The students in a classroom observed what happened to potatoes over time under different conditions. They placed potatoes in water, in soil, in a box, and exposed to sunlight. Over several weeks, they noticed the potatoes in water and exposed to the elements rotted and smelled bad, while the potato in the box remained mostly the same. The potato planted in soil continued to grow, producing several potato plants. The students were curious to see if potatoes would form on the plants.
Geocatching cami de l'escola a la font 2 n trimestreFotosorpina
Este documento describe una sesión de geocaching con un grupo de estudiantes de primaria. Los estudiantes utilizaron fotos para crear un mapa que muestra el camino desde su escuela hasta una fuente cercana llamada Font de l'Orpina. Trabajaron juntos para ordenar las fotos correctamente, discutiendo y probando diferentes configuraciones hasta que encontraron el orden correcto. Al final, lograron crear con éxito un mapa que representa el camino entre esos dos lugares.
1. The class investigated whether they can eat ice cream every day. They watched a video about potato farming and discussed healthy and unhealthy foods.
2. The students drew pictures of their breakfasts and classified foods into sweet or savory categories. They brought food packaging from home to further classify foods.
3. They learned about food pyramids and created their own by grouping foods into categories like carbohydrates, proteins, dairy, and fats. They determined that while they enjoy ice cream, it contains a lot of sugar and shouldn't be eaten daily.
Este documento describe una actividad en una clase de primaria donde los alumnos tratan de adivinar qué han inventado los padres de una compañera. Más tarde, los padres explican a los niños que han inventado un sistema para aprovechar el agua de lluvia y la ducha para regar las plantas y tirar de la cadena del inodoro, ahorrando así agua potable. Los niños comprenden la importancia de aprovechar el agua y no malgastarla.
The document summarizes a school field trip to the Antoni Tàpies Foundation by students from Escola Font de l'Orpina. It includes photos and comments from the children about Tàpies' artwork after visiting the museum. They learned that when Tàpies was ill, he began focusing on things around him. He invented things in his paintings rather than painting things exactly as they are. His common colors were red, black, grey, white and brown. The students did a workshop after applying some of Tàpies' techniques. Tàpies wanted to make a very large sculpture, the largest in the entire museum, and created a large sculptural installation.
This document summarizes a classroom discussion about electricity among elementary school students. The students began by wondering how electricity could pass through wires. They discussed batteries, lights, and circuits. Experiments with magnets and static electricity helped them understand attraction and repulsion of charged materials. Visiting the school to observe wires and visiting an exhibit on circuits helped answer their questions. They concluded that electricity passes through metal wires via electrons and needs a complete circuit or path to power devices.
Geocatching cami de l'escola a la font 2 n trimestreFotosorpina
Este documento describe una sesión de geocaching con un grupo de estudiantes de primaria. Los estudiantes utilizaron fotos para crear un mapa que muestra el camino desde su escuela hasta una fuente cercana llamada Font de l'Orpina. Trabajaron juntos para ordenar las fotos correctamente, discutiendo y probando diferentes configuraciones hasta que encontraron el orden correcto. Al final, lograron crear con éxito un mapa que representa el camino entre esos dos lugares.
1. The class investigated whether they can eat ice cream every day. They watched a video about potato farming and discussed healthy and unhealthy foods.
2. The students drew pictures of their breakfasts and classified foods into sweet or savory categories. They brought food packaging from home to further classify foods.
3. They learned about food pyramids and created their own by grouping foods into categories like carbohydrates, proteins, dairy, and fats. They determined that while they enjoy ice cream, it contains a lot of sugar and shouldn't be eaten daily.
Este documento describe una actividad en una clase de primaria donde los alumnos tratan de adivinar qué han inventado los padres de una compañera. Más tarde, los padres explican a los niños que han inventado un sistema para aprovechar el agua de lluvia y la ducha para regar las plantas y tirar de la cadena del inodoro, ahorrando así agua potable. Los niños comprenden la importancia de aprovechar el agua y no malgastarla.
