﻅﺭ‬
‫ﺍﻟﻁﺑﻳﻌﻳﺔ )‪(American Society of Landscape Architects‬‬
‫ﻋﻠﻰ ﻣﻌﻠﻭﻣﺎﺕ ﺣﻭﻝ ﺻﻧﺎﻋﺔ ﺍﻷﺳﻁﺢ ﺍﻟﺧﺿﺭﺍء‪ .‬ﻳﺣﻝ ﺍﻟﺳﻁﺢ ﺍﻷﺧﺿﺭ‬
‫ﻣﺣﻝ ﺍﻷﺳﻁﺢ ﺍﻟﺗﻘﻠﻳﺩﻳﺔ ﻣﻊ ﺍﺣﺗﻭﺍﺋﻪ ﻋﻠﻰ ﻧﻅﺎﻡ ﺧﻔﻳﻑ ﺍﻟﻭﺯﻥ ﻭﻣﻔﻌﻡ ﺑﺎﻟﺣﻳﺎﺓ‬
‫ﻳﺗﻛﻭﻥ ﻣﻥ ﺗﺭﺑﺔ ﻭﺳﻣﺎﺩ ﻭﻧﺑﺎﺗﺎﺕ‪ .‬ﻭﻳﺧﻠﻕ ﻫﺫﺍ ﺍﻟﻧﻅﺎﻡ ﻏﻁﺎ ًء ﺭﻗﻳ ًﻘﺎ ﺃﺧﺿﺭ‬
‫ﺍﻟﻠﻭﻥ ﺃﻋﻠﻰ ﺍﻟﻣﺑﻧﻰ ﺑﻣﺎ ﻳﻌﻳﺩ ﺇﻟﻰ ﺍﻟﻌﺎﻟﻡ ﺷﻳ ًﺋﺎ ﻗﻠﻳﻼً ﻣﻣﺎ ﻓﻘﺩﻩ‪.‬‬

‫‪www.arvindguptatoys.com‬‬
‫ﻳﺣﺗﻭﻱ ﻫﺫﺍ ﺍﻟﻣﻭﻗﻊ ﺍﻹﻟﻛﺗﺭﻭﻧﻲ ﻋﻠﻰ ﺻﻭﺭ ﻷﻟﻌﺎﺏ ﺗﻡ ﺻﻧﻌﻬﺎ ﻣﻥ ﺍﻟﻘﻣﺎﻣﺔ‪.‬‬
‫ﻛﻣﺎ ﻳﺣﺗﻭﻱ ﻋﻠﻰ ﻗﻭﺍﺋﻡ ﺑﻣﻭﺍﻗﻊ ﻭﻳﺏ ﻣﺗﺎﺣﺔ ﺑﻌﺩﺓ ﻟﻐﺎﺕ ﺗﺷﺟﻊ ﻋﻠﻰ ﺇﻋﺎﺩﺓ‬
‫ﺍﺳﺗﺧﺩﺍﻡ ﺍﻟﻣﺳﺗﻠﺯﻣﺎﺕ ﺍﻟﻣﻧﺯﻟﻳﺔ ﺍﻟﻳﻭﻣﻳﺔ ﻋﻠﻰ ﻧﺣﻭ ﺇﺑﺩﺍﻋﻲ‪.‬‬
‫ﺁﻻﺕ ﻣﻭﺳﻳﻘﻳﺔ ﻣﻌﺎﺩ ﺗﺩﻭﻳﺭﻫﺎ‬
‫‪www.epa.gov/recyclecity‬‬
‫ﻳﺣﺗﻭﻱ ﻣﻭﻗﻊ ﺍﻟﻭﻳﺏ ﻫﺫﺍ ﺍﻟﺧﺎﺹ ﺑﻭﻛﺎﻟﺔ ﺣﻣﺎﻳﺔ ﺍﻟﺑﻳﺋﺔ ﺍﻷﻣﺭﻳﻛﻳﺔ ﻋﻠﻰ‬
‫ﻣﻌﻠﻭﻣﺎﺕ ﻭﻧﺻﺎﺋﺢ ﺣﻭﻝ ﺇﻋﺎﺩﺓ ﺍﻟﺗﺩﻭﻳﺭ ﻭﺃﻟﻌﺎﺏ ﺗﺳﺎﻋﺩ ﺍﻷﻁﻔﺎﻝ ﻋﻠﻰ ﻓﻬﻡ‬
‫ﻛﻳﻔﻳﺔ ﺗﻌﺎﻣﻝ ﺍﻟﻣﺩﻥ ﻣﻊ ﺇﺩﺍﺭﺓ ﺍﻟﻧﻔﺎﻳﺎﺕ‪.‬‬

‫‪www.kab.org‬‬
‫ﻳﺣﺗﻭﻱ ﻣﻭﻗﻊ ‪) Keep America Beautiful‬ﺣﺎﻓﻅ ﻋﻠﻰ ﺟﻣﺎﻝ‬
‫ﺃﻣﺭﻳﻛﺎ( ﺍﻹﻟﻛﺗﺭﻭﻧﻲ ﻋﻠﻰ ﻧﺻﺎﺋﺢ ﻭﺃﺩﻭﺍﺕ ﻭﻣﻭﺍﺭﺩ ﺗﺳﺎﻋﺩ ﺍﻷﻓﺭﺍﺩ ﻋﻠﻰ‬
‫ﺗﺣﺳﻳﻥ ﻣﺟﺗﻣﻌﻬﻡ ﻣﻥ ﺧﻼﻝ ﺟﻬﻭﺩ ﺇﻋﺎﺩﺓ ﺍﻟﺗﺩﻭﻳﺭ‪.‬‬

‫ﺳﻳﺎﺭﺓ ﻟﻌﺑﺔ ﻣﻌﺎﺩ ﺗﺩﻭﻳﺭﻫﺎ‬

‫ﺣﻘﺎﺋﻕ ﻣﻣﺗﻌﺔ ﺣﻭﻝ ﺇﻋﺎﺩﺓ ﺍﻟﺗﺩﻭﻳﺭ‬
‫ﻳﻣﻛﻥ ﺃﻥ ﻳﻭﻓﺭ ﺇﻋﺎﺩﺓ ﺗﺩﻭﻳﺭ ﻗﻁﻌﺔ ﺃﻟﻭﻣﻧﻳﻭﻡ ﻭﺍﺣﺩﺓ ﻣﺎ ﻳﻛﻔﻲ ﻣﻥ ﺍﻟﻁﺎﻗﺔ ﻟﺗﺷﻐﻳﻝ ﺟﻬﺎﺯ ﺍﻟﺗﻠﻔﺎﺯ ﻟﻣﺩﺓ ﺛﻼﺙ ﺳﺎﻋﺎﺕ‪.‬‬ ‫•‬
‫)ﺍﻟﻣﺻﺩﺭ ‪(www.resourcefulschools.org‬‬

‫ﻳﻣﻛﻥ ﺍﺳﺗﺧﺩﺍﻡ ﻭﺭﻗﺔ ﺍﻟﺧﺭﺩﺓ ﺍﻟﻘﺩﻳﻡ ﻣﻥ ﺟﻣﻳﻊ ﺍﻷﻧﻭﺍﻉ ﻟﻌﻣﻝ ﻣﻧﺎﺷﻑ ﻭﻣﻧﺎﺩﻳﻝ ﻭﺭﻗﻳﺔ ﺟﺩﻳﺩﺓ ﻭﻛﺭﺗﻭﻥ ﺍﻟﺑﻳﺽ ﻭﺻﻭﺍﻧﻲ ﺍﻟﻔﺎﻛﻬﺔ ﻭﺃﺻﺹ ﺍﻟﺯﻫﻭﺭ‪.‬‬ ‫•‬
‫)ﺍﻟﻣﺻﺩﺭ ‪(www.resourcefulschools.org‬‬

‫ﻳﺳﺗﻐﺭﻕ ﺍﻷﻣﺭ ﺣﻭﺍﻟﻲ ‪ ٤٥‬ﺛﺎﻧﻳﺔ ﻟﺗﻘﻁﻳﻊ ﺳﻳﺎﺭﺓ ﻣﺗﻭﺳﻁﺔ ﺍﻟﺣﺟﻡ ﺇﻟﻰ ﻗﻁﻊ ﻣﻥ ﺍﻟﺻﻠﺏ ﺑﺣﺟﻡ ﻗﺑﺿﺔ ﺍﻟﻳﺩ ﻹﻋﺎﺩﺓ ﺗﺩﻭﻳﺭﻫﺎ‪.‬‬ ‫•‬
‫)ﺍﻟﻣﺻﺩﺭ ‪(www.recycleroom.org/fun.html‬‬

‫ﺗﻧﺗﺞ ﺧﻣﺱ ﺯﺟﺎﺟﺎﺕ ﺑﻼﺳﺗﻳﻛﻳﺔ ﻣﻌﺎﺩ ﺗﺩﻭﻳﺭﻫﺎ ﻣﺎ ﻳﻛﻔﻲ ﻣﻥ ﺍﻷﻟﻳﺎﻑ ﻟﺣﺷﻭ ﺳﺗﺭﺓ ﺗﺯﻟﺞ‪.‬‬ ‫•‬
‫)ﺍﻟﻣﺻﺩﺭ ‪(www.montgomeryschoolsmd.org‬‬

‫ﻓﻲ ﻓﺩﺍﻥ ﻭﺍﺣﺩ ﻣﻥ ﺍﻷﺭﺽ‪ ،‬ﻳﻧﻣﻭ ﻣﺎ ﺑﻳﻥ ﺧﻣﺳﺔ ﺇﻟﻰ ﻋﺷﺭﺓ ﺃﻁﻧﺎﻥ ﻣﻥ ﺍﻟﺣﻳﻭﺍﻧﺎﺕ‪.‬‬ ‫•‬
‫)ﺍﻟﻣﺻﺩﺭ ‪(www.earth911.com/recycling/garden/dirt/facts-about-dirt/‬‬

‫‪٥۰‬‬
‫‪worldforumfoundation.org/nature‬‬ ‫ﺍﻟﻣﻌﻠﻡ‬
 ‫ﺧﻭﺽ‬
‫ﻣﻐﺎﻣﺭﺓ!‬
‫ﻣﻭﺿﻭﻉ ﺍﻟﺭﻋﺎﻳﺔ‪ :‬ﺍﻟﻁﺎﻗﺔ‪/‬ﺍﻟﺿﻭء‬

‫ﻧﺻﺎﺋﺢ ﻟﻠﻣﻌﻠﻣﻳﻥ‬

‫ﺍﺳﺗﺧﺩﺍﻡ ﺃﻧﺷﻁﺔ "ﺿﻭء ﺍﻟﺷﻣﺱ ﺍﻟﺭﺍﺋﻊ"‬

‫• ﻳﻣﻛﻥ ﺃﻥ ﻳﺗﺳﺑﺏ ﺍﻟﻧﻅﺭ ﺇﻟﻰ ﺍﻟﺷﻣﺱ ﻣﺑﺎﺷﺭﺓ ﻓﻲ ﺇﺻﺎﺑﺔ ﺍﻟﻌﻳﻥ‬

‫ﺑﺎﻟﺿﺭﺭ‪ .‬ﺍﺣﺭﺹ ﻋﻠﻰ ﺗﺣﺫﻳﺭ ﺍﻷﻁﻔﺎﻝ ﻣﻥ ﺍﻟﻘﻳﺎﻡ ﺑﺫﻟﻙ‪.‬‬

‫• ﺍﺟﻣﻊ ﺍﻟﻣﺭﺍﻳﺎ ﻭﺍﻟﻣﻭﺍﺩ ﺍﻟﻘﺎﺑﻠﺔ ﻟﻠﺗﺩﻭﻳﺭ ﺍﻟﺗﻲ ﺗﻌﻛﺱ ﺍﻟﺿﻭء ﻣﺛﻝ‬

‫ﺍﻟﻣﻌﺩﻥ ﺃﻭ ﺍﻷﻟﻭﻣﻧﻳﻭﻡ ﻭﺣﺗﻰ ﺍﻟﻣﻧﺎﺷﻳﺭ ﺍﻟﺗﺟﺎﺭﻳﺔ ﺇﺫﺍ ﻛﺎﻧﺕ‬
‫ﻣﺗﻭﻓﺭﺓ ﻟﺩﻳﻙ‪ .‬ﻓﺳﻭﻑ ﺗﺳﺎﻋﺩ ﻫﺫﻩ ﺍﻟﻣﻭﺍﺩ ﻋﻠﻰ ﺍﻟﻘﻳﺎﻡ "ﺑﺎﻟﺗﻘﺎﻁ"‬
‫ﺍﻟﺿﻭء ﻭﻋﻣﻝ ﻣﺷﺎﺭﻳﻊ ﺭﺍﺋﻌﺔ ﻣﻥ ﺍﻟﻣﻧﺎﺷﻳﺭ ﺍﻟﺧﺎﺻﺔ ﺑﻙ! ﺍﺣﺭﺹ ﻋﻠﻰ ﻭﺟﻭﺩ ﻣﻭﺍﺩ ﻛﺎﻓﻳﺔ‬
‫ﺑﺣﻳﺙ ﻳﺳﺗﻁﻳﻊ ﻛﻝ ﻁﻔﻝ ﺍﻟﻣﺷﺎﺭﻛﺔ‪.‬‬

‫• ﺑﺈﻣﻛﺎﻥ ﺍﻷﻁﻔﺎﻝ ﺗﺣﻭﻳﻝ ﻫﺫﻩ ﺍﻟﻣﻐﺎﻣﺭﺍﺕ ﺇﻟﻰ ﺃﻟﻌﺎﺏ ﺷﺑﻳﻬﺔ ﺑﻠﻌﺑﺔ ﺍﻟﻐﻣﺿﻳﺔ ﻋﻥ ﻁﺭﻳﻕ ﺍﺳﺗﺧﺩﺍﻡ‬
‫ﻫﺫﺍ ﺍﻟﺿﻭء‪.‬‬

‫• ﻳُﻌﺩ "ﺣﺟﺏ" ﺍﻟﺿﻭء ﺃﺣﺩ ﺃﻧﻭﺍﻉ ﺃﻟﻌﺎﺏ ﺧﻳﺎﻝ ﺍﻟﻅﻝ ﺣ ًﻘﺎ‪ .‬ﻳﺧﺗﺭﻕ ﺿﻭء ﺍﻟﺷﻣﺱ ﺍﻟﻌﺩﻳﺩ ﻣﻥ‬
‫ﺍﻷﺷﻳﺎء‪ ،‬ﻭﻣﻥ ﺛﻡ ﻗﻡ ﺑﻣﺳﺎﻋﺩﺓ ﺍﻷﻁﻔﺎﻝ ﻋﻠﻰ ﺍﺳﺗﻛﺷﺎﻑ ﺍﻟﻣﻭﺍﺩ ﺍﻟﺗﻲ ﺗﻌﻣﻝ ﻋﻠﻰ ﺣﺟﺏ ﺿﻭء‬
‫ﺍﻟﺷﻣﺱ ﺗﻣﺎﻣًﺎ ﻭﺍﻷﺷﻳﺎء ﺍﻟﺗﻲ ﻳﻣﻛﻥ ﻟﺿﻭء ﺍﻟﺷﻣﺱ ﺍﺧﺗﺭﺍﻗﻬﺎ‪) .‬ﻣﻥ ﺍﻷﺷﻳﺎء ﺍﻟﺗﻲ ﻳﻣﻛﻥ ﺃﻥ‬
‫ﺗﻧﻁﻭﻱ ﻋﻠﻰ ﺇﺛﺎﺭﺓ ﻣﺷﺎﻫﺩﺓ ﻛﻳﻔﻳﺔ ﺇﻁﻼﻟﺔ ﺷﺭﻭﻕ ﺍﻟﺷﻣﺱ ﻋﺑﺭ ﺍﻟﻣﻳﺎﻩ‪(.‬‬

‫• ﻳﺗﻁﻠﺏ ﺍﻟﺟﺯء ﺍﻟﺛﺎﻧﻲ ﻣﻥ ﻫﺫﺍ ﺍﻟﻧﺷﺎﻁ ﺑﻌﺽ ﺍﻟﺗﺣﺿﻳﺭﺍﺕ ﻗﺑﻝ ﺍﻷﻭﺍﻥ‪ .‬ﺇﺫﺍ ﻛﻧﺕ ﺗﺧﻁﻁ‬
‫ﻻﺳﺗﺧﺩﺍﻡ ﺍﺛﻧﻳﻥ ﻣﻥ ﺍﻟﻧﺑﺎﺗﺎﺕ‪ ،‬ﻓﺗﺄﻛﺩ ﻣﻥ ﺃﻧﻬﻣﺎ ﻣﺗﺷﺎﺑﻬﺎﻥ ﺑﺩﺭﺟﺔ ﻛﺑﻳﺭﺓ‪ .‬ﻭﺇﺫﺍ ﻛﻧﺕ ﺗﻘﻭﻡ ﺑﺗﻧﻔﻳﺫ‬
‫ﻫﺫﺍ ﺍﻟﻣﺷﺭﻭﻉ ﻋﻠﻰ ﺍﻟﻌﺷﺏ‪ ،‬ﻓﺣﺎﻭﻝ ﺻﻧﻊ ﺷﻛﻝ ﻣﺛﻳﺭ ﻟﻺﻋﺟﺎﺏ ﺇﻣﺎ ﻣﻥ ﺧﻼﻝ ﺧﺭﻁﻭﻡ ﺍﻟﺣﺩﻳﻘﺔ‬
‫ﺃﻭ ﺃﻛﻳﺎﺱ ﺍﻟﻘﻣﺎﻣﺔ ﺍﻟﺗﻲ ﺗﻡ ﻋﺯﻟﻬﺎ‪ .‬ﻭﻳﻣﻛﻧﻙ ﺗﺻﻣﻳﻡ ﺣﺭﻭﻑ ﺃﻭ ﺣﻳﻭﺍﻥ ﺃﻭ ﺃﻱ ﺷﻲء ﻣﺛﻳﺭ‬
‫ﻻﻫﺗﻣﺎﻡ ﺃﻁﻔﺎﻟﻙ‪.‬‬

‫• ﺳﺎﻋﺩ ﺍﻷﻁﻔﺎﻝ ﻋﻠﻰ ﺧﻭﺽ ﺗﺟﺭﺑﺔ ﺍﻟﺧﻁﻭﺍﺕ ﺍﻟﻌﻠﻣﻳﺔ ﻟﻬﺫﺍ ﺍﻟﻧﺷﺎﻁ ﺍﻟﺷﺎﻣﻝ ﻣﻥ ﺧﻼﻝ ﺍﻟﺗﻧﺑﺅ‬
‫ﻭﺍﻟﺗﺟﺭﺑﺔ ﺛﻡ ﺗﺣﻠﻳﻝ ﺍﻟﻧﺗﺎﺋﺞ ﺍﻟﺗﻲ ﻳﺗﻭﺻﻠﻭﻥ ﺇﻟﻳﻬﺎ‪.‬‬

‫ﺍﻵﻥ ﺍﺳﺗﺧﺩﻡ ﺃﻧﺷﻁﺔ "ﺿﻭء ﺍﻟﺷﻣﺱ ﺍﻟﺭﺍﺋﻊ" ﻣﻊ ﺍﻷﻁﻔﺎﻝ‪.‬‬

‫‪٥۱‬‬
‫‪worldforumfoundation.org/nature‬‬ ‫ﺍﻟﻣﻌﻠﻡ‬
 ‫ﺧﻭﺽ‬
‫ﻣﻐﺎﻣﺭﺓ!‬ ‫ﻣﻭﺿﻭﻉ ﺍﻟﺭﻋﺎﻳﺔ‪ :‬ﺍﻟﻁﺎﻗﺔ‪/‬ﺍﻟﺿﻭء‬

‫ﺿﻭء ﺍﻟﺷﻣﺱ ﺍﻟﺭﺍﺋﻊ‬

‫)ﺍﻟﺟﺯء ﺍﻷﻭﻝ(‬

‫ﻫﻳﺎ ﺑﻧﺎ ﻧﺧﺭﺝ ﻭﻧﺳﺗﻣﺗﻊ ﺑﺷﺭﻭﻕ ﺍﻟﺷﻣﺱ‪.‬‬

‫ﻫﻝ ﻳﻣﻛﻧﻙ ﻣﺣﺎﻭﻟﺔ ﺍﻟﻘﻳﺎﻡ ﺑﺎﻟﺗﻘﺎﻁ ﺿﻭء ﺍﻟﺷﻣﺱ‬

‫ﺍﻟﺭﺍﺋﻊ ﻭﺍﻟﻘﻭﻱ؟‬

‫ﺍﻓﺣﺹ ﺍﻟﻁﺭﻕ ﺍﻟﺗﻲ ﻗﺎﻡ ﺃﻁﻔﺎﻝ ﺁﺧﺭﻭﻥ ﺑﺗﺟﺭﺑﺗﻬﺎ‪:‬‬

‫ﻫﻝ ﻳﻣﻛﻧﻙ ﻣﺣﺎﻭﻟﺔ ﺗﺷﻛﻳﻝ‬

‫ﻗﻭﺱ ﻗﺯﺡ؟‬

‫ﻫﻝ ﻳﻣﻛﻧﻙ ﺣﺟﺏ ﺍﻟﺿﻭء‬

‫ﻭﺇﻟﻘﺎء ﺍﻟﻅﻝ؟‬

‫‪٥۲‬‬
‫‪w‬‬
‫‪worldforumfoundation.org/nature‬‬ ‫ﺍﻟﻣﻌﻠﻡ‪ :‬ﻁﺑﺎﻋﺔ ﻫﺫﻩ ﺍﻟﺻﻔﺣﺔ‬
 ‫ﺧﻭﺽ‬
‫ﻣﻐﺎﻣﺭﺓ!‬ ‫ﻣﻭﺿﻭﻉ ﺍﻟﺭﻋﺎﻳﺔ‪ :‬ﺍﻟﻁﺎﻗﺔ‪/‬ﺍﻟﺿﻭء‬

‫ﺿﻭء ﺍﻟﺷﻣﺱ ﺍﻟﺭﺍﺋﻊ‬

‫)ﺍﻟﺟﺯء ﺍﻟﺛﺎﻧﻲ(‬

‫ﺍﺑﺣﺙ ﻋﻥ ﻣﻛﺎﻥ ﻣﺷﻣﺱ ﺗﻧﻣﻭ ﻓﻳﻪ ﺍﻟﺣﻳﺎﺓ ﺍﻟﻧﺑﺎﺗﻳﺔ‬

‫ﻭﺍﺑﺣﺙ ﻋﻥ ﻁﺭﻳﻘﺔ ﻟﺣﺟﺏ ﺿﻭء ﺍﻟﺷﻣﺱ ﻷﻳﺎﻡ ﻗﻼﺋﻝ‪.‬‬

‫ﺣﺎﻭﻝ ﺣﺟﺏ ﺿﻭء ﺍﻟﺷﻣﺱ ﻣﻥ ﺧﻼﻝ ﺇﺧﻔﺎﺋﻪ‬

‫ﺑﺎﺳﺗﺧﺩﺍﻡ ﺧﺭﻁﻭﻡ ﺣﺩﻳﻘﺔ ﺃﻭ ﻣﻧﺷﻔﺔ )ﻋﻠﻰ ﺳﺑﻳﻝ ﺍﻟﻣﺛﺎﻝ(‪.‬‬

‫ﻣﺎﺫﺍ ﺳﻳﺣﺩﺙ ﺑﺭﺃﻳﻙ؟‬

‫ﺑﻌﺩ ﻋﺩﺓ ﺃﻳﺎﻡ ﺍﻛﺷﻑ ﺍﻟﻐﻁﺎء ﺍﻟﺫﻱ ﻳﺣﺟﺏ ﺿﻭء ﺍﻟﺷﻣﺱ ﻋﻥ ﺍﻟﻧﺑﺎﺗﺎﺕ‪.‬‬
‫ﻣﺎﺫﺍ ﺗﻼﺣﻅ؟‬

‫ﺗﺣﺗﺎﺝ ﺟﻣﻳﻊ ﺍﻟﻛﺎﺋﻧﺎﺕ ﺍﻟﺣﻳﺔ ﺗﻘﺭﻳ ًﺑﺎ‬

‫ﺇﻟﻰ ﺿﻭء ﺍﻟﺷﻣﺱ ﻟﺗﻧﻣﻭ‪.‬‬

‫ﻳﺗﻣﺗﻊ ﺿﻭء ﺍﻟﺷﻣﺱ ﺑﻁﺎﻗﺔ ﺭﺍﺋﻌﺔ ﺑﻣﺎ ﻳﺟﻌﻠﻪ ﺟﺯءًﺍ ﻫﺎﻣًﺎ ﻣﻥ‬
‫ﺩﻭﺭﺓ ﺍﻟﺣﻳﺎﺓ‪.‬‬

‫‪٥۳‬‬
‫‪w‬‬
‫‪worldforumfoundation.org/nature‬‬ ‫ﺍﻟﻣﻌﻠﻡ‪ :‬ﻁﺑﺎﻋﺔ ﻫﺫﻩ ﺍﻟﺻﻔﺣﺔ‬
 ‫ﺍﻟﺷﺭﻭﻉ‬
‫ﻓﻲ ﺍﻟﻌﻣﻝ!‬ ‫ﻣﻭﺿﻭﻉ ﺍﻟﺭﻋﺎﻳﺔ‪ :‬ﺍﻟﻁﺎﻗﺔ‪/‬ﺍﻟﺿﻭء‬

‫ﺍﻻﺳﺗﻣﺗﺎﻉ ﺑﺿﻭء ﺍﻟﺷﻣﺱ‬

‫ﺍﻟﺗﺣﺩﺙ ﻋﻥ ﻋﺩﺩ ﻣﻥ ﺍﻟﻣﻔﺎﻫﻳﻡ‬
‫ﻓﻳﻣﺎ ﻳﻠﻲ ﻋﺩﺩ ﻣﻥ ﺍﻟﻣﻔﺎﻫﻳﻡ ﺍﻟﺗﻲ ﻳﻣﻛﻧﻙ ﺍﻟﺗﺣﺩﺙ ﺑﺷﺄﻧﻬﺎ ﻣﻊ ﺍﻷﻁﻔﺎﻝ‪:‬‬

‫ﻳﻭﻓﺭ ﺿﻭء ﺍﻟﺷﻣﺱ ﺍﻟﻁﺎﻗﺔ ﻟﺟﻣﻳﻊ ﺍﻟﻛﺎﺋﻧﺎﺕ ﺍﻟﺣﻳﺔ‪.‬‬ ‫•‬

‫ﺗﺳﺗﺧﺩﻡ ﺍﻟﻧﺑﺎﺗﺎﺕ ﺿﻭء ﺍﻟﺷﻣﺱ ﻟﻣﺳﺎﻋﺩﺗﻬﺎ ﻋﻠﻰ ﺗﻛﻭﻳﻥ ﺍﻟﺳﻛﺭﻳﺎﺕ ﻣﻥ ﺧﻼﻝ ﺍﻟﻬﻭﺍء ﺍﻟﺫﻱ ﺗﺗﻧﻔﺳﻪ‬ ‫•‬
‫ﻋﺑﺭ ﺃﻭﺭﺍﻗﻬﺎ ﻭﻣﻥ ﺍﻟﻣﻳﺎﻩ‪ .‬ﻭﻳﺗﻡ ﺍﺳﺗﺧﺩﺍﻡ ﻫﺫﺍ ﺍﻟﺳﻛﺭ ﺑﻌﺩﺋﺫ ﺑﻭﺍﺳﻁﺔ ﺍﻟﻧﺑﺎﺕ ﻓﻲ ﻋﻣﻠﻳﺔ ﺍﻟﻧﻣﻭ‪.‬‬

‫ﺗﺳﻣﻰ ﻫﺫﻩ ﺍﻟﻌﻣﻠﻳﺔ ﺑﺎﻟﺗﻣﺛﻳﻝ ﺍﻟﺿﻭﺋﻲ ﻭ ًﺗﻌﺩ ﺍﻟﻌﻣﻠﻳﺔ ﺍﻷﻛﺛﺭ ﺃﻫﻣﻳﺔ ﻋﻠﻰ ﻅﻬﺭ ﻫﺫﺍ ﺍﻟﻛﻭﻛﺏ‪.‬‬ ‫•‬

‫ﻳﺄﻛﻝ ﺍﻟﻧﺎﺱ ﺟﻣﻳﻊ ﺃﻧﻭﺍﻉ ﺍﻷﺷﻳﺎء ﺍﻟﺗﻲ ﺗﻧﺗﺞ ﻋﻥ ﺍﻟﻧﺑﺎﺗﺎﺕ ﻣﺛﻝ ﺍﻷﻭﺭﺍﻕ ﻭﺍﻟﺑﺫﻭﺭ ﻭﺍﻟﺛﻣﺎﺭ ﻭﺍﻟﺟﺫﻭﺭ‬ ‫•‬
‫ﻭﺍﻟﺟﻭﺯ ﻭﺍﻟﺯﻫﻭﺭ‪.‬‬

‫ﺍﻟﻘﻳﺎﻡ ﺑﻧﺯﻫﺔ ﻓﻲ ﺍﻟﻬﻭﺍء ﺍﻟﻁﻠﻕ‬

‫ﺍﺳﺗﻣﺗﻊ ﺑﻧﺯﻫﺔ ﻓﻲ ﺍﻟﻬﻭﺍء ﺍﻟﻁﻠﻕ ﻣﻊ ﺗﻧﺎﻭﻝ ﺍﻟﻔﺎﻛﻬﺔ ﻭﺍﻟﺧﺿﺭﺍﻭﺍﺕ‬
‫ﺍﻟﻁﺎﺯﺟﺔ‪ .‬ﻗﻡ ﺑﺗﻐﺫﻳﺔ ﺟﺳﻣﻙ ﻭﻋﻘﻠﻙ ﻭﺭﻭﺣﻙ ﻓﻲ ﻧﻔﺱ ﺍﻟﻭﻗﺕ‪...‬ﻓﻠﻘﺩ ﻭﻟﺩﻧﺎ‬
‫ﺟﻣﻳﻌًﺎ ﻟﻠﻣﺷﺎﺭﻛﺔ ﻓﻲ ﺩﻭﺭﺓ ﺍﻟﺣﻳﺎﺓ! ﻭﺃﺛﻧﺎء ﺗﻧﺎﻭﻝ ﺍﻟﻁﻌﺎﻡ ﻣﻌًﺎ‪ ،‬ﻳﻣﻛﻧﻙ‬
‫ﺍﻟﺗﺣﺩﺙ ﻣﻊ ﺍﻷﻁﻔﺎﻝ ﺣﻭﻝ ﻋﻣﻠﻳﺔ ﺍﻟﺗﻣﺛﻳﻝ ﺍﻟﺿﻭﺋﻲ ﺍﻟﺭﺍﺋﻌﺔ‪) .‬ﻻ ﺗﻘﻠﻕ ﺇﺫﺍ ﻟﻡ‬
‫ﻳﺩﺭﻛﻭﺍ ﺍﻟﻣﻔﻬﻭﻡ ﺍﻟﻛﺎﻣﻝ‪ .‬ﺇﺫ ﻳﻛﻔﻲ ﺍﻹﻳﺿﺎﺡ ﻋﻠﻰ ﻧﺣﻭ ﺑﺳﻳﻁ ﺍﻟﻁﺭﻳﻘﺔ ﺍﻟﺗﻲ‬
‫ﻳﺳﺎﻋﺩ ﺑﻬﺎ ﺿﻭء ﺍﻟﺷﻣﺱ ﺍﻟﻧﺑﺎﺗﺎﺕ ﻟﺗﻛﻭﻳﻥ ﺍﻟﻁﻌﺎﻡ ﺑﺎﻟﻧﺳﺑﺔ ﻟﻧﺎ!(‬

‫‪٥٤‬‬
‫‪worldforumfoundation.org/nature‬‬ ‫ﺍﻟﻣﻌﻠﻡ‬
 ‫ﺍﻹﺷﺎﺩﺓ‬
‫ﺑﺎﻟﻔﻌﻝ!‬
‫ﻣﻭﺿﻭﻉ ﺍﻟﺭﻋﺎﻳﺔ‪ :‬ﺍﻟﻁﺎﻗﺔ‪/‬ﺍﻟﺿﻭء‬

