The document summarizes key concepts about the solar system, seasons, the moon, and eclipses. It explains that the Earth's tilted axis causes seasons as different parts of the Earth receive different amounts of sunlight throughout the year. It also describes how the moon's phases occur as the moon orbits Earth and rotates on its axis, always showing Earth the same side. Finally, it defines eclipses as shadows cast by celestial bodies and notes that lunar eclipses occur when the moon passes through Earth's shadow, while solar eclipses happen when the moon blocks sunlight from reaching parts of Earth.
The document summarizes key facts about the moon. It notes that the moon rotates on its own axis, orbits Earth in 27.8 days, and moves with Earth around the sun. It influences ocean tides and stabilizes Earth's axial tilt, regulating our seasons. Dark spots on the moon are craters formed by impacts. The document also defines a lunar eclipse as occurring when Earth is between the sun and moon, darkening the moon.
The document discusses eclipses of the sun and moon through various quotes and descriptions. It provides background on solar eclipses, noting that there are three types - annular, partial and total - and details like their frequency and visibility. It also covers lunar eclipses and explains why the moon appears red during an eclipse due to atmospheric filtering of light. Upcoming eclipses are listed, though none will be fully visible from the location.
The document summarizes how seasons occur due to the tilt of the Earth's axis and its orbit around the sun. As the Earth orbits the sun over the course of a year, the amount of sunlight each part of the planet receives changes, causing seasons. Specifically, the northern and southern hemispheres experience opposite seasons at the same time because half the year has the North Pole tilted towards the sun, bringing summer to the northern hemisphere, while the other half has it tilted away, bringing winter. The tilt affects both the angle of sunlight hitting the Earth's surface and the length of daylight, influencing temperatures and defining the seasons.
The document discusses the reasons for the seasons on Earth. It explains that the seasons are caused by the 23.5 degree tilt of the Earth's rotation axis and its revolution around the Sun. While the distance between Earth and Sun changes slightly as the Earth orbits, this variation is not large enough to cause the four seasons. The key factor is the tilt of the Earth's axis, which results in different parts of the Earth receiving more or less direct sunlight throughout the year, creating the seasonal changes in climate.
The document discusses different types of eclipses including solar and lunar eclipses. A solar eclipse occurs when the moon passes between the earth and sun, blocking the sun from view. A lunar eclipse occurs when the earth passes between the sun and moon, casting the moon in earth's shadow. The document provides details on the different types of solar and lunar eclipses as well as explanations for why eclipses do not occur every month and why the moon appears red during a lunar eclipse.
The document summarizes key concepts about the solar system, seasons, the moon, and eclipses. It explains that the Earth's tilted axis causes seasons as different parts of the Earth receive different amounts of sunlight throughout the year. It also describes how the moon's phases occur as the moon orbits Earth and rotates on its axis, always showing Earth the same side. Finally, it defines eclipses as shadows cast by celestial bodies and notes that lunar eclipses occur when the moon passes through Earth's shadow, while solar eclipses happen when the moon blocks sunlight from reaching parts of Earth.
The document summarizes key facts about the moon. It notes that the moon rotates on its own axis, orbits Earth in 27.8 days, and moves with Earth around the sun. It influences ocean tides and stabilizes Earth's axial tilt, regulating our seasons. Dark spots on the moon are craters formed by impacts. The document also defines a lunar eclipse as occurring when Earth is between the sun and moon, darkening the moon.
The document discusses eclipses of the sun and moon through various quotes and descriptions. It provides background on solar eclipses, noting that there are three types - annular, partial and total - and details like their frequency and visibility. It also covers lunar eclipses and explains why the moon appears red during an eclipse due to atmospheric filtering of light. Upcoming eclipses are listed, though none will be fully visible from the location.
The document summarizes how seasons occur due to the tilt of the Earth's axis and its orbit around the sun. As the Earth orbits the sun over the course of a year, the amount of sunlight each part of the planet receives changes, causing seasons. Specifically, the northern and southern hemispheres experience opposite seasons at the same time because half the year has the North Pole tilted towards the sun, bringing summer to the northern hemisphere, while the other half has it tilted away, bringing winter. The tilt affects both the angle of sunlight hitting the Earth's surface and the length of daylight, influencing temperatures and defining the seasons.
The document discusses the reasons for the seasons on Earth. It explains that the seasons are caused by the 23.5 degree tilt of the Earth's rotation axis and its revolution around the Sun. While the distance between Earth and Sun changes slightly as the Earth orbits, this variation is not large enough to cause the four seasons. The key factor is the tilt of the Earth's axis, which results in different parts of the Earth receiving more or less direct sunlight throughout the year, creating the seasonal changes in climate.