The document summarizes a school field trip to the Antoni Tàpies Foundation by students from Escola Font de l'Orpina. It includes photos and comments from the children about Tàpies' artwork after visiting the museum. They learned that when Tàpies was ill, he began focusing on things around him. He invented things in his paintings rather than painting things exactly as they are. His common colors were red, black, grey, white and brown. The students did a workshop after applying some of Tàpies' techniques. Tàpies wanted to make a very large sculpture, the largest in the entire museum, and created a large sculptural installation.
This document summarizes a classroom discussion about electricity among elementary school students. The students began by wondering how electricity could pass through wires. They discussed batteries, lights, and circuits. Experiments with magnets and static electricity helped them understand attraction and repulsion of charged materials. Visiting the school to observe wires and visiting an exhibit on circuits helped answer their questions. They concluded that electricity passes through metal wires via electrons and needs a complete circuit or path to power devices.
The luminous squid helped the iridescent fish search for its lost scale at the bottom of the deep, dark ocean. They asked jellyfish like the giant Portuguese man-of-war and a sea slug if they had seen it, but to no avail. Finally, with the squid's light, they found the scale and the happy fish returned home with its friends, though they had a hard time believing it went over the cliff into the dangerous sea.
The document provides a summary of a story told by Eulàlia about visiting the works of artist Antoni Tàpies. Eulàlia describes many of Tàpies' paintings they saw such as clouds, chairs, letters, shoes, crosses, and footprints. They learn about Tàpies' life and works from a book. After visiting the Tàpies Foundation, the class discusses what artworks they would like to recreate to display, such as clouds with chairs or letters. The students then work on their own art projects using images of the Tàpies Foundation as inspiration.
The class prepares questions for when Ismael brings his talking parrot Currito to visit. They want to know if parrots bite, if Currito was born in captivity or wild, if it can walk, talk, eat pipes or "quicos", sing the Barcelona anthem, fly, sleep standing or lying down, read, is male or female, big or small, has a swimming pool, and why it talks so much to Ismael's brother. When Ismael and Currito arrive, the students ask their questions and learn that Currito is still young so its sex is unknown, likes to walk fast, eats fruit and nuts, repeats words and gives kisses, was a gift not wild
Escrit bloc la jordina i el bosc prohibitFotosorpina
This document provides a summary of a story time activity where children listened to the story "La Jordina al bosc prohibit" (Jordina in the Forbidden Forest). Before reading, the children discussed what it means to be brave and why the forest might be forbidden. While listening, they made predictions about what animals could be in the forest and what the dragon, witch, and wolf might do. After, they realized these characters were not actually bad and discussed the helpful things they did in the story. The children then drew pictures of their favorite parts of the story.
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 students in a classroom have been learning about how chickens hatch from eggs. They read books on the topic and visited an older class that has an incubator with eggs in it. The incubator keeps the eggs warm to allow baby chicks to develop inside. They learned details like how the chick gets oxygen and nutrients through an umbilical cord inside the egg. They are waiting to see the eggs hatch in a few weeks.
1) A group of students investigated why snakes shed their skin after finding a shed snake skin.
2) Through research in books, online, and by contacting experts, they learned that as snakes grow, their skin does not stretch so they shed it to make room for new skin underneath.
3) On a class trip to a farm with exotic animals, they were able to see a boa constrictor and get their question answered directly by the guide.
This document describes a project carried out by a group of young students to create a guide of insects and small animals found in their school patio. Over the course of several months, the students observe, collect, and study different insects, discussing and sharing what they learn. They create drawings and write descriptions to include in their guide. The project sparks the children's curiosity and engagement in learning about the natural world.
The document summarizes activities that a class of young children engaged in to learn about the changes of fall/autumn. Some of the activities included: bringing in things they found outside like acorns, leaves, and mushrooms; discussing why leaves change color and fall; learning about different fruits that appear in fall like chestnuts and pomegranates; and doing experiments like seeing if fruits grow mold if left for several days.
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.
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 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 children had many interests in learning about different topics. They discussed and drew pictures of what they wanted to learn. They decided to investigate how breathing works. They learned that air enters through the nose or mouth, passes through the trachea and bronchi into the lungs. They discovered the lungs are located under the ribs in the chest cavity. They discussed dangers of breathing water instead of air and the negative effects of smoking on the lungs. They gained an understanding of the respiratory system through hands-on exploration and online research.