‫ﺿﻭء ﺍﻟﺷﻣﺱ‬
‫ﻳﺟﻌﻠﻧﺎ ﺟﻣﻳ ًﻌﺎ ﺃﻛﺛﺭ ﺳﻌﺎﺩﺓ!‬

‫ﺭﺳﺎﻟﺔ ﺇﻟﻰ ﺍﻟﻣﻌﻠﻣﻳﻥ‬

‫ﻟﻘﺩ ﺃﻧﺗﺞ ﺍﻟﺿﻭء ﺍﻟﻣﻧﺑﻌﺙ ﻣﻥ ﺃﺷﻌﺔ ﺍﻟﺷﻣﺱ ﺍﻟﻁﺎﻗﺔ ﻋﺑﺭ ﻣﻠﻳﺎﺭﺍﺕ ﺍﻟﺳﻧﻳﻥ‪.‬‬
‫ﺳﺎﻋﺩ ﺍﻷﻁﻔﺎﻝ ﻋﻠﻰ ﺗﻘﺩﻳﺭ ﻗﻳﻣﺔ ﺍﻟﻁﺎﻗﺔ ﺍﻟﺷﻣﺳﻳﺔ ﻛﺄﺣﺩ ﻣﺻﺎﺩﺭ ﺍﻟﻁﺎﻗﺔ ﺍﻟﻣﺗﺟﺩﺩﺓ‬
‫ﺍﻟﺗﻲ ﻳﻣﻛﻥ ﺗﺣﻭﻳﻠﻬﺎ ﺇﻟﻰ ﺃﺷﻛﺎﻝ ﺃﺧﺭﻯ ﻣﻥ ﺍﻟﻁﺎﻗﺔ ﻣﺛﻝ ﺍﻟﻁﺎﻗﺔ ﺍﻟﺣﺭﺍﺭﻳﺔ‬
‫ﻭﺍﻟﻛﻬﺭﺑﺎء‪ .‬ﻭﻓﻲ ﺣﻳﻥ ﺃﻥ ﻫﺫﻩ ﺍﻟﻣﻔﺎﻫﻳﻡ ﻗﺩ ﺗﺑﺩﻭ ﻣﻌﻘﺩﺓ ﻟﻠﻐﺎﻳﺔ ﺑﺎﻟﻧﺳﺑﺔ ﻟﻸﻁﻔﺎﻝ‬
‫ﺍﻟﺻﻐﺎﺭ ﻟﻳﻔﻬﻣﻭﻫﺎ ﻓﻬﻣًﺎ ﺗﺎﻣًﺎ‪ ،‬ﻓﺈﻥ ﺗﺄﺻﻳﻝ ﻗﻳﻣﺔ ﻛﻝ ﻣﺎ ﻧﺣﺻﻝ ﻋﻠﻳﻪ ﺟﻣﻳﻌًﺎ ﻣﻥ‬
‫ﺿﻭء ﺍﻟﺷﻣﺱ ﺳﻳﻛﻭﻥ ﺑﻣﺛﺎﺑﺔ ﺧﻁﻭﺓ ﺃﻭﻟﻰ ﺟﻳﺩﺓ ﻓﻲ ﺍﻻﺗﺟﺎﻩ ﺍﻟﺻﺣﻳﺢ‪.‬‬

‫ﻭﻓﻳﻣﺎ ﻳﻠﻲ ﺭﺳﺎﺋﻝ ﺇﻳﺟﺎﺑﻳﺔ ﻟﻣﺷﺎﺭﻛﺗﻬﺎ ﻣﻊ ﺍﻷﻁﻔﺎﻝ‪:‬‬

‫ﻣﻥ ﺍﻟﺟﻳﺩ ﺍﻹﺷﺎﺩﺓ ﺑﺎﻟﻘﻳﻣﺔ ﺍﻟﺭﺍﺋﻌﺔ ﻟﻠﺿﻭء ﺍﻟﻣﻧﺑﻌﺙ‬

‫ﻣﻥ ﺍﻟﺷﻣﺱ!‬

‫ﻋﻧﺩﻣﺎ ﺗﺄﻛﻝ ﺍﻟﻧﺑﺎﺗﺎﺕ ﺍﻟﺗﻲ ﺗﻧﻣﻭ ﻓﻲ ﺿﻭء ﺍﻟﺷﻣﺱ‪ ،‬ﺳﻭﻑ‬

‫ﺗﺗﻣﺗﻊ ﺑﺻﺣﺔ ﺃﻓﺿﻝ ﻭﺗﻛﻭﻥ ﺃﻛﺛﺭ ﺳﻌﺎﺩﺓ!‬

‫‪٥٥‬‬
‫‪worldforumfoundation.org/nature‬‬ ‫ﺍﻟﻣﻌﻠﻡ‬
 ‫ﻣﻭﺍﺻﻠﺔ‬
‫ﺍﻟﻧﻣﻭ!‬
‫ﻣﻭﺿﻭﻉ ﺍﻟﺭﻋﺎﻳﺔ‪ :‬ﺍﻟﻁﺎﻗﺔ‪/‬ﺍﻟﺿﻭء‬

‫ﻣﺯﻳﺩ ﻣﻥ ﺍﻟﻣﺻﺎﺩﺭ ﺣﻭﻝ ﺿﻭء ﺍﻟﺷﻣﺱ‬

‫ﻣﻭﺍﻗﻊ ﺍﻟﻭﻳﺏ‪:‬‬

‫‪www.discovertheforest.org‬‬
‫ﻳﺣﺗﻭﻱ ﻫﺫﺍ ﺍﻟﻣﻭﻗﻊ ﺍﻹﻟﻛﺗﺭﻭﻧﻲ ﺍﻟﺧﺎﺹ ﺑـ ‪United States Forest‬‬
‫‪) Service‬ﺍﻟﻭﻛﺎﻟﺔ ﺍﻷﻣﺭﻳﻛﻳﺔ ﻟﺧﺩﻣﺔ ﺍﻟﻐﺎﺑﺎﺕ( ﻋﻠﻰ ﻣﻌﻠﻭﻣﺎﺕ ﺣﻭﻝ ﻓﻭﺍﺋﺩ‬
‫ﻗﺿﺎء ﺍﻟﻭﻗﺕ ﻓﻲ ﺍﻟﻁﺑﻳﻌﺔ ﻭﺃﻓﻛﺎﺭ ﻋﻥ ﺃﻧﺷﻁﺔ ﻣﺣﺩﺩﺓ‪.‬‬

‫‪www.youtube.com/watch?v=p86BPM1GV8M‬‬
‫ﺷﺎﻫﺩ ﻭﺍﺳﺗﻣﻊ ﺇﻟﻰ ﻣﻭﺿﻭﻉ "ﺍﻟﻧﻘﻁﺔ ﺍﻟﺯﺭﻗﺎء ﺍﻟﺑﺎﻫﺗﺔ" )‪The Pale‬‬
‫‪ (Blue Dot‬ﻟﻠﺩﻛﺗﻭﺭ "ﻛﺎﺭﻝ ﺳﺎﺟﺎﻥ" ﻋﻠﻰ ﻫﺫﺍ ﺍﻟﻣﻘﻁﻊ ﺍﻟﻣﺗﺎﺡ ﻟﺩﻯ ﻣﻭﻗﻊ‬
‫ﻳﻭﺗﻳﻭﺏ‪ .‬ﻳﺷﺎﺭ ﺇﻟﻰ ﺃﻥ ﺍﻟﻧﻘﻁﺔ ﺍﻟﺯﺭﻗﺎء ﺍﻟﺑﺎﻫﺗﺔ ﻫﻲ ﺻﻭﺭﺓ ﻓﻭﺗﻭﻏﺭﺍﻓﻳﺔ‬
‫ﻟﻛﻭﻛﺏ ﺍﻷﺭﺽ ﺍﻟﺗﻘﻁﺗﻬﺎ ﺍﻟﻣﺭﻛﺑﺔ ﺍﻟﻔﺿﺎﺋﻳﺔ "ﻓﻭﻳﺎﺟﺭ ‪ "۱‬ﺳﻧﺔ ‪ ۱۹۹۰‬ﻭﺫﻟﻙ‬
‫ﻣﻥ ﻣﺳﺎﻓﺔ ﻗﻳﺎﺳﻳﺔ‪ ،‬ﺣﻳﺙ ﺗﺑﻳﻥ ﺍﻟﺻﻭﺭﺓ ﺣﺟﻡ ﺍﻷﺭﺽ ﻣﻘﺎﺭﻧﺔ ﺑﺷﺳﺎﻋﺔ‬
‫ﺍﻟﻔﺿﺎء‪ .‬ﻓﺑﻧﺎء ﻋﻠﻰ ﻁﻠﺏ ﻣﻥ "ﻛﺎﺭﻝ ﺳﺎﺟﺎﻥ"‪ ،‬ﺃﻣﺭﺕ ﺍﻹﺩﺍﺭﺓ ﺍﻟﻭﻁﻧﻳﺔ‬
‫ﻟﻠﻣﻼﺣﺔ ﺍﻟﺟﻭﻳﺔ ﻭﺍﻟﻔﺿﺎء )ﻧﺎﺳﺎ( ﺳﻔﻳﻧﺔ ﺍﻟﻔﺿﺎء "ﻓﻭﻳﺎﺟﺭ ‪ ،"۱‬ﺍﻟﺗﻲ ﺃﻧﺟﺯﺕ‬
‫ﻣﻬﻣﺗﻬﺎ ﺍﻷﺳﺎﺳﻳﺔ ﻭﺗﻭﺷﻙ ﺁﻧﺫﺍﻙ ﻋﻠﻰ ﻣﻐﺎﺩﺭﺓ ﺍﻟﻧﻅﺎﻡ ﺍﻟﺷﻣﺳﻲ‪ ،‬ﺑﺗﻭﺟﻳﻪ‬
‫ﺍﻟﻛﺎﻣﻳﺭﺍ ﺍﻟﺧﺎﺻﺔ ﺑﻬﺎ ﺇﻟﻰ ﺍﻻﺗﺟﺎﻩ ﺍﻟﻣﻌﺎﻛﺱ ﻻﻟﺗﻘﺎﻁ ﺻﻭﺭﺓ ﻓﻭﺗﻭﻏﺭﺍﻓﻳﺔ‬
‫ﻟﻛﻭﻛﺏ ﺍﻷﺭﺽ ﻣﻥ ﻣﺳﺎﻓﺔ ﺷﺎﺳﻌﺔ ﻟﻠﻔﺿﺎء‪ .‬ﻓﻲ ﻋﺎﻡ ‪ ،۲۰۰۱‬ﺗﻡ ﺍﺧﺗﻳﺎﺭ‬
‫ﻫﺫﻩ ﺍﻟﺻﻭﺭﺓ ﻣﻥ ﻗﺑﻝ ﻣﻭﻗﻊ ‪ Space.com‬ﻛﺄﺣﺩ ﺃﻓﺿﻝ ﻋﺷﺭ ﺻﻭﺭ‬
‫ﻓﻭﺗﻭﻏﺭﺍﻓﻳﺔ ﺧﺎﺻﺔ ﺑﻌﻠﻭﻡ ﺍﻟﻔﺿﺎء‪.‬‬

‫ﺣﻘﺎﺋﻕ ﻣﻣﺗﻌﺔ ﺣﻭﻝ ﺿﻭء ﺍﻟﺷﻣﺱ‬

‫ﻟﻘﺩ ﺃﻧﺗﺟﺕ ﺍﻟﺷﻣﺱ ﺍﻟﻁﺎﻗﺔ ﻣﻧﺫ ﻣﻠﻳﺎﺭﺍﺕ ﺍﻟﺳﻧﻳﻥ‪ .‬ﻓﺄﺷﻌﺔ ﺍﻟﺷﻣﺱ ﺍﻟﺗﻲ ﺗﺻﻝ ﺇﻟﻰ ﺍﻷﺭﺽ ُﺗﻌﺩ ﻁﺎﻗﺔ ﺷﻣﺳﻳﺔ‪ .‬ﻭﻳﻣﻛﻥ ﺗﻐﻳﻳﺭﻫﺎ ﺇﻟﻰ‬ ‫•‬
‫ﻁﺎﻗﺔ ﺣﺭﺍﺭﻳﺔ ﻭﻁﺎﻗﺔ ﻛﻬﺭﺑﺎﺋﻳﺔ‪.‬‬

‫ﺗﺣﺗﺎﺝ ﺍﻹﺑﺭ ﺍﻟﺻﻧﻭﺑﺭﻳﺔ ﻓﻘﻁ ﺇﻟﻰ ﺍﻟﻛﻣﻳﺔ ﺍﻟﻣﻧﺎﺳﺑﺔ ﻣﻥ ﺿﻭء ﺍﻟﺷﻣﺱ ﺍﻟﻼﺯﻡ ﻟﻠﺷﺟﺭﺓ ﺣﺗﻰ ﺗﻧﺗﺞ ﺍﻟﻁﻌﺎﻡ‪ .‬ﻭﻳُﻌﺩ ﺍﻟﺷﻛﻝ ﺍﻟﻣﺛﻠﺛﻲ‬ ‫•‬
‫ﻟﻠﺷﺟﺭﺓ ﺗﻛﻳ ًﻔﺎ ﻳﺳﻣﺢ ﺑﺗﻣﻛﻳﻥ ﻣﺯﻳﺩ ﻣﻥ ﺍﻹﺑﺭ ﻣﻥ "ﺭﺅﻳﺔ" ﺍﻟﺷﻣﺱ‪.‬‬

‫ﻳﺣﻅﻰ ﺿﻭء ﺍﻟﺷﻣﺱ ﺑﺈﺭﺙ ﻗﺩﻳﻡ ﻓﻳﻣﺎ ﻳﺧﺹ ﺍﻻﺳﺗﺷﻔﺎء‪ .‬ﻭﻗﺩ ﺑﺟﻠﺕ ﻗﺑﺎﺋﻝ ﻭﺣﺿﺎﺭﺍﺕ ﻛﺎﻣﻠﺔ ﻓﻲ ﻓﺗﺭﺍﺕ ﻣﺎ ﻗﺑﻝ ﺍﻟﺗﺎﺭﻳﺦ‬ ‫•‬
‫ﺍﻟﺷﻣﺱ ﻭﻋﺑﺩﺗﻬﺎ ﻟﻣﺎ ﺗﺗﻣﺗﻊ ﺑﻪ ﻣﻥ ﺧﺻﺎﺋﺹ ﺍﺳﺗﺷﻔﺎﺋﻳﺔ‪ .‬ﻭﺑﺎﺕ ﻳُﻌﺭﻑ ﺍﺳﺗﺧﺩﺍﻡ ﺍﻟﺿﻭء ﻓﻲ ﻋﻼﺝ ﺍﻟﺣﺎﻻﺕ ﺍﻟﻁﺑﻳﺔ )ﺍﻟﺑﺩﻧﻳﺔ‬
‫ﻭﺍﻟﻌﻘﻠﻳﺔ ﻋﻠﻰ ﺣﺩ ﺳﻭﺍء( ﺑﺎﻻﺳﺗﺷﻣﺎﺱ )ﺍﻟﻣﻌﺎﻟﺟﺔ ﺑﺄﺷﻌﺔ ﺍﻟﺷﻣﺱ(‪ .‬ﻭﻛﺎﻧﺕ ﺍﻟﻣﺩﻳﻧﺔ ﺍﻹﻏﺭﻳﻘﻳﺔ ﻫﻳﻠﻳﻭﺑﻭﻟﻳﺱ ُﺗﻌﺭﻑ ﺟﻳ ًﺩﺍ ﺑﻣﻌﺎﺑﺩﻫﺎ‬
‫ﺍﻟﺧﺎﺻﺔ ﺑﺄﺿﻭﺍء ﺍﻟﺷﻣﺱ ﺍﻻﺳﺗﺷﻔﺎﺋﻳﺔ‪ .‬ﻭﻓﻲ ﺍﻟﻭﺍﻗﻊ‪ ،‬ﻛﺗﺏ ﻛﻝ ﻣﻥ "ﺃﺑُﻘﺭﺍﻁ" ﻭ"ﻓﻳﺛﺎﻏﻭﺭﺱ" ﻋﻥ ﺍﻟﻔﻭﺍﺋﺩ ﺍﻟﻛﺛﻳﺭﺓ ﻟﺿﻭء ﺍﻟﺷﻣﺱ‬
‫ﻓﻲ ﺯﻳﺎﺩﺓ ﻓﺭﺹ ﺍﻻﺳﺗﺷﻔﺎء‪.‬‬

‫ﻣﻧﺫ ﻣﻼﻳﻳﻥ ﺍﻟﺳﻧﻳﻥ‪ ،‬ﺳﺎﻋﺩﺕ ﻁﺎﻗﺔ ﺍﻟﺷﻣﺱ ﻧﺑﺎﺗﺎﺕ ﻣﺎ ﻗﺑﻝ ﺍﻟﺗﺎﺭﻳﺦ ﻋﻠﻰ ﺍﻟﻧﻣﻭ‪ .‬ﻭﻋﻧﺩﻣﺎ ﻧﺣﺭﻕ ﺍﻟﻔﺣﻡ ﻓﺈﻧﻧﺎ ﺑﺫﻟﻙ ﻧﻌﻳﺩ ﺍﺳﺗﺧﺩﺍﻡ‬ ‫•‬
‫ﺍﻟﻁﺎﻗﺔ ﺍﻟﺷﻣﺳﻳﺔ ﺍﻟﻘﺩﻳﻣﺔ‪ ،‬ﺣﻳﺙ ﺇﻥ ﺍﻟﻔﺣﻡ ﻧﺎﺗﺞ ﻋﻥ ﺃﺷﺟﺎﺭ ﻣﺎ ﻗﺑﻝ ﺍﻟﺗﺎﺭﻳﺦ‪.‬‬

‫‪٥٦‬‬
‫‪worldforumfoundation.org/nature‬‬ ‫ﺍﻟﻣﻌﻠﻡ‬
 ‫ﺧﻭﺽ‬
‫ﻣﻐﺎﻣﺭﺓ!‬
‫ﻣﻭﺿﻭﻉ ﺍﻟﺭﻋﺎﻳﺔ‪ :‬ﺍﻟﻁﺎﻗﺔ‪/‬ﺍﻟﺿﻭء‬

‫ﻧﺻﺎﺋﺢ ﻟﻠﻣﻌﻠﻣﻳﻥ‬

‫ﺍﺳﺗﺧﺩﺍﻡ ﺃﻧﺷﻁﺔ "ﻣﻐﺎﻣﺭﺓ ﻟﻠﺷﻌﻭﺭ ﺑﺎﻟﻁﺎﻗﺔ ﺍﻟﺣﺭﺍﺭﻳﺔ"‬

‫• ﺍﺧﺗﺭ ﻳﻭﻣًﺎ ﻣﺷﻣﺳًﺎ ﻭﺣﺩﺩ ﻣﻛﺎ ًﻧﺎ ﻳﻣﻛﻧﻙ ﺍﻟﻌﺛﻭﺭ‬
‫ﻓﻳﻪ ﻋﻠﻰ ﺍﻟﺷﻣﺱ ﻭﺍﻟﻅﻝ ﻋﻠﻰ ﺣﺩ ﺳﻭﺍء‪.‬‬

‫• ﺭﻏﻡ ﺑﺳﺎﻁﺔ ﻫﺫﺍ ﺍﻟﻧﺷﺎﻁ‪ ،‬ﻟﻛﻥ ﻳﺟﺏ ﺃﻻ‬

‫ﺗﻘﻠﻝ ﻣﻥ ﺍﻟﻘﻳﻣﺔ ﺍﻟﺗﻌﻠﻳﻣﻳﺔ ﻟﺗﺟﺭﻳﺏ ﻫﺫﺍ‬
‫ﺍﻟﻣﻔﻬﻭﻡ ﺍﻟﻌﻠﻣﻲ ﺑﻁﺭﻳﻘﺔ ﺣﺳﻳﺔ ﻣﺎﺯﺣﺔ‪.‬‬
‫ﻳﺣﺗﺎﺝ ﺍﻷﻁﻔﺎﻝ ﺇﻟﻰ ﺍﻟﺷﻌﻭﺭ ﺑﺣﺭﺍﺭﺓ‬
‫ﺍﻟﺷﻣﺱ ﺑﺄﻧﻔﺳﻬﻡ ﻟﻣﺳﺎﻋﺩﺗﻬﻡ ﻋﻠﻰ ﻓﻬﻡ ﺍﻟﻁﺎﻗﺔ‬
‫ﺍﻟﺣﺭﺍﺭﻳﺔ ﺍﻟﺷﺩﻳﺩﺓ ﺍﻟﺗﻲ ﺗﻭﻓﺭﻫﺎ ﺍﻟﺷﻣﺱ‪.‬‬

‫• ﻗﺑﻝ ﺍﻟﺑﺩء ﻓﻲ ﻫﺫﺍ ﺍﻟﻧﺷﺎﻁ‪ ،‬ﺗﺄﻛﺩ ﻣﻥ ﻭﺟﻭﺩ ﺻﺧﻭﺭ ﻟﻸﻁﻔﺎﻝ ﺗﻘﻊ ﻓﻲ ﺃﻣﺎﻛﻥ ﻣﺷﻣﺳﺔ‬
‫ﻭﺃﺧﺭﻯ ﻅﻠﻳﻠﺔ ﻋﻠﻰ ﺣﺩ ﺳﻭﺍء‪ .‬ﻭﺇﺫﺍ ﺍﻗﺗﺿﻰ ﺍﻷﻣﺭ‪ ،‬ﻓﺄﺿﻑ ﺑﻌﺽ ﺍﻟﺻﺧﻭﺭ ﺇﻟﻰ ﻛﻼ‬
‫ﺍﻟﻣﻭﻗﻌﻳﻥ‪ .‬ﺇﻥ ﺇﺣﺩﻯ ﺍﻟﻣﻭﺍﺩ ﺍﻟﻁﺑﻳﻌﻳﺔ ﺍﻟﺳﻣﻳﻛﺔ‪ ،‬ﻣﺛﻝ ﺇﺣﺩﻯ ﺍﻟﺻﺧﻭﺭ ﺍﻟﺗﻲ ﻭﺿﻌﺕ ﻓﻲ‬
‫ﻣﻛﺎﻥ ﻣﺷﻣﺱ ﻟﻔﺗﺭﺓ ﻣﻥ ﺍﻟﺯﻣﻥ‪ ،‬ﺳﻭﻑ ﺗﻣﺗﺹ ﻛﻣﻳﺔ ﻣﻥ ﺍﻟﺣﺭﺍﺭﺓ ﻛﺎﻓﻳﺔ ﻟﺟﻌﻝ ﺍﻷﻁﻔﺎﻝ‬
‫ﻳﺷﻌﺭﻭﻥ ﺑﺎﻟﻔﺭﻕ ﻋﻧﺩ ﻣﻘﺎﺭﻧﺗﻬﺎ ﺑﺻﺧﺭﺓ ﺃﺧﺭﻯ ﺗﻡ ﻭﺿﻌﻬﺎ ﻓﻲ ﻣﻛﺎﻥ ﻅﻠﻳﻝ‪.‬‬

‫• ﻳُﻌﺩ ﺗﺄﻟﻳﻑ ﻗﺻﺔ ﻋﻥ ﻁﺎﻗﺔ ﺍﻟﺷﻣﺱ ﺟﺯءًﺍ ﻫﺎﻣًﺎ ﻣﻥ ﻫﺫﺍ ﺍﻟﻧﺷﺎﻁ‪ .‬ﺇﻧﻬﺎ ﻁﺭﻳﻘﺔ ﺗﻭﺿﺢ ﻛﻳﻔﻳﺔ‬
‫ﻗﻳﺎﻡ ﺍﻟﻁﻼﺏ ﺑﺭﺑﻁ ﺃﻭ ﻓﻬﻡ ﻣﺎ ﻳﺗﻌﻠﻣﻭﻧﻪ‪ .‬ﻛﻣﺎ ﺃﻧﻬﺎ ﺃﻳﺿًﺎ ﻁﺭﻳﻘﺔ ﺗﺳﺎﻋﺩﻙ ﻋﻠﻰ ﺗﻘﻳﻳﻡ ﻣﺩﻯ‬
‫ﻓﻬﻡ ﺍﻟﻁﻼﺏ ﺗﻘﻳﻳﻣًﺎ ﻣﻭﺛﻭ ًﻗﺎ ﺑﻪ‪.‬‬

‫ﺍﻵﻥ ﺍﺳﺗﺧﺩﻡ ﺃﻧﺷﻁﺔ "ﻣﻐﺎﻣﺭﺓ ﻟﻠﺷﻌﻭﺭ ﺑﺎﻟﻁﺎﻗﺔ ﺍﻟﺣﺭﺍﺭﻳﺔ" ﻣﻊ ﺍﻷﻁﻔﺎﻝ‪.‬‬

‫‪٥۷‬‬
‫‪worldforumfoundation.org/nature‬‬ ‫ﺍﻟﻣﻌﻠﻡ‬
 ‫ﺧﻭﺽ‬
‫ﻣﻐﺎﻣﺭﺓ!‬ ‫ﻣﻭﺿﻭﻉ ﺍﻟﺭﻋﺎﻳﺔ‪ :‬ﺍﻟﻁﺎﻗﺔ‪/‬ﺍﻟﺣﺭﺍﺭﺓ‬

‫ﻣﻐﺎﻣﺭﺓ ﻟﻠﺷﻌﻭﺭ ﺑﺎﻟﻁﺎﻗﺔ ﺍﻟﺣﺭﺍﺭﻳﺔ‬

‫)ﺍﻟﺟﺯء ﺍﻷﻭﻝ(‬

‫ﺃﻭﻻً‪ ،‬ﺍﺫﻫﺏ ﻓﻲ ﺟﻭﻟﺔ ﻓﻲ ﻳﻭﻡ ﻣﺷﻣﺱ ﺣﺗﻰ ﺗﺗﻣﻛﻥ ﻣﻥ ﺍﻟﺷﻌﻭﺭ‬

‫ﺑﺎﻟﻁﺎﻗﺔ ﺍﻟﺣﺭﺍﺭﻳﺔ ﻟﻠﺷﻣﺱ‪.‬‬

‫ﻫﻝ ﺗﺷﻌﺭ ﺑﺎﻟﺣﺭﺍﺭﺓ ﻋﻠﻰ ﺫﺭﺍﻋﻳﻙ؟‬

‫ﻭﻫﻝ ﺗﺷﻌﺭ ﺑﻬﺎ ﻋﻠﻰ ﻭﺟﻬﻙ؟‬
‫ﻭﻣﺎﺫﺍ ﻋﻥ ﺷﻌﺭﻙ؟‬

‫ﺍﻵﻥ ﺍﺑﺣﺙ ﻋﻥ ﻣﻛﺎﻥ ﻳﻣﻛﻧﻙ ﺭﺅﻳﺔ ﺍﻟﻅﻼﻝ ﻓﻳﻪ ﺛﻡ ﺍﺫﻫﺏ‬

‫ﻭﻗﻑ ﺑﻪ‪ .‬ﺃﻏﻠﻕ ﻋﻳﻧﻳﻙ ﻭﻓﻛﺭ ﻓﻲ ﺍﻟﺷﻌﻭﺭ ﺍﻟﺫﻱ ﻳﻧﺗﺎﺑﻙ‪.‬‬

‫ﻫﻝ ﺗﺷﻌﺭ ﺑﻣﺩﻯ ﻗﻳﺎﻡ ﺍﻟﻅﻼﻝ ﺑﺣﺟﺏ ﺑﻌﺽ ﺍﻟﻁﺎﻗﺔ‬

‫ﺍﻟﺣﺭﺍﺭﻳﺔ ﻟﻠﺷﻣﺱ؟‬

‫ً‬
‫ﺗﺟﺭﺑﺔ‪.‬‬ ‫ﻓﻠﻧﻘﻡ ﺑﺈﺟﺭﺍء‬
‫ﻓﻠﻧﺑﺣﺙ ﻋﻥ ﺻﺧﻭﺭ ﺗﺗﻭﺍﺟﺩ ﻓﻲ ﻣﻛﺎﻥ ﻣﺷﻣﺱ‬
‫ﻭﺃﺧﺭﻯ ﺗﺗﻭﺍﺟﺩ ﻓﻲ ﻣﻛﺎﻥ ﻅﻠﻳﻝ‪.‬‬

‫ﺍﺫﻫﺏ ﻭﺍﻟﻣﺱ ﺻﺧﺭﺓ ﻣﻭﺟﻭﺩﺓ ﻓﻲ ﻣﻛﺎﻥ ﻅﻠﻳﻝ‪.‬‬

‫ﺍﻵﻥ‪ ،‬ﺍﺫﻫﺏ ﻭﺍﻟﻣﺱ ﺍﻟﺻﺧﺭﺓ ﺍﻟﻣﻭﺟﻭﺩﺓ ﻓﻲ ﻣﻛﺎﻥ ﻣﺷﻣﺱ‪.‬‬

‫ﻓﺄﻱ ﺍﻟﺻﺧﺭﺗﻳﻥ ﺃﻛﺛﺭ ﺩﻓ ًﺋﺎ؟‬

‫ﻫﻝ ﻳﻣﻛﻥ ﺃﻥ ﺗﺷﻌﺭ ﺑﻣﺩﻯ ﺍﻟﻁﺎﻗﺔ ﺍﻟﺣﺭﺍﺭﻳﺔ ﺍﻟﺗﻲ ﻣﻧﺣﺗﻬﺎ ﺍﻟﺷﻣﺱ ﻟﻠﺻﺧﺭﺓ ﺍﻟﻣﻭﺟﻭﺩﺓ ﻓﻲ ﺍﻟﻣﻛﺎﻥ ﺍﻟﻣﺷﻣﺱ؟‬

‫‪٥۸‬‬
‫‪w‬‬
‫‪worldforumfoundation.org/nature‬‬ ‫ﺍﻟﻣﻌﻠﻡ‪ :‬ﻁﺑﺎﻋﺔ ﻫﺫﻩ ﺍﻟﺻﻔﺣﺔ‬
 ‫ﺧﻭﺽ‬
‫ﻣﻐﺎﻣﺭﺓ!‬ ‫ﻣﻭﺿﻭﻉ ﺍﻟﺭﻋﺎﻳﺔ‪ :‬ﺍﻟﻁﺎﻗﺔ‪/‬ﺍﻟﺣﺭﺍﺭﺓ‬

‫ﻣﻐﺎﻣﺭﺓ ﻟﻠﺷﻌﻭﺭ ﺑﺎﻟﻁﺎﻗﺔ ﺍﻟﺣﺭﺍﺭﻳﺔ‬

‫)ﺍﻟﺟﺯء ﺍﻟﺛﺎﻧﻲ(‬

‫ﻗﻡ ﺑﺗﺄﻟﻳﻑ ﻗﺻﺔ ﻋﻥ ﻁﺎﻗﺔ ﺍﻟﺷﻣﺱ‪.‬‬ ‫ﺍﻵﻥ‬

‫ﺷﺎﺭﻙ ﻗﺻﺗﻙ ﺑﻁﺭﻳﻘﺗﻙ ﺍﻟﺧﺎﺻﺔ‪.‬‬
‫ﻫﻝ ﺳﺗﻛﻭﻥ ﻓﻲ ﺇﻁﺎﺭ ﺃﻏﻧﻳﺔ؟‬

‫ﻫﻝ ﺳﺗﻛﻭﻥ ﻓﻲ ﺇﻁﺎﺭ ﺻﻭﺭﺓ؟‬

‫ﻫﻝ ﺳﺗﻛﻭﻥ ﻓﻲ ﺇﻁﺎﺭ ﻧﻭﻉ ﻣﻥ ﺍﻟﺭﻗﺹ‬

‫ﺃﻭ ﺃﻱ ﻧﻭﻉ ﺣﺭﻛﻲ ﺁﺧﺭ؟‬

‫ﻫﻝ ﺳﺗﻛﻭﻥ ﻓﻲ ﺇﻁﺎﺭ ﻗﺻﻳﺩﺓ ﺷﻌﺭﻳﺔ؟‬

‫ﺷﺎﺭﻙ ﻗﺻﺗﻙ ﻋﻥ ﻁﺎﻗﺔ ﺍﻟﺷﻣﺱ ﻣﻊ ﺃﺻﺩﻗﺎﺋﻙ‪.‬‬

‫‪٥۹‬‬
‫‪w‬‬
‫‪worldforumfoundation.org/nature‬‬ ‫ﺍﻟﻣﻌﻠﻡ‪ :‬ﻁﺑﺎﻋﺔ ﻫﺫﻩ ﺍﻟﺻﻔﺣﺔ‬
 ‫ﺍﻟﺷﺭﻭﻉ‬
‫ﻓﻲ ﺍﻟﻌﻣﻝ!‬
‫ﻣﻭﺿﻭﻉ ﺍﻟﺭﻋﺎﻳﺔ‪ :‬ﺍﻟﻁﺎﻗﺔ‪/‬ﺍﻟﺿﻭء‬

‫ﺻﺎ ﻓﻲ ﺷﺅﻭﻥ ﺍﻟﺷﻣﺱ!‬

‫ﻛﻥ ﻋﺎﻟ ًﻣﺎ ﻣﺗﺧﺻ ً‬
‫ﺍﻟﺗﺣﺩﺙ ﻋﻥ ﻁﺭﻕ ﺍﺳﺗﺧﺩﺍﻡ ﺍﻟﻁﺎﻗﺔ ﺍﻟﺷﻣﺳﻳﺔ‬
‫ﺗﺣﺩﺙ ﻣﻊ ﺍﻷﻁﻔﺎﻝ ﺣﻭﻝ ﻭﺳﺎﺋﻝ ﻻﺳﺗﺧﺩﺍﻡ ﻁﺎﻗﺔ ﺍﻟﺷﻣﺱ ﻟﻣﺳﺎﻋﺩﺗﻧﺎ ﻳﻭﻣﻳًﺎ‪.‬‬