The document discusses different types of eclipses including solar and lunar eclipses. A solar eclipse occurs when the moon passes between the earth and sun, blocking the sun from view. A lunar eclipse occurs when the earth passes between the sun and moon, casting the moon in earth's shadow. The document provides details on the different types of solar and lunar eclipses as well as explanations for why eclipses do not occur every month and why the moon appears red during a lunar eclipse.
This document provides information about a location including its name, location, how to travel there, interesting facts about the place, pricing details, and operating hours. In a concise 3 sentences, the document outlines key details about a site that would be useful for planning a visit.
This document provides an interview template with questions to ask a partner about their name, where they live, who they live with, interests, habits and background. It then provides exercises to complete questions with question words like what, when, why, how etc. and to write questions for given answers. The questions cover topics like name, age, location, family, school, activities, preferences and birthday.
This document provides instructions and examples for drawing self-portraits and describing physical appearance. It includes a description of a woman with curly brown hair, big brown eyes with long eyelashes, a long nose, small ears with earrings, and a big mouth with thin lips. It then gives examples of words to use for physical descriptions, including parts of the body and objects. An example sentence describes a tall, thin, happy, and polite girl with long hair, green eyes, and a small mouth who does not have earrings. Cut-out words are provided to form descriptive sentences using a "sentence machine."
This document contains vocabulary words and exercises related to clothing and fashion. It includes lists of clothing items like shoes, socks, jeans, shirts, jackets, and accessories in both English and Spanish. There are also sections that provide descriptions of colors and include matching and sentence building activities. Students are prompted to describe people's outfits using sentences with subjects, verbs like "to wear", articles of clothing, and colors. Links to printable and downloadable paper dolls, a clothing crossword puzzle, and a photo are provided at the end.
This document contains vocabulary words and exercises related to clothing and fashion in Spanish. It includes a list of clothing and accessory terms with their Spanish translations. There are also coloring pages of a wardrobe and bus stop scene. The rest of the document consists of matching, sentence building, and descriptive writing exercises to practice describing articles of clothing, colors, and outfits in Spanish. Pictures are provided of cut-out paper dolls and clothing items to cut out and play matching games with.
This document contains vocabulary words and exercises related to clothing and colors in Spanish. It includes a list of clothing vocabulary words in Spanish along with their English translations. There are also sections with color words, a matching game to practice colors, and sentence-building exercises to practice describing what people are wearing using affirmative, negative, and interrogative sentences. The document concludes with examples of describing people's outfits and a self-description exercise for the student.
The document provides instructions and materials for creating matching and vocabulary games about animal body parts and descriptions. It includes lists of animal body parts and adjectives in English and Spanish to cut out and use for matching games. It also includes a table to write opposites and a space to describe and draw an imaginary dinosaur. The purpose is to help learn and practice animal vocabulary and descriptions in English.
The document outlines objectives for an art analysis activity. The activity aims to have students: 1) observe pictures of art and identify feelings based on facial expressions and body language; 2) discuss their interpretations with partners and reach agreements; and 3) practice describing feelings in English by labeling emotions depicted in various pieces of art. Examples of art are provided for analysis along with suggested feeling labels and space for additional descriptions.
The document outlines an activity plan to teach students about warm and cold colors using a color wheel. Students first observe the color wheel to distinguish warm and cold colors. They are then shown examples and left to create their own drawings using colors. Their drawings are later analyzed to see if they correctly used warm and cold colors. Some students mixed green with warm colors, which could be because they did not pay attention, are familiar with the green of their region, or wanted to be creative. The goal is for students to learn through doing and observing, not to evaluate their art for correctness.
This document appears to be a game where students express different feelings and emotions. It includes short phrases expressing common feelings like anger, surprise, sadness, boredom, feeling good, interest, excitement, and tiredness. At the end it thanks second grade students for their participation in the activity and congratulates them on their artistic skills.
The document appears to be about telling time. It includes a diagram of a clock face with the numbers 1-12 and markings for quarter hours. It also includes tables with the terms for times written in words, such as "ten past" for 10 minutes past the hour and "twenty-five past" for 25 minutes past the hour. The document provides information about reading analog clock time and stating the time in words.
Jane is an 8-year-old girl who lives in London and attends Prince School. She takes the bus to school. Her favorite subject is math, which she has on Mondays, Wednesdays, and Fridays. On Wednesday, she has math at 9am and ICT at 11:30am. She likes Fridays because she has science, math, music, and PE. She does not like English, which she has on Tuesdays and Thursdays.
The document provides pictures and instructs the reader to observe and describe what the people in the pictures are doing in one sentence. It focuses on oral practice by having the reader describe visual content aloud in a brief manner.
