This document describes a celebration of the festival of Saint Anthony where children dressed up as demons and monsters with colorful masks. The young children between 3 and 4 years old had especially glamorous masks. Everyone was getting ready to go outside and enjoy the traditional toast during the celebration. The children were also entertained with a puppet show featuring a demon character.
The document describes activities done in a philosophy class where students drew self-portraits and wrote descriptions of themselves in 3-5 sentences. Their classmates then tried to guess who each description belonged to. Several student descriptions are provided, where they mention things they like such as sleeping, playing with cars and friends, seeing butterflies, riding bikes, playing kitchen and dolls, playing soccer, telling stories, dancing, having their nails painted, and more.
The document summarizes activities that a group of children participated in, including:
1) A workshop about planets and stars where they learned about the sun, earth, moon, and how the earth orbits the sun. They saw scale models of planets.
2) A picnic in the town square.
3) A spring outing where the children took photos of what they found and collected "treasures." They visited a new school and library.
4) They celebrated Sant Jordi and the 25th anniversary of municipal libraries in Selva, where they listened to stories, had a snack, and danced before returning home.
The students went on an autumn outing around their town where they found and collected different autumn fruits and observed mushrooms and trees losing their leaves. They visited an ethnographic park where they saw a charcoal maker's hut and collected chestnuts, acorns, and other plants on the ground. On the way back to school along the path by the swimming pool, they discovered a map of the town and tried to retrace their steps. When they arrived back at school, they recounted all the items they had collected during their outing.
Este documento lista los nombres de personas y actividades de repostería realizadas cada mes. En octubre se hicieron galletas de aceite, en noviembre se hizo coca de cacao, y en diciembre se hicieron galletas de mantequilla. En enero se hizo coca magdalena, en febrero se hicieron magdalenas y un taller de decoración, y en marzo se hizo un pastel de chocolate con lacasitos. En abril se prepararon maduixes y se hizo gelat de maduixa, y en
This document describes a celebration of the festival of Saint Anthony where children dressed up as demons and monsters with colorful masks. The young children between 3 and 4 years old had especially glamorous masks. Everyone was getting ready to go outside and enjoy the traditional toast during the celebration. The children were also entertained with a puppet show featuring a demon character.
The document describes activities done in a philosophy class where students drew self-portraits and wrote descriptions of themselves in 3-5 sentences. Their classmates then tried to guess who each description belonged to. Several student descriptions are provided, where they mention things they like such as sleeping, playing with cars and friends, seeing butterflies, riding bikes, playing kitchen and dolls, playing soccer, telling stories, dancing, having their nails painted, and more.
The document summarizes activities that a group of children participated in, including:
1) A workshop about planets and stars where they learned about the sun, earth, moon, and how the earth orbits the sun. They saw scale models of planets.
2) A picnic in the town square.
3) A spring outing where the children took photos of what they found and collected "treasures." They visited a new school and library.
4) They celebrated Sant Jordi and the 25th anniversary of municipal libraries in Selva, where they listened to stories, had a snack, and danced before returning home.
The students went on an autumn outing around their town where they found and collected different autumn fruits and observed mushrooms and trees losing their leaves. They visited an ethnographic park where they saw a charcoal maker's hut and collected chestnuts, acorns, and other plants on the ground. On the way back to school along the path by the swimming pool, they discovered a map of the town and tried to retrace their steps. When they arrived back at school, they recounted all the items they had collected during their outing.
Este documento lista los nombres de personas y actividades de repostería realizadas cada mes. En octubre se hicieron galletas de aceite, en noviembre se hizo coca de cacao, y en diciembre se hicieron galletas de mantequilla. En enero se hizo coca magdalena, en febrero se hicieron magdalenas y un taller de decoración, y en marzo se hizo un pastel de chocolate con lacasitos. En abril se prepararon maduixes y se hizo gelat de maduixa, y en
El documento describe varios aspectos de la cultura del antiguo Egipto, incluyendo sus edificios funerarios como las mastabas y las pirámides, el proceso de construcción de estas, los faraones y sus tumbas, la momificación, los dioses egipcios y el arte como la pintura y la escultura. Explica detalles sobre importantes faraones como Tutankamón y Nefertiti, y sobre la escritura jeroglífica.
Parents come into the school to lead activities in the classroom. Some examples included a father bringing different musical instruments like guitars and drums to teach the class songs. A mother taught the class how to make mittens by hand without needles. Another mother led a baking lesson where the class made cupcakes decorated like chicks. A father visited to teach the class about the local l'Albufera wetlands, showing them birds and telling them a story. The document expresses gratitude to all the parents for sharing their time.