The children had many interests in learning about different topics. They discussed and drew pictures of what they wanted to learn. They decided to investigate how breathing works. They learned that air enters through the nose or mouth, passes through the trachea and bronchi into the lungs. They discovered the lungs are located under the ribs in the chest cavity. They discussed dangers of breathing water instead of air and the negative effects of smoking on the lungs. They gained an understanding of the respiratory system through hands-on exploration and online research.
The children had many interests in learning about different topics. They discussed and drew pictures of what they wanted to learn. They decided to research how breathing works. Through experiments touching their chests and blowing into balloons, they learned that air enters through the nose/mouth, passes through the trachea and bronchi into the lungs. They discovered that smoking can damage the lungs by turning them black. They concluded it is important not to breathe underwater and that smoking is unhealthy.
The children had many interests in learning about different topics. They discussed and drew pictures of what they wanted to learn. They decided to research how breathing works. Through experiments touching their chests and blowing into balloons, they learned that air enters through the nose/mouth, passes through the trachea and bronchi into the lungs. They discovered that smoking can damage the lungs by turning them black. They concluded it is important not to breathe underwater and that smoking is unhealthy.
This document contains the lyrics to several children's songs in Catalan. It includes songs about the weather ("Plou i fa sol"), greetings ("Hola, digues com estas"), animals ("Peix, peixet" about fishing), transportation ("El tren petitó" about a small train), nature ("El bolet" about a mushroom), harvests ("La castanyera" about a chestnut seller), seasons ("M'agrada la tardor" about autumn leaves changing color), and holidays ("Caga tió" about a log that is said to defecate candies on Christmas). The lyrics express themes of nature, daily life, and celebration through simple, repetitive language.
The luminous squid helped the iridescent fish search for its lost scale at the bottom of the deep, dark ocean. They asked jellyfish like the giant Portuguese man-of-war and a sea slug if they had seen it, but to no avail. Finally, with the squid's light, they found the scale and the happy fish returned home with its friends, though they had a hard time believing it went over the cliff into the dangerous sea.
The document provides a summary of a story told by Eulàlia about visiting the works of artist Antoni Tàpies. Eulàlia describes many of Tàpies' paintings they saw such as clouds, chairs, letters, shoes, crosses, and footprints. They learn about Tàpies' life and works from a book. After visiting the Tàpies Foundation, the class discusses what artworks they would like to recreate to display, such as clouds with chairs or letters. The students then work on their own art projects using images of the Tàpies Foundation as inspiration.
The class prepares questions for when Ismael brings his talking parrot Currito to visit. They want to know if parrots bite, if Currito was born in captivity or wild, if it can walk, talk, eat pipes or "quicos", sing the Barcelona anthem, fly, sleep standing or lying down, read, is male or female, big or small, has a swimming pool, and why it talks so much to Ismael's brother. When Ismael and Currito arrive, the students ask their questions and learn that Currito is still young so its sex is unknown, likes to walk fast, eats fruit and nuts, repeats words and gives kisses, was a gift not wild
Escrit bloc la jordina i el bosc prohibitFotosorpina
This document provides a summary of a story time activity where children listened to the story "La Jordina al bosc prohibit" (Jordina in the Forbidden Forest). Before reading, the children discussed what it means to be brave and why the forest might be forbidden. While listening, they made predictions about what animals could be in the forest and what the dragon, witch, and wolf might do. After, they realized these characters were not actually bad and discussed the helpful things they did in the story. The children then drew pictures of their favorite parts of the story.
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 students in a classroom have been learning about how chickens hatch from eggs. They read books on the topic and visited an older class that has an incubator with eggs in it. The incubator keeps the eggs warm to allow baby chicks to develop inside. They learned details like how the chick gets oxygen and nutrients through an umbilical cord inside the egg. They are waiting to see the eggs hatch in a few weeks.
1) A group of students investigated why snakes shed their skin after finding a shed snake skin.
