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L'HORT D'INFANTIL
El documento proporciona instrucciones para plantar un hort y jardín, incluyendo pastinacas, calçots, violetas, hortensias, tulipanes, rábanos, habas, lechugas, escarolas, cebollas. También recomienda regar semanalmente y observar el crecimiento de las plantas y cosechar las hortalizas.
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L'HORT D'INFANTIL
El documento proporciona instrucciones para plantar un hort y jardín, incluyendo pastinacas, calçots, violetas, hortensias, tulipanes, rábanos, habas, lechugas, escarolas, cebollas. También recomienda regar semanalmente y observar el crecimiento de las plantas y cosechar las hortalizas.
L'Hort del Wagner, ja l'hem començat
Aquest curs a la terrassa que hi ha al costat de la classe de sisè hem iniciat un hort urbà, hem sembrat julivert, enciams, pastanagues, hem plantat patates, això de moment.....
Teoría patrimonio
El documento define el patrimonio cultural como aquello que se hereda de los antepasados y representa la cultura y sociedad de un lugar. Explica que hay dos tipos principales de patrimonio cultural: tangible e intangible. El patrimonio tangible incluye bienes muebles e inmuebles, mientras que el intangible incluye tradiciones culturales. También usa como ejemplo los mármoles de Elgin, esculturas griegas antiguas removidas de Atenas que ahora se encuentran en el Museo Británico y son objeto de controversia sobre su
Teoría patrimonio
El patrimonio cultural se refiere a aquello que ha sido heredado de los antepasados y representa la cultura y sociedad únicas de un grupo. Incluye patrimonio material e inmaterial. El patrimonio material incluye bienes muebles e inmuebles como edificios y objetos, mientras que el patrimonio inmaterial incluye tradiciones culturales como danzas, música y artesanías.
Teoria patrimonio
El patrimonio cultural se refiere a aquello que ha sido heredado de los antepasados y representa la cultura y sociedad únicas de un grupo. Incluye patrimonio material e inmaterial. El patrimonio material incluye bienes muebles e inmuebles como edificios y objetos, mientras que el patrimonio inmaterial incluye tradiciones culturales como danzas, música y artesanías.
Diary poland
The document summarizes a group's trip to Poland from October 13-19, 2011. Over the course of the week-long trip, the group visited several cities and sites including Warsaw, Pulawy, Kazimierz Dolny, Lublin, and participated in cultural exchanges with Polish students. They learned about Polish culture through dancing, cooking traditional foods, and giving presentations on their home countries. The trip provided an opportunity for the students to experience Poland's history, make new international friends, and represent their own cultures abroad before returning home on the last day.
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L'Hort del Wagner, ja l'hem començat
Aquest curs a la terrassa que hi ha al costat de la classe de sisè hem iniciat un hort urbà, hem sembrat julivert, enciams, pastanagues, hem plantat patates, això de moment.....
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Teoría patrimonio
El documento define el patrimonio cultural como aquello que se hereda de los antepasados y representa la cultura y sociedad de un lugar. Explica que hay dos tipos principales de patrimonio cultural: tangible e intangible. El patrimonio tangible incluye bienes muebles e inmuebles, mientras que el intangible incluye tradiciones culturales. También usa como ejemplo los mármoles de Elgin, esculturas griegas antiguas removidas de Atenas que ahora se encuentran en el Museo Británico y son objeto de controversia sobre su
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El patrimonio cultural se refiere a aquello que ha sido heredado de los antepasados y representa la cultura y sociedad únicas de un grupo. Incluye patrimonio material e inmaterial. El patrimonio material incluye bienes muebles e inmuebles como edificios y objetos, mientras que el patrimonio inmaterial incluye tradiciones culturales como danzas, música y artesanías.
Teoria patrimonio
El patrimonio cultural se refiere a aquello que ha sido heredado de los antepasados y representa la cultura y sociedad únicas de un grupo. Incluye patrimonio material e inmaterial. El patrimonio material incluye bienes muebles e inmuebles como edificios y objetos, mientras que el patrimonio inmaterial incluye tradiciones culturales como danzas, música y artesanías.
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The document summarizes a group's trip to Poland from October 13-19, 2011. Over the course of the week-long trip, the group visited several cities and sites including Warsaw, Pulawy, Kazimierz Dolny, Lublin, and participated in cultural exchanges with Polish students. They learned about Polish culture through dancing, cooking traditional foods, and giving presentations on their home countries. The trip provided an opportunity for the students to experience Poland's history, make new international friends, and represent their own cultures abroad before returning home on the last day.
Glossary definitiu
The document defines various terms related to environmental science and climate change. It provides definitions for terms such as ammonia, avalanches, biodiversity, coal, cryosphere, desertification, dump, electricity, fossil fuel, geothermal energy, hail, hydropower, ice, melt, non-renewable energy, photosynthesis, pollution, radiation, recycling, reforestation, respiration, sink, solar radiation, sulfur dioxide, troposphere, ultraviolet radiation, wastewater, water vapor, weather, and wind energy.