The document is a stocklist for Stocklist Europe that provides availability information for various running shoe and apparel items. It includes sections for running shoes organized by category like racing, performance, training, etc. and lists specific shoe models with available sizes. It also includes sections for bags, apparel for men and women with items like jackets, tops, bottoms, and estimated weeks of next availability. The stocklist provides a detailed inventory of available stock across multiple product types and brands to determine size and quantity availability.
Este documento describe las dramatizaciones de cuentos populares que un grupo de estudiantes realizó a lo largo del curso escolar. Representaron cuentos como Caperucita Roja, en el que el lobo engaña a Caperucita para llegar primero a la casa de la abuela. También representaron Ratita que hilaba la escalerita, en la que Ratita se casa con Ratolín después de que este le canta una canción. Otro cuento que dramatizaron fue Pulgarcito, en el que Pulgarcito es tragado por una vaca hambrienta
Este documento describe una actividad realizada en una escuela donde los niños escribieron los nombres de las personas a las que más quieren. La mayoría de los niños pequeños escribieron los nombres de sus padres, mientras que a medida que crecían también incluían a sus amigos. Algunos priorizaron a la familia sobre los amigos, aunque los amigos también fueron importantes para muchos niños a esa edad. En general, la familia sigue siendo muy importante, pero los amigos con los que comparten mucho tiempo también ocupan un lugar especial.
The students went on an autumn outing around their town where they observed and collected different autumn fruits and plants. They saw a horse grazing and found olives, almonds, and figs on the ground. They also visited an ethnographic park where they saw mushrooms hidden in tree trunks and collected chestnuts, acorns, and bushes. On the way back to school they stopped to examine a map of the town.
The document discusses how the Future Internet can drive innovation in the smart agri-food sector. It describes the agri-food cluster as an important European economic pillar and outlines global food challenges. The document then discusses how more data and the Future Internet can help address issues like sustainability, food safety, and consumer concerns. It proposes using the Future Internet to enable seamless cross-organizational collaboration, transparency, and new applications across the agri-food supply chain from farms to logistics to retail. Finally, it outlines the objectives and approach of the SmartAgriFood project to boost Future Internet use in agriculture and food.
The document describes a springtime nature walk and exploration activity for children. The children went on a walk to experience spring using their senses to observe colors, smells, textures, and sounds. They used magnifying glasses and binoculars to closely observe plants, rocks, and animals with care and respect. All the children took photographs of their discoveries. They collected "treasures" from the walk to bring back to school. At school, they classified their findings and made a clay workshop adding their collected items. This created small "landscapes." In another session, the children made a variety of colors to paint their own spring landscapes. The document welcomes the arrival of spring.
The magic of fairy tales can transport readers to enchanting worlds and inspire imagination. Stories allow children to face fears and learn life lessons in a fun, engaging way. Fairy tales are timeless classics that bring families together through their messages of courage, friendship, and hope.
Los artistas pintan con acuarelas y dibujan en diferentes soportes como papel de colores, cartón y estora usando diferentes materiales como ceras, guixos, rotuladores. También dibujan elementos de la naturaleza como flores, hojas y caracoles y hacen esculturas con semillas de maíz, un mural para decorar los techos de corcho y pasta de sal para hacer esculturas.
Este documento presenta los resultados de un juego filosófico de investigación llamado "Qué debería ser". Enumera los objetos que los participantes dibujaron o describieron, incluyendo un cuchillo, un dibujo, un tanque, un coche de guerra, una rueda, un armario, un pez, un caballo, una vaca, un camión de agua, un submarino de guerra y la casa de Pepa.
El documento describe varios aspectos de la cultura del antiguo Egipto, incluyendo sus edificios funerarios como las mastabas y las pirámides, el proceso de construcción de estas, los faraones y sus tumbas, la momificación, los dioses egipcios y el arte como la pintura y la escultura. Explica detalles sobre importantes faraones como Tutankamón y Nefertiti, y sobre la escritura jeroglífica.
Parents come into the school to lead activities in the classroom. Some examples included a father bringing different musical instruments like guitars and drums to teach the class songs. A mother taught the class how to make mittens by hand without needles. Another mother led a baking lesson where the class made cupcakes decorated like chicks. A father visited to teach the class about the local l'Albufera wetlands, showing them birds and telling them a story. The document expresses gratitude to all the parents for sharing their time.
The document is a stocklist for Stocklist Europe that provides availability information for various running shoe and apparel items. It includes sections for running shoes organized by category like racing, performance, training, etc. and lists specific shoe models with available sizes. It also includes sections for bags, apparel for men and women with items like jackets, tops, bottoms, and estimated weeks of next availability. The stocklist provides a detailed inventory of available stock across multiple product types and brands to determine size and quantity availability.
