The students had a discussion about how bees make honey. They debated different possibilities and decided to investigate the topic further. They looked in books, online, and watched a video. They learned that bees live in colonies and make honey from nectar and pollen. Beekeepers are responsible for collecting honey from beehives and putting it in pots to sell.
Las abejas son insectos sociales que viven en colmenas y trabajan juntos sin descanso para recolectar néctar y polen de las flores. Dentro de la colmena, hay diferentes roles como obreras, reina y zánganos. Las abejas son polinizadores importantes que ayudan a la reproducción de las plantas y proporcionan valiosos productos como la miel.
Este documento proporciona información sobre las abejas. Describe sus características físicas como antenas, ojos compuestos, alas y aguijón. Explica que viven juntas en colmenas con panales y se alimentan de néctar y polen de las flores. Detalla los tres tipos de abejas - zánganos, obreras y la reina - y sus funciones. También cubre temas como cómo nacen, si pican y por qué son importantes para la polinización de las plantas.
The students had a discussion about how bees make honey. They debated different possibilities and decided to investigate the topic further. They looked in books, online, and watched a video. They learned that bees live in colonies and make honey from nectar and pollen. Beekeepers are responsible for collecting honey from beehives and putting it in pots to sell.
Las abejas son insectos sociales que viven en colmenas y trabajan juntos sin descanso para recolectar néctar y polen de las flores. Dentro de la colmena, hay diferentes roles como obreras, reina y zánganos. Las abejas son polinizadores importantes que ayudan a la reproducción de las plantas y proporcionan valiosos productos como la miel.
Este documento proporciona información sobre las abejas. Describe sus características físicas como antenas, ojos compuestos, alas y aguijón. Explica que viven juntas en colmenas con panales y se alimentan de néctar y polen de las flores. Detalla los tres tipos de abejas - zánganos, obreras y la reina - y sus funciones. También cubre temas como cómo nacen, si pican y por qué son importantes para la polinización de las plantas.
This document provides an introduction to an art exhibition featuring the works of Céline Chourlet. It summarizes that she is a French artist who has enjoyed painting since she was young. Her paintings and sculptures feature spirals, abstract shapes, and many colors. Working on Chourlet's techniques in the classroom helped students practice different graphics, colors, forms, and close observation. The exhibition aims to showcase Chourlet's unique style and the skills students developed studying her artworks.
This document provides an introduction to an art exhibition featuring the works of Céline Chourlet. It summarizes that she is a French artist who has enjoyed painting since she was young. Her paintings and sculptures feature spirals, abstract shapes, and many colors. Working on Chourlet's techniques in the classroom helped students practice different graphics, colors, forms, and close observation. The exhibition aims to showcase Chourlet's unique style and the skills students developed studying her artworks.
This document introduces an art exhibition of works by Céline Chourlet, a French artist born in April. It provides biographical details about Chourlet, such as her father having a garden full of flowers that inspired her paintings of flowers. The document describes some of Chourlet's artworks, noting that she enjoyed painting cats and creating cat sculptures. It also mentions that Chourlet's works featured many spirals and graphic elements. In conclusion, it thanks visitors for attending and notes that students studied Chourlet's techniques of forms, colors, and patterns over several workshop sessions.
This document provides an introduction and overview of an art exhibition featuring the work of French artist Céline Chourlet. It includes the following key points:
- Céline Chourlet was born in 1969 in Paris, France. She uses painting and sculpture to create works featuring flowers, fish, cats, and spirals.
- The document shows several of Chourlet's paintings and sculptures on display at the exhibition, encouraging viewers to observe the details and subjects in each work.
- Studying Chourlet's art helped students practice using graphics, colors, and forms in their own work, and taught them the importance of close observation.
The school El Carnaval is holding a special event for the families of Font de l'Orpina school to celebrate Carnaval. For two weeks prior, the students worked on a story and activities about Carnaval in the forest. This year, the theme is continents. The early education students chose Asia and China. The students studied the differences in customs, language, food, and culture of China. They created a mural of the most important aspects. For their costumes, the students dressed with the word "friendship" in Chinese. The families helped make the costumes. Thank you for your participation. Here is a glimpse of the work done.
The school El Carnaval is a very special event at the Font de l'Orpina school that is shared with families and enjoyed by many. For two weeks prior to Carnival week, students worked on the story "Carnival in the Forest" and Carnival activities. This year, the cross-curricular theme is continents. Each class chose a continent - for early education it was Asia and China for P3. Students did preparatory work on the differences in customs, language, curiosities and gastronomy of China. They created a mural with the most relevant aspects of China. Students made costumes spelling out the word "friendship" in Chinese and families helped make the costumes. Thank you for
Los alumnos de 3er grado de las clases de Romaní y Sàlvia y Carbassons elaboraron galletas de otoño y decoraron las bandejas con diferentes golosinas de colores para la fiesta de otoño. Después compartieron un tiempo de juego, desayunaron todos juntos en el patio de infantil y jugaron un rato en el patio. ¡Se lo pasaron muy bien!
The document discusses why primary teeth fall out. It notes that children in P5 class are starting to lose their first teeth. The reasons for this include making space for permanent teeth to grow in around ages 5-6, having cavities where the tooth needs extraction, or breaking a tooth. The class tracks the teeth falling out of different students. They learn about tooth types, proper brushing to prevent cavities from sugar, and the importance of teeth for speech.