‫ﺳﺎﻋﺩ ﺍﻷﻁﻔﺎﻝ ﻋﻠﻰ ﺍﻟﺗﻔﻛﻳﺭ ﻓﻲ ﺍﻷﻭﻗﺎﺕ ﺍﻟﺗﻲ ﻳﻛﻭﻥ ﻣﻥ ﺍﻟﺟﻳﺩ ﺃﻥ ﻧﺣﺻﻝ ﻓﻳﻬﺎ‬
‫ﻋﻠﻰ ﺗﺩﻓﺋﺔ ﻣﺩﺭﺳﺗﻧﺎ ﻭﻣﻧﺎﺯﻟﻧﺎ ﻣﻥ ﺧﻼﻝ ﺍﻟﺷﻣﺱ )ﻓﻲ ﺍﻷﻳﺎﻡ ﺍﻟﺑﺎﺭﺩﺓ(‪ .‬ﺳﺎﻋﺩﻫﻡ‬
‫ﻋﻠﻰ ﺍﻟﺗﻔﻛﻳﺭ ﻓﻲ ﺍﻷﻭﻗﺎﺕ ﺍﻟﺗﻲ ﻧﺭﻏﺏ ﻓﻳﻬﺎ ﻓﻲ ﺣﺟﺏ ﺑﻌﺽ ﺍﻟﻁﺎﻗﺔ ﺍﻟﺣﺭﺍﺭﻳﺔ‬
‫ﻟﻠﺷﻣﺱ )ﻓﻲ ﺍﻷﻳﺎﻡ ﺍﻟﺣﺎﺭﺓ ﺟ ًﺩﺍ(‪ .‬ﺷﺟﻊ ﺍﻷﻁﻔﺎﻝ ﻋﻠﻰ ﺃﻥ ﻳﺻﺑﺣﻭﺍ "ﻋﻠﻣﺎء"‬
‫ﻟﻳﻛﺗﺷﻔﻭﺍ ﻣﻛﺎﻥ ﺗﺩﻓﺋﺔ ﺍﻟﺷﻣﺱ ﻟﻠﻣﺩﺭﺳﺔ‪.‬‬

‫ﺍﻟﺑﺣﺙ ﻋﻥ ﺍﻟﻁﺎﻗﺔ ﺍﻟﺣﺭﺍﺭﻳﺔ ﻟﻠﺷﻣﺱ‬

‫‪ .۱‬ﺍﺫﻫﺏ ﻓﻲ ﻧﺯﻫﺔ ﻣﻊ ﺍﻷﻁﻔﺎﻝ ﻟﻠﺑﺣﺙ ﻋﻥ ﻛﺎﻓﺔ ﺍﻷﻣﺎﻛﻥ ﺍﻟﺗﻲ ﺗﻘﻭﻡ ﻣﻥ ﺧﻼﻟﻬﺎ ﺍﻟﺷﻣﺱ‬
‫ﺑﺗﺩﻓﺋﺔ ﺍﻟﻣﺩﺭﺳﺔ‪) .‬ﻗﻑ ﺑﺟﻭﺍﺭ ﺍﻟﻧﻭﺍﻓﺫ‪ ،‬ﻋﻠﻰ ﺳﺑﻳﻝ ﺍﻟﻣﺛﺎﻝ‪ ،‬ﻭﺍﺳﺗﺷﻌﺭ ﺣﺭﺍﺭﺓ‬
‫ﺍﻟﺷﻣﺱ ﺍﻟﻧﺎﻓﺫﺓ ﺇﻟﻰ ﻣﺩﺭﺳﺗﻙ‪ (.‬ﻓﻛﺭ ﻓﻲ ﺳﺑﻝ ﻳﻣﻛﻥ ﻟﻠﻁﻼﺏ ﻣﻥ ﺧﻼﻟﻬﺎ ﺗﺣﺳﻳﻥ‬
‫ﺃﺩﺍء ﺍﻟﻁﺎﻗﺔ ﺍﻟﺷﻣﺳﻳﺔ‪.‬‬

‫‪ .۲‬ﺃﻏﻠﻕ ﺍﻟﺣُﺟﺏ ﺃﻭ ﺍﻟﺳﺗﺎﺋﺭ ﻓﻲ ﻣﻧﺗﺻﻑ ﺍﻟﻳﻭﻡ ﻟﺣﺟﺏ ﺍﻟﻁﺎﻗﺔ ﺍﻟﺣﺭﺍﺭﻳﺔ ﻟﻠﺷﻣﺱ )ﺇﺫﺍ‬
‫ﺃﺻﺑﺢ ﺍﻟﺟﻭ ﺣﺎﺭً ﺍ ﺟ ًﺩﺍ ﺑﺎﻟﺩﺍﺧﻝ(‪.‬‬

‫‪ .۳‬ﺍﻓﺗﺢ ﺍﻟﺣُﺟﺏ ﺃﻭ ﺍﻟﺳﺗﺎﺋﺭ ﺇﺫﺍ ﻛﻧﺕ ﺗﺭﻳﺩ ﺍﻟﺣﺻﻭﻝ ﻋﻠﻰ ﺃﻛﺑﺭ ﻗﺩﺭ ﻣﻣﻛﻥ ﻣﻥ ﺍﻟﻁﺎﻗﺔ‬
‫ﺍﻟﺣﺭﺍﺭﻳﺔ ﻟﻠﺷﻣﺱ )ﻓﻲ ﺍﻷﻳﺎﻡ ﺍﻟﺑﺎﺭﺩﺓ(‪.‬‬

‫‪ .٤‬ﻗﻡ ﺑﺣﺙ ﺍﻷﻁﻔﺎﻝ ﻋﻠﻰ ﺃﻥ ﻳﻛﻭﻧﻭﺍ ﻣﻣﻥ ﻳﺗﻣﺗﻌﻭﻥ ﺑﻘﺩﺭﺍﺕ ﺣﻝ ﺍﻟﻣﺷﺎﻛﻝ ﻭﻳﻔﻛﺭﻭﻥ‬
‫ﻓﻲ ﺳﺑﻝ ﻳﻣﻛﻧﻬﻡ ﻣﻥ ﺧﻼﻟﻬﺎ ﺍﻟﻘﻳﺎﻡ ﺑﻧﻔﺱ ﺍﻷﺷﻳﺎء ﻓﻲ ﻣﻧﺎﺯﻟﻬﻡ ﺍﻟﺧﺎﺻﺔ‪.‬‬

‫‪٦۰‬‬
‫‪worldforumfoundation.org/nature‬‬ ‫ﺍﻟﻣﻌﻠﻡ‬
 ‫ﺍﻹﺷﺎﺩﺓ‬
‫ﺑﺎﻟﻔﻌﻝ!‬
‫ﻣﻭﺿﻭﻉ ﺍﻟﺭﻋﺎﻳﺔ‪ :‬ﺍﻟﻁﺎﻗﺔ‪/‬ﺍﻟﺿﻭء‬

‫ﺍﻻﺳﺗﺧﺩﺍﻡ ﺍﻟﺭﺷﻳﺩ ﻟﻠﻁﺎﻗﺔ ﺍﻟﺣﺭﺍﺭﻳﺔ ﻟﻠﺷﻣﺱ‬

‫ﻳﺳﺎﻋﺩﻧﺎ ﺟﻣﻳ ًﻌﺎ!‬

‫ﺭﺳﺎﻟﺔ ﺇﻟﻰ ﺍﻟﻣﻌﻠﻣﻳﻥ‬

‫ﻳﻣﻛﻥ ﺗﺟﻧﻳﺩ ﺍﻷﻁﻔﺎﻝ ﻓﻲ ﺳﻥ ﻣﺑﻛﺭﺓ ﻟﻠﻣﺳﺎﻋﺩﺓ ﻓﻲ ﺍﻟﺣﻔﺎﻅ ﻋﻠﻰ ﺍﻟﻁﺎﻗﺔ‪.‬‬
‫ﺇﻥ ﺍﻟﺭﺳﺎﺋﻝ ﺍﻟﻣﺗﻌﻠﻘﺔ ﺑﺎﻟﺧﻁﻭﺍﺕ ﺍﻟﺑﻳﺋﻳﺔ ﺍﻹﻳﺟﺎﺑﻳﺔ ﺗﻌﺩ ﺃﻓﺿﻝ ﻛﺛﻳﺭً ﺍ ﺑﺎﻟﻧﺳﺑﺔ‬
‫ﻟﻸﻁﻔﺎﻝ ﻣﻥ ﺍﻟﺭﺳﺎﺋﻝ ﺍﻟﻣﺗﻌﻠﻘﺔ ﺑﺎﻟﻣﺷﺎﻛﻝ ﺍﻟﺑﻳﺋﻳﺔ ﺍﻟﻣﺧﻳﻔﺔ‪.‬‬

‫ﻭﺳﻭﻑ ﻳﺳﺎﻋﺩ ﺗﺷﺟﻳﻊ ﺍﻷﻁﻔﺎﻝ ﻋﻠﻰ ﺍﻟﺗﻔﻛﻳﺭ ﻓﻲ ﺍﻟﺣﺭﺍﺭﺓ ﺍﻟﻬﺎﺋﻠﺔ ﺍﻟﺻﺎﺩﺭﺓ‬

‫ﻋﻥ ﺍﻟﻁﺎﻗﺔ ﺍﻟﺷﻣﺳﻳﺔ ﻋﻠﻰ ﺗﻧﻣﻳﺔ ﺷﻌﻭﺭﻫﻡ ﺑﺎﻻﺣﺗﺭﺍﻡ ﻭﺗﻘﺩﻳﺭ ﺍﻟﻌﺎﻟﻡ ﺍﻟﻁﺑﻳﻌﻲ‪.‬‬

‫ﻓﻳﻣﺎ ﻳﻠﻲ ﺑﻌﺽ ﺍﻟﺭﺳﺎﺋﻝ ﺍﻹﻳﺟﺎﺑﻳﺔ ﺍﻟﺗﻲ ﻳﻣﻛﻧﻙ ﻣﺷﺎﺭﻛﺗﻬﺎ ﻣﻊ ﺍﻷﻁﻔﺎﻝ‪:‬‬

‫ﻳﻣﻛﻧﻙ ﺍﻟﻣﺳﺎﻋﺩﺓ ﻓﻲ ﺗﺣﺳﻳﻥ ﺃﺩﺍء ﺍﻟﻁﺎﻗﺔ ﺍﻟﺣﺭﺍﺭﻳﺔ ﻟﻠﺷﻣﺱ ﻓﻲ‬

‫ﺍﻟﻣﺩﺭﺳﺔ ﻣﻥ ﺧﻼﻝ ﻓﺗﺢ ﺳﺗﺎﺋﺭ ﺍﻟﻧﻭﺍﻓﺫ ﻋﻧﺩﻣﺎ ﺗﺭﻏﺏ ﻓﻲ ﺇﺩﺧﺎﻝ‬
‫ﺍﻟﺣﺭﺍﺭﺓ ﺇﻟﻰ ﺍﻟﺩﺍﺧﻝ ﻭﻏﻠﻕ ﻫﺫﻩ ﺍﻟﺳﺗﺎﺋﺭ ﻋﻧﺩﻣﺎ ﺗﺭﻏﺏ ﻓﻲ ﻣﻧﻊ ﺩﺧﻭﻝ‬
‫ﺍﻟﺣﺭﺍﺭﺓ ﺇﻟﻰ ﺍﻟﺩﺍﺧﻝ‪.‬‬

‫ﺇﻥ ﺍﻟﻣﺳﺎﻋﺩﺓ ﻓﻲ ﺗﺣﺳﻳﻥ ﺃﺩﺍء ﺍﻟﻁﺎﻗﺔ ﺍﻟﺣﺭﺍﺭﻳﺔ ﻟﻠﺷﻣﺱ ﻟﻳﻌﺩ‬

‫ﻋﻣﻼً ﺟﻳﺩًﺍ ﺑﺎﻟﻧﺳﺑﺔ ﻟﻌﺎﻟﻣﻧﺎ! ﺇﻧﻙ ﺗﺳﺎﻋﺩ ﺑﺫﻟﻙ ﻓﻲ ﺍﻟﻘﻳﺎﻡ ﺑﻣﺎ ﻳﺳﻣﻰ‬
‫"ﺍﻟﻣﺣﺎﻓﻅﺔ ﻋﻠﻰ ﺍﻟﻁﺎﻗﺔ!"‬

‫‪٦۱‬‬
‫‪worldforumfoundation.org/nature‬‬ ‫ﺍﻟﻣﻌﻠﻡ‬
 ‫ﻣﻭﺍﺻﻠﺔ‬
‫ﺍﻟﻧﻣﻭ!‬
‫ﻣﻭﺿﻭﻉ ﺍﻟﺭﻋﺎﻳﺔ‪ :‬ﺍﻟﻁﺎﻗﺔ‪/‬ﺍﻟﺿﻭء‬

‫ﻣﺯﻳﺩ ﻣﻥ ﺍﻟﻣﺻﺎﺩﺭ ﺣﻭﻝ‬

‫ﺍﻟﻁﺎﻗﺔ ﺍﻟﻧﺎﺗﺟﺔ ﻋﻥ ﺍﻟﺷﻣﺱ‬
‫ﻣﻭﺍﻗﻊ ﺍﻟﻭﻳﺏ‪:‬‬
‫‪www.cdproject.net‬‬
‫ﻟﻘﺩ ﺑﺩﺃ ﻣﺷﺭﻭﻉ ﺍﻟﻛﺷﻑ ﻋﻥ ﺍﻟﻛﺭﺑﻭﻥ ﻓﻲ ﻋﺎﻡ ‪ ۲۰۰۰‬ﻟﺗﺳﺭﻳﻊ ﺍﻟﺣﻠﻭﻝ‬
‫ﺍﻟﺧﺎﺻﺔ ﺑﺎﻟﺗﻐﻳﺭ ﺍﻟﻣﻧﺎﺧﻲ ﻣﻥ ﺧﻼﻝ ﻭﺿﻊ ﺍﻟﻣﻌﻠﻭﻣﺎﺕ ﺫﺍﺕ ﺍﻟﺻﻠﺔ ﻓﻲ ﺻﻣﻳﻡ‬
‫ﺍﻟﻘﺭﺍﺭﺍﺕ ﺍﻟﺗﺟﺎﺭﻳﺔ ﻭﺍﻟﺳﻳﺎﺳﻳﺔ ﻭﺍﻻﺳﺗﺛﻣﺎﺭﻳﺔ‪ .‬ﻭﻛﺎﻧﺕ ﻣﻬﻣﺔ ﺍﻟﻘﺎﺋﻣﻳﻥ ﻋﻠﻰ ﻫﺫﺍ‬
‫ﺍﻟﻣﺷﺭﻭﻉ ﺗﺗﻣﺛﻝ ﻓﻲ ﺗﺳﺧﻳﺭ ﺍﻟﻘﻭﺓ ﺍﻟﺟﻣﺎﻋﻳﺔ ﻟﻠﻣﺅﺳﺳﺎﺕ ﻭﺍﻟﻣﺳﺗﺛﻣﺭﻳﻥ ﻭﺍﻟﻘﺎﺩﺓ‬
‫ﺍﻟﺳﻳﺎﺳﻳﻳﻥ ﻟﺗﺳﺭﻳﻊ ﻭﺗﻳﺭﺓ ﺍﻟﻌﻣﻝ ﺍﻟﻣﻭﺣﺩ ﺑﺷﺄﻥ ﺗﻐﻳﺭ ﺍﻟﻣﻧﺎﺥ‪.‬‬

‫‪www.plt.org‬‬
‫ﻳﺣﺗﻭﻱ ﺍﻟﻣﻭﻗﻊ ﺍﻹﻟﻛﺗﺭﻭﻧﻲ ﺍﻟﺧﺎﺹ ﺑﻣﺷﺭﻭﻉ ﺷﺟﺭﺓ ﺍﻟﺗﻌﻠﻡ )‪Project‬‬
‫‪ (Learning Tree‬ﻋﻠﻰ ﻗﺎﺋﻣﺔ ﺑﻣﺭﺍﺟﻊ ﻭﻣﺻﺎﺩﺭ ﻣﻭﺍﻗﻊ ﺍﻟﻭﻳﺏ ﺍﻟﺧﺎﺻﺔ‬
‫ﺑﺗﻌﻠﻳﻡ ﺍﻷﻣﻭﺭ ﺍﻟﻣﺗﻌﻠﻘﺔ ﺑﺎﻟﻁﺎﻗﺔ‪ ،‬ﻭﺍﻟﺗﻲ ُﺗﻌﺩ ﻣﺟﺭﺩ ﻋﻳﻧﺔ ﻟﻠﻣﺻﺎﺩﺭ ﺍﻟﻌﺩﻳﺩﺓ‬
‫ﺍﻟﻣﺗﺎﺣﺔ ﻟﻣﺳﺎﻋﺩﺓ ﺍﻟﻣﻌﻠﻣﻳﻥ ﻭﺍﻟﻁﻼﺏ ﻓﻲ ﺗﻌﻠﻡ ﺍﻟﻣﺯﻳﺩ ﻋﻥ ﺍﻟﻁﺎﻗﺔ‪ .‬ﻭﻳﺗﻳﺢ ﻫﺫﺍ‬
‫ﺍﻟﻣﻭﻗﻊ ﺍﻟﻣﻌﻠﻭﻣﺎﺕ ﺍﻟﻣﺳﺗﻘﺎﺓ ﻣﻥ ﻣﺟﻣﻭﻋﺔ ﻣﺗﻧﻭﻋﺔ ﻣﻥ ﻭﺟﻬﺎﺕ ﺍﻟﻧﻅﺭ‪.‬‬

‫ﺣﻘﺎﺋﻕ ﻣﻣﺗﻌﺔ ﺣﻭﻝ‬ ‫‪www.nature.org/initiatives/climatechange/‬‬

‫ﺗﻧﺿﻡ ﻣﺅﺳﺳﺔ ‪) Nature Conservancy‬ﺍﻟﻣﺣﺎﻓﻅﺔ ﻋﻠﻰ ﺍﻟﻁﺑﻳﻌﺔ( ﺇﻟﻰ‬
‫ﺍﻟﻁﺎﻗﺔ ﺍﻟﻧﺎﺗﺟﺔ ﻋﻥ ﺍﻟﺷﻣﺱ!‬ ‫ﺻﻧﺎﻉ ﺍﻟﺳﻳﺎﺳﺔ ﻭﺃﻋﺿﺎء ﺍﻟﻣﺟﺗﻣﻊ ﻭﺍﻟﺷﺭﻛﺎﺕ ﻭﺍﻟﻌﻠﻣﺎء ﻭﻗﺎﺩﺓ ﺍﻟﺻﻧﺎﻋﺔ ﻭﺁﺧﺭﻳﻥ‬
‫ﻟﻺﺑﻁﺎء ﻣﻥ ﻭﺗﻳﺭﺓ ﺗﻐﻳﺭ ﺍﻟﻣﻧﺎﺥ‪ .‬ﻳﺣﺗﻭﻱ ﻣﻭﻗﻊ ﺍﻟﻭﻳﺏ ﻫﺫﺍ ﻋﻠﻰ ﻣﻌﻠﻭﻣﺎﺕ ﺑﺷﺄﻥ‬
‫ﻫﻝ ﺗﻌﺭﻑ ﻣﺩﻯ ﻋﻅﻡ ﺣﺟﻡ ﺍﻟﺷﻣﺱ؟‬ ‫•‬ ‫ﺗﺳﺧﻳﺭ ﺍﻟﻁﺎﻗﺔ ﺍﻟﺷﻣﺳﻳﺔ ﻭﺗﻘﻠﻳﻝ ﺍﻧﺑﻌﺎﺛﺎﺕ ﻏﺎﺯﺍﺕ ﺍﻻﺣﺗﺑﺎﺱ ﺍﻟﺣﺭﺍﺭﻱ‪.‬‬

‫ﻳﻣﻛﻥ ﺃﻥ ﺗﺳﺗﻭﻋﺏ ﺍﻟﺷﻣﺱ ﺃﻛﺛﺭ ﻣﻥ ‪ ۱۰۰‬ﻛﻭﻛﺏ ﺃﺭﺿﻲ ﺑﺩﺍﺧﻠﻬﺎ‪ .‬ﺇﻧﻬﺎ‬ ‫‪www.childcareexchange.com/eed‬‬

‫ﺗﺑﺩﻭ ﺻﻐﻳﺭﺓ ﻓﻲ ﺍﻟﺳﻣﺎء ﻷﻧﻬﺎ ﺗﺑﻌﺩ ﻋﻥ ﺍﻷﺭﺽ ﺑﺣﻭﺍﻟﻲ ‪ ۹۳‬ﻣﻠﻳﻭﻥ ﻣﻳﻝ!‬ ‫ﺗﺳﺎﻋﺩﻙ ﻫﺫﻩ ﺍﻟﻣﻘﺎﻟﺔ ﺍﻟﻣﻌﻧﻭﻧﺔ ﺑـ "?‪"What Color is Your Roof‬‬
‫)ﻣﺎ ﻫﻭ ﻟﻭﻥ ﺳﻁﺢ ﻣﻧﺯﻟﻙ( ﺍﻟﻣﻧﺷﻭﺭﺓ ﻓﻲ ﺍﻟﺭﺳﺎﻟﺔ ﺍﻹﻟﻛﺗﺭﻭﻧﻳﺔ ﺍﻹﺧﺑﺎﺭﻳﺔ‬
‫ﻫﻝ ﺗﻌﻠﻡ ﺃﻥ ﺇﺟﺭﺍء ﻋﻣﻠﻳﺔ ﺗﻐﻳﻳﺭ ﺍﻧﻌﻛﺎﺱ ﺍﻹﺷﻌﺎﻉ ﺍﻟﺷﻣﺳﻲ ﻋﻠﻰ ﺍﻷﺳﻁﺢ‬ ‫•‬ ‫ﺇﻛﺳﺗﺷﻳﻧﺞ ﺇﻳﻔﺭﻳﺩﺍﻱ )‪ (Exchange EveryDay‬ﻋﻠﻰ ﻣﻌﺭﻓﺔ ﺍﻟﻣﺯﻳﺩ‬
‫ﺍﻟﻣﺑﻧﻳﺔ ﻣﻥ ﺍﻷﺷﻳﺎء ﺍﻟﺗﻲ ﺍﻋﺗﺎﺩ ﺍﻟﺑﺷﺭ ﻋﻠﻰ ﺍﻟﻘﻳﺎﻡ ﺑﻬﺎ ﻣﻧﺫ ﺁﻻﻑ ﺍﻟﺳﻧﻳﻥ؟‬ ‫ﺣﻭﻝ ﺗﻐﻳﻳﺭ ﺍﻧﻌﻛﺎﺱ ﺍﻹﺷﻌﺎﻉ ﺍﻟﺷﻣﺳﻲ ﻟﺳﻁﺢ ﺍﻟﻣﺑﻧﻰ ﺍﻟﺧﺎﺹ ﺑﻙ ﺑﻣﺎ ﻳﺳﺎﻋﺩ‬
‫ﻋﻠﻰ ﺍﺳﺗﺧﺩﺍﻡ ﺍﻟﻁﺎﻗﺔ ﺍﻟﺷﻣﺳﻳﺔ ﻋﻠﻰ ﻧﺣﻭ ﺭﺷﻳﺩ‪.‬‬
‫ﻓﺯﻳﺎﺩﺓ ﻛﻣﻳﺔ ﺍﻟﺿﻭء ﺍﻟﻣﻧﻌﻛﺱ ﻣﻥ ﺍﻷﺳﻁﺢ ﺇﻟﻰ ﺍﻟﻐﻼﻑ ﺍﻟﺟﻭﻱ ﻣﺭﺓ‬
‫ﺛﺎﻧﻳﺔ ﻟﻬﺎ ﻓﻭﺍﺋﺩ ﻋﺩﻳﺩﺓ‪ .‬ﻋﻠﻰ ﺳﺑﻳﻝ ﺍﻟﻣﺛﺎﻝ‪ ،‬ﺗﻘﻭﻡ ﺍﻷﺳﻁﺢ ﺍﻟﺑﺎﺭﺩﺓ‬
‫ﺑﺗﻘﻠﻳﻝ ﺍﺳﺗﺧﺩﺍﻡ ﺍﻟﻁﺎﻗﺔ ﻓﻲ ﺍﻟﻣﺑﺎﻧﻲ ﺍﻟﻣﻛﻳﻔﺔ ﻭﺗﺧﻔﻳﻑ ﺣﺭﺍﺭﺓ ﺍﻷﺭﺻﻔﺔ‬
‫ﻭﺗﺣﺳﻳﻥ ﺟﻭﺩﺓ ﺍﻟﻬﻭﺍء ﻓﻲ ﺍﻷﻣﺎﻛﻥ ﺍﻟﺧﺎﺭﺟﻳﺔ ﻭﺍﻟﺷﻌﻭﺭ ﺑﺎﻟﺭﺍﺣﺔ‪.‬‬
‫)ﺍﻟﻣﺻﺩﺭ ‪(www.good.is‬‬

‫‪٦۲‬‬
‫‪worldforumfoundation.org/nature‬‬ ‫ﺍﻟﻣﻌﻠﻡ‬
 ‫ﺧﻭﺽ‬
‫ﻣﻐﺎﻣﺭﺓ!‬
‫ﻣﻭﺿﻭﻉ ﺍﻟﺭﻋﺎﻳﺔ‪ :‬ﺍﻟﺣﻳﻭﺍﻧﺎﺕ‪/‬ﺍﻟﺣﺷﺭﺍﺕ‬

‫ﻧﺻﺎﺋﺢ ﻟﻠﻣﻌﻠﻣﻳﻥ‬
‫ﺍﺳﺗﺧﺩﺍﻡ ﺃﻧﺷﻁﺔ "ﻣﻐﺎﻣﺭﺓ ﺍﻟﺣﺷﺭﺍﺕ ﺍﻟﻣﻔﻳﺩﺓ"‬
‫• ﻗﺑﻝ ﺃﻥ ﺗﺑﺩﺃ ﺟﻭﻟﺗﻙ‪ ،‬ﻋﻠﻳﻙ ﺃﻥ ﺗﺗﻭﺧﻰ ﺍﻟﺣﺫﺭ ﻣﻥ ﺃﻳﺔ ﺣﺷﺭﺍﺕ ﺿﺎﺭﺓ ﺣ ًﻘﺎ ﻓﻲ ﺍﻟﻣﻛﺎﻥ‪ .‬ﺗﺫﻛﺭ ﺃﻥ ﺍﻟﻌﺩﻳﺩ ﻣﻥ‬
‫ﺍﻷﻁﻔﺎﻝ ﻳﻌﺎﻧﻭﻥ ﺍﻵﻥ ﻣﻥ ﺣﺳﺎﺳﻳﺔ ﺧﻁﻳﺭﺓ ﺿﺩ ﺍﻟﻧﺣﻝ‪ ،‬ﻟﺫﺍ ﻛﻥ ﻋﻠﻰ ﺣﺫﺭ ﺑﺎﻟﻣﻧﺎﻁﻕ ﺍﻟﺗﻲ ﻳﻣﻛﻥ ﺃﻥ ﻳﺗﺟﻣﻊ‬
‫ﺑﻬﺎ ﺍﻟﻧﺣﻝ‪ .‬ﺍﺧﺗﺭ ﺍﻟﻣﻭﺍﻗﻊ ﺑﻌﻧﺎﻳﺔ‪.‬‬

‫• ﻗﻡ ﺑﺗﻭﺯﻳﻊ ﺭﺳﺎﺋﻝ ﻋﻥ ﺍﻟﺳﻼﻣﺔ ﺑﻁﺭﻳﻘﺔ ﻫﺎﺩﺋﺔ ﻭﻣﻌﺗﺩﻟﺔ‪ .‬ﺳﺎﻋﺩ ﺍﻷﻁﻔﺎﻝ ﺍﻟﺫﻳﻥ ﻳﻌﺎﻧﻭﻥ ﻣﻥ ﺣﺳﺎﺳﻳﺔ ﻋﻠﻰ ﺗﻌﻠﻡ‬
‫ﺍﻟﺑﻘﺎء ﺑﻌﻳ ًﺩﺍ ﻋﻥ ﺍﻟﻧﺣﻝ‪ ،‬ﻭﺳﺎﻋﺩ ﻛﻝ ﺍﻷﻁﻔﺎﻝ ﻋﻠﻰ ﺗﻌﻠﻡ ﺃﻥ ﻳﻛﻭﻧﻭﺍ ﺁﻣﻧﻳﻥ ﻓﻲ ﺍﻷﻣﺎﻛﻥ ﺍﻟﻘﺭﻳﺑﺔ ﻣﻥ ﺍﻟﻧﺣﻝ ﻭﺫﻟﻙ‬
‫ﻣﻥ ﺧﻼﻝ ﺍﻟﺗﺣﻠﻲ ﺑﺎﻟﻬﺩﻭء ﻭﺍﻟﺭﻗﺎﺑﺔ ﺑﻌﻧﺎﻳﺔ‪ .‬ﺍﺣﺭﺹ ﻋﻠﻰ ﻋﺩﻡ ﺇﺭﺳﺎﻝ ﺭﺳﺎﺋﻝ ﺗﺣﺫﻳﺭﻳﺔ ﺃﻭ ﺗﻧﻔﻳﺭﻳﺔ‪.‬‬

‫• ﺍﺳﺄﻝ ﺍﻷﻁﻔﺎﻝ ﺇﻥ ﻛﺎﻧﻭﺍ ﻳﻌﺭﻓﻭﻥ ﻣﺎ ﻫﻭ "ﺍﻟﻣﻠﻘﺢ"‪ ،‬ﺃﻭ ﻣﺎﺫﺍ ﻳﻛﻭﻥ ﻓﻲ ﺍﻋﺗﻘﺎﺩﻫﻡ‪ .‬ﺍﻓﺗﺢ ﺑﺎﺑًﺎ ﻟﻠﻣﻧﺎﻗﺷﺔ ﺃﻳﺿًﺎ ﻣﻊ‬
‫ﺍﻷﻁﻔﺎﻝ ﺣﻭﻝ ﻛﻠﻣﺔ "ﻣﻔﻳﺩ"‪.‬‬

‫• ﺃﺩﺭ ﺩﻓﺔ ﺍﻟﺣﺩﻳﺙ ﻋﻥ ﺍﻟﺩﻭﺭ ﺍﻟﻬﺎﻡ ﺍﻟﺫﻱ ﻳﻘﻭﻡ ﺑﻪ ﺍﻟﻧﺣﻝ ﺑﺎﻋﺗﺑﺎﺭﻩ ﺣﺷﺭﺍﺕ ﻣﻠﻘﺣﺔ‪ ،‬ﻓﺿﻼً ﻋﻥ ﻏﻳﺭﻩ ﻣﻥ‬
‫ﺍﻟﺣﺷﺭﺍﺕ ﺍﻷﺧﺭﻯ ﻣﺛﻝ ﺍﻟﻔﺭﺍﺷﺎﺕ ﻭﺍﻟﻌُﺙ‪.‬‬

‫• ﻗﺑﻝ ﺍﻟﻣﻐﺎﺩﺭﺓ‪ ،‬ﺩﻭﻥ ﻣﻼﺣﻅﺎﺕ ﻋﻥ ﺳﻠﻭﻙ ﺍﻷﻁﻔﺎﻝ ﺗﺟﺎﻩ ﺍﻟﺣﺷﺭﺍﺕ‪ .‬ﻭﻟﺗﺷﺟﻳﻊ ﺣﺏ ﺍﻻﺳﺗﻁﻼﻉ ﻭﺍﻟﻣﺳﺎﻋﺩﺓ‬
‫ﻋﻠﻰ ﺍﻟﺗﻐﻠﺏ ﻋﻠﻰ ﺃﻱ ﻣﺷﺎﻋﺭ ﺳﻠﺑﻳﺔ‪ ،‬ﺟﺭﺏ ﺍﻟﻘﻳﺎﻡ ﺑﺎﻟﻧﻅﺭ ﺇﻟﻰ ﺻﻭﺭ ﻓﻭﺗﻭﻏﺭﺍﻓﻳﺔ ﻟﺣﺷﺭﺍﺕ ﺗﻡ ﺍﻟﺗﻘﺎﻁﻬﺎ ﻋﻥ‬
‫ﻗﺭﺏ ﻭﻗﺭﺍءﺓ ﻛﺗﺏ ﺧﻳﺎﻟﻳﺔ ﻭﻏﻳﺭ ﺧﻳﺎﻟﻳﺔ ﻋﻥ ﺍﻟﺣﺷﺭﺍﺕ‪.‬‬