Este documento describe las dramatizaciones de cuentos populares que un grupo de estudiantes realizó a lo largo del curso escolar. Representaron cuentos como Caperucita Roja, en el que el lobo engaña a Caperucita para llegar primero a la casa de la abuela. También representaron Ratita que hilaba la escalerita, en la que Ratita se casa con Ratolín después de que este le canta una canción. Otro cuento que dramatizaron fue Pulgarcito, en el que Pulgarcito es tragado por una vaca hambrienta
Este documento describe una actividad realizada en una escuela donde los niños escribieron los nombres de las personas a las que más quieren. La mayoría de los niños pequeños escribieron los nombres de sus padres, mientras que a medida que crecían también incluían a sus amigos. Algunos priorizaron a la familia sobre los amigos, aunque los amigos también fueron importantes para muchos niños a esa edad. En general, la familia sigue siendo muy importante, pero los amigos con los que comparten mucho tiempo también ocupan un lugar especial.
The students went on an autumn outing around their town where they observed and collected different autumn fruits and plants. They saw a horse grazing and found olives, almonds, and figs on the ground. They also visited an ethnographic park where they saw mushrooms hidden in tree trunks and collected chestnuts, acorns, and bushes. On the way back to school they stopped to examine a map of the town.
The document discusses how the Future Internet can drive innovation in the smart agri-food sector. It describes the agri-food cluster as an important European economic pillar and outlines global food challenges. The document then discusses how more data and the Future Internet can help address issues like sustainability, food safety, and consumer concerns. It proposes using the Future Internet to enable seamless cross-organizational collaboration, transparency, and new applications across the agri-food supply chain from farms to logistics to retail. Finally, it outlines the objectives and approach of the SmartAgriFood project to boost Future Internet use in agriculture and food.
The document describes a springtime nature walk and exploration activity for children. The children went on a walk to experience spring using their senses to observe colors, smells, textures, and sounds. They used magnifying glasses and binoculars to closely observe plants, rocks, and animals with care and respect. All the children took photographs of their discoveries. They collected "treasures" from the walk to bring back to school. At school, they classified their findings and made a clay workshop adding their collected items. This created small "landscapes." In another session, the children made a variety of colors to paint their own spring landscapes. The document welcomes the arrival of spring.
The magic of fairy tales can transport readers to enchanting worlds and inspire imagination. Stories allow children to face fears and learn life lessons in a fun, engaging way. Fairy tales are timeless classics that bring families together through their messages of courage, friendship, and hope.
Los artistas pintan con acuarelas y dibujan en diferentes soportes como papel de colores, cartón y estora usando diferentes materiales como ceras, guixos, rotuladores. También dibujan elementos de la naturaleza como flores, hojas y caracoles y hacen esculturas con semillas de maíz, un mural para decorar los techos de corcho y pasta de sal para hacer esculturas.
Este documento presenta los resultados de un juego filosófico de investigación llamado "Qué debería ser". Enumera los objetos que los participantes dibujaron o describieron, incluyendo un cuchillo, un dibujo, un tanque, un coche de guerra, una rueda, un armario, un pez, un caballo, una vaca, un camión de agua, un submarino de guerra y la casa de Pepa.
2. • Aquest joc que ens han presentat en Filo i na
Sofia, consisteix en fer preguntes a les Mestres i
que només es pot respondre sí o no. Qui fa les
preguntes ha d’endevinar en qui o en què pensa
l’altre.
• El joc ens fa deduir que les preguntes han
d’anar de més generals a més especifiques, ja
que no tenen cap pista del que és i ells han
d’endevinar-ho mitjançant l’acotament de les
preguntes.
• Aquesta activitat treballa les habilitats de
recerca. En concret l’habilitat d’endevinar.
3. • Endevinar posa a prova molts coneixements i
moltes capacitats: observació, agilitat mental,
associació d’idees, discriminació de possibilitats,
etc. És també un exercici d’anàlisi i de síntesi
molt interessant que posa en joc molts
engranatges mentals.
• En aquest joc d’endevinar a base de preguntes
que cada vegada van acotant més l’objecte
amagat, hi ha una tasca d’agrupar i classificar,
de relacionar les experiències anteriors, i les
preguntes són cada vegada més subtils i més
precises, a mesura que les sospites es van
centrant.
4. • A la pissarra digital varem posar amagats
darrera la cortina digital una sèrie de dibuixos i
ells, mitjançant preguntes, havien d’endevinar
quin dibuix o foto estava amagada.