2) Through research in books, online, and by contacting experts, they learned that as snakes grow, their skin does not stretch so they shed it to make room for new skin underneath.
3) On a class trip to a farm with exotic animals, they were able to see a boa constrictor and get their question answered directly by the guide.
This document describes a project carried out by a group of young students to create a guide of insects and small animals found in their school patio. Over the course of several months, the students observe, collect, and study different insects, discussing and sharing what they learn. They create drawings and write descriptions to include in their guide. The project sparks the children's curiosity and engagement in learning about the natural world.
The document summarizes activities that a class of young children engaged in to learn about the changes of fall/autumn. Some of the activities included: bringing in things they found outside like acorns, leaves, and mushrooms; discussing why leaves change color and fall; learning about different fruits that appear in fall like chestnuts and pomegranates; and doing experiments like seeing if fruits grow mold if left for several days.
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.
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 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 children had many interests in learning about different topics. They discussed and drew pictures of what they wanted to learn. They decided to investigate how breathing works. They learned that air enters through the nose or mouth, passes through the trachea and bronchi into the lungs. They discovered the lungs are located under the ribs in the chest cavity. They discussed dangers of breathing water instead of air and the negative effects of smoking on the lungs. They gained an understanding of the respiratory system through hands-on exploration and online research.
The children had many interests in learning about different topics. They discussed and drew pictures of what they wanted to learn. They decided to investigate how breathing works. They learned that air enters through the nose or mouth, passes through the trachea and bronchi into the lungs. They discovered the lungs are located under the ribs in the chest cavity. They discussed dangers of breathing water instead of air and the negative effects of smoking on the lungs. They gained an understanding of the respiratory system through hands-on exploration and online research.
The children had many interests in learning about different topics. They discussed and drew pictures of what they wanted to learn. They decided to research how breathing works. Through experiments touching their chests and blowing into balloons, they learned that air enters through the nose/mouth, passes through the trachea and bronchi into the lungs. They discovered that smoking can damage the lungs by turning them black. They concluded it is important not to breathe underwater and that smoking is unhealthy.
The children had many interests in learning about different topics. They discussed and drew pictures of what they wanted to learn. They decided to research how breathing works. Through experiments touching their chests and blowing into balloons, they learned that air enters through the nose/mouth, passes through the trachea and bronchi into the lungs. They discovered that smoking can damage the lungs by turning them black. They concluded it is important not to breathe underwater and that smoking is unhealthy.
This document contains the lyrics to several children's songs in Catalan. It includes songs about the weather ("Plou i fa sol"), greetings ("Hola, digues com estas"), animals ("Peix, peixet" about fishing), transportation ("El tren petitó" about a small train), nature ("El bolet" about a mushroom), harvests ("La castanyera" about a chestnut seller), seasons ("M'agrada la tardor" about autumn leaves changing color), and holidays ("Caga tió" about a log that is said to defecate candies on Christmas). The lyrics express themes of nature, daily life, and celebration through simple, repetitive language.
Qui va ser la primera persona de la terraFotosorpina
This document summarizes the journey of a group of 5-year-old students in Spain as they investigate the question of who the first person on Earth was. Through reading books, visiting the library and zoo, and corresponding with museums, the students learn about human evolution from early hominids like Australopithecus to Homo sapiens. They discuss what they've learned and develop new questions along the way.
This document contains summaries of several classroom activities and experiences from a preschool class. It describes experiments with colors, a visit from parents to teach dancing and crafts, playing with new toys received from the Three Wise Men, learning about animals from a parent, and attending a shadow puppet performance of "The Pig Who Wanted to Fly". The summaries are written in Catalan and provide a window into the learning experiences of young students.
The document discusses a conversation among young students about why their teeth fall out. They share stories about losing teeth and growing new ones. They demonstrate misunderstandings about teeth and ask questions to learn more. They then watch an educational video that explains teeth are made of a hard outer layer and inner pulp, and that cavities are caused by bacteria if teeth are not cleaned properly. It clarifies how many teeth humans have and that baby teeth fall out to be replaced by permanent teeth.