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The document defines various terms related to science such as:
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Comenius project modificado
El documento presenta un glosario sobre el cambio climático con términos en inglés, español y catalán. Incluye palabras clave relacionadas con el medio ambiente como fotosíntesis, radiación solar, contaminación, reciclaje, biodiversidad, energías renovables y no renovables.
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The document summarizes the process of making an educational movie about caring for the environment. It describes brainstorming ideas, writing a script, filming scenes at various locations including school and home, and editing the raw footage together with music and subtitles. The goal was to raise awareness about positive actions individuals can take to help the environment and areas for further improvement. In total, 15 students collaborated on the project from concept to final film.
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The document describes an activity for students to create toys out of recycled materials. It outlines 5 groups of students who made various toys, including trains, airplanes, lorries, spaceships, windmills, cars, butterflies, catamarans, tractors and tumblers. The toys were constructed from recycled plastic bottles, bottle caps and screws.
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The document summarizes information about several endangered species in Catalonia, including the wolf, Albera cow, ferret, black vulture, Bonelli's eagle, brown bear, Hermann's tortoise, small krestel, Catalan donkey, and samaruc. It notes that the main threats facing these species are the destruction of habitats, introduction of foreign species, climate change, reduction of prey populations, and human development activities.
Beauties in nature.Catalonia
The document summarizes several natural areas in Catalonia, Spain. It describes Montseny Natural Park as a biosphere reserve located west of Barcelona that has the highest mountains in the southern Pyrenees and contains Mediterranean and Alpine wildlife. Montserrat Mountain near Barcelona is composed of striking pink rock formations. The Ebro Delta is one of the largest wetland areas in Catalonia and an important habitat for bird species. The Costa Brava coastline extends over 200 km and includes beautiful beaches. Rice farming is a major economic activity in the Ebro Delta, with over 1,500 varieties grown. The Pyrenees mountain range forms the northern border and contains the highest peaks and diverse animal species. Vilanova i la
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Students made panellets, a traditional Spanish dessert, at home. They boiled and mashed potatoes, then mixed the potatoes with ground almonds, pine nuts, eggs, and sugar to form balls. The balls were decorated with pine nuts, brushed with egg, and baked for 10 minutes at 180 degrees Celsius before enjoying.
Panellets history
Panellets originated in northern Europe in the 18th century as a calorie-rich food for winter celebrations. They later became associated with religious festivals in Catalonia such as San Marcos and Santa Cruz, where they would be shared after services. While their origins may be northern European, panellets are also connected to Arabic culture due to their primary ingredient of almonds. Traditionally, panellets were eaten on All Saints Day and families would meet at church to eat them together with other autumn foods. Today in Catalonia, panellets remain a typical sweet most commonly enjoyed on Halloween alongside chestnuts, chocolate, sweet potatoes, and wine.
sardanes
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The document summarizes activities from a Comenius exchange project between schools in Spain, Norway, Turkey, and Poland. It describes trips the Spanish students took to Norway and hosting students from the other countries in Barcelona. The students participated in cultural exchanges, presentations on environmental topics, and sightseeing activities to learn about each other's cultures and education systems.
Welcome to Barcelona
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Desalination Plant
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Trip to Norway
The document summarizes a student's trip to Norway from November 26th to December 2nd 2010. It describes their daily activities which included visiting various locations like the Ålesund Aquarium, Runde Environmental Centre, Ulsteinvik high school, and local museums. They participated in presentations about their home countries and an environmental project. Their last day included finishing presentations, shopping in Ålesund, and saying goodbye before returning home to Spain.
Climate Change Week November 2010 at IES Rubió i Ors
The document outlines the activities that a school in Spain is undertaking as part of a Comenius project focused on environmental issues. Over three days in November, students and teachers will participate in presentations on climate change and endangered species, an essay contest on reducing waste, workshops on saving energy and composing environmentally-themed music. Departments across the school are engaged in activities including a lecture on Atlantis, designing a climate change logo, and forming a human message about saving the Earth. The school recently won an award for its work in the European Waste Reduction Week and maintains a vegetable garden and bulletin board to showcase its Comenius project efforts.
Climate change week at IES Rubió i Ors
The document outlines the activities that a school in Spain will undertake as part of a Comenius project focused on environmental issues. Over three days in November, students and teachers will participate in presentations on climate change and endangered species, hold essay contests on global warming, and watch films related to the topic. Individual departments in the school will also lead activities, such as a science class developing climate change experiments, art students designing a logo, and a music class composing a song about reducing waste. The school recently won an award for its work in the European Waste Reduction Week contest. They will show results from developing a vegetable garden and updating a Comenius message board to share their ongoing progress and efforts in environmental education.
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