‫• ﺃﺛﻧﺎء ﺟﻭﻟﺗﻙ‪ ،‬ﺳﺎﻋﺩ ﺍﻷﻁﻔﺎﻝ ﻋﻠﻰ ﻣﻼﺣﻅﺔ ﺃﻧﻪ ﺗﻭﺟﺩ ﺃﻧﻭﺍﻉ ﻋﺩﻳﺩﺓ ﻣﻥ ﺍﻟﺣﺷﺭﺍﺕ ﻓﻲ ﺑﻳﺋﺔ ﻭﺍﺣﺩﺓ‪.‬‬
‫ﻭﺳﻳﺳﺎﻋﺩﻫﻡ ﻫﺫﺍ ﻋﻠﻰ ﺍﻟﺑﺩء ﻓﻲ ﻓﻬﻡ ﺍﻟﺗﻧﻭﻉ ﺍﻟﺑﻳﻭﻟﻭﺟﻲ ﻭﺗﻘﺩﻳﺭﻩ‪ .‬ﻭﺇﺫﺍ ﻛﻧﺕ ﺑﻭﺳﻌﻙ ﺯﻳﺎﺭﺓ ﻣﺟﻣﻭﻋﺔ ﻣﺗﻧﻭﻋﺔ‬
‫ﻣﻥ ﺍﻷﻣﺎﻛﻥ )ﺑﻌﺽ ﺍﻷﻣﺎﻛﻥ ﺗﻌﺗﺑﺭ ﺃﻛﺛﺭ ﻏﻧﻰ "ﺑﺎﻟﺣﻳﻭﺍﻧﺎﺕ ﺍﻟﺑﺭﻳﺔ" ﻣﻥ ﺍﻷﺧﺭﻯ(‪ ،‬ﻓﺳﻳﺗﺳﻧﻰ ﻟﻙ ﻣﻼﺣﻅﺔ‬
‫ﺃﻥ ﺍﻷﻣﺎﻛﻥ "ﺍﻷﻛﺛﺭ ﻏﻧﻰ ﺑﺎﻟﺣﻳﻭﺍﻧﺎﺕ ﺍﻟﺑﺭﻳﺔ" ﺗﺣﺗﻭﻱ ﻋﻠﻰ ﺗﻧﻭﻉ ﺃﻛﺑﺭ ﻭﻋﺩﺩ ﻭﻓﻳﺭ ﻣﻥ ﺍﻟﺣﺷﺭﺍﺕ‪ .‬ﻭﻫﺫﺍ ﻗﺩ‬
‫ﻳﻭﺣﻲ ﻟﻙ ﺑﺈﻧﺷﺎء ﺑﻳﺋﺔ "ﺻﺩﻳﻘﺔ ﻟﻠﺣﺷﺭﺍﺕ" ﺣﻭﻝ ﻣﺩﺭﺳﺗﻙ‪.‬‬

‫• ﻗﻡ ﺑﺣﺙ ﺍﻷﻁﻔﺎﻝ ﻋﻠﻰ ﺗﺩﻭﻳﻥ "ﻣﻼﺣﻅﺎﺗﻬﻡ ﺍﻟﻣﻳﺩﺍﻧﻳﺔ" ﺃﺛﻧﺎء ﺍﻟﺗﺟﻭﻝ‪ .‬ﺳﺎﻋﺩﻫﻡ ﻋﻠﻰ ﺍﻟﺷﻌﻭﺭ ﺑﺎﻟﺭﺿﺎ ﺣﻳﺎﻝ‬
‫ﺍﺳﺗﺧﺩﺍﻡ ﺇﺣﺩﻯ ﺍﻟﻭﺳﺎﺋﻝ ﺍﻟﺗﻲ ُﺗﺳﺗﺧﺩﻡ ﻛﺫﻟﻙ ﻣﻥ ﻗﺑﻝ ﺍﻟﻌﻠﻣﺎء ﺍﻟﻛﺑﺎﺭ‪ .‬ﺷﺟﻊ ﺍﻷﻁﻔﺎﻝ ﻋﻠﻰ ﺗﺄﻟﻳﻑ ﺭﻣﻭﺯ ﻓﻲ ﺩﻓﺗﺭ‬
‫ﺍﻟﻣﻼﺣﻅﺎﺕ ﺍﻟﻣﻳﺩﺍﻧﻳﺔ ﺍﻟﺧﺎﺻﺔ ﺑﻬﻡ ﻣﻥ ﺧﻼﻝ ﺍﺗﺑﺎﻉ ﻁﺭﻕ ﻣﻔﻬﻭﻣﺔ ﻟﻬﻡ ﻭﺗﻣﺛﻝ ﺃﺳﻠﻭﺏ ﺗﻔﻛﻳﺭﻫﻡ‪ .‬ﻭﻣﻊ ﻗﻳﺎﻣﻬﻡ‬
‫ﺑﺫﻟﻙ‪ ،‬ﻓﺈﻧﻬﻡ ﻳﺗﻌﻠﻣﻭﻥ ﺍﻛﺗﺳﺎﺏ ﺻﻔﺎﺕ ﺍﻟﻣﺭﺍﻗﺑﻳﻥ ﻋﻥ ﻛﺛﺏ‪ ،‬ﻛﻣﺎ ﺃﻧﻬﻡ ﻳﺗﻌﻠﻣﻭﻥ ﺗﺛﻘﻳﻑ ﺃﻧﻔﺳﻬﻡ ﺑﺄﺳﻠﻭﺏ "ﻋﻣﻠﻲ"‪.‬‬

‫• ﺇﻥ ﺍﺻﻁﺣﺎﺏ ﻧﻅﺎﺭﺍﺕ ﻣﻛﺑﺭﺓ ﻣﻌﻙ ﺃﺛﻧﺎء ﺍﻟﺗﺟﻭﻝ ﻳﻌﺩ ﺧﻳﺎﺭً ﺍ ﻳﻣﻛﻥ ﺃﻥ ﻳﺳﺎﻋﺩ ﺍﻷﻁﻔﺎﻝ ﻋﻠﻰ ﺍﻟﺗﺭﻛﻳﺯ‬
‫ﻭﺍﻟﻣﻼﺣﻅﺔ ﻭﺍﻻﺳﺗﻣﺗﺎﻉ ﺑﻬﺫﺍ ﺍﻟﻧﺷﺎﻁ ﺑﻁﺭﻳﻘﺔ ﺃﻛﺛﺭ ﻋﻣ ًﻘﺎ‪.‬‬

‫ﺍﻵﻥ‪ ،‬ﺍﺳﺗﺧﺩﻡ ﺃﻧﺷﻁﺔ "ﺣﺷﺭﺍﺕ ﻣﻔﻳﺩﺓ" ﻣﻊ ﺍﻷﻁﻔﺎﻝ‪.‬‬

‫‪٦۳‬‬
‫‪worldforumfoundation.org/nature‬‬ ‫ﺍﻟﻣﻌﻠﻡ‬
 ‫ﺧﻭﺽ‬
‫ﻣﻐﺎﻣﺭﺓ!‬ ‫ﻣﻭﺿﻭﻉ ﺍﻟﺭﻋﺎﻳﺔ‪ :‬ﺍﻟﺣﻳﻭﺍﻧﺎﺕ‪/‬ﺍﻟﺣﺷﺭﺍﺕ‬

‫ﻣﻐﺎﻣﺭﺓ ﺍﻟﺣﺷﺭﺍﺕ ﺍﻟﻣﻔﻳﺩﺓ‬

‫)ﺍﻟﺟﺯء ﺍﻷﻭﻝ(‬

‫ﻫﻝ ﺃﻧﺕ ﻋﻠﻰ ﺃﻫﺑﺔ ﺍﻻﺳﺗﻌﺩﺍﺩ ﻟﺗﻛﻭﻥ ﻋﺎﻟﻣًﺎ؟‬

‫ﻫﻳﺎ ﺑﻧﺎ ﻧﺫﻫﺏ ﻓﻲ ﻣﻐﺎﻣﺭﺓ ﻟﻠﺑﺣﺙ ﻋﻥ ﺣﺷﺭﺍﺕ ﻣﻔﻳﺩﺓ‪.‬‬

‫ﺃﻭﻻً‪ ،‬ﻗﻡ ﺑﻧﺯﻫﺔ ﺇﻟﻰ ﻣﻛﺎﻥ ﻳﻣﻛﻥ ﺃﻥ ﺗﺗﻭﺍﺟﺩ ﻓﻳﻪ ﺣﺷﺭﺍﺕ ﻭﺃﻳﻘﻅ ﻛﻝ ﺣﻭﺍﺳﻙ‪.‬‬

‫ﺍﻧﻅﺭ‪...‬‬
‫ﺃﻧﺻﺕ‪...‬‬

‫ﺍﺳﺗﺷﻡ‪...‬‬

‫ﻫﻝ ﺗﻌﻠﻡ ﺃﻥ ﺍﻟﻌﺩﻳﺩ ﻣﻥ ﺍﻟﺣﺷﺭﺍﺕ‬

‫ﺗﻌﺗﻣﺩ ﻋﻠﻰ ﺣﺎﺳﺔ ﺍﻟﺷﻡ ﺍﻟﺧﺎﺻﺔ ﺑﻬﺎ‬
‫ﻟﻠﻌﺛﻭﺭ ﻋﻠﻰ ﺍﻟﻁﻌﺎﻡ؟‬

‫ﻏﺎﻟﺑًﺎ ﻣﺎ ﺗﺟﺗﺫﺏ ﺍﻟﺯﻫﻭﺭ ﺃﻭ ﺍﻟﻧﺑﺎﺗﺎﺕ ﺫﺍﺕ ﺍﻟﺭﺍﺋﺣﺔ‬

‫ﺍﻟﻘﻭﻳﺔ ﺍﻟﺣﺷﺭﺍﺕ‪.‬‬

‫ﻣﺎ ﻫﻲ ﺍﻟﺣﺷﺭﺍﺕ ﺍﻟﺗﻲ ﺭﺃﻳﺗﻬﺎ ﺣﺗﻰ ﺍﻵﻥ؟‬

‫ﻫﻝ ﻳﻣﻛﻧﻙ ﺍﺳﺗﺧﺩﺍﻡ‬
‫ﺟﺳﺩﻙ ﻟﺗﻘﻠﻳﺩ‬
‫ﻁﺭﻳﻘﺔ ﺗﺣﺭﻙ‬
‫ﺍﻟﺣﺷﺭﺍﺕ؟‬

‫‪٦٤‬‬
‫‪w‬‬
‫‪worldforumfoundation.org/nature‬‬ ‫ﺍﻟﻣﻌﻠﻡ‪ :‬ﻁﺑﺎﻋﺔ ﻫﺫﻩ ﺍﻟﺻﻔﺣﺔ‬
 ‫ﺧﻭﺽ‬
‫ﻣﻐﺎﻣﺭﺓ!‬ ‫ﻣﻭﺿﻭﻉ ﺍﻟﺭﻋﺎﻳﺔ‪ :‬ﺍﻟﺣﻳﻭﺍﻧﺎﺕ‪/‬ﺍﻟﺣﺷﺭﺍﺕ‬

‫ﻣﻐﺎﻣﺭﺓ ﺍﻟﺣﺷﺭﺍﺕ ﺍﻟﻣﻔﻳﺩﺓ‬

‫)ﺍﻟﺟﺯء ﺍﻟﺛﺎﻧﻲ(‬

‫ﺍﻵﻥ ﺍﻛﺗﺷﻑ ﺍﻟﻣﺯﻳﺩ‪ .‬ﺍﺧﺗﺭ ﻧﻭﻋًﺎ ﻭﺍﺣ ًﺩﺍ ﻣﻥ ﺍﻟﺣﺷﺭﺍﺕ ﻟﺗﺭﺍﻗﺑﻪ ﻋﻥ ﻛﺛﺏ ﻭﺗﻌﻠﻡ ﺍﻟﻣﺯﻳﺩ ﻣﻥ ﺧﻼﻝ ﺗﺳﺟﻳﻝ ﻣﺎ‬
‫ﺗﻛﺗﺷﻔﻪ‪.‬‬

‫ﻓﻳﻣﺎ ﻳﻠﻲ ﺛﻼﺙ ﻁﺭﻕ ﻟﻠﺗﺳﺟﻳﻝ‪:‬‬

‫‪.۳‬‬ ‫‪.۲‬‬ ‫‪.۱‬‬

‫ﻗﻠﺩ ﺣﺭﻛ ًﻳﺎ ﻣﺎ ﺗﺭﺍﻩ‪.‬‬ ‫ﺷﻳﺩ ﻣﺎ ﺗﺭﺍﻩ‪.‬‬ ‫ﺍﺭﺳﻡ ﻣﺎ ﺗﺭﺍﻩ‪.‬‬

‫ﺇﻥ ﺗﺳﺟﻳﻝ ﻣﺎ ﺗﺗﻌﻠﻣﻪ ﺳﻳﺳﺎﻋﺩﻙ ﻋﻠﻰ ﺍﻟﺗﺫﻛﺭ‪ .‬ﻭﻫﺫﺍ ﻣﺎ ﻳﺳﻣﻳﻪ ﺍﻟﻌﻠﻣﺎء ﺗﺳﺟﻳﻝ "ﺍﻟﻣﻼﺣﻅﺎﺕ ﺍﻟﻣﻳﺩﺍﻧﻳﺔ‪".‬‬

‫ﻫﻝ ﻋﺛﺭﺕ ﻋﻠﻰ ﺣﺷﺭﺍﺕ ﻓﻭﻕ ﺍﻟﻧﺑﺎﺗﺎﺕ؟ ﺗﺣﺻﻝ ﺍﻟﻛﺛﻳﺭ ﻣﻥ ﺍﻟﺣﺷﺭﺍﺕ ﻋﻠﻰ‬
‫ﻁﻌﺎﻣﻬﺎ ﻣﻥ ﺍﻟﻧﺑﺎﺗﺎﺕ‪ ،‬ﻟﻛﻥ ﻫﻝ ﺗﻌﻠﻡ ﺃﻧﻬﺎ ﺃﻳﺿًﺎ ﻗﺩ ﺗﺳﺎﻋﺩ ﺍﻟﻧﺑﺎﺗﺎﺕ ﻋﻠﻰ ﺍﻟﻧﻣﻭ ﻓﻲ‬
‫ﺍﻟﻭﻗﺕ ﺫﺍﺗﻪ؟‬
‫ﺇﻥ ﻫﺫﻩ ﺍﻟﻌﻣﻠﻳﺔ ُﺗﺳﻣﻰ ﺑﺎﻟﺗﻠﻘﻳﺢ‪.‬‬

‫ﻫﻝ ﻳﻣﻛﻧﻙ ﺗﺳﺟﻳﻝ ﻣﻼﺣﻅﺎﺕ ﻣﻳﺩﺍﻧﻳﺔ ﻋﻥ ﺍﻟﺣﺷﺭﺍﺕ ﺍﻟﻣﻠﻘﺣﺔ؟‬

‫ﻋﻧﺩ ﻋﻭﺩﺗﻙ ﺇﻟﻰ ﺍﻟﻣﺩﺭﺳﺔ‪ ،‬ﻳﻣﻛﻧﻙ ﺍﻟﻘﻳﺎﻡ ﺃﻧﺕ ﻭﺃﺻﺩﻗﺎءﻙ‬

‫ﺑﻣﻘﺎﺭﻧﺔ ﻣﻼﺣﻅﺎﺗﻛﻡ ﺍﻟﻣﻳﺩﺍﻧﻳﺔ‪.‬‬

‫‪٦٥‬‬
‫‪w‬‬
‫‪worldforumfoundation.org/nature‬‬ ‫ﺍﻟﻣﻌﻠﻡ‪ :‬ﻁﺑﺎﻋﺔ ﻫﺫﻩ ﺍﻟﺻﻔﺣﺔ‬
 ‫ﺍﻟﺷﺭﻭﻉ‬
‫ﻓﻲ ﺍﻟﻌﻣﻝ!‬ ‫ﻣﻭﺿﻭﻉ ﺍﻟﺭﻋﺎﻳﺔ‪ :‬ﺍﻟﺣﻳﻭﺍﻧﺎﺕ‪/‬ﺍﻟﺣﺷﺭﺍﺕ‬

‫ﺇﻧﺷﺎء ﺣﺩﻳﻘﺔ ﻣﻠﻘﺣﺎﺕ‬

‫ﺍﻟﺗﺣﺩﺙ ﻋﻥ ﺍﻟﻣﻠﻘﺣﺎﺕ‬
‫ﺗﺣﺩﺙ ﻣﻊ ﺍﻷﻁﻔﺎﻝ ﻋﻥ ﺍﻟﻣﻠﻘﺣﺎﺕ ﻭﺳﻠﻭﻛﻬﺎ‪.‬‬
‫)"ﺍﻟﻣﻠﻘﺣﺎﺕ" ﻛﻠﻣﺔ ﻣﻣﺗﻌﺔ ﻳﺣﺗﺎﺝ ﺍﻷﻁﻔﺎﻝ ﺇﻟﻰ ﺗﻌﻠﻣﻬﺎ!( ﺍﻁﻠﺏ ﻣﻧﻬﻡ ﺍﻟﺗﻌﺑﻳﺭ ﻋﻥ ﺃﻓﻛﺎﺭﻫﻡ‬
‫ﻭﺷﺎﺭﻛﻬﻡ ﺃﻓﻛﺎﺭﻙ ﺍﻟﺧﺎﺻﺔ‪ .‬ﺳﺎﻋﺩ ﺍﻷﻁﻔﺎﻝ ﻋﻠﻰ ﻣﻌﺭﻓﺔ ﺃﻛﺛﺭ ﺍﻟﻧﺑﺎﺗﺎﺕ ﺍﻟﺗﻲ ﺗﺣﺗﺎﺝ ﺇﻟﻰ ﺍﻟﻣﻠﻘﺣﺎﺕ‬
‫ﻟﺗﺳﺎﻋﺩﻫﺎ ﻋﻠﻰ ﺍﻟﻧﻣﻭ‪.‬‬

‫ﺍﺳﺄﻝ ﺍﻷﻁﻔﺎﻝ ﻋﻣﺎ ﺇﺫﺍ ﻛﺎﻧﻭﺍ ﻳﺭﻏﺑﻭﻥ ﻓﻲ ﻣﺳﺎﻋﺩﺓ ﺍﻟﻧﺑﺎﺗﺎﺕ ﻭﺍﻟﺣﺷﺭﺍﺕ ﺍﻟﻣﻭﺟﻭﺩﺓ ﺑﺟﻭﺍﺭ‬
‫ﺍﻟﻣﺩﺭﺳﺔ ﻣﻥ ﺧﻼﻝ ﺯﺭﺍﻋﺔ ﺣﺩﻳﻘﺔ ﻟﻠﻣﻠﻘﺣﺎﺕ‪.‬‬

‫ﺧﻁﻭﺍﺕ ﺇﻧﺷﺎء ﻫﺫﻩ ﺍﻟﺣﺩﻳﻘﺔ‬

‫‪ .۱‬ﻣﺎ ﻫﻲ ﻣﺳﺎﺣﺗﻬﺎ؟‬
‫ﺣﺩﺩ ﺍﻟﻣﺳﺎﺣﺔ ﺍﻟﺗﻲ ﺗﺭﻳﺩ ﺃﻥ ﺗﻛﻭﻥ ﺍﻟﺣﺩﻳﻘﺔ ﻋﻠﻳﻬﺎ‪ .‬ﺛﻣﺔ ﺃﺷﻳﺎء ﺑﺳﻳﻁﺔ ﻳﻣﻛﻧﻙ ﺍﻟﻘﻳﺎﻡ ﺑﻬﺎ ﻟﺩﻋﻡ ﺍﻟﺗﻧﻭﻉ ﺍﻟﺑﻳﻭﻟﻭﺟﻲ ﻟﻠﻧﺑﺎﺗﺎﺕ‬
‫ﻭﺍﻟﺣﺷﺭﺍﺕ ﻓﻲ ﻓﻧﺎء ﻣﺩﺭﺳﺗﻙ‪ .‬ﻭﺇﺫﺍ ﻟﻡ ﻳﻛﻥ ﺑﺎﺳﺗﻁﺎﻋﺗﻙ ﺇﻧﺷﺎء ﺣﺩﻳﻘﺔ ﻛﺎﻣﻠﺔ‪ ،‬ﻓﺄﺿﻑ ﻋﻠﻰ ﺍﻷﻗﻝ ﻋﺩ ًﺩﺍ ﻗﻠﻳﻼً ﻣﻥ ﺍﻷﻭﻋﻳﺔ‬
‫ﺍﻟﺗﻲ ﺗﺣﺗﻭﻱ ﻋﻠﻰ ﻧﺑﺎﺗﺎﺕ ﺟﺫﺍﺑﺔ‪ .‬ﻓﺄﻳﺔ ﻣﺳﺎﻫﻣﺔ ﺗﻔﻳﺩ‪.‬‬
‫‪ .۲‬ﺃﻳﻥ؟‬
‫ﺍﺧﺗﺭ ﻣﻧﻁﻘﺔ ﺗﺗﻣﺗﻊ ﺑﻣﺎ ﻳﻠﻲ‪:‬‬
‫ﺃﻛﺑﺭ ﻗﺩﺭ ﻣﻣﻛﻥ ﻣﻥ ﺍﻟﺷﻣﺱ‬ ‫•‬
‫ﺗﻭﻓﺭ ﺍﻟﻣﻳﺎﻩ ﻓﻲ ﻣﻛﺎﻥ ﻗﺭﻳﺏ‬ ‫•‬
‫ﻣﺄﻭﻯ ﻳﺣﻣﻲ ﻣﻥ ﺍﻟﺭﻳﺢ‬ ‫•‬

‫‪ .۳‬ﻣﺎﺫﺍ ﺗﺿﻳﻑ؟‬
‫ﻗﺩ ﺗﺷﻣﻝ ﺍﻟﻣﻛﻭﻧﺎﺕ ﻣﺎ ﻳﻠﻲ‪:‬‬
‫ﻧﺑﺎﺗﺎﺕ ﻣﺣﻠﻳﺔ ﺗﺗﻣﺗﻊ ﺑﺭﻭﺍﺋﺢ ﻭﺃﻟﻭﺍﻥ ﻟﺟﺫﺏ ﺍﻟﻔﺭﺍﺷﺎﺕ ﺃﻭ ﺍﻟﻧﺣﻝ ﺃﻭ ﻁﻳﻭﺭ ﺍﻟﻁﻧﺎﻥ ﺃﻭ‬ ‫•‬
‫ﺍﻟﻌﺙ ﺃﻭ ﺍﻟﺧﻔﺎﺵ‪.‬‬
‫ﻧﺷﺎﺭﺓ ﻣﺛﻝ ﻧﺷﺎﺭﺓ ﺍﻟﻘﺵ ﺃﻭ ﺭﻗﺎﺋﻕ ﺍﻟﺧﺷﺏ ﺃﻭ ﺍﻟﻠﺣﺎء ﻹﺑﻘﺎء ﺍﻟﻣﻧﻁﻘﺔ ﺧﺎﻟﻳﺔ ﻣﻥ ﺍﻷﻋﺷﺎﺏ‬ ‫•‬
‫ﺍﻟﺿﺎﺭﺓ‪.‬‬
‫ﻣﺎء ﻭﻁﻳﻥ ﻣﻊ ﻭﺿﻌﻬﻣﺎ ﻓﻲ ﻭﻋﺎء ﻣﻥ ﺍﻟﺧﺯﻑ ﻟﻣﻧﺢ ﺍﻟﺣﺷﺭﺍﺕ ﻣﺛﻝ ﺍﻟﻔﺭﺍﺷﺎﺕ ﻣﻛﺎ ًﻧﺎ‬ ‫•‬
‫ﻳﻣﻛﻧﻬﺎ ﻣﻥ ﺧﻼﻟﻬﺎ ﺍﻟﺣﺻﻭﻝ ﻋﻠﻰ ﺍﻟﻣﺎء ﻭﺍﻟﻣﻌﺎﺩﻥ‪) .‬ﻳﻣﻛﻧﻙ ﺇﺧﺑﺎﺭ ﺍﻷﻁﻔﺎﻝ ﺑﺄﻥ ﻫﺫﻩ‬
‫ﺍﻟﻌﻣﻠﻳﺔ ﺗﺳﻣﻰ "ﺍﻟﻔﺗﻝ"(‬
‫ﺍﻟﺻﺧﻭﺭ‪ ،‬ﺍﻟﺗﻲ ُﺗﻌﺩ ﺑﻣﺛﺎﺑﺔ ﺃﻣﺎﻛﻥ ﻋﻅﻳﻣﺔ ﻟﻠﺗﺩﻓﺋﺔ ﺗﻧﺎﺳﺏ ﺍﻟﺣﺷﺭﺍﺕ ﺍﻟﻁﺎﺋﺭﺓ ﻟﺗﺣﻁ ﻋﻠﻳﻬﺎ‬ ‫•‬

‫‪ .٤‬ﻣﺎ ﻫﻲ ﺍﻷﺷﻳﺎء ﺍﻷﺧﺭﻯ؟‬

‫ﺃﺷﻳﺎء ﻳﺟﺏ ﻭﺿﻌﻬﺎ ﻓﻲ ﺍﻻﻋﺗﺑﺎﺭ‪:‬‬
‫ﺭﺍﺟﻊ ﺍﻟﻣﺻﺎﺩﺭ ﺍﻟﻣﺣﻠﻳﺔ ﻟﻠﺣﺻﻭﻝ ﻋﻠﻰ ﻣﻌﻠﻭﻣﺎﺕ ﺗﺗﻌﻠﻕ ﺑﻧﺑﺎﺗﺎﺕ ﻣﺣﻠﻳﺔ ﻣﺣﺩﺩﺓ ﻭﻧﺻﺎﺋﺢ‬ ‫•‬
‫ﺣﺗﻰ ﺗﻧﺟﺢ ﺍﻟﺣﺩﻳﻘﺔ ﻓﻲ ﺃﺩﺍء ﺍﻟﺩﻭﺭ ﺍﻟﻣﻧﻭﻁ ﺑﻬﺎ ﻓﻲ ﺍﻟﻣﻧﻁﻘﺔ ﺍﻟﺧﺎﺻﺔ ﺑﻙ‪.‬‬
‫ﺍﺣﺭﺹ ﻋﻠﻰ ﻋﺩﻡ ﺍﺳﺗﺧﺩﺍﻡ ﺍﻟﻣﺑﻳﺩﺍﺕ ﺍﻟﺣﺷﺭﻳﺔ ﺑﺎﻟﻘﺭﺏ ﻣﻥ ﺣﺩﻳﻘﺔ ﺍﻟﻣﻠﻘﺣﺎﺕ ﺍﻟﺧﺎﺻﺔ ﺑﻙ‪.‬‬ ‫•‬
‫ﻭﺣﺗﻰ ﺗﻠﻙ ﺍﻟﻣﺑﻳﺩﺍﺕ ﺍﻟﺣﺷﺭﻳﺔ ﺍﻟﺗﻲ ُﺗﺻﻧﻑ ﺑﺄﻧﻬﺎ "ﻏﻳﺭ ﺧﻁﺭﺓ" ُﺗﻌﺩ ﻣﻣﻳﺗﺔ ﺑﺎﻟﻔﻌﻝ ﻟﻠﻔﺭﺍﺷﺎﺕ‪.‬‬

‫‪٦٦‬‬
‫‪worldforumfoundation.org/nature‬‬ ‫ﺍﻟﻣﻌﻠﻡ‬
 ‫ﺍﻹﺷﺎﺩﺓ‬
‫ﺑﺎﻟﻔﻌﻝ!‬ ‫ﻣﻭﺿﻭﻉ ﺍﻟﺭﻋﺎﻳﺔ‪ :‬ﺍﻟﺣﻳﻭﺍﻧﺎﺕ‪/‬ﺍﻟﺣﺷﺭﺍﺕ‬

‫ﺯﺭﺍﻋﺔ ﺣﺩﻳﻘﺔ ﻣﻠﻘﺣﺎﺕ‬

‫ﺗﺳﺎﻋﺩ ﺍﻟﻧﺑﺎﺗﺎﺕ ﻭﺍﻟﺣﺷﺭﺍﺕ ﻭﺍﻟﻧﺎﺱ!‬

‫ﺭﺳﺎﻟﺔ ﺇﻟﻰ ﺍﻟﻣﻌﻠﻣﻳﻥ‬

‫ﺇﻥ ﺗﺭﺍﺟﻊ ﺍﻟﺣﺎﻟﺔ ﺍﻟﺻﺣﻳﺔ ﻟﻠﻣﻠﻘﺣﺎﺕ ﻭﻋﺩﺩﻫﺎ ﻳﺷﻛﻝ ﻣﺎ ﻳﻣﻛﻥ ﺃﻥ ﻳﻛﻭﻥ ﺧﻁﺭً ﺍ‬
‫ﺩﺍﻫﻣًﺎ ﻋﻠﻰ ﺍﻟﺻﻌﻳﺩ ﺍﻟﻌﺎﻟﻣﻲ‪ .‬ﻓﺳﻼﻣﺔ ﺍﻟﺗﻧﻭﻉ ﺍﻟﺑﻳﻭﻟﻭﺟﻲ ﻭﺷﺑﻛﺎﺕ ﺍﻟﻐﺫﺍء‬
‫ﺍﻟﻛﻭﻧﻳﺔ ﻭﺍﻟﺻﺣﺔ ﺍﻟﺑﺷﺭﻳﺔ ﺗﻌﺗﻣﺩ ﺑﺷﻛﻝ ﻛﺑﻳﺭ ﻋﻠﻰ ﻋﻣﻠﻳﺔ ﺍﻟﺗﻠﻘﻳﺢ‪.‬‬

‫ﺍﺣﺭﺹ ﻋﻠﻰ ﻋﺩﻡ ﺇﺛﺎﺭﺓ ﻗﻠﻕ ﺍﻷﻁﻔﺎﻝ ﺣﻳﺎﻝ ﺍﻟﺗﺩﻫﻭﺭ ﺍﻟﺣﺎﺩﺙ ﻓﻲ ﺍﻟﻣﻠﻘﺣﺎﺕ‪.‬‬
‫ﺑﻝ ﺑﺩﻻً ﻣﻥ ﺫﻟﻙ‪ ،‬ﺳﺎﻋﺩﻫﻡ ﻋﻠﻰ ﺍﻟﺷﻌﻭﺭ ﺑﺎﻟﺭﺿﺎ ﺗﺟﺎﻩ ﻣﺳﺎﻋﻳﻬﻡ ﻟﻣﺳﺎﻋﺩﺓ‬
‫ﺍﻟﻣﻠﻘﺣﺎﺕ‪ .‬ﻭﻓﻳﻣﺎ ﻳﻠﻲ ﺭﺳﺎﻟﺔ ﺇﻳﺟﺎﺑﻳﺔ ﻳﻣﻛﻧﻙ ﻣﺷﺎﺭﻛﺗﻬﺎ ﻣﻊ ﺍﻷﻁﻔﺎﻝ‪:‬‬

‫ﻋﻧﺩﻣﺎ ﺗﻘﻭﻡ ﺑﺯﺭﺍﻋﺔ ﺣﺩﻳﻘﺔ ﻟﻠﻣﻠﻘﺣﺎﺕ‪ ،‬ﻓﺈﻧﻬﺎ ﺃﻣﺭ ﺟﻳﺩ ﻟﻠﺣﺷﺭﺍﺕ‬

‫ﻭﺍﻟﻧﺑﺎﺗﺎﺕ ﻭﺍﻟﻧﺎﺱ‪ .‬ﻭﻫﺫﺍ ﻣﻥ ﺷﺄﻧﻪ ﺃﻥ ﻳﺳﺎﻋﺩ ﻋﺎﻟﻣﻧﺎ ﺑﺄﺳﺭﻩ!‬

‫ﻓﺎﻟﻧﺑﺎﺗﺎﺕ ﺍﻟﺗﻲ ﻳﺳﺗﺧﺩﻣﻬﺎ ﺍﻟﻧﺎﺱ ﻟﻸﻏﺫﻳﺔ ﻭﺍﻟﻣﺷﺭﻭﺑﺎﺕ ﻭﺍﻷﻟﻳﺎﻑ ﻭﺍﻟﺗﻭﺍﺑﻝ‬

‫ﺑﺣﺎﺟﺔ ﺇﻟﻰ ﺍﻟﺗﻠﻘﻳﺢ‪ .‬ﻭﻋﻧﺩﻣﺎ ﺗﻘﻭﻡ ﺑﺯﺭﺍﻋﺔ ﺣﺩﻳﻘﺔ ﻟﻠﻣﻠﻘﺣﺎﺕ‪ ،‬ﻓﺈﻧﻙ‬
‫ﺑﺫﻟﻙ ﺗﺳﺎﻋﺩ ﻋﻠﻰ ﺍﻟﻌﻧﺎﻳﺔ ﺑﺎﻟﻔﺭﺍﺷﺎﺕ ﻭﺍﻟﻧﺣﻝ ﻭﻁﻳﻭﺭ ﺍﻟﻁﻧﺎﻥ ﻭﺍﻟﻌﺙ‬
‫ﻭﺍﻟﺧﻔﺎﻓﻳﺵ ﺍﻟﺗﻲ ﻳﺣﺗﺎﺟﻬﺎ ﻋﺎﻟﻣﻧﺎ‪.‬‬