The document discusses how to form comparative and superlative adjectives in English. It explains that there are two main types of adjectives: short adjectives of one or two syllables, and long adjectives of more than two syllables. For short adjectives, the comparative is formed by adding "-er" and the superlative by adding "-est". For long adjectives, "more" precedes the adjective for the comparative and "most" precedes it for the superlative. There are some exceptions to these rules. The document provides a chart that shows examples of comparative and superlative forms and the rules for irregular adjectives. It also gives examples of how to
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise boosts blood flow, releases endorphins, and promotes changes in the brain which help regulate emotions and stress levels.
This document provides instruction on using the present simple tense in English. It covers affirmative, negative, and interrogative forms for the present simple tense. Examples are given for the first, second, third-person singular and plural forms using common verbs like read, write, listen. Conjugations for regular and irregular verbs in the third-person singular are also demonstrated. Several exercises are included for students to practice forming sentences in the present simple tense and engaging in a short dialogue.
The document provides links to webpages about the lungs and respiratory system and asks questions to learn about lung anatomy and function. Specifically, it directs the reader to pages that will help answer what lungs are needed for, how many and what size lungs humans have, where lungs are located in the body, what protects lungs, and what color lungs are.
The document summarizes activities and events that took place at St. Faith's School in London as part of their participation in the 1-2-3 Health Comenius project. It describes how the school created official partnerships with schools in Poland, Italy, Spain and Turkey in 2011. It discusses cultural exchange activities between partner schools, including students making Christmas cards for each other and celebrating European cultures. It highlights the success of hosting visitors from partner schools and how the project helped the school community become more aware, tolerant and united.
This document summarizes the activities and learnings from a Comenius project called "1-2-3 Health!" involving multiple countries. Students learned about health from different cultural perspectives and had opportunities to meet new friends from partner countries. They discovered healthy and unhealthy foods, enjoyed communicating with other children, and learned that living a healthy lifestyle involves both nutrition and physical activity. The families also contributed by sharing advice and sayings about healthy habits like eating well, exercising, and safety.
This document provides information about a location including its name, location, how to travel there, interesting facts about the place, pricing details, and operating hours. In a concise 3 sentences, the document outlines key details about a site that would be useful for planning a visit.
This document provides an interview template with questions to ask a partner about their name, where they live, who they live with, interests, habits and background. It then provides exercises to complete questions with question words like what, when, why, how etc. and to write questions for given answers. The questions cover topics like name, age, location, family, school, activities, preferences and birthday.
This document provides instructions and examples for drawing self-portraits and describing physical appearance. It includes a description of a woman with curly brown hair, big brown eyes with long eyelashes, a long nose, small ears with earrings, and a big mouth with thin lips. It then gives examples of words to use for physical descriptions, including parts of the body and objects. An example sentence describes a tall, thin, happy, and polite girl with long hair, green eyes, and a small mouth who does not have earrings. Cut-out words are provided to form descriptive sentences using a "sentence machine."
This document contains vocabulary words and exercises related to clothing and fashion. It includes lists of clothing items like shoes, socks, jeans, shirts, jackets, and accessories in both English and Spanish. There are also sections that provide descriptions of colors and include matching and sentence building activities. Students are prompted to describe people's outfits using sentences with subjects, verbs like "to wear", articles of clothing, and colors. Links to printable and downloadable paper dolls, a clothing crossword puzzle, and a photo are provided at the end.
This document contains vocabulary words and exercises related to clothing and fashion in Spanish. It includes a list of clothing and accessory terms with their Spanish translations. There are also coloring pages of a wardrobe and bus stop scene. The rest of the document consists of matching, sentence building, and descriptive writing exercises to practice describing articles of clothing, colors, and outfits in Spanish. Pictures are provided of cut-out paper dolls and clothing items to cut out and play matching games with.
This document contains vocabulary words and exercises related to clothing and colors in Spanish. It includes a list of clothing vocabulary words in Spanish along with their English translations. There are also sections with color words, a matching game to practice colors, and sentence-building exercises to practice describing what people are wearing using affirmative, negative, and interrogative sentences. The document concludes with examples of describing people's outfits and a self-description exercise for the student.
The document provides instructions and materials for creating matching and vocabulary games about animal body parts and descriptions. It includes lists of animal body parts and adjectives in English and Spanish to cut out and use for matching games. It also includes a table to write opposites and a space to describe and draw an imaginary dinosaur. The purpose is to help learn and practice animal vocabulary and descriptions in English.
The document outlines objectives for an art analysis activity. The activity aims to have students: 1) observe pictures of art and identify feelings based on facial expressions and body language; 2) discuss their interpretations with partners and reach agreements; and 3) practice describing feelings in English by labeling emotions depicted in various pieces of art. Examples of art are provided for analysis along with suggested feeling labels and space for additional descriptions.