The children Merli and Faust go to their uncle's farm to help with the wheat harvest. Their uncle explains the process of growing wheat from planting in the fall to harvesting in summer. They watch as the combine harvester cuts the wheat and separates the grain from the straw. Later, they visit the bakery and learn how wheat flour is made into bread through mixing, rising, shaping, and baking. The children gain an appreciation for the process of growing wheat and making it into bread.
The children Merli and Faust go to their uncle's farm to help with the wheat harvest. Their uncle explains the process of growing wheat from planting in the fall to harvesting in summer. They watch as the combine harvester cuts the wheat and separates the grain from the straw. Later, they visit the bakery and learn how wheat flour is made into bread through mixing, rising, shaping, and baking. The children gain an appreciation for the process of growing wheat and making it into bread.
The students in class P-3A decided to name their class after discussing various animal options. They settled on "Cervols" (deer). As part of learning about deer, the students came up with questions they had about deer traits, behaviors, habitats, and more. They planned to research the answers by looking at books, photos, videos, and asking others. The class discussions and activities helped the students learn about deer characteristics in an engaging way.
This story is about a little boy named Patufet who lives with his parents. One day, his father realizes they are out of salt for the meal. Patufet volunteers to go to the store to buy more salt. He sings a song as he walks to warn people not to step on him since he is so small. At the store, the owner leaves salt and money for Patufet. He returns home safely and helps his father, having a adventure along the way inside a cow's stomach.
The document describes a classroom project about dolphins. The students in class P5A voted to name their class "Els Dofins" (The Dolphins). They then discussed what they know about dolphins based on their own experiences. Some of the things mentioned include how dolphins jump, swim fast, play with balls, breathe under water, eat fish, and live with whales. The students listed additional things they wanted to learn about dolphins. They planned how to decorate their classroom door and welcome a new dolphin puppet mascot. An index was made of topics to research dolphins further.
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.
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
1. QUE PASSA AMB
LES PATATES
SI...?
P4B - PASTANAGUES
3r TRIMESTRE
CURS 2012 - 2013
ESCOLA FONT DE L'ORPINA
2. UN DIA D’ABRIL, LA MESTRA HA PORTAT A L’AULA UN PARELL DE
PATATES GRILLADES... I HA ESPERAT TROBAR EL MOMENT PER
PRESENTAR-LES. ELS NENS I NENES DE LA CLASSE DE LA CLASSE DE
LES PASTANAGUES HAN QUEDAT MERAVELLATS...
-QUÉ ÉS AIXÒ, SARA????
- UNA PATATA!
- UNA, NOMÉS?
- NO, N’HI HA DUES!
- SEMBLA EL “SR PATATO”
- SÍ, ÉS UNA PATATA... PERO QUÈ LI HA PASSAT?
- TÉ UNS “PALS” DE FUSTA I UNES PUNXES!
- NO! SÓN DE LES PATATES, PERQUÈ ALGUNES VEGADES HO TENEN...
PERO NO SÓN DE FUSTA! ES TALLEN ELS PALS I ES TREU PER A QUE
ELS PARES “LAS COCINEN”...
- SÓN GRILLS, NO PALS...
- SÓN PLANTES DE LA PATATA!
- PERÒ PER QUÈ LI HAN SORTIT?
- PERQUÈ L’HAN REGAT MOLT! OI, SARA, QUE L’HAS REGAT MOLT?
- JO NO L’HE REGAT
- DONCS LA PODEM POSAR EN AIGUA!
- PERQUÈ CREIXI LA PATATA!
- D’ACORD, FEM-HO... I ESPEREM A VEURE QUÈ PASSA!
- CLAR, PERQUÈ NO ES MORI...
- PERQUÈ NO ES MORIII? UNA PATATA ESTÀ VIVAAAA?
- NOOO, PERQUÈ NO TENEN COR PER MORIR-SE! I LES PERSONES, SÍ!
- LA POSEM AIGUA PERQUÈ SURTIN LES PATATES!
- I LES FLORS! PERQUÈ PRIMER CREIX LA FLOR I DESPRÉS LA PATATA!
