Simulador de erosão: uma ferramenta prática para entender a degradação do solo
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Em diálogo com os acontecimentos relativos às enchentes que destruíram inúmeras cidades no Rio Grande do Sul em 2024, a proposta investigativa realizada foi a construção de um simulador de erosão para evidenciar os problemas associados à erosão do solo. Simuladores de erosão são ferramentas valiosas para ensino, pesquisa e extensão, demonstrando os efeitos da erosão em diferentes cenários e condições, conscientizando o público sobre a preservação do solo. Como fazer com que os alunos entendam a erosão utilizando o simulador? Observar como a cobertura do solo reflete na conservação, fazer relações com o ambiente erosivo, desenvolver protagonismo dos alunos em situações investigativas, e realizar momentos práticos para melhorar compreensão do tema. A turma escolhida para a atividade foi o 4o ano B, e o planejamento foi feito levando em conta o tempo disponível e a colaboração dos alunos. Inicialmente, foi verificado o conhecimento prévio dos estudantes sobre o tema. Em seguida, foi criada uma lista com a seleção dos materiais necessários para a aula prática. Realizou-se uma aula expositiva seguida de uma roda de conversa. Para a atividade prática, foram utilizadas três garrafas PET cortadas ao meio. Na primeira garrafa, foi colocada terra sem nenhum tipo de cobertura vegetal, representando um solo completamente exposto; na segunda, foi adicionada terra com uma cobertura vegetal seca, simbolizando um solo parcialmente protegido; e na terceira, a terra foi coberta com vegetação viva, ilustrando um solo totalmente protegido (nesse caso, utilizei galhos de árvores, além de folhas secas e verdes, simulando um ambiente florestal). Para simular a chuva, foi utilizado um regador. A análise do comportamento do solo foi feita visualmente, observando a cor da água que ficou retida nas garrafas. Foram seguidos alguns passos para que a atividade fosse finalizada com sucesso, integrando teoria e prática para estruturar e organizar as ideias, além de desenvolver narrativas. Para concluir, os alunos elaboraram uma ficha simples com as perguntas definidas, onde deveriam descrever o que foi realizado na aula prática e o que aprenderam com o experimento.
In dialogue with the events related to the floods that destroyed numerous cities in Rio Grande do Sul in 2024, the investigative proposal carried out was to build an erosion simulator to highlight the problems associated with soil erosion. Erosion simulators are valuable tools for teaching, research, and extension, demonstrating the effects of erosion in different scenarios and conditions, raising public awareness about soil preservation. How can students understand erosion using the simulator? Observe how soil cover reflects conservation, make connections with the erosive environment, develop student protagonism in investigative situations, and carry out practical moments to improve understanding of the topic. The class chosen for the activity was 4th grade B, and the planning was done taking into account the time available and the students' collaboration. Initially, the students' prior knowledge on the topic was verified. Then, a list was created with the selection of materials needed for the practical class. An expository class was held followed by a discussion circle. For the practical activity, three PET bottles cut in half were used. In the first bottle, soil without any type of plant cover was placed, representing completely exposed soil; in the second, soil with dry plant cover was added, symbolizing partially protected soil; and in the third, the soil was covered with living vegetation, illustrating completely protected soil (in this case, I used tree branches, in addition to dry and green leaves, simulating a forest environment). To simulate rain, a watering can was used. The analysis of the soil's behavior was done visually, observing the color of the water that was retained in the bottles. Some steps were followed so that the activity could be completed successfully, integrating theory and practice to structure and organize ideas, in addition to developing narratives. To conclude, the students prepared a simple form with defined questions, where they should describe what was done in the practical class and what they learned from the experiment.
In dialogue with the events related to the floods that destroyed numerous cities in Rio Grande do Sul in 2024, the investigative proposal carried out was to build an erosion simulator to highlight the problems associated with soil erosion. Erosion simulators are valuable tools for teaching, research, and extension, demonstrating the effects of erosion in different scenarios and conditions, raising public awareness about soil preservation. How can students understand erosion using the simulator? Observe how soil cover reflects conservation, make connections with the erosive environment, develop student protagonism in investigative situations, and carry out practical moments to improve understanding of the topic. The class chosen for the activity was 4th grade B, and the planning was done taking into account the time available and the students' collaboration. Initially, the students' prior knowledge on the topic was verified. Then, a list was created with the selection of materials needed for the practical class. An expository class was held followed by a discussion circle. For the practical activity, three PET bottles cut in half were used. In the first bottle, soil without any type of plant cover was placed, representing completely exposed soil; in the second, soil with dry plant cover was added, symbolizing partially protected soil; and in the third, the soil was covered with living vegetation, illustrating completely protected soil (in this case, I used tree branches, in addition to dry and green leaves, simulating a forest environment). To simulate rain, a watering can was used. The analysis of the soil's behavior was done visually, observing the color of the water that was retained in the bottles. Some steps were followed so that the activity could be completed successfully, integrating theory and practice to structure and organize ideas, in addition to developing narratives. To conclude, the students prepared a simple form with defined questions, where they should describe what was done in the practical class and what they learned from the experiment.
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TONDO, Daniela Zonin. Simulador de erosão: uma ferramenta prática para entender a degradação do solo. 2025. Trabalho de Conclusão de Curso (Especialização em Ensino de Ciências – Ciência é Dez!) – Instituto Federal de Santa Catarina, Criciúma, 2025.