The document outlines an activity plan to teach students about warm and cold colors using a color wheel. Students first observe the color wheel to distinguish warm and cold colors. They are then shown examples and left to create their own drawings using colors. Their drawings are later analyzed to see if they correctly used warm and cold colors. Some students mixed green with warm colors, which could be because they did not pay attention, are familiar with the green of their region, or wanted to be creative. The goal is for students to learn through doing and observing, not to evaluate their art for correctness.
This document appears to be a game where students express different feelings and emotions. It includes short phrases expressing common feelings like anger, surprise, sadness, boredom, feeling good, interest, excitement, and tiredness. At the end it thanks second grade students for their participation in the activity and congratulates them on their artistic skills.
The document appears to be about telling time. It includes a diagram of a clock face with the numbers 1-12 and markings for quarter hours. It also includes tables with the terms for times written in words, such as "ten past" for 10 minutes past the hour and "twenty-five past" for 25 minutes past the hour. The document provides information about reading analog clock time and stating the time in words.
Jane is an 8-year-old girl who lives in London and attends Prince School. She takes the bus to school. Her favorite subject is math, which she has on Mondays, Wednesdays, and Fridays. On Wednesday, she has math at 9am and ICT at 11:30am. She likes Fridays because she has science, math, music, and PE. She does not like English, which she has on Tuesdays and Thursdays.
The document provides pictures and instructs the reader to observe and describe what the people in the pictures are doing in one sentence. It focuses on oral practice by having the reader describe visual content aloud in a brief manner.
The document discusses how to form comparative and superlative adjectives in English. It explains that there are two main types of adjectives: short adjectives of one or two syllables, and long adjectives of more than two syllables. For short adjectives, the comparative is formed by adding "-er" and the superlative by adding "-est". For long adjectives, "more" precedes the adjective for the comparative and "most" precedes it for the superlative. There are some exceptions to these rules. The document provides a chart that shows examples of comparative and superlative forms and the rules for irregular adjectives. It also gives examples of how to
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise boosts blood flow, releases endorphins, and promotes changes in the brain which help regulate emotions and stress levels.
This document provides instruction on using the present simple tense in English. It covers affirmative, negative, and interrogative forms for the present simple tense. Examples are given for the first, second, third-person singular and plural forms using common verbs like read, write, listen. Conjugations for regular and irregular verbs in the third-person singular are also demonstrated. Several exercises are included for students to practice forming sentences in the present simple tense and engaging in a short dialogue.
The document provides links to webpages about the lungs and respiratory system and asks questions to learn about lung anatomy and function. Specifically, it directs the reader to pages that will help answer what lungs are needed for, how many and what size lungs humans have, where lungs are located in the body, what protects lungs, and what color lungs are.
The document summarizes activities and events that took place at St. Faith's School in London as part of their participation in the 1-2-3 Health Comenius project. It describes how the school created official partnerships with schools in Poland, Italy, Spain and Turkey in 2011. It discusses cultural exchange activities between partner schools, including students making Christmas cards for each other and celebrating European cultures. It highlights the success of hosting visitors from partner schools and how the project helped the school community become more aware, tolerant and united.
This document summarizes the activities and learnings from a Comenius project called "1-2-3 Health!" involving multiple countries. Students learned about health from different cultural perspectives and had opportunities to meet new friends from partner countries. They discovered healthy and unhealthy foods, enjoyed communicating with other children, and learned that living a healthy lifestyle involves both nutrition and physical activity. The families also contributed by sharing advice and sayings about healthy habits like eating well, exercising, and safety.
1. Codzienna higiena
Projekt 1-2-3 Health
To projekt finansowany w ramach
programu „Uczenie się przez całe życie”
Comenius
Główne cele:
- promocja zdrowia,
- promocja sportu,
- promocja zdrowego odżywiania się
Kraje uczestniczące w projekcie to:
- Hiszpania
-Włochy
- Turcja
- Anglia
- Polska
Publiczna Szkoła Podstawowa Nr 1 im.
Mikołaja Kopernika w Radziejowie
ul. Szkolna 28
88-200 Radziejów
www.mzs-radziejow.pl
2. Pamiętaj aby:
po śniadaniu umyć dokładnie zęby
rankiem umyć całe ciało
codziennie ubierać, świeże, czyste
ubrania:
przed jedzeniem i po zabawie myć
dłonie:
przed spaniem zawsze umyć całe
ciało:
Zawsze myć zęby przed snem:
Zapamiętaj, aby zawsze myć dłonie:
- przed jedzeniem,
- po wyjściu z toalety,
- po powrocie ze szkoły,
- po powrocie z placu zabaw.