UNA VEGADA S’HA DECIDIT QUE DEIXAREM EN AIGUA AQUESTA
PATATA AMB AIGUA... PENSEM QUÈ FER AMB L’ALTRA!
3. - QUÈ POT PASSAR SI POSEM AQUESTA ALTRA AMB TERRA?
- QUE S’EMBRUTARIA...
- I SE MORIRIA...
- NOOO... QUE LES PATATES NO ES PODEN MORIR!
- SÍ, FEM-HO! AQUESTA A LA TERRA!
- I COM ES FA?
- DONCS A L’HORT...
- I PODEM MIRAR EN LLIBRES I A INTERNET, COM ES FA...
- I PREGUNTAR-LI A LA RAQUEL, A L’HORT...
QUAN HAN TROBAT LA RAQUEL, LA MESTRA AMB LA QUE FAN LES
SESSIONS D’HORT, NO HAN DUBTAT EN PREGUNTAR-LI, I HO HAN FET
AMB ELLA. S’HAN EMPORTAT LA PATATA, L’HAN PLANTAT, I L’HEM
DEIXAT AL PORXO DE LA CLASSE, PERQUÈ LI TOQUI EL SOL. ARA L’HEM
DE CUIDAR I REGAR, A VEURE QUÈ PASSA...
A MÉS, PER CASUALITAT, LA MESTRA DE LA CLASSE
DE P5, LES PATATES, ENS N’HA PORTAT UN PARELL
MÉS.
I AQUESTES DUES, DESPRÉS DE PENSAR-HI, HAN
DECIDIT QUE DEIXARIEN UNA DINS D'UNA CAPSA, O D'UNA LLAUNA, I
L'ALTRA A FORA, PERQUÈ LI TOQUI EL SOL I L'AIRE.
4. A MITJANS D'ABRIL... DESCOBREIXEN QUELCOM AL TEST ON HAVIEN
ENTERRAT LA PATATA AMB LA TERRA:
- HA CRESCUT!
- RECORDEU QUE VAM FER?
- AMAGAR-LA...
- NO, PLANTAR-LA... VAM POSAR UNA "SEMILLA"...
- UNA LLAVOR NO, ... VAM POSAR UNA PATATA
SENCERA, I COM QUE L'HEM REGAT... ESTÀ
CREIXENT!
- CLAR... I ELS GRILLS QUE TENIA...
- ESTÀ SORTINT... ESTÀ CREIXENT...
DESPRÉS D'UNS DIES...
- HAN CRESCUT MÉS!
- SÍ, N'HI HA DOS MÉS QUE AHIR...
- PERQUÈ LES HEM REGAT I LI TOCA EL SOL, AQUÍ
AL PORXO... AMB L'AIGUA I EL SOL HAN
NASCUT TRES "PATATERES"...
- AQUÍ VAM POSAR UNA PATATA SENCERA,
AMB GRILLS, A DINS DE LA TERRA...
- I ARA HAN SORTIT TRES PATATES MÉS...
- NO, SÓN PATATERES... PERQUÈ SÓN LES
PLANTES DE LES PATATES.
(...)
- I AMB LES ALTRES PATATES, QUÈ VAM FER?
- UNA ALTRA LA VAM DEIXAR AL SOL, A L'AIRE
- SÍ... I AQUESTS ESTÀ IGUAL... NOMÉS UNA MICA MÉS ARRUGADA...
5. - UNA AMB AIGUA, I L'ALTRA A DINS D'UNA CAPSA
- LES MIREM, A VEURE COM ESTAN?
LA QUE TENIEM EN AIGUA
- NO TÉ AIGUA!
- SÍ QUE TÉ UNA MIQUETA... LI HEM DE POSAR MÉS!
- ON ESTÀ, LA RESTA DE L'AIGUA QUE TENIA?
- HA CAIGUT...
- NO, SE L'HA BEGUT LA PATATA...
- VA CAURE I NO LI VEM POSAR MÉS...?
- NO, L'HA XUCLAT!
- PER ON?
- PELS GRILLS
- PERÒ SI ELS GRILLS ESTAN A FORA! SI ESTAN A DALT DE LA PATATA,
A FORA...