‫‪٦۷‬‬
‫‪worldforumfoundation.org/nature‬‬ ‫ﺍﻟﻣﻌﻠﻡ‬
 ‫ﻣﻭﺍﺻﻠﺔ‬
‫ﺍﻟﻧﻣﻭ!‬ ‫ﻣﻭﺿﻭﻉ ﺍﻟﺭﻋﺎﻳﺔ‪ :‬ﺍﻟﺣﻳﻭﺍﻧﺎﺕ‪/‬ﺍﻟﺣﺷﺭﺍﺕ‬

‫ﻣﺯﻳﺩ ﻣﻥ ﺍﻟﻣﺻﺎﺩﺭ ﺣﻭﻝ‬

‫ﺍﻟﻣﻠﻘﺣﺎﺕ‬
‫ﻣﻭﺍﻗﻊ ﺍﻟﻭﻳﺏ‪:‬‬
‫‪www.pollinator.org‬‬
‫ُﺗﻌﺩ ﻣﻧﻅﻣﺔ ﺑﻭﻟﻳﻧﺎﺗﻭﺭ ﺑﺎﺭﺗﻧﺭﺷﻳﺏ )‪ (Pollinator Partnership‬ﺃﺣﺩ ﺍﻟﻣﺻﺎﺩﺭ ﺍﻟﻣﻌﻧﻳﺔ‬
‫ﺑﺎﻟﻣﻠﻘﺣﺎﺕ ﻓﻲ ﺃﻣﺭﻳﻛﺎ ﺍﻟﺷﻣﺎﻟﻳﺔ ﻋﻠﻰ ﻭﺟﻪ ﺍﻟﺗﺣﺩﻳﺩ‪ .‬ﻭﻳﺣﺗﻭﻱ ﺍﻟﻣﻭﻗﻊ ﺍﻟﺧﺎﺹ ﺑﻬﺎ ﻋﻠﻰ ﻣﻌﻠﻭﻣﺎﺕ‬
‫ﺗﺗﻌﻠﻕ ﺑﺎﻟﺩﻭﺭ ﺍﻟﺫﻱ ﺗﻠﻌﺑﻪ ﺍﻟﻣﻠﻘﺣﺎﺕ ﻓﻲ ﻋﻣﻠﻳﺔ ﺍﻟﺗﻧﻭﻉ ﺍﻟﺑﻳﻭﻟﻭﺟﻲ‪.‬‬

‫‪www.fs.fed.us/wildflowers/pollinators‬‬
‫ُﺗﻌﺩ ﻭﻛﺎﻟﺔ ﺧﺩﻣﺔ ﺍﻟﻐﺎﺑﺎﺕ ﺍﻟﺗﺎﺑﻌﺔ ﻟﻭﺯﺍﺭﺓ ﺍﻟﺯﺭﺍﻋﺔ ﺍﻷﻣﺭﻳﻛﻳﺔ ﺃﺣﺩ ﺍﻟﻣﺻﺎﺩﺭ ﻟﻠﺣﺻﻭﻝ ﻋﻠﻰ ﻣﻌﻠﻭﻣﺎﺕ‬
‫ﺑﺷﺄﻥ ﺯﺭﺍﻋﺔ ﺍﻟﺯﻫﻭﺭ ﺍﻟﺑﺭﻳﺔ ﻭﻛﺎﻓﺔ ﺃﻧﻭﺍﻉ ﺍﻟﻧﺑﺎﺗﺎﺕ ﺍﻟﻣﻠﻘﺣﺔ ﻭﺭﻋﺎﻳﺗﻬﺎ‪.‬‬

‫‪www.nwf.org‬‬
‫ﻳﺣﺗﻭﻱ ﻣﻭﻗﻊ ﺍﻻﺗﺣﺎﺩ ﺍﻟﻭﻁﻧﻲ ﻟﻠﺣﻳﺎﺓ ﺍﻟﺑﺭﻳﺔ )‪ (National Wildlife Federation‬ﻋﻠﻰ‬
‫ﻣﻌﻠﻭﻣﺎﺕ ﺣﻭﻝ ﺗﺧﺿﻳﺭ ﺃﻓﻧﻳﺔ ﺍﻟﻣﺩﺍﺭﺱ ﻭﺍﻟﺳﺎﺣﺎﺕ‪.‬‬

‫ﺣﻘﺎﺋﻕ ﻣﻣﺗﻌﺔ ﺣﻭﻝ ﺍﻟﻣﻠﻘﺣﺎﺕ!‬

‫ﺗﺣﺗﺎﺝ ‪ ٪۸۰‬ﻋﻠﻰ ﺍﻷﻗﻝ ﻣﻥ ﺃﻧﻭﺍﻉ ﻧﺑﺎﺗﺎﺕ ﺍﻟﻣﺣﺎﺻﻳﻝ ﻓﻲ ﺍﻟﻌﺎﻟﻡ ﺇﻟﻰ ﺍﻟﺗﻠﻘﻳﺢ‪.‬‬ ‫•‬
‫ﺇﻥ ﻣﺎ ﻳﻌﺎﺩﻝ ﻟﻘﻣﺔ ﻣﻥ ﻛﻝ ﺛﻼﺙ ﻟﻘﻣﺎﺕ ﻧﺄﻛﻠﻬﺎ ﺗﺄﺗﻳﻧﺎ ﻣﻥ ﺧﻼﻝ ﻋﻣﻝ ﺍﻟﻣﻠﻘﺣﺎﺕ‬ ‫•‬
‫ﺍﻟﺣﻳﻭﺍﻧﻳﺔ‪.‬‬
‫ﺗﺷﺗﻣﻝ ﺍﻷﻁﻌﻣﺔ ﻭﺍﻟﻣﺷﺭﻭﺑﺎﺕ ﺍﻟﺗﻲ ﻳﺗﻡ ﺇﻧﺗﺎﺟﻬﺎ ﺑﻣﺳﺎﻋﺩﺓ ﺍﻟﻣﻠﻘﺣﺎﺕ ﻋﻠﻰ‪ :‬ﺍﻟﺗﻔﺎﺡ‬ ‫•‬
‫ﻭﺍﻟﻣﻭﺯ ﻭﺍﻟﻌﻧﺏ ﺍﻟﺑﺭﻱ ﻭﺍﻟﺷﻭﻛﻭﻻﺗﻪ ﻭﺍﻟﻘﻬﻭﺓ ﻭﺍﻟﺑﻁﻳﺦ ﻭﺍﻟﺧﻭﺥ ﻭﺍﻟﺑﻁﺎﻁﺱ‬
‫ﻭﺍﻟﻘﺭﻉ ﻭﺍﻟﻔﺎﻧﻳﻠﻳﺎ ﻭﺍﻟﻠﻭﺯ‪.‬‬
‫ﺗﺿﻡ ﺍﻟﺧﻧﺎﻓﺱ ﺃﻛﺑﺭ ﻣﺟﻣﻭﻋﺔ ﻣﻥ ﺍﻟﺣﻳﻭﺍﻧﺎﺕ ﺍﻟﻣﻠﻘﺣﺔ ﻧﺗﻳﺟﺔ ﺃﻋﺩﺍﺩﺍﻫﺎ ﺍﻟﻛﺑﻳﺭﺓ‪.‬‬ ‫•‬
‫ﺇﻧﻬﺎ ﺗﻘﻭﻡ ﺑﺗﻠﻘﻳﺢ ‪ ٪۸۸‬ﻣﻥ ﺍﻟﻧﺑﺎﺗﺎﺕ ﺍﻟﻣﺯﻫﺭﺓ ﻓﻲ ﺍﻟﻌﺎﻟﻡ‪) .‬ﺍﻟﻣﺻﺩﺭ‪ :‬ﻣﻭﻗﻊ ﻭﻳﺏ‬
‫ﻭﺯﺍﺭﺓ ﺍﻟﺯﺭﺍﻋﺔ ﺍﻷﻣﺭﻳﻛﻳﺔ )‪(.(USDA‬‬

‫‪٦۸‬‬
‫‪worldforumfoundation.org/nature‬‬ ‫ﺍﻟﻣﻌﻠﻡ‬
 ‫ﺧﻭﺽ‬
‫ﻣﻐﺎﻣﺭﺓ!‬
‫ﻣﻭﺿﻭﻉ ﺍﻟﺭﻋﺎﻳﺔ‪ :‬ﺍﻟﺣﻳﻭﺍﻧﺎﺕ‪/‬ﺍﻟﻁﻳﻭﺭ‬

‫ﻧﺻﺎﺋﺢ ﻟﻠﻣﻌﻠﻣﻳﻥ‬
‫ﺍﺳﺗﺧﺩﺍﻡ ﺃﻧﺷﻁﺔ "ﻣﻥ ﺃﺟﻝ ﺍﻟﻁﻳﻭﺭ"‬

‫• ﻗﺑﻝ ﺍﻟﺑﺩء ﻓﻲ ﺗﻁﺑﻳﻕ ﺍﻟﺟﺯء ﺍﻷﻭﻝ ﻣﻥ ﻫﺫﺍ ﺍﻟﻧﺷﺎﻁ ﻣﻊ ﺍﻷﻁﻔﺎﻝ‪ ،‬ﺍﺑﺣﺙ ﺣﻭﻝ ﺍﻟﻣﺩﺭﺳﺔ ﻋﻥ ﺃﻣﺎﻛﻥ ﻳﻣﻛﻧﻙ‬
‫ﺍﻟﻌﺛﻭﺭ ﻓﻳﻬﺎ ﻋﻠﻰ ﻁﻳﻭﺭ ﺟﻣﻳﻠﺔ ﺃﻭ ﺃﻋﺷﺎﺵ ﻁﻳﻭﺭ‪ .‬ﺇﻥ ﺍﻟﻌﺛﻭﺭ ﻋﻠﻰ ﻁﻳﻭﺭ ﺗﻌﻳﺵ ﻓﻲ ﺍﻟﺑﻳﺋﺔ ﺍﻟﺧﺎﺻﺔ ﺑﻙ ﻳﻌﺩ‬
‫ﺃﻣﺭً ﺍ ﺃﺳﺎﺳﻳًﺎ ﻟﻬﺫﺍ ﺍﻟﻧﺷﺎﻁ‪ .‬ﻭﺇﻥ ﺗﻌﺫﺭ ﺫﻟﻙ ﺑﺑﺳﺎﻁﺔ‪ ،‬ﻓﻘﺩ ﺗﺭﻏﺏ ﻓﻘﻁ ﻓﻲ ﺗﻧﻔﻳﺫ ﺍﻟﺟﺯء ﺍﻟﺛﺎﻧﻲ ﻣﻥ ﺍﻟﻧﺷﺎﻁ‪.‬‬

‫• ﻗﺑﻝ ﺃﻥ ﺗﺑﺩﺃ ﻓﻲ ﺍﻟﺟﺯء ﺍﻟﺛﺎﻧﻲ ﻣﻥ ﻫﺫﺍ ﺍﻟﻧﺷﺎﻁ‪ ،‬ﻗﻡ ﺑﻌﺭﺽ ﺃﻋﺷﺎﺵ ﻁﻳﻭﺭ ﺣﻘﻳﻘﻳﺔ ﻋﻠﻰ ﺍﻷﻁﻔﺎﻝ ﺣﺗﻰ ﻳﺗﻣﻛﻧﻭﺍ‬
‫ﻣﻥ ﺭﺅﻳﺔ ﺍﻟﻣﻭﺍﺩ ﺍﻟﺗﻲ ﻳﻣﻛﻥ ﺍﺳﺗﺧﺩﺍﻣﻬﺎ ﻓﻲ ﺍﻷﻋﺷﺎﺵ ﻭﻛﻳﻔﻳﺔ ﺇﻧﺷﺎﺋﻬﺎ‪ .‬ﻭﻓﻲ ﺣﺎﻟﺔ ﻋﺩﻡ ﺗﻭﻓﺭ ﺃﻋﺷﺎﺵ ﺣﻘﻳﻘﻳﺔ‪،‬‬
‫ﻓﺗﺄﻛﺩ ﻣﻥ ﺇﻟﻘﺎء ﺍﻷﻁﻔﺎﻝ ﻧﻅﺭﺓ ﻋﻠﻰ ﺍﻟﺻﻭﺭ ﺍﻟﻔﻭﺗﻭﻏﺭﺍﻓﻳﺔ ﺍﻟﻣﻭﺟﻭﺩﺓ ﻋﻠﻰ ﺍﻷﻭﺭﺍﻕ ﺍﻟﺧﺎﺻﺔ ﺑﺎﻟﻣﻐﺎﻣﺭﺓ‪.‬‬

‫• ﺗﻛﻣﻥ ﺇﺣﺩﻯ ﺍﻹﺿﺎﻓﺎﺕ ﺍﻟﻣﻣﻛﻧﺔ ﻟﻬﺫﺍ ﺍﻟﻧﺷﺎﻁ ﻓﻲ ﺍﻟﺗﻅﺎﻫﺭ ﺑﺄﻥ ﻛﻝ ﺍﻟﻔﺻﻝ ﻋﺑﺎﺭﺓ ﻋﻥ ﻣﺟﻣﻭﻋﺔ ﻣﻥ ﺍﻟﻁﻳﻭﺭ‬
‫ﺍﻟﻣﻬﺎﺟﺭﺓ‪ .‬ﺃﺩﺭ ﺩﻓﺔ ﺍﻟﺣﺩﻳﺙ ﻋﻣﺎ ﺗﻔﻌﻠﻪ ﺍﻟﻁﻳﻭﺭ ﺃﺛﻧﺎء ﻫﺟﺭﺗﻬﺎ‪ ،‬ﺛﻡ ﻗﻡ ﺑﺈﻋﺩﺍﺩ "ﻁﺭﻳﻕ ﺍﻟﻬﺟﺭﺓ" ﺑﺣﻳﺙ ﻳﻣﻛﻧﻙ‬
‫ﺍﺗﺑﺎﻋﻪ ﺣﻭﻝ ﺍﻟﻣﺩﺭﺳﺔ‪ .‬ﺣﺩﺩ ﺍﻟﻣﻛﺎﻥ ﺍﻟﺫﻱ ﺳﺗﺗﻭﻗﻑ ﻓﻳﻪ ﻋﺑﺭ ﺍﻟﻁﺭﻳﻕ ﻟﻠﻘﻳﺎﻡ ﺑﺄﺷﻳﺎء ﺗﺣﺗﺎﺝ ﺍﻟﻁﻳﻭﺭ ﺍﻟﻣﻬﺎﺟﺭﺓ‬
‫ﻟﻠﻘﻳﺎﻡ ﺑﻬﺎ ﻣﺛﻝ ﺍﻟﺑﺣﺙ ﻋﻥ ﺍﻟﻁﻌﺎﻡ ﻭﺍﻟﻣﺄﻭﻯ ﻭﺃﻣﺎﻛﻥ ﻟﻠﺭﺍﺣﺔ‪.‬‬

‫• ﺇﻥ ﺍﻟﺣﺻﻭﻝ ﻋﻠﻰ ﺗﺟﺭﺑﺔ ﻣﺑﺎﺷﺭﺓ ﻓﻲ ﺍﻟﻁﺑﻳﻌﺔ ﻳﺳﺎﻋﺩ‬

‫ﺍﻷﻁﻔﺎﻝ ﻋﻠﻰ ﺗﻌﻠﻡ ﻓﻌﻝ ﻣﺎ ﻳﻔﻌﻠﻪ ﺍﻟﻌﻠﻣﺎء‪ :‬ﺍﺣﺭﺹ ﻋﻠﻰ‬
‫ﺃﻥ ﻳﻼﺣﻅﻭﺍ ﺍﻟﻌﺎﻟﻡ ﺍﻟﻁﺑﻳﻌﻲ ﻭﺍﻁﺭﺡ ﺃﺳﺋﻠﺔ ﻋﻣﺎ ﻳﺭﻭﻧﻪ ﺛﻡ‬
‫ﺷﺎﺭﻙ ﻣﺎ ﻳﺗﻌﻠﻣﻭﻧﻪ ﻣﻊ ﺍﻵﺧﺭﻳﻥ‪ .‬ﺳﻭﻑ ﻳﺳﺎﻋﺩ ﻫﺫﺍ ﺍﻟﻧﺷﺎﻁ‬
‫ﺍﻷﻁﻔﺎﻝ ﻋﻠﻰ ﺑﺩء ﺗﻛﻭﻥ ﺭﺅﻳﺔ ﻟﺩﻳﻬﻡ ﺑﺷﺄﻥ ﻛﻳﻔﻳﺔ ﺍﺗﺻﺎﻝ‬
‫ﺍﻟﻁﻳﻭﺭ ﺑﺎﻟﻁﺑﻳﻌﺔ ﺑﻧﻔﺱ ﺍﻟﻁﺭﻕ ﺍﻟﺗﻲ ﺗﺗﺻﻝ ﺑﻬﺎ ﺍﻟﻧﺑﺎﺗﺎﺕ‬
‫ﻭﺍﻟﺑﺷﺭ‪ .‬ﻭﺳﻭﻑ ﻳﺳﺎﻋﺩ ﻫﺫﺍ ﻋﻠﻰ ﺯﻳﺎﺩﺓ ﺍﻟﺷﻌﻭﺭ ﺑﺎﻟﺗﻌﺎﻁﻑ‬
‫ﺗﺟﺎﻩ ﺍﻟﻛﺎﺋﻧﺎﺕ ﺍﻟﺣﻳﺔ ﺍﻷﺧﺭﻯ‪.‬‬

‫ﺍﻵﻥ‪ ،‬ﺍﺳﺗﺧﺩﻡ ﺃﻧﺷﻁﺔ "ﻣﻥ ﺃﺟﻝ ﺍﻟﻁﻳﻭﺭ" ﻣﻊ ﺍﻷﻁﻔﺎﻝ‪.‬‬

‫‪٦۹‬‬
‫‪worldforumfoundation.org/nature‬‬ ‫ﺍﻟﻣﻌﻠﻡ‬
 ‫ﺧﻭﺽ‬
‫ﻣﻐﺎﻣﺭﺓ!‬ ‫ﻣﻭﺿﻭﻉ ﺍﻟﺭﻋﺎﻳﺔ‪ :‬ﺍﻟﺣﻳﻭﺍﻧﺎﺕ‪/‬ﺍﻟﻁﻳﻭﺭ‬

‫ﻣﻥ ﺃﺟﻝ ﺍﻟﻁﻳﻭﺭ‬

‫)ﺍﻟﺟﺯء ﺍﻷﻭﻝ(‬

‫ﺃﻭﻻً‪ ،‬ﻫﻳﺎ ﺑﻧﺎ ﻧﺫﻫﺏ ﻓﻲ ﻣﻐﺎﻣﺭﺓ ﻟﻠﻌﺛﻭﺭ ﻋﻠﻰ ﻁﻳﻭﺭ ﺣﻭﻝ ﺍﻟﻣﺩﺭﺳﺔ‪.‬‬
‫ﻭﻓﻳﻣﺎ ﻳﻠﻲ ﺑﻌﺽ ﺍﻷﻣﺎﻛﻥ ﺍﻟﺗﻲ ﻳﻣﻛﻥ ﺍﻟﺑﺣﺙ ﻓﻳﻬﺎ‪:‬‬
‫ﻋﻠﻰ ﺳﻘﻑ ﺍﻟﻣﻧﺯﻝ ﺃﻭ ﺃﺣﺩ ﺍﻷﻗﻁﺎﺏ‪...‬‬ ‫ﻓﻲ ﺍﻷﺷﺟﺎﺭ‪...‬‬

‫ﻓﻲ ﺃﺣﺩ ﺍﻟﻣﺳﺗﻧﻘﻌﺎﺕ‪...‬‬

‫ﻓﻲ ﺃﺣﺩ ﺍﻟﺛﻘﻭﺏ ﺍﻟﻣﻭﺟﻭﺩﺓ ﺑﺎﻟﺷﺟﺭﺓ‪...‬‬

‫ﻓﻲ ﺍﻟﺳﻣﺎء‪...‬‬

‫ﻫﻝ ﻋﺛﺭﺕ ﻋﻠﻰ ﺃﻳﺔ ﻁﻳﻭﺭ ﺃﻭ ﺃﻋﺷﺎﺵ ﻁﻳﻭﺭ؟‬

‫ﺇﺫﺍ ﻟﻡ ﺗﻌﺛﺭ ﻋﻠﻰ ﺫﻟﻙ‪ ،‬ﻓﻼ ﺗﻘﻠﻕ‪.‬‬

‫ﻓﻳﻣﻛﻧﻙ ﺍﻟﺗﻅﺎﻫﺭ ﺑﺄﻧﻙ ﻁﺎﺋﺭ )ﺍﻧﻅﺭ ﺍﻟﺻﻔﺣﺔ ﺍﻟﺗﺎﻟﻳﺔ(‪.‬‬

‫‪۷۰‬‬
‫‪w‬‬
‫‪worldforumfoundation.org/nature‬‬ ‫ﺍﻟﻣﻌﻠﻡ‪ :‬ﻁﺑﺎﻋﺔ ﻫﺫﻩ ﺍﻟﺻﻔﺣﺔ‬
 ‫ﺧﻭﺽ‬
‫ﻣﻐﺎﻣﺭﺓ!‬ ‫ﻣﻭﺿﻭﻉ ﺍﻟﺭﻋﺎﻳﺔ‪ :‬ﺍﻟﺣﻳﻭﺍﻧﺎﺕ‪/‬ﺍﻟﻁﻳﻭﺭ‬

‫ﻣﻥ ﺃﺟﻝ ﺍﻟﻁﻳﻭﺭ‬

‫)ﺍﻟﺟﺯء ﺍﻟﺛﺎﻧﻲ(‬

‫ﺍﻵﻥ ﺟﺎء ﺩﻭﺭﻙ ﻟﺗﺗﻅﺎﻫﺭ ﺑﺄﻧﻙ ﻁﺎﺋﺭ‬

‫ﻭﺫﻟﻙ ﺣﺗﻰ ﻳﺗﺳﻧﻰ ﻟﻙ ﺑﻧﺎء ﻣﻧﺯﻟﻙ ﺍﻟﺧﺎﺹ‪.‬‬

‫ﺍﺑﺣﺙ ﻋﻥ ﺃﺷﻳﺎء ﺳﻭﻑ ﺗﺣﺗﺎﺟﻬﺎ‬

‫ﻟﺑﻧﺎء ﻋﺷﻙ ﻭﻗﻡ ﺑﺗﺟﻣﻳﻌﻬﺎ‪.‬‬

‫ﺃﻏﺻﺎﻥ؟‬ ‫ﻫﻝ ﻳﻣﻛﻧﻙ ﺍﻟﻌﺛﻭﺭ ﻋﻠﻰ‪:‬‬

‫ﺧﻳﻁ ﻗﻧﺑﻲ؟‬

‫ﻋﺷﺏ؟‬
‫ﻣﺎﺫﺍ ﺳﺗﺳﺗﺧﺩﻡ ﻓﻲ ﺑﻧﺎء ﺍﻟﻌﺵ؟ )ﻏﺎﻟﺑًﺎ ﻣﺎ ﺗﺳﺗﺧﺩﻡ ﺍﻟﻁﻳﻭﺭ‬
‫ﺍﻷﻏﺻﺎﻥ ﺃﻭ ﺍﻟﻌﺷﺏ ﺃﻭ ﺍﻟﻁﻳﻥ ﻟﺑﻧﺎء ﺃﻋﺷﺎﺷﻬﺎ‪(.‬‬

‫ﺧﻳﻁ ﻏﺯﻝ؟‬

‫ﻛﺑﻳﺭﺍ‬
‫ﻫﻝ ﺳﻳﻛﻭﻥ ﺍﻟﻌﺵ ً‬
‫ﺻﻐﻳﺭﺍ؟‬
‫ً‬ ‫ﺃﻡ‬

‫ﻓﻳﻣﺎ ﻳﻠﻲ ﺑﻌﺽ ﺍﻟﺻﻭﺭ ﻷﻋﺷﺎﺵ ﺣﻘﻳﻘﻳﺔ‪:‬‬

‫ﻣﺎ ﻫﻭ ﺍﻟﺷﻲء ﺍﻟﻧﺎﻋﻡ ﺍﻟﺫﻱ ﺳﺗﺿﻌﻪ ﺩﺍﺧﻝ ﺍﻟﻌﺵ؟‬

‫ﺗﻌﻣﻝ ﺍﻟﻁﻳﻭﺭ ﺑﺟﺩ ﻟﺑﻧﺎء ﺃﻋﺷﺎﺵ ﺗﺑﻘﻳﻬﺎ ﻓﻲ ﺃﻣﻥ‬

‫ﻭﺩﻑء‪.‬‬

‫‪۷۱‬‬
‫‪w‬‬
‫‪worldforumfoundation.org/nature‬‬ ‫ﺍﻟﻣﻌﻠﻡ‪ :‬ﻁﺑﺎﻋﺔ ﻫﺫﻩ ﺍﻟﺻﻔﺣﺔ‬
 ‫ﺍﻟﺷﺭﻭﻉ‬
‫ﻓﻲ ﺍﻟﻌﻣﻝ!‬ ‫ﻣﻭﺿﻭﻉ ﺍﻟﺭﻋﺎﻳﺔ‪ :‬ﺍﻟﺣﻳﻭﺍﻧﺎﺕ‪/‬ﺍﻟﻁﻳﻭﺭ‬

‫ﻣﺳﺎﻋﺩﺓ ﺍﻟﻁﻳﻭﺭ ﻋﻠﻰ ﺑﻧﺎء ﺃﻋﺷﺎﺷﻬﺎ‬

‫ﺍﻟﺗﺣﺩﺙ ﻋﻥ ﺍﻟﻁﻳﻭﺭ‬
‫ﺗﺳﺎﻋﺩ ﺍﻟﺗﺟﺎﺭﺏ ﺍﻟﻌﻣﻠﻳﺔ ﻭﻣﻼﺣﻅﺔ ﺍﻟﻁﻳﻭﺭ ﻭﺑﻳﺋﺎﺗﻬﺎ ﻋﻥ ﻛﺛﺏ ﺍﻷﻁﻔﺎﻝ ﻋﻠﻰ ﺭﺅﻳﺔ‬
‫ﻭﻓﻬﻡ ﺍﻷﺳﺎﻟﻳﺏ ﺍﻟﺗﻲ ﺗﺣﺗﺎﺟﻬﺎ ﺍﻟﻁﻳﻭﺭ ﻻﺳﺗﺧﺩﺍﻡ ﻣﺎ ﻳﻣﻛﻧﻬﺎ ﺍﻟﻌﺛﻭﺭ ﻋﻠﻳﻪ ﻣﻥ ﺑﻳﺋﺎﺗﻬﺎ‬
‫ﺍﻟﻣﺣﻠﻳﺔ ﻟﺑﻧﺎء ﺑﻳﻭﺗﻬﺎ‪ .‬ﺇﻥ ﺯﻳﺎﺩﺓ ﺍﻟﻭﻋﻲ ﺑﺎﻷﺩﻭﺍﺭ ﺍﻟﺗﻲ ﻳﻣﻛﻧﻧﺎ ﻟﻌﺑﻬﺎ ﻓﻲ ﺣﻣﺎﻳﺔ ﻣﻭﺍﻁﻥ‬
‫ﺍﻟﻁﻳﻭﺭ ﻭﺇﺛﺭﺍﺋﻬﺎ ﺳﻭﻑ ﻳﺳﺎﻋﺩ ﺍﻷﻁﻔﺎﻝ ﻋﻠﻰ ﺃﻥ ﻳﺻﺑﺣﻭﺍ ﺭﻋﺎﺓ ﺃﻓﺿﻝ ﻟﻛﻭﻛﺑﻧﺎ‬
‫ﺍﻷﺭﺿﻲ‪.‬‬

‫ﻗﻡ ﺑﺗﻭﺟﻳﻪ ﺩﻋﻭﺓ ﻟﻸﻁﻔﺎﻝ ﻟﻠﻌﻣﻝ ﻣﻌًﺎ ﻹﻧﺷﺎء "ﻣﺣﻁﺔ ﻟﺑﻧﺎء ﺍﻷﻋﺷﺎﺵ" ﻓﻲ ﺍﻟﻬﻭﺍء‬
‫ﺍﻟﻁﻠﻕ ﻗﺩ ﺗﻛﻭﻥ ﻣﻔﻳﺩﺓ ﻟﻠﻁﻳﻭﺭ ﻋﻧﺩﻣﺎ ﺗﻘﻭﻡ ﺑﺑﻧﺎء ﺃﻋﺷﺎﺷﻬﺎ‪.‬‬

‫ﺇﻧﺷﺎء "ﻣﺣﻁﺔ ﺑﻧﺎء ﺃﻋﺷﺎﺵ"‬

‫ﻗﻡ ﺑﺣﺙ ﺍﻷﻁﻔﺎﻝ ﻋﻠﻰ ﺍﻟﺗﻔﻛﻳﺭ ﻓﻲ ﺍﻟﻣﻭﺍﺩ ﺍﻟﻣﻠﻭﻧﺔ ﺍﻟﻧﺎﻋﻣﺔ ﺍﻟﺗﻲ ﻗﺩ ُﺗﺗﺎﺡ ﻟﺩﻳﻙ‬ ‫•‬
‫ﻓﻲ ﺍﻟﻣﺩﺭﺳﺔ ﻭﺍﻟﺗﻲ ﻳﻣﻛﻥ ﺇﻋﺎﺩﺓ ﺗﺩﻭﻳﺭﻫﺎ ﻟﺗﺻﺑﺢ ﻣﻭﺍﺩ ﺻﺎﻟﺣﺔ ﻟﺑﻧﺎء ﺃﻋﺷﺎﺵ‬
‫ﺍﻟﻁﻳﻭﺭ‪ .‬ﻭﺗﻛﻣﻥ ﺑﻌﺽ ﺍﻷﻓﻛﺎﺭ ﺍﻟﻣﻣﻛﻧﺔ ﻓﻲ‪ :‬ﺧﻳﻁ ﺍﻟﻐﺯﻝ ﺃﻭ ﺧﺭﻗﺔ ﻗﺩﻳﻣﺔ ﺃﻭ‬
‫ﺷﺭﺍﺋﻁ ﻣﻥ ﺍﻟﻘﻣﺎﺵ‪.‬‬
‫ﻗﻡ ﺑﺣﺙ ﻛﻝ ﻁﻔﻝ ﻋﻠﻰ ﺇﻳﺟﺎﺩ ﻣﺎﺩﺓ ﻭﺍﺣﺩﺓ ﺃﻭ ﻣﺎﺩﺗﻳﻥ ﺍﺛﻧﺗﻳﻥ ﻋﻠﻰ ﺍﻷﻗﻝ‪.‬‬ ‫•‬
‫ﺳﺎﻋﺩ ﺍﻷﻁﻔﺎﻝ ﻋﻠﻰ ﺍﻟﺗﺑﺭﻉ ﺑﺎﻟﻣﻭﺍﺩ ﺍﻟﺗﻲ ﻋﺛﺭﻭﺍ ﻋﻠﻳﻬﺎ ﻟﻠﻁﻳﻭﺭ ﻣﻥ ﺧﻼﻝ ﺇﻳﺣﺎﺩ‬ ‫•‬
‫ﻣﻛﺎﻥ ﻓﻲ ﺍﻟﻬﻭﺍء ﺍﻟﻁﻠﻕ ﻟﻌﺭﺽ ﺍﻟﻣﻭﺍﺩ ﺍﻟﻣﻠﻭﻧﺔ ﻭﺍﻟﻧﺎﻋﻣﺔ ﻓﻳﻪ‪ .‬ﻭﻗﺩ ﻳﺭﻏﺏ‬
‫ﺍﻷﻁﻔﺎﻝ ﻓﻲ ﻧﺳﺞ ﺍﻟﻣﻭﺍﺩ ﻋﺑﺭ ﺇﻛﻠﻳﻝ ﻣﻥ ﺃﻏﺻﺎﻥ ﺍﻟﻌﻧﺏ ﻭﻭﺿﻌﻬﺎ ﺩﺍﺧﻝ ﻛﻳﺱ‬
‫ﺷﺑﻛﻲ ﺃﻭ ﻓﻲ ﺻﻧﺩﻭﻕ ﻣﻔﺗﻭﺡ ﻣﻥ ﺍﻟﻭﺭﻕ ﺍﻟﻣﻘﻭﻯ‪ .‬ﻭﺳﻳﺗﻳﺢ ﻫﺫﺍ ﻟﻠﻁﻳﻭﺭ ﺍﻟﻣﺟﻲء‬
‫ﻭﺃﺧﺫ ﺍﻟﻣﻭﺍﺩ ﻋﻧﺩﻣﺎ ﻳﺣﺗﺎﺟﻭﻥ ﺇﻟﻳﻬﺎ‪.‬‬
‫ﺍﺣﺭﺹ ﻋﻠﻰ ﺣﺙ ﺍﻷﻁﻔﺎﻝ ﻋﻠﻰ ﻣﺭﺍﻗﺑﺔ ﻫﺫﻩ ﺍﻟﻣﺣﻁﺔ ﻣﺳﺗﻘﺑﻼً‪ .‬ﻫﻝ ﺭﺃﻭﺍ ﻁﻳﻭﺭً ﺍ‬ ‫•‬
‫ﺗﺄﺧﺫ ﺍﻟﻣﻭﺍﺩ؟ ﻫﻝ ﻳﻼﺣﻅﻭﻥ ﺍﺧﺗﻔﺎء ﺑﻌﺽ ﺍﻟﻣﻭﺍﺩ )ﺣﺗﻰ ﻭﻟﻭ ﻟﻡ ﻳﺭﻭﺍ ﺍﻟﻁﻳﻭﺭ‬
‫ﺗﺄﺧﺫﻫﺎ(؟ ﺗﺣﺩﺙ ﺑﺷﺄﻥ ﺍﻷﺷﻳﺎء ﺍﻟﺗﻲ ﻳﻌﺗﻘﺩ ﺍﻷﻁﻔﺎﻝ ﺣﺩﻭﺛﻬﺎ‪.‬‬
‫ﻭﻓﻲ ﻭﻗﺕ ﻻﺣﻕ‪ ،‬ﺳﺎﻋﺩ ﺍﻷﻁﻔﺎﻝ ﻓﻲ ﺍﻟﺑﺣﺙ ﻓﻲ ﻛﻝ ﺍﻟﻣﻧﻁﻘﺔ ﺍﻟﻣﺣﻳﻁﺔ ﻟﺭﺅﻳﺔ ﻣﺎ‬ ‫•‬
‫ﺇﺫﺍ ﺃﻣﻛﻥ ﺍﻟﻌﺛﻭﺭ ﻋﻠﻰ ﺃﻋﺷﺎﺵ ﺗﺣﺗﻭﻱ ﻋﻠﻰ ﺍﻟﻣﻭﺍﺩ ﺍﻟﺧﺎﺻﺔ ﺑﻙ‪.‬‬

