The document is about snails and contains questions about their appearance, diet, habits, reproduction and habitat. It describes snails having a shell, foot, mouth and eyes. They eat green plants and vegetables but also foods like tomatoes, fish food and fruit. Snails move slowly by dragging their foot and leave a trail of slime. They lay eggs in moist soil which hatch after days, and the baby snails start moving. It does not provide details on how snails protect themselves or where they live. Other types of snails mentioned are sea snails, elongated snails, African giants and top snails.
Snails have a shell, eyes, head, foot and horns. Their shells come in different colors. They live in forests and grasslands among leaves and foliage, eating plants, leaves and moss. They drink water from leaves. Snails reproduce and there are land and sea varieties. Links are provided to a story and song about snails.
El documento describe las características y el comportamiento de los caracoles. No tienen esqueleto y están formados por un pie, tentáculos para ver y tocar, y una concha que protege sus órganos internos. Se desplazan arrastrándose sobre su pie y dejando una baba pegajosa, y se reproducen como hermafroditas poniendo huevos en lugares húmedos.
The document provides information about rabbits. It describes their physical characteristics such as having 2 eyes, long ears, a short tail, whiskers, and 4 feet with the back feet being longer and stronger. It discusses what rabbits eat, including pellets, carrots, grass, corn, apples, dried bread, and that they need fresh water and branches to gnaw on. It also notes that rabbits live in cages, woods, or burrows and describes the skeleton of a rabbit.
El documento resume una discusión en clase sobre el corazón. Los estudiantes comparten lo que saben sobre el corazón, incluyendo su ubicación en el pecho, sus latidos y sonidos, cómo se mueve más rápido con el ejercicio, y más. Luego planean más cosas que quieren aprender sobre el corazón, como marcapasos y cómo se forma.
The document is about snails and contains questions about their appearance, diet, habits, reproduction and habitat. It describes snails having a shell, foot, mouth and eyes. They eat green plants and vegetables but also foods like tomatoes, fish food and fruit. Snails move slowly by dragging their foot and leave a trail of slime. They lay eggs in moist soil which hatch after days, and the baby snails start moving. It does not provide details on how snails protect themselves or where they live. Other types of snails mentioned are sea snails, elongated snails, African giants and top snails.
Snails have a shell, eyes, head, foot and horns. Their shells come in different colors. They live in forests and grasslands among leaves and foliage, eating plants, leaves and moss. They drink water from leaves. Snails reproduce and there are land and sea varieties. Links are provided to a story and song about snails.
El documento describe las características y el comportamiento de los caracoles. No tienen esqueleto y están formados por un pie, tentáculos para ver y tocar, y una concha que protege sus órganos internos. Se desplazan arrastrándose sobre su pie y dejando una baba pegajosa, y se reproducen como hermafroditas poniendo huevos en lugares húmedos.
The document provides information about rabbits. It describes their physical characteristics such as having 2 eyes, long ears, a short tail, whiskers, and 4 feet with the back feet being longer and stronger. It discusses what rabbits eat, including pellets, carrots, grass, corn, apples, dried bread, and that they need fresh water and branches to gnaw on. It also notes that rabbits live in cages, woods, or burrows and describes the skeleton of a rabbit.
El documento resume una discusión en clase sobre el corazón. Los estudiantes comparten lo que saben sobre el corazón, incluyendo su ubicación en el pecho, sus latidos y sonidos, cómo se mueve más rápido con el ejercicio, y más. Luego planean más cosas que quieren aprender sobre el corazón, como marcapasos y cómo se forma.
The students in the class studied fish as their class project. They researched fish, created an index of what they wanted to learn, organized the information on a classroom mural, and experimented. They learned about how fish breathe, move, are born, eat and digest food, float, and more. They decorated their classroom door and set up an aquarium as part of their project.
The students in class P-4B studied fish and shared what they learned. They explored how fish live in water, breathe through gills, are covered in scales and propel themselves with fins. The students measured different fish, observed how objects float and sink in water, and learned that fish have an air bladder that allows them to float. They also discovered that most fish lay eggs and the young develop into small fish called fry. The class enjoyed learning about fish and was grateful for help from parents.
The document discusses what is known about snails and asks questions to learn more. It is known that snails move slowly like snakes and have shells that are round and hard. They sleep inside their shells. Snails eat plants like grass, lettuce and leaves. They live in forests and mountains. The document asks where snails live, how they are born, what they eat, and shows different types of snails.
The students in the class chose to learn about sharks. They brainstormed what they already knew about sharks and questions they had. They discussed the best ways to research sharks, such as looking at books, websites, and potentially visiting an aquarium. The class then worked together to organize what they learned about sharks' appearance, diet, habitat, behaviors and more. They began learning about different shark species and characteristics.
- Types of fish, how they look, where they live, how they sleep, what they eat (why big fish eat small fish), how they breathe (if they leave water they suffocate), how they are born, and more.