- I ELS GRILLS TAMBÉ S'HAN ASSECAT, COM LA PELL, QUE ESTÀ
ARRUGADA... I ESTAN MÉS NEGRES. ESTAVEN BLANCS
- DONCS PODEM TALLAR-LA EN TROSSOS, I POSAR UN TROS TALLAT
AMB MÉS AIGUA, A VEURE QUÈ LI PASSA...
AIXÍ HO FEM...
MESTRESTANT, UNA DE LES NENES TÉ UN
TROS DE PATATA DE LA QUE HI HAVIA AMB
AIGUA... I COMENÇA A EXPERIMENTAR
AMB UN DELS ESCURADENTS QUE TENIA
LA PATATA PER AGUANTAR-SE AL POT ON
LA POSEM AMB AIGUA...
- ESTÀ "BLANDA"... I S'HA POSAT NEGRA!...
6. - ÉS LA LLAVOR, COM D'UNA POMA...
- NO... NO HO ÉS... FA OLOR MOLT MALAMENT... ESTÀ PODRIDA!
- I SURT AIGUA...
- LLAVORS NO LI CAL MÉS AIGUA... LA PODEM POSAR ARA SENSE
AIGUA, A VEURE QUÈ LI PASSA...
AIXÍ, COM QUE LA IDEA HA AGRADAT A LA MAJORIA... LA PATATA QUE
TENIEM AMB AIGUA, L'HEM TALLAT, I GUARDEM UN DELS TROSSOS,
PERÒ ARA SENSE AIGUA... "PERQUÈ JA EN TÉ"... I MIRAREM SI HI HA
HAGUT CANVIS D'AQUÍ UNS DIES MÉS...
LA QUE TENIM DINS DE LA LLAUNA
- ESTÀ IGUAL!
- LA PELL ESTÀ ARRUGADA
- NO, S'HA FET PETITONA... I LI HAN SORTIT
MÉS GRILLS, MÉS PETITS..
- SI LA DEIXEM MÉS DIES AQUÍ, POTSER
CREIXERAN ELS GRILLS, A POC A POC...
- NO, PERQUÈ JA HA ESTAT UNS DIES, I NO
HAN CRESCUT...
- PERÒ LA PODEM DEIXAR MÉS DIES...
COM QUE LA RESTA DEL GRUP HI HA ESTAT D'ACORD, HAN DECIDIT
DEIXAR AQUESTA PATATA UNS DIES MÉS A DINS DE LA LLAUNA, A
VEURE QUÈ PASSA...
7. LA PATATERA CONTINUA CREIXENT...
JA A MITJANS DEL MES DE MAIG, DESPRÉS D'UNS DIES OBSERVANT
POSSIBLES CANVIS EN LES PATATES QUE VAM MANTENIR, HEM
COMENTAT QUÈ ELS HA PASSAT EN AQUEST TEMPS:
LA QUE TENIEM EN AIGUA (I VAM DEIXAR SENSE AIGUA DES DE LA
DARRERA OBSERVACIÓ)
- HI HA MOSQUES!
- QUIN FÀSTIC!
- S'HA ASSECAT... I ESTÀ ARRUGADA...
8. - PERQUÈ JA NO TOCAVA L'AIGUA!
ALGÚ S'ARRISCA A TOCAR-LA....
- ESTÀ DURA! PERQUÈ JA NO TÉ RES D'AIGUA!... NOMÉS ESTÀ UNA
MICA TOVA..
(...)
- PERÒ QUINA PUDOR QUE FA! ESTÀ PODRIDA!
- L'HE APRETAT I SORTIA AIGUA.
- PERQUÈ S'HA BEGUT TOTA L'AIGUA QUE LI POSAVEM!
9. - NO... PERQUÈ S'HA PODRIT!
- QUÈ VOLEU FER, AMB AQUESTA PATATA
- LLENÇAR-LAAAA!!!
ÉS EVIDENT, QUE HO TENEN MOLT CLAR... ENS DESFEM D'AQUESTA
PATATA QUE TENIEM EN AIGUA...