‫ﻣﺎ ﻳﺟﺏ ﻓﻌﻠﻪ ﺑﺷﻛﻝ ﺇﺿﺎﻓﻲ؟‬

‫ﻟﻠﺣﺻﻭﻝ ﻋﻠﻰ ﺗﺄﺛﻳﺭ ﻁﻭﻳﻝ ﺍﻟﻣﺩﻯ‪ ،‬ﺣﺎﻭﻝ ﺍﻟﺑﺣﺙ ﻋﻥ ﻧﺑﺎﺗﺎﺕ ﻣﺣﻠﻳﺔ ﻳﻣﻛﻥ ﺇﺿﺎﻓﺗﻬﺎ‬
‫ﺇﻟﻰ ﺍﻟﻣﺳﺎﺣﺎﺕ ﺍﻟﺧﺎﺭﺟﻳﺔ ﺍﻟﺧﺎﺻﺔ ﺑﻙ‪ ،‬ﻭﺍﻟﺗﻲ ﻗﺩ ﺗﻭﻓﺭ ﻣﺯﻳ ًﺩﺍ ﻣﻥ ﺍﻟﻁﻌﺎﻡ ﻭﺍﻹﻳﻭﺍء‬
‫ﻭﻣﻭﺍﺩ ﺑﻧﺎء ﺍﻷﻋﺷﺎﺵ ﻟﻠﻁﻳﻭﺭ ﺍﻟﻣﺣﻠﻳﺔ ﻭﺍﻟﻣﻬﺎﺟﺭﺓ‬

‫‪۷۲‬‬
‫‪worldforumfoundation.org/nature‬‬ ‫ﺍﻟﻣﻌﻠﻡ‬
 ‫ﺍﻹﺷﺎﺩﺓ‬
‫ﺑﺎﻟﻔﻌﻝ!‬
‫ﻣﻭﺿﻭﻉ ﺍﻟﺭﻋﺎﻳﺔ‪ :‬ﺍﻟﺣﻳﻭﺍﻧﺎﺕ‪/‬ﺍﻟﻁﻳﻭﺭ‬

‫ﻣﺳﺎﻋﺩﺓ ﺍﻟﻁﻳﻭﺭ‬
‫ﺃﻣﺭ ﺟﻳﺩ ﻷﺭﺿﻧﺎ‬

‫ﺭﺳﺎﻟﺔ ﺇﻟﻰ ﺍﻟﻣﻌﻠﻣﻳﻥ‬

‫ﺗﺣﺩﺙ ﻣﻊ ﺍﻷﻁﻔﺎﻝ ﻋﻥ ﻋﻼﻗﺔ ﺍﻟﺗﺭﺍﺑﻁ ﺍﻟﻣﺗﺑﺎﺩﻝ ﺑﻳﻥ ﺍﻟﻧﺑﺎﺗﺎﺕ ﻭﺍﻟﺣﻳﻭﺍﻧﺎﺕ‬
‫ﻭﺍﻟﺩﻭﺭ ﺍﻟﺫﻱ ﻳﻣﻛﻧﻧﺎ ﻧﺣﻥ ﻛﺑﺷﺭ ﻟﻌﺑﻪ ﻓﻲ ﺩﻋﻡ ﻛﻠﻳﻬﻣﺎ‪ .‬ﺳﺎﻋﺩ ﺍﻷﻁﻔﺎﻝ ﻋﻠﻰ‬
‫ﺍﻟﺷﻌﻭﺭ ﺑﺎﻟﺭﺿﺎ ﺗﺟﺎﻩ ﻣﺳﺎﻋﻳﻬﻡ ﻟﺩﻋﻡ ﺍﻟﻁﻳﻭﺭ ﻣﻥ ﺧﻼﻝ ﺇﻳﺻﺎﻝ ﺍﻟﺭﺳﺎﺋﻝ‬
‫ﺍﻹﻳﺟﺎﺑﻳﺔ ﺍﻟﺗﺎﻟﻳﺔ‪:‬‬

‫ﻋﻧﺩﻣﺎ ﺗﻘﻭﻡ ﺑﺗﻭﻓﻳﺭ ﻣﻭﺍﺩ ﻳﻣﻛﻥ ﺍﺳﺗﺧﺩﺍﻣﻬﺎ ﻟﺑﻧﺎء ﺍﻷﻋﺷﺎﺵ‪ ،‬ﻓﺈﻧﻙ‬

‫ﺑﺫﻟﻙ ﺗﺳﺎﻋﺩ ﺍﻟﻁﻳﻭﺭ ﻋﻠﻰ ﺍﻟﺑﻘﺎء ﻓﻲ ﺣﺎﻟﺔ ﺻﺣﻳﺔ ﺟﻳﺩﺓ!‬
‫ﺿﺎ!‬
‫ﺇﻥ ﺍﻟﻁﻳﻭﺭ ﺗﺳﺎﻋﺩ ﺍﻟﺑﺷﺭ ﻋﻠﻰ ﺍﻟﺑﻘﺎء ﻓﻲ ﺣﺎﻟﺔ ﺻﺣﻳﺔ ﺟﻳﺩﺓ ﺃﻳ ً‬
‫ﺗﺳﺎﻋﺩ ﺍﻟﻁﻳﻭﺭ ﻣﻥ ﺧﻼﻝ ﺍﻟﺗﻠﻘﻳﺢ ﻭﺗﻭﺯﻳﻊ ﺍﻟﺑﺫﻭﺭ ﻛﻣﺎ ﺃﻧﻬﺎ ﺗﺗﻧﺎﻭﻝ‬
‫ﺍﻟﺣﺷﺭﺍﺕ ﺍﻟﺗﻲ ﺗﺿﺭ ﺍﻟﻧﺑﺎﺗﺎﺕ‪.‬‬
‫ﻭ ُﺗﻌﺩ ﺍﻟﻁﻳﻭﺭ ﺟﺯ ًءﺍ ﻫﺎ ًﻣﺎ ﻣﻥ ﺍﻟﻧﻅﺎﻡ ﺍﻟﺑﻳﺋﻲ ﻷﺭﺿﻧﺎ )ﻣﺛﻝ ﺍﻟﻐﺎﺑﺎﺕ(‬
‫ﺍﻟﺗﻲ ﺗﺯﻭﺩ ﺍﻟﻧﺎﺱ ﺑﺎﻟﻁﻌﺎﻡ ﻭﺍﻟﺩﻭﺍء‪.‬‬

‫‪۷۳‬‬
‫‪worldforumfoundation.org/nature‬‬ ‫ﺍﻟﻣﻌﻠﻡ‬
 ‫ﻣﻭﺍﺻﻠﺔ‬
‫ﺍﻟﻧﻣﻭ!‬
‫ﻣﻭﺿﻭﻉ ﺍﻟﺭﻋﺎﻳﺔ‪ :‬ﺍﻟﺣﻳﻭﺍﻧﺎﺕ‪/‬ﺍﻟﻁﻳﻭﺭ‬

‫ﻣﺯﻳﺩ ﻣﻥ ﺍﻟﻣﺻﺎﺩﺭ‬
‫ﺣﻭﻝ ﺍﻟﻁﻳﻭﺭ‬
‫ﻣﻭﺍﻗﻊ ﺍﻟﻭﻳﺏ‪:‬‬
‫‪www.ngm.nationalgeographic.com/geopedia‬‬
‫ﻳُﻌﺩ ﻣﻭﻗﻊ ﺟﻳﻭﺑﻳﺩﻳﺎ )‪ (GeoPedia‬ﺃﺣﺩ ﺍﻟﻣﻭﺍﻗﻊ ﺍﻟﻣﺻﺎﺣﺑﺔ‬
‫ﻟﻣﺟﻠﺔ ‪ National Geographic Magazine‬ﻭﻳُﻌﺗﺑﺭ‬
‫ﻣﺻﺩﺭً ﺍ ﺟﻳ ًﺩﺍ ﻟﻠﻣﻌﻠﻭﻣﺎﺕ ﺍﻟﻣﺗﻌﻠﻘﺔ ﺑﺎﻟﻁﻳﻭﺭ‪.‬‬

‫‪www.audubon.org/bird‬‬
‫ﺗﻭﻓﺭ ﺟﻣﻌﻳﺔ ‪) Audobun‬ﺃﻭﺩﻭﺑﻭﻥ( ﻣﻌﻠﻭﻣﺎﺕ ﻋﻠﻣﻳﺔ‬
‫ﻭﺗﻭﺟﻳﻬﺎﺕ ﺣﻭﻝ ﺍﻟﻣﺣﺎﻓﻅﺔ ﻋﻠﻰ ﺍﻟﻁﻳﻭﺭ‪ .‬ﻛﻣﺎ ﻳﺣﺗﻭﻱ ﻣﻭﻗﻊ‬
‫ﺍﻟﺟﻣﻌﻳﺔ ﻋﻠﻰ ﻣﺯﻳﺩ ﻣﻥ ﺍﻟﻣﻌﻠﻭﻣﺎﺕ ﺣﻭﻝ ﻛﻳﻔﻳﺔ ﺧﻠﻕ ﺑﻳﺋﺎﺕ‬
‫ﺻﺣﻳﺔ ﻓﻲ ﺍﻟﻬﻭﺍء ﺍﻟﻁﻠﻕ ﺗﺳﺗﻁﻳﻊ ﺟﺫﺏ ﺍﻟﻁﻳﻭﺭ‪.‬‬

‫ﺣﻘﺎﺋﻕ ﻣﻣﺗﻌﺔ ﺣﻭﻝ ﺍﻟﻁﻳﻭﺭ!‬

‫‪ .۱‬ﻫﻝ ﺗﻌﻠﻡ ﺃﻧﻪ ﻳﻭﺟﺩ ﺃﻧﻭﺍﻉ ﻋﺩﻳﺩﺓ ﻣﻥ ﺃﻋﺷﺎﺵ ﺍﻟﻁﻳﻭﺭ؟‬
‫ﻭﻓﻳﻣﺎ ﻳﻠﻲ ﺑﻌﺽ ﺍﻷﺳﻣﺎء ﺍﻟﺷﻳﻘﺔ ﻟﻸﻋﺷﺎﺵ‪:‬‬

‫ﺍﻟﻛﺷﻁ‬
‫ﺍﻟﺟُﺣﺭ‬
‫ﺍﻟﺗﺟﻭﻳﻑ‬
‫ﺍﻟﻼﺻﻕ‬

‫ﺍﻟﺧﺯﺍﻣﻰ‬ ‫)ﺍﻟﻣﺻﺩﺭ‪(www.people/eku.edu/ritchisong/birdnests.html :‬‬

‫‪ .۲‬ﻫﻝ ﺗﻌﻠﻡ ﺃﻥ ﺍﻟﻌﺻﺎﻓﻳﺭ ﺍﻟﺯﺭﻗﺎء ﺗﺣﺏ ﻧﺳﺞ ﺍﻟﻧﺑﺎﺗﺎﺕ ﺫﺍﺕ ﺍﻟﺭﺍﺋﺣﺔ ﺍﻟﺟﻣﻳﻠﺔ‬
‫)ﺍﻟﻌﻁﺭﻳﺔ( ﻓﻲ ﺃﻋﺷﺎﺷﻬﺎ ﻟﻣﺳﺎﻋﺩﺗﻬﺎ ﻋﻠﻰ ﺇﺑﻘﺎء ﺑﻳﻭﺗﻬﺎ ﻧﻅﻳﻔﺔ ﻭﺧﺎﻟﻳﺔ ﻣﻥ ﺍﻟﺑﻕ ﺃﺛﻧﺎء‬
‫ﻓﺗﺭﺓ ﺗﺭﺑﻳﺔ ﺻﻐﺎﺭﻫﺎ؟ ﻭﻣﻥ ﺑﻳﻥ ﺍﻟﻧﺑﺎﺗﺎﺕ ﺍﻟﻣﻔﺿﻠﺔ ﺇﻟﻳﻬﺎ‪:‬‬

‫ﺍﻟﺧﺯﺍﻣﻰ ﻭﻧﺑﺎﺕ ﺫﺍﺕ ﺍﻷﻟﻑ ﻭﺭﻗﺔ ﻭﺍﻟﻛﺎﺭﻱ‬

‫ﻭﺍﻟﻧﻌﻧﺎﻉ‪.‬‬

‫ﺍﻟﻧﺑﺎﺕ ﺫﺍﺕ ﺍﻷﻟﻑ ﻭﺭﻗﺔ‬ ‫ﺍﻟﻧﻌﻧﺎﻉ‬

‫‪۷٤‬‬
‫‪worldforumfoundation.org/nature‬‬ ‫ﺍﻟﻣﻌﻠﻡ‬
 ‫ﺧﻭﺽ‬
‫ﻣﻐﺎﻣﺭﺓ!‬
‫ﻣﻭﺿﻭﻉ ﺍﻟﺭﻋﺎﻳﺔ‪ :‬ﺻﺣﺔ ﺍﻹﻧﺳﺎﻥ‪/‬ﺍﻹﺣﺳﺎﺱ ﺑﺎﻟﻌﺟﺎﺋﺏ‬

‫ﻧﺻﺎﺋﺢ ﻟﻠﻣﻌﻠﻣﻳﻥ‬
‫ﺍﺳﺗﺧﺩﺍﻡ ﺃﻧﺷﻁﺔ "ﺭﺣﻠﺗﻙ ﺍﻟﺟﻣﻳﻠﺔ"‬

‫• ﻗﺑﻝ ﺍﻟﺫﻫﺎﺏ ﻓﻲ ﺟﻭﻟﺔ ﻓﻲ ﺍﻟﻬﻭﺍء ﺍﻟﻁﻠﻕ ﻣﻊ ﺍﻷﻁﻔﺎﻝ‪ ،‬ﻭﺟﻪ ﻟﻬﻡ ﺳﺅﺍﻻً ﻋﻥ ﻣﺎﺫﺍ ﻳﻌﻧﻲ ﺑﺭﺃﻳﻬﻡ ﺍﻟﻘﻳﺎﻡ ﺑﺭﺣﻠﺔ‪.‬‬
‫ﺍﺩﺭﺱ ﻛﺎﻓﺔ ﺃﻓﻛﺎﺭﻫﻡ ﺑﻌﻧﺎﻳﺔ‪.‬‬

‫• ﻻ ﻳﻔﻬﻡ ﺍﻷﻁﻔﺎﻝ ﺩﺍﺋﻣًﺎ ﻣﺎ ﻳﻌﻧﻳﻪ ﺍﻟﻛﺑﺎﺭ ﻋﻧﺩﻣﺎ ﻳﺳﺗﺧﺩﻣﻭﻥ ﻛﻠﻣﺔ "ﻁﺑﻳﻌﺔ‪ ".‬ﻟﺫﺍ ﻓﺈﻥ ﺳﺅﺍﻝ ﺍﻷﻁﻔﺎﻝ ﻋﻥ‬
‫ﺍﻋﺗﻘﺎﺩﻫﻡ ﻓﻳﻣﺎ ﻳﻣﻛﻥ ﺃﻥ ﻳﻌﺛﺭﻭﺍ ﻋﻠﻳﻪ ﺇﺫﺍ ﻣﺎ ﻗﺎﻣﻭﺍ ﺑﺭﺣﻠﺔ ﻣﻌًﺎ ﻟﻠﺑﺣﺙ ﻓﻲ ﺍﻟﻁﺑﻳﻌﺔ ﻗﺩ ﻳﻘﻭﺩ ﺇﻟﻰ ﺑﻌﺽ‬
‫ﺍﻟﻣﻧﺎﻗﺷﺎﺕ ﺍﻟﺷﻳﻘﺔ ﻭﺍﻟﻬﺎﻣﺔ!‬

‫• ﺳﺎﻋﺩ ﺍﻷﻁﻔﺎﻝ ﻟﻳﻛﻭﻧﻭﺍ ﻋﻣﻳﻘﻲ ﺍﻟﺗﻔﻛﻳﺭ ﺗﺟﺎﻩ ﻣﺎ ﻳﻌﺗﺑﺭﻭﻧﻪ "ﺟﻣﻳﻼً‪ ".‬ﻧﺎﻗﺷﻭﺍ ﻣﻌًﺎ ﻛﻳﻑ ﻳﺭﻯ ﺍﻟﻧﺎﺱ ﺍﻟﺟﻣﺎﻝ‬
‫ﺑﻁﺭﻕ ﺷﺗﻰ‪.‬‬

‫• ﺇﻥ ﺗﺷﺟﻳﻊ ﺍﻷﻁﻔﺎﻝ ﻋﻠﻰ ﺍﻟﺗﻌﺑﻳﺭ ﻋﻥ ﺗﻘﺩﻳﺭﻫﻡ ﻟﻠﺟﻣﺎﻝ ﻣﻥ ﺧﻼﻝ ﺍﻟﺣﺭﻛﺔ ﺃﻭ ﺍﻟﺭﻗﺹ ﺃﻭ ﺍﻟﺭﺳﻡ ﺃﻭ ﺍﻟﺗﺻﻭﻳﺭ‬
‫ﺳﻭﻑ ﻳﺳﺎﻋﺩﻫﻡ ﻋﻠﻰ ﺗﻁﻭﻳﺭ ﺗﻘﺩﻳﺭ ﺃﻋﻣﻕ ﻟﻌﺟﺎﺋﺏ ﺍﻟﻌﺎﻟﻡ ﺍﻟﻁﺑﻳﻌﻳﺔ‪.‬‬

‫ً‬
‫ﻧﺷﺎﻁﺎ ﻗﻳﻣًﺎ ﻟﻸﻁﻔﺎﻝ ﺣﺗﻰ ﻟﻣﻥ ﻫﻡ ﻓﻲ ﺳﻥ‬ ‫• ﻳُﻌﺩ ﺭﺳﻡ ﺍﻟﺧﺭﺍﺋﻁ‬
‫ﺍﻟﺛﺎﻟﺛﺔ‪ .‬ﻗﻡ ﺑﺣﺙ ﺍﻷﻁﻔﺎﻝ ﻋﻠﻰ ﺭﺳﻡ ﺍﻟﺧﺭﺍﺋﻁ ﺑﺄﻱ ﻁﺭﻳﻘﺔ‬
‫ﻳﺧﺗﺎﺭﻭﻧﻬﺎ‪ ،‬ﻭﻭﺍﺟﻪ ﺇﻏﺭﺍء ﺗﺯﻭﻳﺩﻫﻡ ﺑﺄﻓﻛﺎﺭ ﻛﺛﻳﺭﺓ ﻟﻠﻐﺎﻳﺔ ﺧﺎﺻﺔ ﺑﻙ‪.‬‬
‫ﺍﺳﺗﻣﻊ ﺇﻟﻰ ﺍﻷﻁﻔﺎﻝ ﻭﻫﻡ ﻳﺻﻔﻭﻥ ﺧﺭﺍﺋﻁﻬﻡ‪ .‬ﻓﻲ ﺑﻌﺽ ﺍﻷﺣﻳﺎﻥ‪،‬‬
‫ﻗﺩ ﻳﻛﻭﻥ ﻟﻌﻼﻣﺔ ﺑﺳﻳﻁﺔ ﻋﻠﻰ ﻗﻁﻌﺔ ﻣﻥ ﻭﺭﻕ )ﺃﻭ ﺧﻁ ﻣﺭﺳﻭﻡ ﻓﻲ‬
‫ﺍﻟﺭﻣﺎﻝ( ﺃﻫﻣﻳﺔ ﻛﺑﻳﺭﺓ ﺑﺎﻟﻧﺳﺑﺔ ﻟﻸﻁﻔﺎﻝ ﻓﻲ ﺗﻣﺛﻳﻝ ﺗﺟﺭﺑﺔ ﺗﻌﺭﺿﻭﺍ‬
‫ﻟﻬﺎ ﺃﺛﻧﺎء ﺭﺣﻠﺗﻬﻡ ﺍﻟﺗﻲ ﻗﺎﻣﻭﺍ ﺑﻬﺎ‪.‬‬

‫ﺍﻵﻥ‪ ،‬ﺍﺳﺗﺧﺩﻡ ﺃﻧﺷﻁﺔ "ﺭﺣﻠﺗﻙ ﺍﻟﺟﻣﻳﻠﺔ" ﻣﻊ ﺍﻷﻁﻔﺎﻝ‪.‬‬

‫‪۷٥‬‬
‫‪worldforumfoundation.org/nature‬‬ ‫ﺍﻟﻣﻌﻠﻡ‬
 ‫ﺧﻭﺽ‬
‫ﻣﻐﺎﻣﺭﺓ!‬ ‫ﻣﻭﺿﻭﻉ ﺍﻟﺭﻋﺎﻳﺔ‪ :‬ﺻﺣﺔ ﺍﻹﻧﺳﺎﻥ‪/‬ﺍﻹﺣﺳﺎﺱ ﺑﺎﻟﻌﺟﺎﺋﺏ‬

‫ﺭﺣﻠﺗﻙ ﺍﻟﺟﻣﻳﻠﺔ‬
‫)ﺍﻟﺟﺯء ﺍﻷﻭﻝ(‬

‫ﺃﻭﻻً‪ ،‬ﺍﺫﻫﺏ ﻓﻲ ﻧﺯﻫﺔ ﻓﻲ ﺍﻟﻬﻭﺍء ﺍﻟﻁﻠﻕ ﻟﻠﺑﺣﺙ ﻓﻲ ﺍﻟﻁﺑﻳﻌﺔ‪ .‬ﻣﺎﺫﺍ ﺗﺭﻯ؟‬

‫ﺳﺣﺏ؟‬ ‫ﺃﺷﺟﺎﺭ؟‬ ‫ﻋﺷﺏ؟‬ ‫ﺯﻫﻭﺭ؟‬

‫ﻫﻝ ﻳﻣﻛﻧﻙ ﺟﻌﻝ ﺟﺳﻣﻙ‬
‫ﻋﻠﻰ ﺷﻛﻝ ﺳﺣﺎﺑﺔ ﺃﻭ‬
‫ﺷﺟﺭﺓ ﺃﻭ ﻋﺷﺏ ﺃﻭ ﺯﻫﺭﺓ‬
‫ﺃﻭ ﺻﺧﺭﺓ ﺃﻭ ﺃﻱ ﻣﻣﺎ‬
‫ﺗﻌﺛﺭ ﻋﻠﻳﻪ؟‬

‫ﺻﺧﻭﺭ؟‬

‫ﺍﻵﻥ ﺍﺳﺗﻣﻊ ﻷﺻﻭﺍﺕ ﺍﻟﻁﺑﻳﻌﺔ‪.‬‬

‫ﻣﺎﺫﺍ ﺗﺳﻣﻊ؟‬

‫ﻫﺑﻭﺏ ﺍﻟﺭﻳﺢ؟‬
‫ﺳﻘﺳﻘﺔ ﺍﻟﻁﻳﻭﺭ؟‬
‫ﻗﻁﺭﺍﺕ ﺍﻟﻣﻁﺭ؟‬
‫ﻫﻝ ﻳﻣﻛﻧﻙ ﺗﺣﻭﻳﻝ ﺟﺳﻣﻙ ﺇﻟﻰ ﺷﻛﻝ‬
‫ﻳﺫﻛﺭﻙ ﺑﺎﻟﺻﻭﺕ ﺍﻟﺫﻱ ﺳﻣﻌﺗﻪ؟‬

‫)ﺍﺳﺗﺧﺩﻡ ﺧﻳﺎﻟﻙ ﻟﻠﻘﻳﺎﻡ ﺑﺫﻟﻙ‪ .‬ﻳﻣﻛﻧﻙ ﺍﻟﻘﻳﺎﻡ ﺑﻪ!(‬

‫ﻫﺑﻭﺏ ﺭﻳﺢ‬

‫‪۷٦‬‬
‫‪w‬‬
‫‪worldforumfoundation.org/nature‬‬ ‫ﺍﻟﻣﻌﻠﻡ‪ :‬ﻁﺑﺎﻋﺔ ﻫﺫﻩ ﺍﻟﺻﻔﺣﺔ‬
 ‫ﺧﻭﺽ‬
‫ﻣﻐﺎﻣﺭﺓ!‬ ‫ﻣﻭﺿﻭﻉ ﺍﻟﺭﻋﺎﻳﺔ‪ :‬ﺻﺣﺔ ﺍﻹﻧﺳﺎﻥ‪/‬ﺍﻹﺣﺳﺎﺱ ﺑﺎﻟﻌﺟﺎﺋﺏ‬

‫ﺭﺣﻠﺗﻙ ﺍﻟﺟﻣﻳﻠﺔ‬
‫)ﺍﻟﺟﺯء ﺍﻟﺛﺎﻧﻲ(‬

‫ﻓﻲ ﺷﻲء ﻣﺎ ﻣﻥ ﺍﻟﻁﺑﻳﻌﺔ ﺭﺃﻳﺗﻪ ﻓﻲ ﺭﺣﻠﺗﻙ‪.‬‬ ‫ﻓﻛﺭ ﺛﺎﻧﻳﺔ‬

‫ﻫﻝ ﻳﻣﻛﻧﻙ ﺭﺳﻡ ﺻﻭﺭﺓ ﻟﻪ؟‬
‫ﺍﺳﺗﺧﺩﻡ ﺍﻟﺻﻭﺭﺓ ﺍﻟﺗﻲ ﺭﺳﻣﺗﻬﺎ ﻹﻅﻬﺎﺭ ﺳﺑﺏ ﺟﻣﺎﻟﻬﺎ ﻟﻠﻧﺎﺱ‪.‬‬

‫ﻫﻝ ﺳﺗﺭﺳﻡ ﺑﺎﺳﺗﺧﺩﺍﻡ ﻗﻠﻡ ﺭﺻﺎﺹ‬ ‫ﻫﻝ ﺳﺗﺭﺳﻡ ﻋﻠﻰ ﺍﻟﺭﻣﻝ ﺃﻡ ﺍﻟﺗﺭﺍﺏ‬
‫ﻋﻠﻰ ﻭﺭﻕ؟‬ ‫ﺑﺎﺳﺗﺧﺩﺍﻡ ﻋﺻﺎ ﺃﻭ ﺑﺈﺻﺑﻌﻙ؟‬

‫ﻫﻝ ﺳﺗﺳﺗﺧﺩﻡ ﺍﻟﺭﺳﻡ؟‬

‫ﺍﻵﻥ‪ ،‬ﻫﻝ ﻳﻣﻛﻧﻙ ﺭﺳﻡ ﺧﺭﻳﻁﺔ ﻟﺭﺣﻠﺗﻙ؟‬

‫ﻗﻡ ﺑﻌﺭﺽ ﺍﻷﻣﺎﻛﻥ ﺍﻟﺗﻲ ﺗﻭﻗﻔﺕ ﻓﻳﻬﺎ ﺃﺛﻧﺎء‬

‫ﺍﻟﻁﺭﻳﻕ ﻟﻣﺷﺎﻫﺩﺓ ﺃﻭ ﺳﻣﺎﻉ ﺃﺟﺯﺍء ﺟﻣﻳﻠﺔ‬
‫ﻣﻥ ﺍﻟﻁﺑﻳﻌﺔ‪.‬‬

‫ﺍﺳﺗﺧﺩﻡ ﺧﻳﺎﻟﻙ ﻭﻗﻡ ﺑﺈﻋﺩﺍﺩ ﺧﺭﻳﻁﺗﻙ ﺑﺎﻟﻁﺭﻳﻘﺔ ﺍﻟﺗﻲ ﺗﺭﻳﺩ!‬

‫‪۷۷‬‬
‫‪w‬‬
‫‪worldforumfoundation.org/nature‬‬ ‫ﺍﻟﻣﻌﻠﻡ‪ :‬ﻁﺑﺎﻋﺔ ﻫﺫﻩ ﺍﻟﺻﻔﺣﺔ‬
 ‫ﺍﻟﺷﺭﻭﻉ‬
‫ﻓﻲ ﺍﻟﻌﻣﻝ!‬ ‫ﻣﻭﺿﻭﻉ ﺍﻟﺭﻋﺎﻳﺔ‪ :‬ﺻﺣﺔ ﺍﻹﻧﺳﺎﻥ‪/‬ﺍﻹﺣﺳﺎﺱ ﺑﺎﻟﻌﺟﺎﺋﺏ‬

‫ﻣﺳﺎﻋﺩﺓ ﺍﻵﺧﺭﻳﻥ ﻋﻠﻰ ﺗﻘﺩﻳﺭ‬

‫ﻋﺟﺎﺋﺏ ﺍﻟﻁﺑﻳﻌﺔ‬

‫ﺍﻟﺗﺣﺩﺙ ﻋﻥ ﺍﻷﺷﻳﺎء ﺍﻟﺿﺎﺭﺓ ﻟﻠﻁﺑﻳﻌﺔ‬

‫ﺳﺎﻋﺩ ﺍﻷﻁﻔﺎﻝ ﻋﻠﻰ ﺍﻟﺗﻔﻛﻳﺭ ﻓﻲ ﺃﻫﻣﻳﺔ ﺇﺑﺩﺍء ﺍﻟﺭﻋﺎﻳﺔ ﺍﻟﺟﻳﺩﺓ ﻟﻠﻁﺑﻳﻌﺔ ﺣﺗﻰ‬
‫ﻳﻛﻭﻥ ﻛﻝ ﺷﺧﺹ ﻗﺎﺩﺭً ﺍ ﻋﻠﻰ ﺗﻘﺩﻳﺭ ﻗﻳﻣﺔ ﺟﻣﺎﻟﻬﺎ ﺑﺷﻛﻝ ﺩﺍﺋﻡ‪ .‬ﺗﺣﺩﺙ ﻋﻥ‬
‫ﺍﻷﺷﻳﺎء ﺍﻟﺗﻲ ﻳﻘﻭﻡ ﺑﻬﺎ ﺍﻟﻧﺎﺱ ﻓﻲ ﺑﻌﺽ ﺍﻷﺣﻳﺎﻥ ﻭﺍﻟﺗﻲ ﻳﻣﻛﻥ ﺃﻥ ﺗﻘﻠﻝ ﻣﻥ‬
‫ﺟﻣﺎﻝ ﺍﻟﻁﺑﻳﻌﺔ‪) .‬ﺃﻣﺛﻠﺔ‪ :‬ﺍﻟﻘﻣﺎﻣﺔ ﻭﺇﺗﻼﻑ ﺍﻷﺷﺟﺎﺭ ﻭﺍﻟﻣﺷﻲ ﻋﻠﻰ ﺍﻟﺯﻫﻭﺭ ﻭﻣﺎ‬
‫ﺇﻟﻰ ﺫﻟﻙ(‪ .‬ﺍﻁﻠﺏ ﻣﻥ ﺍﻷﻁﻔﺎﻝ ﺍﻟﺗﻔﻛﻳﺭ ﻓﻲ ﺷﻲء ﻣﺎ ﻳﻣﻛﻥ ﻋﻣﻠﻪ ﻓﻲ ﺍﻟﻔﺻﻝ‬
‫ﺍﻟﺩﺭﺍﺳﻲ ﻣﻥ ﺷﺄﻧﻪ ﺃﻥ ﻳﻅﻬﺭ ﻟﻠﻧﺎﺱ ﺟﻣﺎﻝ ﻭﺭﻭﻋﺔ ﻭﺃﻫﻣﻳﺔ ﺍﻟﻁﺑﻳﻌﺔ‪.‬‬