- Through books, documentaries, and a visit from Nacho and his fish store, they learned about many different types of fish and sea creatures.
- They studied fish anatomy and learned fish have streamlined bodies to swim, scales for protection, and different parts like fins for movement and balance.
Este documento presenta las observaciones y aprendizajes de un grupo de estudiantes sobre las mariposas. Comparten lo que saben sobre las mariposas al principio de la investigación, como que tienen dos alas y vuelan. Luego enumeran preguntas que quieren responder, como si tienen lengua o cuántas patas tienen. Más adelante presentan la información que encontraron, describiendo las partes del cuerpo de la mariposa y su ciclo de vida. Al final, resumen lo que aprendieron, como que comen flores, tienen cuatro alas de
The document describes a class of students naming their classroom. They debated between calling it "Dinosaurs" or "Butterflies". After presenting arguments for each choice, they voted and the name "Dinosaurs" won by one vote. They then began learning about dinosaurs by bringing in books from home and planning to research different aspects of dinosaurs like how they lived and went extinct.
The document discusses several facts about rabbits:
1) Rabbits eat plants like grass, lettuce, leaves and carrots. They live in fields and forests.
2) Baby rabbits are called kittens. They are born blind and hairless from their mother's womb. The mother nurses the kittens once a night.
3) Rabbits can start reproducing from 3-6 months after birth. Females can have litters of 10-12 kittens every 31 days, so the rabbit population can grow quickly.
Las orugas se convierten en mariposas tras pasar por las etapas de huevo, oruga, crisálida y finalmente mariposa adulta. Las hembras ponen huevos en grupos de los que nacen las orugas, que son muy golosas y comen sin parar. Después de crecer, las orugas se encierran en un capullo de seda donde tienen lugar cambios internos hasta emerger como hermosas mariposas.
The students in the class chose to learn about sharks. They brainstormed what they already knew about sharks and questions they had. They discussed the best ways to research sharks, such as looking at books, websites, and potentially visiting an aquarium. The class then worked together to organize what they learned about sharks' appearance, diet, habitat, behaviors and more. They began learning about different shark species and characteristics.
The students in class P-5 began a project to learn about cats. They discussed what they already knew about cats, such as how many bones cats have compared to humans. The students then explored what skeletons look like for cats and humans. They observed a human skeleton in the classroom and watched a video that explained the human skeletal system. The students discussed key points about bones and skeletons from the video. They also learned that while most cats have tails, there is a breed called the Manx cat that is born without a tail.
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 students in the class studied fish as their class project. They researched fish, created an index of what they wanted to learn, organized the information on a classroom mural, and experimented. They learned about how fish breathe, move, are born, eat and digest food, float, and more. They decorated their classroom door and set up an aquarium as part of their project.
The students in class P-4B studied fish and shared what they learned. They explored how fish live in water, breathe through gills, are covered in scales and propel themselves with fins. The students measured different fish, observed how objects float and sink in water, and learned that fish have an air bladder that allows them to float. They also discovered that most fish lay eggs and the young develop into small fish called fry. The class enjoyed learning about fish and was grateful for help from parents.
The document discusses what is known about snails and asks questions to learn more. It is known that snails move slowly like snakes and have shells that are round and hard. They sleep inside their shells. Snails eat plants like grass, lettuce and leaves. They live in forests and mountains. The document asks where snails live, how they are born, what they eat, and shows different types of snails.
The students in the class chose to learn about sharks. They brainstormed what they already knew about sharks and questions they had. They discussed the best ways to research sharks, such as looking at books, websites, and potentially visiting an aquarium. The class then worked together to organize what they learned about sharks' appearance, diet, habitat, behaviors and more. They began learning about different shark species and characteristics.
- Types of fish, how they look, where they live, how they sleep, what they eat (why big fish eat small fish), how they breathe (if they leave water they suffocate), how they are born, and more.
- Through books, documentaries, and a visit from Nacho and his fish store, they learned about many different types of fish and sea creatures.
- They studied fish anatomy and learned fish have streamlined bodies to swim, scales for protection, and different parts like fins for movement and balance.
Este documento presenta las observaciones y aprendizajes de un grupo de estudiantes sobre las mariposas. Comparten lo que saben sobre las mariposas al principio de la investigación, como que tienen dos alas y vuelan. Luego enumeran preguntas que quieren responder, como si tienen lengua o cuántas patas tienen. Más adelante presentan la información que encontraron, describiendo las partes del cuerpo de la mariposa y su ciclo de vida. Al final, resumen lo que aprendieron, como que comen flores, tienen cuatro alas de
The document describes a class of students naming their classroom. They debated between calling it "Dinosaurs" or "Butterflies". After presenting arguments for each choice, they voted and the name "Dinosaurs" won by one vote. They then began learning about dinosaurs by bringing in books from home and planning to research different aspects of dinosaurs like how they lived and went extinct.