A LA QUE TENIEM AL PORXO, TOCANT-LI EL SOL I L'AIRE
- TIENE "CALDO"
- ALE! AIGUA PODRIDA TAMBÉ!
- O POTSER ÉS PERQUÈ HA PLOGUT I ESTÀ
MULLADA PERQUÈ L'AIGUA S'HA QUEDAT AQUÍ...
I AL GIRAR-LA...
- EEECCCSSS... ESTÀ PODRIDA TAMBÉ!
10. - I ELS GRILLS SE LI HAN POSAT NEGRES!
- I LA PATATA ESTÀ ARRUGADA
- SÍ, LA PELL, ARRUGADA... I CON "BABA" DE CARGOL... "ESO PARECE"...
ÉS CURIÓS PERQUÈ, POTSER DESPRÉS DE LA PRIMERA EXPERIÈNCIA,
AQUESTA PATATA NO LA VOLEN TOCAR. PERÒ DE SOBTE, APAREIX
UNA ATREVIDA, QUE CONVIDA A QUE ELS ALTRES EL SEGUEIXIN...
- ESTÀ "BLANDA"
11. - FA BONA OLOR? (PREGUNTA ALGÚ QUE ENCARA NO HA GOSAT
TOCAR-LA)
I LA JÚLIA, QUE JA L'HA TOCAT... EXCLAMA, DESPRÉS D'OLORAR-SE EL
DIT...
- NOOO... FA MALAMENT!
- AQUESTA TAMBÉ LA LLANCEM!
AIXÍ QUE... DIT I FET... NO HO HAN DUBTAT NI UN MOMENT...
A LA PATATA QUE TENIM GUARDADA DINS DE LA LLAUNA
EN OBRIR LA LLAUNA, VEIEM QUE LA PATATA, APARENTMENT ESTÀ BÉ.
ESTÀ IGUAL QUE EL DIA QUE LA VAM OBSERVAR ANTERIORMENT:
- AQUESTA LA PODEM DEIXAR! AQUESTA NO FA FÀSTIC!
- NO HA TINGUT CANVIS!
- SÍ, UN... HA CRESCUT AIXÒ...
- NO! AQUESTS GRILLS JA ELS TENIA...
(...)
12. - PERÒ SI QUE FA OLOR DE FÀSTIC, EH...
- I MIRA, AQUÍ HI HA AIGUA, A LA TAPA, PER DINS...
- CLAR, PERQUÈ ESTÀ A FORA I HA PLOGUT... I SEGUR QUE LI HA
ENTRAT AIGUA A DINS, I S'HA MULLAT... PERQUÈ NO HEM POSAT AIGUA
A DINS, NOSALTRES...
(...)
- AQUESTA LA PODEM DEIXAR ENCARA MÉS DIES A FORA, PERQUÈ
ESTÀ IGUAL...
- PERÒ SI FA PUDOOOOR...
- PERÒ SI LA TANQUEM UNA ALTRA VEGADA... NO FARÀ PUDOR...
- ÉS MILLOR LLENÇAR-LA!
- DONCS SI LLENCEM AQUESTA TAMBÉ, NOMÉS ENS QUEDARÀ LA
PATATERA DEL PORXO... L'HEM DE CONTINUAR REGANT ...
LA PATATERA DEL PORXO...
UNA DE LES NENES DEL GRUP, ENS EXPLICA QUE L'HEM DE REGAR I
CUIDAR FINS QUE "UN DIA LA PLANTA ES MORIRÀ, I DE CADA
PATATERA SORTIRÀ UNA PATATA NOVA". LI HEM EXPLICAT TAMBÉ A LA
RAQUEL, I ENS HA EXPLICAT QUE DE CADA PLANTA PATATERA EN POT
SORTIR MÉS DUNA, DE PATATES...
13. HEM COMPTAT LES PATATERE QUE HI HA AL TEST... I N'HI HA SET!
ARA NOMÉS QUEDA CUIDAR LES PATATERES... TENIR PACIÈNCIA... I
REMENAR LA TERRA QUAN ES MORI LA PLANTA... PER COMPROVAR SI
TINDREM O NO PATATES!!...