‫ﺍﻷﻓﻛﺎﺭ‬
‫ﻫﻧﺎﻙ ﺍﻟﻌﺩﻳﺩ ﻣﻥ ﺍﻟﻁﺭﻕ ﺍﻟﺗﻲ ﻗﺩ ﺗﻘﺭﺭ ﺃﻧﺕ ﻭﺃﻁﻔﺎﻟﻙ ﻣﻥ ﺧﻼﻟﻬﺎ ﻋﺭﺽ‬
‫ﻋﺟﺎﺋﺏ ﺍﻟﻁﺑﻳﻌﺔ ﻓﻲ ﺍﻟﻔﺻﻭﻝ ﺍﻟﻣﺩﺭﺳﻳﺔ ﺍﻟﺩﺍﺧﻠﻳﺔ ﺃﻭ ﺍﻟﺧﺎﺭﺟﻳﺔ‪.‬‬

‫ﺍﻋﺭﺽ ﻋﻧﺎﺻﺭ ﺍﻟﻁﺑﻳﻌﺔ ﺍﻟﺗﻲ ﻳﺟﻠﺑﻬﺎ ﺍﻷﻁﻔﺎﻝ ﻣﻥ ﺍﻟﻣﻧﺯﻝ ﺃﻭ ﻳﺟﻣﻌﻭﻧﻬﺎ‬ ‫•‬

‫ﺃﺛﻧﺎء ﺍﻟﺟﻭﻻﺕ ﺃﻭ ﺃﺛﻧﺎء ﺍﻟﻣﺷﻲ ﻓﻲ ﺃﻓﻧﻳﺔ ﺍﻟﻣﺩﺭﺳﺔ‪ .‬ﻗﻡ ﺑﺣﺙ ﺍﻷﻁﻔﺎﻝ‬
‫ﻋﻠﻰ ﺍﻟﺗﻘﺎﻁ ﺍﻷﺷﻳﺎء ﺑﻌﻧﺎﻳﺔ ﻭﺃﻥ ﻳﺣﺿﺭﻭﺍ ﺍﻷﺷﻳﺎء ﺍﻟﺗﻲ ﻳﺟﺩﻭﻧﻬﺎ ﺟﻣﻳﻠﺔ‬
‫ﻋﻠﻰ ﻭﺟﻪ ﺍﻟﺗﺣﺩﻳﺩ‪.‬‬

‫ﺍﻋﺭﺽ ﺍﻷﻋﻣﺎﻝ ﺍﻟﻔﻧﻳﺔ ﺍﻟﺗﻲ ﺗﺷﻳﺩ ﺑﻌﺟﺎﺋﺏ ﺍﻟﻁﺑﻳﻌﺔ‪ .‬ﻭﺇﺫﺍ ﺍﺧﺗﺎﺭ‬ ‫•‬
‫ﺍﻷﻁﻔﺎﻝ‪ ،‬ﻓﻠﺭﺑﻣﺎ ﻳﻛﺗﺑﻭﺍ ﺭﺳﺎﺋﻝ )ﺃﻭ ﻳﻣﻠﻭﻥ ﺭﺳﺎﺋﻝ ﻋﻠﻰ ﺍﻟﻛﺑﺎﺭ ﻟﻳﻛﺗﺑﻭﻫﺎ(‬
‫ﻋﻥ ﺃﻫﻣﻳﺔ ﺍﻟﻣﺣﺎﻓﻅﺔ ﻋﻠﻰ ﺟﻣﺎﻝ ﺍﻟﻁﺑﻳﻌﺔ‪.‬‬

‫ﺍﻋﺭﺽ ﻛﺗﺑًﺎ ﺃﻭ ﺻﻭﺭً ﺍ ﻓﻭﺗﻭﻏﺭﺍﻓﻳﺔ ﻣﻔﺿﻠﺔ ُﺗﻅﻬﺭ ﺟﻣﺎﻝ ﺍﻟﻁﺑﻳﻌﺔ ﻭﺗﻧﻭﻋﻬﺎ‪.‬‬ ‫•‬

‫ﺍﻋﺭﺽ ﻋﻧﺎﺻﺭ ﻁﺑﻳﻌﻳﺔ ﻟﻌﻣﻝ ﻧﺣﺕ ﺑﻳﺋﻲ‪ .‬ﺍﻧﻅﺭ ﺇﻟﻰ ﺑﻌﺽ ﺃﻋﻣﺎﻝ‬ ‫•‬
‫ﺍﻟﻧﺣﺎﺕ ﺍﻟﺑﺭﻳﻁﺎﻧﻲ ﻭﺃﺣﺩ ﺩﻋﺎﺓ ﺣﻣﺎﻳﺔ ﺍﻟﺑﻳﺋﺔ "ﺁﻧﺩﻱ ﺟﻭﻟﺩﺳﻭﻳﺭﺛﻲ"‬
‫ﻛﻣﺻﺩﺭ ﻟﻺﻟﻬﺎﻡ‪) .‬ﻁﺎﻟﻊ ﺍﻟﻛﺗﺎﻟﻭﺝ ﺍﻟﺭﻗﻣﻲ ﻟـ "ﺁﻧﺩﻱ ﺟﻭﻟﺩﺳﻭﻳﺭﺛﻲ"‬
‫ﺍﻟﻣﺗﺎﺡ ﻋﻠﻰ ﺍﻟﻣﻭﻗﻊ ‪(www.goldsworthy.cc.gla.ac.uc‬‬

‫‪۷۸‬‬
‫‪worldforumfoundation.org/nature‬‬ ‫ﺍﻟﻣﻌﻠﻡ‬
 ‫ﺍﻹﺷﺎﺩﺓ‬
‫ﺑﺎﻟﻔﻌﻝ!‬ ‫ﻣﻭﺿﻭﻉ ﺍﻟﺭﻋﺎﻳﺔ‪ :‬ﺻﺣﺔ ﺍﻹﻧﺳﺎﻥ‪/‬ﺍﻹﺣﺳﺎﺱ ﺑﺎﻟﻌﺟﺎﺋﺏ‬

‫ﺗﻘﺩﻳﺭ ﻗﻳﻣﺔ ﺟﻣﺎﻝ ﺍﻟﻁﺑﻳﻌﺔ ﻳﺫﻛﺭﻧﺎ‬

‫ﺑﺎﻟﻣﺳﺎﻋﺩﺓ ﻋﻠﻰ ﺍﻟﺣﻔﺎﻅ ﻋﻠﻰ ﺟﻣﺎﻝ ﻋﺎﻟﻣﻧﺎ‬

‫ﺭﺳﺎﻟﺔ ﺇﻟﻰ ﺍﻟﻣﻌﻠﻣﻳﻥ‬

‫"ﻳﺳﺗﻁﻳﻊ ﺍﻷﻁﻔﺎﻝ ﺗﻌﻠﻡ ﺃﺷﻳﺎء ﻛﺛﻳﺭﺓ ﻣﺧﺗﻠﻔﺔ ﻋﻥ ﺍﻟﺑﻳﺋﺎﺕ ﺍﻟﻁﺑﻳﻌﻳﺔ‪ .‬ﻭﻳﻣﻛﻧﻬﻡ‬
‫ﺍﻟﺗﻌﺭﻑ ﻋﻠﻰ ﺍﻟﻁﺑﻳﻌﺔ "ﻛﻣﻭﺭﺩ" ﻟﻼﺳﺗﺧﺩﺍﻡ؛ ﻭﻳﻣﻛﻧﻬﻡ ﺗﻌﻠﻡ ﺃﻥ ﺍﻟﻬﻭﺍء ﻭﺍﻟﻣﺎء‬
‫ﻭﺿﻭء ﺍﻟﺷﻣﺱ ًﺗﻌﺩ ﺟﻣﻳﻌﻬﺎ ﻋﻧﺎﺻﺭ ﻫﺎﻣﺔ ﻟﻠﻛﺎﺋﻧﺎﺕ ﺍﻟﺣﻳﺔ؛ ﻭﻳﻣﻛﻧﻬﻡ ﺗﻌﻠﻡ‬
‫ﺃﻥ ﻋﻧﺎﺻﺭ ﺍﻟﻁﺑﻳﻌﺔ ﻳﻣﻛﻥ ﺗﺻﻧﻳﻔﻬﺎ ﻓﻲ ﻓﺋﺎﺕ ﻣﺧﺗﻠﻔﺔ ﻣﺛﻝ ﺍﻟﻌﻧﺎﺻﺭ ﺍﻟﺣﻳﺔ‬
‫ﻭﻏﻳﺭ ﺍﻟﺣﻳﺔ‪.‬‬

‫ﻏﻳﺭ ﺃﻥ ﺃﻫﻡ ﺍﻷﺷﻳﺎء ﺍﻟﺗﻲ ﻳﻣﻛﻥ ﻟﻸﻁﻔﺎﻝ ﺍﻟﺻﻐﺎﺭ ﺗﻌﻠﻣﻬﺎ ﻋﻥ ﺍﻷﺭﺽ ﻫﻲ‬
‫ﺃﻧﻬﺎ ﻣﻣﺗﻠﺋﺔ ﺑﺎﻟﺟﻣﺎﻝ ﻭﺍﻟﻌﺟﺎﺋﺏ‪ .‬ﺇﻧﻪ ﺍﻹﺣﺳﺎﺱ ﺑﺎﻟﻌﺟﺎﺋﺏ ﺍﻟﺫﻱ ﺳﻳﻛﻭﻥ ﺑﻣﺛﺎﺑﺔ‬
‫ﺍﻟﺣﺎﻓﺯ ﺍﻷﻗﻭﻯ ﻹﻧﻘﺎﺫ ﻛﻭﻛﺏ ﺍﻷﺭﺽ‪ .‬ﻛﻣﺎ ﺃﻧﻪ ﺍﻹﺣﺳﺎﺱ ﺑﺎﻟﻌﺟﺎﺋﺏ ﺍﻟﺫﻱ‬
‫ﺳﻳﺿﻔﻲ ﺍﻟﻣﺯﻳﺩ ﻣﻥ ﺍﻟﻣﺗﻌﺔ ﻭﺗﻘﺩﻳﺭ ﻗﻳﻣﺔ ﺍﻟﺣﻳﺎﺓ ﺑﻼ ﺣﺩﻭﺩ‪".‬‬

‫ﻣﻥ ﻛﺗﺎﺏ ﺍﻟﻛﺎﺗﺑﺔ "ﺭﻭﺙ ﻭﻳﻠﺳﻭﻥ"‪Nature and Young Children ،‬‬

‫)ﺍﻟﻁﺑﻳﻌﺔ ﻭﺍﻷﻁﻔﺎﻝ ﺍﻟﺻﻐﺎﺭ(‬

‫ﺳﺎﻋﺩ ﺍﻷﻁﻔﺎﻝ ﻋﻠﻰ ﺍﻟﺷﻌﻭﺭ ﺑﺎﻟﺭﺿﺎ ﺗﺟﺎﻩ ﺟﻬﻭﺩﻫﻡ ﻣﻥ ﺧﻼﻝ ﻣﺷﺎﺭﻛﺔ‬

‫ﺍﻟﺭﺳﺎﺋﻝ ﺍﻹﻳﺟﺎﺑﻳﺔ ﺍﻟﺗﺎﻟﻳﺔ ﻣﻌﻬﻡ‪:‬‬

‫ﻋﻧﺩ ﻣﺳﺎﻋﺩﺓ ﺍﻟﻧﺎﺱ ﻋﻠﻰ ﻣﻼﺣﻅﺔ ﺃﻭﺟﻪ ﺍﻟﺟﻣﺎﻝ ﻓﻲ ﺍﻟﻁﺑﻳﻌﺔ ﺣ ًﻘﺎ‪،‬‬

‫ﻓﺈﻧﻙ ﺗﺳﺎﻋﺩﻫﻡ ﻋﻠﻰ ﺗﺫﻛﺭ ﺇﺑﺩﺍء ﺍﻟﺭﻋﺎﻳﺔ ﺍﻟﺟﻳﺩﺓ ﻟﻌﺎﻟﻣﻧﺎ ﺍﻟﻁﺑﻳﻌﻲ‪.‬‬

‫ُﻳﻌﺩ ﺗﺻﻣﻳﻡ ﺍﻟﺻﻭﺭ ﺃﻭ ﺍﻟﺻﻭﺭ ﺍﻟﻔﻭﺗﻭﻏﺭﺍﻓﻳﺔ ﺃﻭ ﺍﻟﻌﺭﻭﺽ ﺃﻭ‬

‫ﺃﻋﻣﺎﻝ ﺍﻟﻧﺣﺕ ﻁﺭﻳﻘﺔ ﺟﻳﺩﺓ ﻟﻣﺳﺎﻋﺩﺓ ﺍﻟﻧﺎﺱ ﻋﻠﻰ ﺗﺫﻛﺭ ﻋﺟﺎﺋﺏ‬
‫ﺍﻟﻁﺑﻳﻌﺔ‪.‬‬

‫ﻋﻧﺩﻣﺎ ﺗﺫﻛﺭ ﺍﻟﻧﺎﺱ ﺑﺄﻻ ﻳﺑﻌﺛﺭﻭﺍ ﺍﻟﻘﻣﺎﻣﺔ ﺃﻭ‬

‫ﻳﺗﻠﻔﻭﺍ ﺍﻷﺷﺟﺎﺭ ﺃﻭ ﺍﻟﺯﻫﻭﺭ‪ ،‬ﻓﺈﻧﻙ ﺑﺫﻟﻙ ﺗﺳﺎﻋﺩ‬
‫ﻓﻲ ﺍﻟﻣﺣﺎﻓﻅﺔ ﻋﻠﻰ ﺟﻣﺎﻝ ﻋﺎﻟﻣﻧﺎ‪.‬‬

‫‪۷۹‬‬
‫‪worldforumfoundation.org/nature‬‬ ‫ﺍﻟﻣﻌﻠﻡ‬
 ‫ﻣﻭﺍﺻﻠﺔ‬
‫ﺍﻟﻧﻣﻭ!‬ ‫ﻣﻭﺿﻭﻉ ﺍﻟﺭﻋﺎﻳﺔ‪ :‬ﺻﺣﺔ ﺍﻹﻧﺳﺎﻥ‪/‬ﺍﻹﺣﺳﺎﺱ ﺑﺎﻟﻌﺟﺎﺋﺏ‬

‫ﻣﺯﻳﺩ ﻣﻥ ﺍﻟﻣﺻﺎﺩﺭ ﺣﻭﻝ‬

‫ﻋﺟﺎﺋﺏ ﺍﻟﻁﺑﻳﻌﺔ‬
‫ﻛﺗﺏ ﺍﻷﻁﻔﺎﻝ‪:‬‬ ‫ﻣﻭﺍﻗﻊ ﺍﻟﻭﻳﺏ‪:‬‬
‫ﺳﻠﺳﻠﺔ ‪Look, Look…Look Again‬‬ ‫ﺍﻧﻘﺭ ﻫﻧﺎ ﻟﻠﺑﺣﺙ ﻋﻥ ﻧﺷﺎﻁ ﺧﺎﺹ ﺑﺎﻟﻌﺎﺋﻼﺕ ﻳُﺩﻋﻰ‬
‫)ﺍﻧﻅﺭ ﻭﺍﻧﻅﺭ ‪...‬ﻭﺍﻧﻅﺭ ﺛﺎﻧﻳﺔ(‬ ‫"ﺍﻟﺷﻲء ﺍﻟﺟﻣﻳﻝ ﺑﺎﻟﻧﺳﺑﺔ ﻟﻲ"‬
‫ﻣﻥ ﺗﺄﻟﻳﻑ "ﻛﻠﻳﺭ ﻭﺍﺭﺩﻳﻥ" ﻭ"ﻧﻳﻛﻲ ﺑﻭﺷﺎﻥ"‬ ‫)ﺍﻟﻣﺻﺩﺭ‪(www.natureexplore.org/families :‬‬

‫ﺍﻟﻣﻘﺎﻻﺕ‪:‬‬
‫)‪" (Essential not optional‬ﺿﺭﻭﺭﻱ ﻭﻟﻳﺱ ﺍﺧﺗﻳﺎﺭﻳًﺎ" ﻟـ "ﺳﻳﻭ ﺇﻟﻳﻭﺕ" )ﻣﺟﻠﺔ ‪) Exchange‬ﺇﻛﺳﺗﺷﻳﻧﺞ(‪ ،‬ﻣﺎﺭﺱ‪/‬ﺃﺑﺭﻳﻝ ‪(۲۰۱۰‬‬
‫)ﺍﻟﻣﺻﺩﺭ‪(www.childcareexchange.com :‬‬

‫‪" Nurturing Environmental Awareness in Children‬ﺗﻐﺫﻳﺔ ﺍﻟﻭﻋﻲ ﺍﻟﺑﻳﺋﻲ ﻟﺩﻯ ﺍﻷﻁﻔﺎﻝ" ﻟـ "ﻛﻳﻡ ﻫﺎﻳﺭﺯ"‬
‫ﻭﺭﺷﺔ ﻋﻣﻝ ﻟﻠﻣﺑﺗﺩﺋﻳﻥ ‪ ۹۹-٥۱/٥‬ﺧﺎﺻﺔ ﺑﻣﺟﻠﺔ "ﺇﻛﺳﺗﺷﻳﻧﺞ"‬
‫)ﺍﻟﻣﺻﺩﺭ‪(www.childcareexchange.com :‬‬

‫‪) Support Resilience by Connecting Children with Nature‬ﺗﻌﺯﻳﺯ ﺍﻟﻣﺭﻭﻧﺔ ﻣﻥ ﺧﻼﻝ ﺭﺑﻁ ﺍﻷﻁﻔﺎﻝ ﺑﺎﻟﻁﺑﻳﻌﺔ( ﻟـ "ﻛﺎﺭﻳﻥ ﺳﺗﻳﻔﻳﻧﺯ"‬
‫ﻭﺭﺷﺔ ﻋﻣﻝ ﻟﻠﻣﺑﺗﺩﺋﻳﻥ ‪ ۹۹-٥۲/۱۱‬ﺧﺎﺻﺔ ﺑﻣﺟﻠﺔ "ﺇﻛﺳﺗﺷﻳﻧﺞ"‬
‫)ﺍﻟﻣﺻﺩﺭ‪(www.childcareexchange.com :‬‬

‫ﺣﻘﺎﺋﻕ ﻣﻣﺗﻌﺔ ﺣﻭﻝ ﺟﻣﺎﻝ ﺍﻟﻁﺑﻳﻌﺔ!‬

‫ﻳﻣﻛﻥ ﺍﻻﻁﻼﻉ ﻋﻠﻰ ﺃﻭﺟﻪ ﺟﻣﺎﻝ ﺍﻟﻁﺑﻳﻌﺔ ﺑﻣﻘﺎﻳﻳﺱ ﻋﺩﺓ‪ ،‬ﺑﺩءًﺍ ﻣﻣﺎ ﻫﻭ ﻛﺑﻳﺭ ﻭﻣﻬﻳﺏ ﻭﺻﻭﻻً ﺇﻟﻰ ﻣﺎ ﻫﻭ ﻣﺟﻬﺭﻱ‪.‬‬
‫ﺍﻷﻛﺛﺭ ﺟﻣﺎﻻً ﻓﻲ ﺍﻟﻁﺑﻳﻌﺔ ﺍﻟﺗﻲ ﻳﻣﻛﻥ ﻋﺭﺿﻬﺎ ﻟﻸﻁﻔﺎﻝ‪:‬‬ ‫ﻭﻓﻳﻣﺎ ﻳﻠﻲ ﺑﻌﺽ ﺍﻷﻣﺎﻛﻥ ﺍﻟﻛﺑﻳﺭﺓ‬

‫ﺍﻟﻭﺍﺩﻱ ﺍﻟﻛﺑﻳﺭ )ﺟﺭﺍﻧﺩ ﻛﺎﻧﻳﻭﻥ( ﻓﻲ ﺍﻟﻭﻻﻳﺎﺕ ﺍﻟﻣﺗﺣﺩﺓ‬ ‫ﺍﻟﺣﺎﺟﺯ ﺍﻟﻣﺭﺟﺎﻧﻲ ﺍﻟﻌﻅﻳﻡ ﻓﻲ ﺃﺳﺗﺭﺍﻟﻳﺎ‬ ‫ﺟﺑﻝ ﺇﻓﺭﺳﺕ ﻓﻲ ﻧﻳﺑﺎﻝ‬

‫ﻓﻳﻣﺎ ﻳﻠﻲ ﺻﻭﺭﺓ ﻓﻭﺗﻭﻏﺭﺍﻓﻳﺔ ﻣﺟﻬﺭﻳﺔ ﻟﻣﻭﺍﺯﻳﻥ ﺇﺣﺩﻯ ﺍﻟﻔﺭﺍﺷﺎﺕ‪ .‬ﻳﻣﻛﻥ ﺍﻻﻁﻼﻉ‬
‫ﻋﻠﻰ ﻣﺯﻳﺩ ﻣﻥ ﺍﻟﺻﻭﺭ ﺍﻟﻔﻭﺗﻭﻏﺭﺍﻓﻳﺔ ﺍﻟﻣﺟﻬﺭﻳﺔ ﻟﻠﻁﺑﻳﻌﺔ ﻋﻠﻰ ﺍﻟﻣﻭﻗﻊ‪:‬‬

‫‪http://photography.nationalgeographic.com/photography/‬‬
‫‪photos/patterns-microscopic-earth/purple-diatoms-‬‬
‫‪photography.html‬‬

‫‪۸۰‬‬
‫‪worldforumfoundation.org/nature‬‬ ‫ﺍﻟﻣﻌﻠﻡ‬
 ‫ﺧﻭﺽ‬
‫ﻣﻐﺎﻣﺭﺓ!‬ ‫ﻣﻭﺿﻭﻉ ﺍﻟﺭﻋﺎﻳﺔ‪ :‬ﺻﺣﺔ ﺍﻹﻧﺳﺎﻥ‪/‬ﺍﻹﺣﺳﺎﺱ ﺑﺎﻟﻌﺟﺎﺋﺏ‬

‫ﻧﺻﺎﺋﺢ ﻟﻠﻣﻌﻠﻣﻳﻥ‬
‫ﺍﺳﺗﺧﺩﺍﻡ ﺃﻧﺷﻁﺔ "ﺗﺷﻛﻳﻠﺔ ﻣﺗﻧﻭﻋﺔ ﻋﻠﻰ ﻁﺑﻘﻲ"‬
‫• ﻣﻥ ﺧﻼﻝ ﺗﻌﺭﻳﻑ ﺍﻷﻁﻔﺎﻝ ﺑﻣﺗﻌﺔ "ﺍﻟﺗﺷﻛﻳﻠﺔ‬
‫ﺍﻟﻣﺗﻧﻭﻋﺔ" ﻣﻥ ﺍﻷﻁﻌﻣﺔ‪ ،‬ﻓﺈﻧﻙ ﺗﺳﺎﻋﺩﻫﻡ‬
‫ﻛﺫﻟﻙ ﻋﻠﻰ ﺗﻌﻠﻡ ﺍﻷﻛﻝ ﺍﻟﺻﺣﻲ ﻭﻗﻳﻣﺔ ﺍﻟﺗﻧﻭﻉ‬
‫ﺍﻟﺑﻳﻭﻟﻭﺟﻲ ﻓﻲ ﺍﻟﻧﺑﺎﺗﺎﺕ‪.‬‬

‫• ﺑﺎﻟﻧﺳﺑﺔ ﻟﻠﺟﺯء ﺍﻷﻭﻝ ﻣﻥ ﻫﺫﺍ ﺍﻟﻧﺷﺎﻁ‪ ،‬ﺣﺎﻭﻝ‬

‫ﺍﺧﺗﻳﺎﺭ ﻣﻌﻅﻡ ﺍﻟﻔﺎﻛﻬﺔ ﺃﻭ ﺍﻟﺧﺿﺭﺍﻭﺍﺕ ﺍﻟﺗﻲ‬
‫ﺗﻛﻭﻥ ﻣﺗﺎﺣﺔ ﻣﺣﻠﻳًﺎ ﺇﻥ ﺃﻣﻛﻥ‪ .‬ﺣﺎﻭﻝ ﺇﺗﺎﺣﺔ ﺛﻼﺛﺔ‬
‫ﺍﺧﺗﻳﺎﺭﺍﺕ ﺫﺍﺕ ﺃﻟﻭﺍﻥ ﻋﻠﻰ ﺍﻷﻗﻝ ﻟﻸﻁﻔﺎﻝ‪.‬‬

‫• ﻓﻛﺭ ﺟﻳ ًﺩﺍ ﻓﻲ ﻛﻳﻔﻳﺔ ﺍﻟﺗﺣﺿﻳﺭ ﻟﻬﺫﺍ ﺍﻟﻧﺷﺎﻁ ﻣﺑﻛﺭً ﺍ‪ .‬ﺇﺫﺍ ﻛﺎﻥ ﺍﻷﻁﻔﺎﻝ ﻛﺑﺎﺭً ﺍ ﺑﺩﺭﺟﺔ ﻛﺎﻓﻳﺔ‪،‬‬
‫ﻓﻳﻣﻛﻧﻬﻡ ﺍﻟﻣﺳﺎﻋﺩﺓ ﻓﻲ ﻗﻁﻊ ﺍﻟﻔﺎﻛﻬﺔ ﺃﻭ ﺍﻟﺧﺿﺭﺍﻭﺍﺕ ﺇﻟﻰ ﺃﺟﺯﺍء ﺻﻐﻳﺭﺓ ﺑﺣﻳﺙ ﻳﻣﻛﻥ ﺗﻧﺎﻭﻝ‬
‫ﺍﻟﻘﻁﻌﺔ ﻋﻠﻰ ﻣﺭﺓ ﻭﺍﺣﺩﺓ‪ .‬ﻭﻣﻊ ﺍﻷﻁﻔﺎﻝ ﺍﻷﺻﻐﺭ ﺳ ًﻧﺎ‪ ،‬ﻗﺩ ﻳﺣﺗﺎﺝ ﺍﻟﻛﺑﺎﺭ ﻟﻔﻌﻝ ﺫﻟﻙ ﻣﺳﺑ ًﻘﺎ‪.‬‬

‫• ﺿﻊ ﺃﻁﻌﻣﺔ ﻣﻠﻭﻧﺔ ﻣﺧﺗﻠﻔﺔ ﻓﻲ ﺃﻭﻋﻳﺔ ﻣﻧﻔﺻﻠﺔ‪ ،‬ﻣﻊ ﻭﺿﻊ ﻣﻠﻌﻘﺔ ﻛﺑﻳﺭﺓ ﻓﻲ ﻛﻝ ﻭﻋﺎء‪.‬‬
‫ﻭﺯﻉ ﺍﻷﻭﻋﻳﺔ ﻭﺍﺩﻉ ﺍﻷﻁﻔﺎﻝ ﺇﻟﻰ ﺃﻥ ﻳﺧﺩﻣﻭﺍ ﺃﻧﻔﺳﻬﻡ "ﺑﻧﻣﻁ ﻋﺎﺋﻠﻲ‪ ".‬ﻗﻡ ﺑﺗﺷﺟﻳﻊ ﺍﻷﻁﻔﺎﻝ‬
‫ﻋﻠﻰ ﺗﺟﺭﻳﺏ ﻛﺎﻓﺔ ﺍﻷﻟﻭﺍﻥ‪ ،‬ﻟﻛﻥ ﺍﺣﺭﺹ ﻋﻠﻰ ﺍﻟﺣﺩﻳﺙ ﻋﻥ ﺍﻻﺳﺗﻌﺎﻧﺔ ﺑﻣﺳﺎﻋﺩﺓ ﺑﺳﻳﻁﺔ‬
‫ﻣﻥ ﺍﻵﺧﺭﻳﻥ‪.‬‬

‫• ﺃﻋﻁ ﻛﻝ ﻁﻔﻝ ﻁﺑ ًﻘﺎ ﻣﻧﻔﺻﻼً ﻭﻣﻠﻌﻘﺔ ﺑﺣﻳﺙ ﻳﻣﻛﻧﻬﻡ ﻋﻣﻝ "ﺗﺷﻛﻳﻼﺗﻬﻡ ﺍﻟﻣﺗﻧﻭﻋﺔ" ﻋﻠﻰ‬
‫ﺍﻷﻁﺑﺎﻕ‪ .‬ﻗﺩﻡ ﺩﻋﻣًﺎ ﻟﻸﻁﻔﺎﻝ ﻓﻲ ﻋﻣﻝ ﺃﻧﻭﺍﻉ ﺃﺧﺭﻯ ﻣﻥ ﺍﻟﺗﺻﻣﻳﻣﺎﺕ ﺑﺎﺳﺗﺧﺩﺍﻡ ﺃﻁﻌﻣﺗﻬﻡ‪،‬‬
‫ﺇﻥ ﺭﻏﺑﻭﺍ ﻓﻲ ﺫﻟﻙ‪ ،‬ﺛﻡ ﺍﺩﻋﻬﻡ ﺇﻟﻰ ﺍﻻﺳﺗﻣﺗﺎﻉ ﺑﺗﻧﺎﻭﻝ ﺍﻷﺷﻛﺎﻝ ﺍﻟﺗﻲ ﺻﻣﻣﻭﻫﺎ‪.‬‬

‫• ﺗﺄﻛﺩ ﻣﻥ ﻧﻅﺎﻓﺔ ﺃﻳﺩﻱ ﺍﻷﻁﻔﺎﻝ ﻋﻧﺩ ﺍﻟﺑﺩء ﻓﻲ ﺗﻧﺎﻭﻝ ﺍﻷﻁﻌﻣﺔ‪.‬‬

‫• ﺑﺎﻟﻧﺳﺑﺔ ﻟﻠﺟﺯء ﺍﻟﺛﺎﻧﻲ ﻣﻥ ﻫﺫﺍ ﺍﻟﻧﺷﺎﻁ‪ ،‬ﺍﺣﺗﻔﻅ ﺑﺛﻣﺭﺓ ﻭﺍﺣﺩﺓ ﻋﻠﻰ ﺍﻷﻗﻝ ﻣﻥ ﻛﻝ ﻓﺎﻛﻬﺔ ﺃﻭ‬
‫ﺧﺿﺎﺭ ﻓﻲ ﺣﺎﻟﺗﻬﺎ ﺍﻟﻁﺑﻳﻌﻳﺔ )ﺑﺣﻳﺙ ﺗﻛﻭﻥ ﻗﺭﻳﺑﺔ ﻣﻥ ﻣﻅﻬﺭﻫﺎ ﺍﻟﺫﻱ ﺗﺑﺩﻭ ﻋﻠﻳﻪ ﺃﺛﻧﺎء ﻧﻣﻭﻫﺎ(‪.‬‬

‫ﺍﻵﻥ ﺍﺳﺗﺧﺩﻡ ﺃﻧﺷﻁﺔ "ﺗﺷﻛﻳﻠﺔ ﻣﺗﻧﻭﻋﺔ ﻋﻠﻰ ﻁﺑﻘﻲ" ﻣﻊ ﺍﻷﻁﻔﺎﻝ‪.‬‬

‫‪۸۱‬‬
‫‪worldforumfoundation.org/nature‬‬ ‫ﺍﻟﻣﻌﻠﻡ‬
 ‫ﺧﻭﺽ‬
‫ﻣﻐﺎﻣﺭﺓ!‬ ‫ﻣﻭﺿﻭﻉ ﺍﻟﺭﻋﺎﻳﺔ‪ :‬ﺍﻟﺻﺣﺔ ﺍﻟﺑﺷﺭﻳﺔ‪/‬ﺍﻷﻏﺫﻳﺔ ﻭﺍﻟﺣﺩﺍﺋﻕ‬