• Les primeres vegades les preguntes eren molt
concretes, imprecises. Varen haver d’aprendre
quines eren les que ens ajudaven a saber
l’objecte que es tractava a mesura que anava
avançant el joc. Al final ferem un recordatori de
quines havien estat les preguntes, d’entre totes
les que havien formulat,les que ens obrien el
camí i que ens havien ajudat a esbrinar el
resultat. Observareu que van de més generals a
més especifiques i que de cada vegada hem de
menester manco preguntes per arribar al final, ja
que anaven aprenent a afinar de cada vegada
més.
5. QUINES PREGUNTES ENS HAN
AJUDAT?
• ESTÀ PER ES CARRER?
• SE POT MOURE?
• ES UNA FRUITA?
• ES UN ANIMAL?
• ÉS UN ARBRE?
• ÉS UNA PERSONA?
• TÉ MOLTES DE COSES DEDINS?
• ÉS GROS?
• ÉS DE FUSTA?
• ÉS UN ESSER VIU?
• TÉ MICROBIS?
• ESTÀ FET DE FERRO?
• POT TENIR PARETS?
• TÉ VIDRES?
• TÉ BOMBILLES?
• TÉ COTXERIA?
• TÉ PORTES?
• ÉS DE PEDRA?
• SE POT MONTAR?
6. • ÉS UN ANIMAL?
• ÉS UNA PERSONA?
• ÉS UNA FRUITA?
• ÉS UN VEHICLE?
• TÉ MOTOR?
• TÉ ALES?
• TÉ COA?
• TÉ PEDALS
• TÉ VIDRE?
• TÉ CADIRES?
• TÉ VOLANT?
• ÉS LLARG?
• ÉS GROS?
• HI CAP MOLTA GENT?
7. • ÉS UN VEHICLE?
• ÉS UNA FRUITA?
• ÉS UN ANIMAL?
• ÉS UNA PERSONA?
• ÉS GROS?
• N’HI HA DINS SA CLASSE?
• ESTÀ PER SA LÍNIA DEL
TEMPS?
• ESTÀ PER ES TEMPS DELS
DINOSAURES?
• ESTÀ PER ES TEMPS DELS
VOLCANS?
• ESTÀ PEL TEMPS DE SES
PIRÀMIDES?
• ÉS UN NÚMERO?
• ESTÀ PER ES CALENDARI?
• ESTÀ PER SA SEGONA LÍNIA
DEL CALENDARI?
• ÉS S’EDAT DELS NINS DE LA
CLASSE?
• ÉS ES CINC?
8. • ÉS UNA PERSONA?
• ÉS UN ANIMAL?
• ÉS UN RÈPTIL?
• ÉS UN INSECTE?
• TÉ COLORS?
• TÉ ANTENES?
• TÉ ALES?
• POT CAMINAR?
• ÉS PETIT?
• ES CAP ÉS RODÓ?
• SURT PER
PRIMAVERA?
• TÉ COA?
• ÉS UNA PAPALLONA?
9. • ÉS UNA PERSONA?
• ESTÀ PER ES TEMPS DELS
HOMÍNIDS?
• ESTÀ EN ES TEMPS DELS
CAVALLERS?
• TÉ PIST0LES?
• TÉ ESPASES?
• TÉ GORRA?
• TÉ BARCO?
• N’HI PER CAIMARI?
• ÉS UN LLADRE?
• ESTÀ PER PALMA?
• LLUITA?
• TÉ PARXES?
• TÉ ARRECADES?
• TÉ GANXO?
10. • ÉS UNA PERSONA?
• ÉS UN ANIMAL?
• N’HI HA PES
CARRER?
• N’HI HA PES CAMP?
• ÉS GROS?
• TÉ ALES?
• VIU A SA SELVA?
• TÉ TROMPA?
11. • ÉS UNA PERSONA?
• ES UN ANIMAL?
• ESTÀ EN ES TEMPS
DELS CAVALLERS?
• N’HI PER CAIMARI?
• ESTÀ PER PALMA?
• TÉ MICROBIS?
• TÉ PARXES?
• ÉS DES TEMPS DELS
DINOSAURES?
• TÉ FOC?
12. • ÉS UNA PERSONA?
• ES UN ANIMAL?
• ESTÀ EN EL TEMPS
DELS CAVALLERS?
• N’HI HA PER
CAIMARI?
• ESTÀ PER PALMA?
• ÉS DEL TEMPS DELS
DINOSAURES?
• MENJA CARN?
• ÉS GROS?