The document discusses a weekly story time activity for children where they listen to familiar stories and discover new ones. It helps children imagine, think, speak, create, express through drawing, and share. It also describes a wordless picture book called "El Petit Globus Vermell" that shows a circle transforming in different ways and leaves the ending open to the child's imagination. After reading it, the children came up with ideas of what the round object could become and created their own circles and globes. They also discussed other objects that resemble a globe, such as balls, the sun, a stone, and gum.
The document discusses a weekly story time activity for children where they listen to familiar stories and discover new ones. It helps children imagine, think, speak, create, express through drawing, and share. It also describes a wordless picture book called "El Petit Globus Vermell" where children can explain what they see in the pictures and imagine what might happen next. After reading it, the children came up with ideas like a round shape becoming a red globe, an apple, a butterfly, a flower or umbrella. The children in the "Els Carbassons" class, who are little artists, then created globes and circles. They also had a conversation about what other objects remind them of a globe, such as
2. Cada mes, es presenta una dita, que treballen, repeteixen, busquen les paraules que
acaben igual i en troben d’altres que poden acabar igual. Moltes vegades, es generen
converses interessants al voltant del seu significat i, també, s’aprofiten per realitzar
algun treball plàstic. Aquest mes, el gener, la dita que s’ha presentat ha estat:
PEL GENER FLOREIX L’AMETLLER
Es presenten vàries fotografies d’ametllers florits i ràpidament, els infants estableixen connexions amb allò que
ells ja saben.
‐És el pol∙len de les abelles.
‐Les abelles es mengen les flors.
‐No, només allò groc.
‐Les abelles agafen el pol∙len de les flors i el converteixen en mel.
‐Les abelles agafen el pol∙len i fan que creixin més plantes.
‐Les abelles agafen la mel de les flors.
‐Les abelles beuen d’una cosa de les flors i quan beuen moltes se’n van a casa seva a fer mel.
‐Com es diu la casa de les abelles?
‐La rodona.
‐La colmera.
‐Las abejas cogen las bolas de la miel y las llevan a la colmena y hacen jalea real.
‐La casa tiene ventanas i viuen en un arbre.
‐Les boles se’n diuen pol∙len.
COMPRENSIÓ I CONVERSA
4. Un dia, el Davi porta una nota a la llibreta relacionada amb les abelles
i es torna a obrir el debat i a recordar les dues preguntes que tenen
pendents de resoldre.
‐Com és que t’ha picat una abella si no surten quan fa fred.
‐Fa fred i necessiten calor, per això no piquen.
‐Es posen a casa seva.
‐Al seu niu.
‐On fan la mel.
‐A la “colmera”
RELACIÓ DE CONEIXEMENTS
9. Després d’alguns intents, la mestra llegeix que les cel∙les del rusc tenen
6 costats. Busquen la paraula hexagonal al diccionari.
Definició del diccionari
Tornen a fer dibuixar hexàgons a la pissarra.
Quan acaba compte les puntes que ...n’hi afegeix una més perquè
té i només en compta 5, aleshores... acaben de llegir que un hexàgon té 6
costats.
REPRESENTACIÓ
13. HAN ANAT AL LABORATORI PER OBSERVAR AMB LA LUPA BINOCULAR
LA FORMA HEXAGONAL DEL RUSC I COMPROVAR SI EL QUE TENIM A
LA CLASSE ÉS UNA ABELLA O UNA VESPA.
LA MESTRA VA PORTAR UN INSECTE SEC I ELS VA PROPOSAR
D’ANAR‐LO A OBSERVAR PER SABER SI ERA UNA ABELLA O UNA
VESPA. PER COMPROVAR‐HO, VAN OBSERVAR L’INSECTE AMB LA
LUPA BINOCULAR I VAN RECORDAR LES DIFERENTS PARTS DE LES
ABELLES, OBSERVANT FOTOS PER TROBAR LES DIFERÈNCIES.
DESPRÉS HO VAN DIBUIXAR A LA SEVA LLIBRETA
D’OBSERVACIONS.
‐LES ABELLES AGAFEN EL POL∙LEN I LES
VESPES NO.
‐LA VESPA NO TÉ LES BOSSES PER AGAFAR
EL POL∙LEN I L’ABELLA SI.
‐PER AIXÒ LA VESPA NO AGAF A EL
POL∙LEN.
LES ALES DE LES ABELLES SÓN
TRANSPARENTS I LA DE LA VESPA NEGRES. “ÉS UNA VESPA!”
‐ELS ULLS SÓN DIFERENTS.
ÚS D’ESTRIS CIENTÍFICS, IDENTIFICACIÓ DE CARACTERÍSTIQUES
15. Ells també han iniciat un diccionari de paraules importants de les
investigacions... Han començat amb les abelles.
HAN BUSCAT LES IMATGES, DESPRÉS, A
LA LLIBRETA, CERQUEN LA LLETRA PER
LA QUE COMENÇA LA PARAULA,
L’ESCRIUEN I ENGANXEN LA FOTO.
FAMILIARITZACIÓ AMB EL DICCIONARI I ESCRIPTURA