‫ﺗﺷﻛﻳﻠﺔ ﻣﺗﻧﻭﻋﺔ ﻋﻠﻰ ﻁﺑﻘﻲ‬

‫)ﺍﻟﺟﺯء ﺍﻷﻭﻝ(‬

‫ﺩﻋﻧﺎ ﻧﺻﻧﻊ ﺗﺷﻛﻳﻠﺔ ﻣﺗﻧﻭﻋﺔ ﻣﻥ ﺍﻟﻁﻌﺎﻡ ﻋﻠﻰ ﺃﻁﺑﺎﻗﻧﺎ!‬

‫ﻫﻝ ﺗﻌﻠﻡ ﺃﺳﻣﺎء ﺍﻷﻁﻌﻣﺔ؟‬

‫ﻫﻝ ﺗﻌﻠﻡ ﺃﻥ ﺟﺳﻣﻙ ﻳﻛﻭﻥ ﻓﻲ ﺣﺎﻟﺔ ﺻﺣﻳﺔ ﺃﻓﺿﻝ ﻋﻧﺩﻣﺎ ﻳﺗﻧﺎﻭﻝ‬

‫ﺃﻁﻌﻣﺔ ﺫﺍﺕ ﺃﻟﻭﺍﻥ )ﺃﻧﻭﺍﻉ( ﻛﺛﻳﺭﺓ ﻣﺧﺗﻠﻔﺔ؟‬

‫ﻭﺯﻉ ﺃﻭﻋﻳﺔ ﺍﻟﻁﻌﺎﻡ ﻭﺧﺫ ﺟﺯ ًءﺍ ﺑﺳﻳ ًﻁﺎ ﻣﻥ ﻛﻝ ﻟﻭﻥ ﻟﺗﺿﻌﻪ ﻋﻠﻰ‬
‫ﺍﻟﻁﺑﻕ ﺍﻟﻣﺧﺻﺹ ﻟﻙ‪.‬‬

‫ﺍﺧﻠﻁ ﻁﻌﺎﻣﻙ ﺑﺎﺳﺗﺧﺩﺍﻡ ﺍﻟﻣﻠﻌﻘﺔ ﻟﻌﻣﻝ ﺗﺷﻛﻳﻠﺔ ﻣﺗﻧﻭﻋﺔ ﺍﻷﻟﻭﺍﻥ‪.‬‬

‫ﺃﻭ…ﻓﻠﺭﺑﻣﺎ ﺗﺻﻣﻡ‬
‫ﺗﺷﻛﻳﻠﺔ ﻣﺧﺗﻠﻔﺔ‪.‬‬

‫ﺍﻵﻥ ﺗﻧﺎﻭﻝ ﺍﻟﺗﺷﻛﻳﻝ ﻣﺗﻧﻭﻉ ﺍﻷﻟﻭﺍﻥ ﺍﻟﺧﺎﺹ ﺑﻙ‪ .‬ﻳﺎﻡ!!‬

‫‪۸۲‬‬
‫‪w‬‬
‫‪worldforumfoundation.org/nature‬‬ ‫ﺍﻟﻣﻌﻠﻡ‪ :‬ﻁﺑﺎﻋﺔ ﻫﺫﻩ ﺍﻟﺻﻔﺣﺔ‬
 ‫ﺧﻭﺽ‬
‫ﻣﻐﺎﻣﺭﺓ!‬ ‫ﻣﻭﺿﻭﻉ ﺍﻟﺭﻋﺎﻳﺔ‪ :‬ﺍﻟﺻﺣﺔ ﺍﻟﺑﺷﺭﻳﺔ‪/‬ﺍﻷﻏﺫﻳﺔ ﻭﺍﻟﺣﺩﺍﺋﻕ‬

‫ﺗﺷﻛﻳﻠﺔ ﻣﺗﻧﻭﻋﺔ ﻋﻠﻰ ﻁﺑﻘﻲ‬

‫)ﺍﻟﺟﺯء ﺍﻟﺛﺎﻧﻲ(‬

‫ﻳﻭﺟﺩ ﻟﺩﻯ ﻣﻌﻠﻣﻙ ﻓﻭﺍﻛﻪ ﻭﺧﺿﺭﺍﻭﺍﺕ‬

‫ﻟﻡ ﻳﺗﻡ ﺗﻘﻁﻳﻌﻬﺎ ﺑﻌﺩ‪.‬‬
‫ﻓﻬﻝ ﻳﻣﻛﻧﻙ ﻣﻁﺎﺑﻘﺔ ﻫﺫﻩ ﺍﻟﻔﻭﺍﻛﻪ ﻭﺍﻟﺧﺿﺭﺍﻭﺍﺕ ﺑﺗﻠﻙ ﺍﻟﻘﻁﻊ ﺍﻟﺗﻲ ﺗﻧﺎﻭﻟﺗﻬﺎ ﻣﻧﺫ ﻗﻠﻳﻝ؟‬
‫ﻓﺎﻛﻬﺔ ﺍﻟﻛﻳﻭﻱ‬ ‫ﺍﻟﻁﻣﺎﻁﻡ‬

‫ﺃﻟﺳﻧﺎ ﻣﺣﻅﻭﻅﻳﻥ ﺑﺄﻥ ﺍﻟﻁﺑﻳﻌﺔ ﺗﻭﻓﺭ ﻟﻧﺎ ﺍﻷﻁﻌﻣﺔ ﺑﺄﻟﻭﺍﻥ ﻭﻣﺫﺍﻗﺎﺕ‬

‫ﻛﺛﻳﺭﺓ ﺟﻳﺩﺓ ﻟﻧﺗﻧﺎﻭﻟﻬﺎ؟‬

‫ﻣﺎ ﻫﻭ ﻟﻭﻧﻙ ﺍﻟﻣﻔﺿﻝ ﻣﻥ ﺍﻟﻁﻌﺎﻡ ﺍﻟﺫﻱ ﺗﺗﻧﺎﻭﻟﻪ؟ ﻫﻝ ﺗﻌﻠﻡ ﻣﺎﺫﺍ‬

‫ﻳُﻁﻠﻕ ﻋﻠﻳﻪ؟‬

‫ﻫﻝ ﻳﻣﻛﻧﻙ ﺭﺳﻡ ﺻﻭﺭﺓ ﻟﻠﻔﺎﻛﻬﺔ ﺃﻭ‬

‫ﺍﻟﺧﺿﺎﺭ ﺍﻟﻣﻔﺿﻝ ﻟﺩﻳﻙ ﺍﻟﺫﻱ ﺟﺭﺑﺗﻪ؟‬

‫ﻫﻝ ﺳﺗﺭﺳﻡ ﺑﺎﺳﺗﺧﺩﺍﻡ ﻗﻠﻡ‬

‫ﺭﺻﺎﺹ ﺃﻭ ﻁﺑﺎﺷﻳﺭ ﻣﻠﻭﻧﺔ؟‬
‫ﻓﻲ ﺍﻟﺗﺭﺍﺏ؟‬
‫ﺃﻭ ﺑﺎﺳﺗﺧﺩﻡ ﻗﻁﻌﺔ ﻁﺑﺎﺷﻳﺭ؟‬

‫‪۸۳‬‬
‫‪w‬‬
‫‪worldforumfoundation.org/nature‬‬ ‫ﺍﻟﻣﻌﻠﻡ‪ :‬ﻁﺑﺎﻋﺔ ﻫﺫﻩ ﺍﻟﺻﻔﺣﺔ‬
 ‫ﺍﻟﺷﺭﻭﻉ‬
‫ﻓﻲ ﺍﻟﻌﻣﻝ!‬ ‫ﻣﻭﺿﻭﻉ ﺍﻟﺭﻋﺎﻳﺔ‪ :‬ﺍﻟﺻﺣﺔ ﺍﻟﺑﺷﺭﻳﺔ‪/‬ﺍﻷﻏﺫﻳﺔ ﻭﺍﻟﺣﺩﺍﺋﻕ‬

‫ﺯﺭﺍﻋﺔ ﺗﺷﻛﻳﻠﺔ ﻣﺗﻧﻭﻋﺔ‬

‫ﻓﻲ ﺃﻭﻋﻳﺔ ﺣﺩﻳﻘﺔ‬
‫ﺍﻟﺗﺣﺩﺙ ﻋﻥ ﺯﺭﺍﻋﺔ ﺗﺷﻛﻳﻠﺔ ﻣﺗﻧﻭﻋﺔ‬
‫ﺳﺎﻋﺩ ﺍﻷﻁﻔﺎﻝ ﻋﻠﻰ ﺍﺧﺗﻳﺎﺭ ﺑﺫﻭﺭ ﺧﺿﺭﺍﻭﺍﺕ ﺃﻭ ﻧﺑﺎﺗﺎﺕ ﺻﻐﻳﺭﺓ ﻳﻣﻛﻥ ﺯﺭﺍﻋﺗﻬﺎ ﻓﻲ ﻭﻋﺎء‪.‬‬
‫ﺗﺣﺩﺙ ﻣﻊ ﺍﻷﻁﻔﺎﻝ ﻋﻥ ﺍﺧﺗﻳﺎﺭ ﺃﻛﺛﺭ ﻣﻥ ﻟﻭﻥ ﻣﻥ ﺃﻟﻭﺍﻥ ﺍﻟﺧﺿﺭﺍﻭﺍﺕ ﺑﺣﻳﺙ ﻳﻣﻛﻧﻬﻡ ﻋﻣﻝ‬
‫"ﺗﺷﻛﻳﻠﺔ ﻣﺗﻧﻭﻋﺔ" ﻣﻥ ﺍﻷﻁﻌﻣﺔ ﻓﻲ ﺃﻭﻋﻳﺔ ﺣﺩﻳﻘﺗﻬﻡ‪.‬‬

‫ﺍﺑﺩﺃ ﺍﻟﺯﺭﺍﻋﺔ ﺍﻵﻥ‬

‫‪ .۱‬ﺍﺧﺗﺭ ﻭﻋﺎ ًء‪ .‬ﻭﺗﻧﺎﺳﺏ ﺻﻧﺎﺩﻳﻕ ﺍﻟﻣﺯﺍﺭﻉ ﻭﺍﻟﺑﺭﺍﻣﻳﻝ ﺍﻟﺧﺷﺑﻳﺔ‬
‫ﻭﺍﻟﺳﻼﺕ ﺍﻟﻣﻌﻠﻘﺔ ﻭﺃﺻﻳﺹ ﺍﻟﺯﻫﻭﺭ ﺍﻟﻛﺑﻳﺭﺓ ﺗﻧﺎﺳﺏ ﻫﺫﺍ ﺍﻟﻐﺭﺽ ﺟﻳ ًﺩﺍ‪.‬‬

‫ﺿﻊ ﻓﻲ ﺍﻋﺗﺑﺎﺭﻙ ﺍﻟﻣﺑﺎﺩﺉ ﺍﻟﺗﻭﺟﻳﻬﻳﺔ ﺍﻟﺗﺎﻟﻳﺔ ﻋﻧﺩ ﺍﺧﺗﻳﺎﺭ ﺍﻟﻭﻋﺎء‪:‬‬

‫ﺗﺟﻧﺏ ﺍﻷﻭﻋﻳﺔ ﺫﺍﺕ ﺍﻟﻔﺗﺣﺎﺕ ﺍﻟﺿﻳﻘﺔ‪.‬‬ ‫•‬

‫ﺳﻭﻑ ﻳﺣﺩﺩ ﺣﺟﻡ ﺍﻟﻧﺑﺎﺗﺎﺕ ﺍﻟﻣﻁﻠﻭﺏ ﺯﺭﺍﻋﺗﻬﺎ ﻭﻋﺩﺩﻫﺎ ﺣﺟﻡ ﺍﻟﻭﻋﺎء ﺍﻟﻣﺳﺗﺧﺩﻡ‪ .‬ﺗﺗﻁﻠﺏ ﺍﻟﺧﺿﺭﺍﻭﺍﺕ‬ ‫•‬
‫ﻋﻣﻳﻘﺔ ﺍﻟﺟﺫﻭﺭ ﺃﻭﻋﻳﺔ ﻋﻣﻳﻘﺔ‪.‬‬
‫ﺗﺄﻛﺩ ﻣﻥ ﻭﺟﻭﺩ ﻧﻅﺎﻡ ﺗﺻﺭﻳﻑ ﻣﻧﺎﺳﺏ ﺑﺎﻟﻭﻋﺎء‪ .‬ﻳﺟﺏ ﺃﻥ ﺗﻛﻭﻥ ﺍﻟﺛﻘﻭﺏ ‪ ۱/۲‬ﺑﻭﺻﺔ ﻋﺭﺿًﺎ‪ .‬ﻗﻡ ﺑﺗﺑﻁﻳﻥ ﻗﺎﻋﺩﺓ ﺍﻟﻭﻋﺎء ﺑﺎﺳﺗﺧﺩﺍﻡ ﺻﺣﻳﻔﺔ ﻟﻣﻧﻊ ﻓﻘﺩﺍﻥ ﺍﻟﺗﺭﺑﺔ‪.‬‬ ‫•‬
‫ﻓﻲ ﺍﻷﺟﻭﺍء ﺍﻟﺣﺎﺭﺓ‪ ،‬ﺍﺳﺗﺧﺩﻡ ﺃﻭﻋﻳﺔ ﺫﺍﺕ ﺃﻟﻭﺍﻥ ﻓﺎﺗﺣﺔ ﻟﺗﻘﻠﻳﻝ ﺍﻣﺗﺻﺎﺹ ﺍﻟﺣﺭﺍﺭﺓ ﻭﺗﺛﺑﻳﻁ ﻧﻣﻭ ﺍﻟﺟﺫﻭﺭ ﻏﻳﺭ ﺍﻟﻣﺗﺳﺎﻭﻳﺔ‪.‬‬ ‫•‬
‫ﺿﻊ ﺍﻷﻭﻋﻳﺔ ﻋﻠﻰ ﻁﻭﺏ ﺃﻭ ﻛﺗﻝ ﺧﺷﺑﻳﺔ ﺃﻭ ﺣﺟﺭﻳﺔ ﻹﺗﺎﺣﺔ ﺍﻟﺗﺻﺭﻳﻑ ﺑﺷﻛﻝ ﺍﻧﺳﻳﺎﺑﻲ‪.‬‬ ‫•‬
‫ﻗﻡ ﺑﺗﺑﻁﻳﻥ ﺍﻟﺳﻼﺕ ﺍﻟﻣﻌﻠﻘﺔ ﺑﺎﺳﺗﺧﺩﺍﻡ ﺍﻟﻁﺣﻠﺏ ﻟﻠﺣﻔﺎﻅ ﻋﻠﻰ ﺍﻟﻣﺎء‪ .‬ﺍﺣﻔﻅ ﺍﻟﺳﻼﺕ ﺑﻌﻳ ًﺩﺍ ﻋﻥ ﺷﻣﺱ ﺍﻟﻅﻬﻳﺭﺓ‪.‬‬ ‫•‬
‫ﺇﺫﺍ ﺍﺧﺗﺭﺕ ﺃﻭﻋﻳﺔ ﻓﺧﺎﺭﻳﺔ‪ ،‬ﻓﺗﺫﻛﺭ ﺃﻥ ﺍﻟﻔﺧﺎﺭ ﺑﻪ ﻣﺳﺎﻡ ﻭ ُﺗﻔﻘﺩ ﺍﻟﻣﻳﺎﻩ ﻣﻥ ﺃﺟﻧﺎﺏ ﺍﻟﻭﻋﺎء‪.‬‬ ‫•‬

‫‪ .۲‬ﺃﺿﻑ ﺧﻠﻳﻁ ﺯﺭﺍﻋﺔ‪ .‬ﺗﺄﻛﺩ ﻣﻥ ﺃﻥ ﺧﻠﻳﻁ ﺍﻟﺯﺭﺍﻋﺔ ﻳﺟﻑ ﺳﺭﻳﻌًﺎ‬

‫ﻣﺗﺳﺎﻭ‪.‬‬
‫ٍ‬ ‫ﻧﺣﻭ‬ ‫ﻋﻠﻰ‬ ‫ﻟﻛﻧﻪ ﻗﺎﺩﺭ ﻋﻠﻰ ﺍﻻﺣﺗﻔﺎﻅ ﺑﺭﻁﻭﺑﺔ ﻛﺎﻓﻳﺔ ﻹﺑﻘﺎء ﺍﻟﺟﺫﻭﺭ ﺭﻁﺑﺔ‬

‫ﺇﺫﺍ ﻛﺎﻥ ﻟﺩﻳﻙ ﺳﻣﺎﺩ‪ ،‬ﻓﺈﻥ ﻣﻥ ﺷﺄﻧﻪ ﺃﻥ ﻳﺷﻛﻝ ﺗﺭﺑﺔ ﻣﻣﺗﺎﺯﺓ ﺩﺍﺧﻝ ﺍﻟﻭﻋﺎء‪.‬‬

‫ﺗﺣﻘﻕ ﻣﻥ ﻣﺗﻁﻠﺑﺎﺕ ﺍﻟﻧﺑﺎﺗﺎﺕ ﺍﻟﺗﻲ ﺗﻘﻭﻡ ﺑﺯﺭﺍﻋﺗﻬﺎ ﻟﺗﺭﻯ ﻣﺎ ﺇﺫﺍ ﻛﻧﺕ ﺑﺣﺎﺟﺔ ﺇﻟﻰ ﺇﺿﺎﻓﺔ ﺭﻣﻝ ﻣﻥ ﻋﺩﻣﻪ‪ .‬ﻭﺇﺫﺍ ﻟﻡ ﻳﺗﻭﻓﺭ ﺍﻟﺳﻣﺎﺩ‪ ،‬ﻓﺎﺷﺗﺭ ﺧﻠﻳﻁ ﺯﺭﺍﻋﺔ‬
‫ﻓﻲ ﺍﻷﻭﻋﻳﺔ ﺫﺍ ﻧﻭﻋﻳﺔ ﺟﻳﺩﺓ ﺃﻭ ﻗﻡ ﺑﺗﺣﺿﻳﺭ ﺍﻟﺧﻠﻳﻁ ﺍﻟﺧﺎﺹ ﺑﻙ ﺑﺎﺳﺗﺧﺩﺍﻡ ﺃﺟﺯﺍء ﻣﺗﺳﺎﻭﻳﺔ ﻣﻥ ﺍﻟﺭﻣﺎﻝ ﻭﺗﺭﺑﺔ ﺍﻟﺣﺩﺍﺋﻕ )ﻭﺍﻟﺑﻳﺕ ﻣﻭﺱ )ﻧﺎﺗﺞ ﻣﻥ ﻧﻭﻋﻳﺔ‬
‫ﻣﻥ ﺍﻟﻁﺣﺎﻟﺏ( ﺇﺫﺍ ﻛﺎﻥ ﻣﺗﺎﺣً ﺎ(‪.‬‬

‫ﻋﻧﺩ ﺇﺿﺎﻓﺔ ﺍﻟﺗﺭﺑﺔ ﺇﻟﻰ ﺍﻟﻭﻋﺎء‪ ،‬ﺍﺗﺭﻙ ﻣﺳﺎﺣﺔ ‪ ۲‬ﺑﻭﺻﺔ ﺑﻳﻥ ﺃﻋﻠﻰ ﺍﻟﺗﺭﺑﺔ ﻭﺃﻋﻠﻰ ﺍﻟﻭﻋﺎء‪ .‬ﻓﺳﻳﻛﻭﻥ ﺑﻭﺳﻌﻙ ﺣﻳﻧﺋﺫ ﺇﺿﺎﻓﺔ ‪ ۱/۲‬ﺑﻭﺻﺔ ﻣﻥ ﺍﻟﺗﺭﺑﺔ ﺃﻭ‬
‫ﺃﻛﺛﺭ ﻣﻥ ﺫﻟﻙ ﻻﺣ ًﻘﺎ‪.‬‬

‫‪ .۳‬ﻣﺎ ﻧﻭﻉ ﺍﻟﻧﺑﺎﺗﺎﺕ ﺍﻟﻣﻣﻛﻥ ﺯﺭﺍﻋﺗﻬﺎ؟ ﻓﻳﻣﺎ ﻳﻠﻲ ﺑﻌﺽ ﺍﻷﻓﻛﺎﺭ‪:‬‬

‫ﺍﻟﻔﺎﺻﻭﻟﻳﺎ )ﺍﻟﻧﻭﻉ ﺍﻟﻁﺎﺯﺝ ﺃﻭ ﻧﻭﻉ ﺍﻟﻠﻳﻣﺎ( ﻭﺍﻟﺷﻣﻧﺩﺭ ﻭﺍﻟﺑﺭﻭﻛﻠﻲ ﻭﺍﻟﻘﺭﻧﺑﻳﻁ ﻭﺍﻟ ُﻛﺭﻧﺏ‪ ،‬ﻭﺍﻟﺟﺯﺭ ﻭﺍﻟﺧﻳﺎﺭ ﻭﺍﻟﺑﺎﺫﻧﺟﺎﻥ ﻭﺍﻟﺳﺑﺎﻧﺦ ﻭﺍﻟﻘﺭﻉ ﻭﺍﻟﻁﻣﺎﻁﻡ ﻭﺍﻟﻛﻭﺳﺎ‬

‫ﺍﻟﻣﺻﺩﺭ‪) Guide to Container Gardening :‬ﺩﻟﻳﻝ ﺍﻟﺯﺭﺍﻋﺔ ﻓﻲ ﺍﻷﻭﻋﻳﺔ(‬

‫‪www.gardenguides.com/685-guide-container-gardnening.html‬‬

‫‪۸٤‬‬
‫‪worldforumfoundation.org/nature‬‬ ‫ﺍﻟﻣﻌﻠﻡ‬
 ‫ﺍﻹﺷﺎﺩﺓ‬
‫ﺑﺎﻟﻔﻌﻝ!‬ ‫ﻣﻭﺿﻭﻉ ﺍﻟﺭﻋﺎﻳﺔ‪ :‬ﺍﻟﺻﺣﺔ ﺍﻟﺑﺷﺭﻳﺔ‪/‬ﺍﻷﻏﺫﻳﺔ ﻭﺍﻟﺣﺩﺍﺋﻕ‬

‫ﺯﺭﺍﻋﺔ ﺍﻟﻐﺫﺍء ﺍﻟﺻﺣﻲ‬

‫ﺃﻣﺭ ﺟﻳﺩ ﻟﻠﻧﺎﺱ ﻭﻟﻌﺎﻟﻣﻧﺎ‬

‫ﺭﺳﺎﻟﺔ ﺇﻟﻰ ﺍﻟﻣﻌﻠﻣﻳﻥ‬

‫ُﺗﻌﺩ ﺍﻟﺳﻧﻭﺍﺕ ﺍﻷﻭﻟﻰ ﺃﻭﻗﺎﺕ ﻣﺛﺎﻟﻳﺔ ﻟﺗﺄﺻﻳﻝ ﻋﺎﺩﺍﺕ ﺃﻛﻝ ﺻﺣﻳﺔ‪ .‬ﻋﻧﺩﻣﺎ ﻳﺯﺭﻉ‬
‫ﺍﻷﻁﻔﺎﻝ ﻁﻌﺎﻣﻬﻡ ﺍﻟﺧﺎﺹ‪ ،‬ﻓﺈﻧﻪ ﻳﻛﻭﻥ ﻟﺩﻳﻬﻡ ﻋﻠﻰ ﺍﻷﺭﺟﺢ ﺭﻏﺑﺔ ﻓﻲ ﺗﺫﻭﻕ ﻣﺎ‬
‫ﺯﺭﻋﺗﻪ ﺃﻳﺩﻳﻬﻡ‪ .‬ﻭﺗﻭﻓﺭ ﺍﻟﻔﺎﻛﻬﺔ ﻭﺍﻟﺧﺿﺭﺍﻭﺍﺕ ﺍﻟﻁﺎﺯﺟﺔ ﺍﻟﻔﻳﺗﺎﻣﻳﻧﺎﺕ ﻭﺍﻟﻣﻌﺎﺩﻥ‬
‫ﻭﺍﻷﻟﻳﺎﻑ ﺩﻭﻥ ﺍﺣﺗﻭﺍﺋﻬﺎ ﻋﻠﻰ ﺍﻟﻛﺛﻳﺭ ﻣﻥ ﺍﻟﺳﻌﺭﺍﺕ ﺍﻟﺣﺭﺍﺭﻳﺔ‪ .‬ﻭﻳﺟﺏ ﺃﻥ ﺗﻛﻭﻥ‬
‫ﻫﺫﻩ ﺍﻷﻁﻌﻣﺔ ﺍﻟﻐﻧﻳﺔ ﺑﺎﻟﻣﻐﺫﻳﺎﺕ ﺟﺯءًﺍ ﻣﻥ ﺍﻟﻧﻅﺎﻡ ﺍﻟﻐﺫﺍﺋﻲ ﺍﻟﺻﺣﻲ ﻟﻸﻁﻔﺎﻝ‪.‬‬

‫ﺇﻥ ﺇﺭﺳﺎء ﺍﺗﺻﺎﻝ ﺷﺧﺻﻲ ﺑﺎﻟﻧﺑﺎﺗﺎﺕ ﺍﻟﺗﻲ ﺗﻭﻓﺭ ﺍﻟﻁﻌﺎﻡ ﻣﻥ ﺷﺄﻧﻪ ﺃﻥ ﻳﻭﻁﺩ‬
‫ً‬
‫ﺍﺭﺗﺑﺎﻁﺎ ﻋﺎﻁﻔﻳًﺎ ﺗﺟﺎﻩ ﺍﻷﻛﻝ ﺍﻟﺻﺣﻲ‪.‬‬

‫ﺳﺎﻋﺩ ﺍﻷﻁﻔﺎﻝ ﻋﻠﻰ ﺍﻟﺷﻌﻭﺭ ﺑﺎﻟﺭﺿﺎ ﺗﺟﺎﻩ ﺟﻬﻭﺩﻫﻡ ﻣﻥ ﺧﻼﻝ ﻣﺷﺎﺭﻛﺔ ﺍﻟﺭﺳﺎﺋﻝ‬
‫ﺍﻹﻳﺟﺎﺑﻳﺔ ﺍﻟﺗﺎﻟﻳﺔ ﻣﻌﻬﻡ‪:‬‬

‫ﻋﻧﺩ ﺗﻧﺎﻭﻝ ﺍﻟﻁﻌﺎﻡ ﺍﻟﺫﻱ ﺯﺭﻋﺗﻪ ﺑﻧﻔﺳﻙ‪ ،‬ﻓﺈﻥ ﺟﺳﻣﻙ ﺳﻳﺗﻣﺗﻊ ﺑﺻﺣﺔ ﺃﻓﺿﻝ‪.‬‬ ‫•‬

‫ﺇﻥ ﺗﻧﺎﻭﻝ ﺍﻟﻔﺎﻛﻬﺔ ﻭﺍﻟﺧﺿﺭﺍﻭﺍﺕ ﺍﻟﻁﺎﺯﺟﺔ ﻳﻣﺩ ﺍﻟﺟﺳﻡ ﺑﺎﻟﻣﻭﺍﺩ ﺍﻟﻣﻐﺫﻳﺔ ﺍﻟﺗﻲ ﺗﺳﺎﻋﺩ‬ ‫•‬
‫ﻋﻠﻰ ﻧﻣﻭﻩ ﺑﺷﻛﻝ ﺃﻛﺑﺭ ﻭﺃﻗﻭﻯ‪.‬‬

‫ﻋﻧﺩﻣﺎ ﺗﻘﻭﻡ ﺑﺯﺭﺍﻋﺔ ﺃﻧﻭﺍﻉ ﻣﺧﺗﻠﻔﺔ ﻣﻥ ﺍﻟﺧﺿﺭﺍﻭﺍﺕ‪ ،‬ﻓﺈﻥ ﺫﻟﻙ ﻳﺳﺎﻋﺩ ﺍﻟﻌﺎﻟﻡ ﻋﻠﻰ ﺃﻥ‬ ‫•‬
‫ﻳﻛﻭﻥ ﻓﻲ ﺣﺎﻟﺔ ﺻﺣﻳﺔ ﺃﻓﺿﻝ ﺃﻳﺿًﺎ‪.‬‬

‫ﺇﻥ ﺍﻟﺯﺭﺍﻋﺔ ﻓﻲ ﺃﻭﻋﻳﺔ ﺣﺩﺍﺋﻕ ﺧﺎﺻﺔ ﺑﻙ ﺳﻭﻑ ﺗﺿﻳﻑ ﺇﻟﻰ ﺍﻟﺗﻧﻭﻉ ﺍﻟﺑﻳﻭﻟﻭﺟﻲ‬ ‫•‬
‫ﻟﻠﻧﺑﺎﺗﺎﺕ ﻓﻲ ﻋﺎﻟﻣﻧﺎ‪ ،‬ﻭﻫﺫﺍ ﺃﻣﺭ ﺭﺍﺋﻊ!‬

‫ﺇﻥ ﺯﺭﺍﻋﺔ ﺍﻟﻣﺣﺎﺻﻳﻝ ﺍﻟﻐﺫﺍﺋﻳﺔ ﻣﺣﻠ ًﻳﺎ ﻷﻣﺭ ﺟﻳﺩ‪.‬‬ ‫•‬

‫ﻋﻧﺩﻣﺎ ﺗﺗﻧﺎﻭﻝ ﻁﻌﺎﻣًﺎ ﺗﻣﺕ ﺯﺭﺍﻋﺗﻪ ﻓﻲ ﻣﻧﻁﻘﺗﻙ‪ ،‬ﻓﺈﻧﻙ ﺗﻘﻠﻝ ﻣﻥ ﺍﺳﺗﺧﺩﺍﻡ ﻣﻭﺍﺭﺩ‬ ‫•‬
‫ﻋﺎﻟﻣﻧﺎ ﻟﻌﺩﻡ ﺍﻻﺿﻁﺭﺍﺭ ﺇﻟﻰ ﺇﺭﺳﺎﻝ ﺍﻟﻐﺫﺍء ﺑﺎﻟﻁﺎﺋﺭﺓ ﺃﻭ ﺇﺣﺿﺎﺭﻩ ﻓﻲ ﺷﺎﺣﻧﺎﺕ ﻣﻥ‬
‫ﻣﺳﺎﻓﺎﺕ ﺑﻌﻳﺩﺓ‪.‬‬

‫‪۸٥‬‬
‫‪worldforumfoundation.org/nature‬‬ ‫ﺍﻟﻣﻌﻠﻡ‬
 ‫ﻣﻭﺍﺻﻠﺔ‬
‫ﺍﻟﻧﻣﻭ!‬ ‫ﻣﻭﺿﻭﻉ ﺍﻟﺭﻋﺎﻳﺔ‪ :‬ﺍﻟﺻﺣﺔ ﺍﻟﺑﺷﺭﻳﺔ‪/‬ﺍﻷﻏﺫﻳﺔ ﻭﺍﻟﺣﺩﺍﺋﻕ‬

‫ﻣﺯﻳﺩ ﻣﻥ ﺍﻟﻣﺻﺎﺩﺭ‬
‫ﺣﻭﻝ ﺍﻟﻐﺫﺍء ﺍﻟﺻﺣﻲ‬
‫ﻣﻭﺍﻗﻊ ﺍﻟﻭﻳﺏ‪:‬‬

‫‪www.recipeatlas.com‬‬
‫ﺃﻁﻠﺱ ﺍﻟﻭﺻﻔﺎﺕ )ﻣﺻﺩﺭ ﺍﻟﻭﺻﻔﺎﺕ ﺍﻟﻌﺎﻟﻣﻳﺔ ﻋﺑﺭ ﺍﻹﻧﺗﺭﻧﺕ(‬

‫‪www.cphn.org‬‬
‫ﺃﺳﺑﺎﺏ ﺍﻫﺗﻣﺎﻡ ﺍﻟﻘﺎﺋﻣﻳﻥ ﻋﻠﻰ ﺭﻋﺎﻳﺔ ﺍﻟﻁﻔﻝ ﺑﺎﻟﻭﻗﺎﻳﺔ ﻣﻥ ﺍﻟﺳﻣﻧﺔ‬
‫)ﻣﺭﻛﺯ ﺍﻟﺻﺣﺔ ﺍﻟﻌﺎﻣﺔ ﺍﻟﺗﺎﺑﻊ ﻟﺟﺎﻣﻌﺔ ﻭﺍﺷﻧﻁﻥ(‬

‫‪www.earlysprouts.org‬‬
‫ﺑﺭﺍﻋﻡ ﺻﻐﻳﺭﺓ‪ :‬ﺯﺭﺍﻋﺔ ﺍﻟﺧﻳﺎﺭﺍﺕ ﺍﻟﻐﺫﺍﺋﻳﺔ ﺍﻟﺻﺣﻳﺔ‬

‫ﺣﻘﺎﺋﻕ ﻣﻣﺗﻌﺔ ﺣﻭﻝ‬

‫ﺍﻟﻐﺫﺍء ﺍﻟﺻﺣﻲ‬
‫ﻫﻝ ﺗﻌﻠﻡ ﺃﻥ ﺍﻟﻁﻣﺎﻁﻡ ُﺗﻌﺗﺑﺭ ﺧﺿﺎﺭً ﺍ ﻟﺩﻯ ﺑﻌﺽ ﺍﻟﻧﺎﺱ ﻭﻓﺎﻛﻬﺔ ﻋﻧﺩ ﺁﺧﺭﻳﻥ؟ ﻛﻣﺎ ﺃﻧﻬﺎ ُﺗﻌﺩ‬ ‫•‬
‫ﻭﺍﺣﺩﺓ ﻣﻥ ﺍﻷﻁﻌﻣﺔ ﺍﻷﻛﺛﺭ ﺷﻌﺑﻳﺔ ﻓﻲ ﺍﻟﻌﺎﻟﻡ‪.‬‬

‫ﻫﻝ ﺗﻌﻠﻡ ﺃﻥ ﻓﻭﻝ ﺍﻟﺻﻭﻳﺎ ﻳﺗﻡ ﺗﻧﺎﻭﻟﻪ‬ ‫•‬

‫ﺑﻭﺍﺳﻁﺔ ﺃﻛﺛﺭ ﻣﻥ ﺛﻠﺛﻲ ﺳﻛﺎﻥ ﺍﻟﻌﺎﻟﻡ؟‬

‫‪۸٦‬‬
‫‪worldforumfoundation.org/nature‬‬ ‫ﺍﻟﻣﻌﻠﻡ‬