The document discusses several facts about rabbits:
1) Rabbits eat plants like grass, lettuce, leaves and carrots. They live in fields and forests.
2) Baby rabbits are called kittens. They are born blind and hairless from their mother's womb. The mother nurses the kittens once a night.
3) Rabbits can start reproducing from 3-6 months after birth. Females can have litters of 10-12 kittens every 31 days, so the rabbit population can grow quickly.
Las orugas se convierten en mariposas tras pasar por las etapas de huevo, oruga, crisálida y finalmente mariposa adulta. Las hembras ponen huevos en grupos de los que nacen las orugas, que son muy golosas y comen sin parar. Después de crecer, las orugas se encierran en un capullo de seda donde tienen lugar cambios internos hasta emerger como hermosas mariposas.
The students in the class chose to learn about sharks. They brainstormed what they already knew about sharks and questions they had. They discussed the best ways to research sharks, such as looking at books, websites, and potentially visiting an aquarium. The class then worked together to organize what they learned about sharks' appearance, diet, habitat, behaviors and more. They began learning about different shark species and characteristics.
The students in class P-5 began a project to learn about cats. They discussed what they already knew about cats, such as how many bones cats have compared to humans. The students then explored what skeletons look like for cats and humans. They observed a human skeleton in the classroom and watched a video that explained the human skeletal system. The students discussed key points about bones and skeletons from the video. They also learned that while most cats have tails, there is a breed called the Manx cat that is born without a tail.
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.
Viceverba_appdelmes_0624_joc per aprendre verbs llatinsDaniel Fernández
Vice Verba és una aplicació educativa dissenyada per ajudar els estudiants de llatí a aprendre i practicar verbs llatins d'una manera interactiva i entretinguda.
12. COM ES DESPLACEN ELS CARGOLS?
El seu cos és molt
tou i això els ajuda
a superar qualsevol
obstacle.
Per observar el rastre de la bava
que generen els cargols, els hem
mullat amb aigua barrejada amb
colorant alimentari.
13. CARRERA DE CARGOLS I
Volem veure quin cargol arriba abans a l’enciam i
observem que els cargols no caminen en línia recte.
Fan corbesFan corbes
15. Carrera de cargols II
Ha guanyat
el cargol
més gran.
Fem hipòtesis i comprovem quin cargol arriba abans a la
meta.
16. Fem un cargol de plastilina
Parlem com podem fer el nostre cargol i busquem un objecte per fer la seva
closca.
La majoria prefereix fer-la amb una castanya.
El galet i la castanya
s’assemblen a la
closca del cargol.
17. Quina sopresa!
Els cargols han posat ous.
Ara ja sabem
d’on neixen
els cargols.
“Neixen
dels ous
com els
pollets”.
37. Dibuixem el traç del cargol
al terra. Els cargols es
desplacen molt a poc a poc.
38.
39.
40.
41.
42. Els cargols
també es poden
cuinar!
La Cala ha cuinat
cargols de mar i en
Mario cargols de terra.
43.
44.
45. Comença a arribar el fred i elsComença a arribar el fred i els
nostres cargols comencen anostres cargols comencen a
hibernar.hibernar.
Per hivernar el cargol
introdueix el cap i el peu
dins la conquilla i segrega
una capa protectora de
color blanc amb la qual
tapa hermèticament tota
l’entrada.
50. Què hem après dels cargols?
Cala: Les tortugues mengen cargols.
Mario: La gent també menja els cargols.
Pol: Els cargols mengen pastanaga i enciam.
Marco: Els cargols fan una caca per al costat. Tenen un forat al
costat.
Jan: Els cargols quan plou, surten.
Nadia: Poden ser de molts colors i rosa.
Daniela: Tenen closca. És la seva casa.
Greta: Els nostres cargols no comen fresas.
Ainhoa: Els cargols hacen ous.
Malak: El cargol viu a la muntanya.
51. Què hem après dels cargols?
Marc: Estan sords. No poden escoltar.
Maria: Hi ha cargols bovers i cargols de mar.
Eric: Els cargols no van recta, fan corbes.
Luc: Hi ha cargols que no tenen closca.
Maria: Es diuen llimacs.
Luc: També es diuen bavoses.
Eneas: Hay caracoles muy grandes i no mengen maduixes.
Pol: I n’hi ha petits com un puntet.
Vilem: Els cargols s’amaguen perquè tenen por. A la casa.
Cala: Han fet un tel.
52. Pol: Perquè no tinguin fred.
Maria: Dormen.
Daniela: Els cargols caminen per les pedres.
Pol: Molt a poc a poc.
Aday: No tenen huesos i mengen pastanaga i enciam. I podem
cantar dos cançons dels cargols. “El cargol treu banya”.
Oliver: Els cargols deixen baves quan caminen i la closca del cargol
es diu caracola.
Què hem après dels cargols?