supermercat
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The document describes a class trip to the supermarket where the children observe letters, numbers, and signs. At school, the children recreate the supermarket experience by bringing items from home to classify into letters, numbers, and food and cleaning products. They look through catalogs and cut out and sort images of letters, numbers, and products. The children write lists and words related to the supermarket and enjoy learning through play.
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Projecte supermercat
The document summarizes a class trip to the local supermarket. The students discuss what they observed and learned during their visit. They saw how food is organized into different sections. They learned about the storage room where deliveries are kept and how food is prepared in the bakery. The children enjoyed picking out snacks and had a picnic lunch with the food they purchased. Their visit helped expand their understanding of the supermarket.
EL RACÓ DE LA BOTIGA
És un projecte interdisciplinar que hem treballat amb els alumnes de P5 i que ens ha permés acabar creant un racó de joc per poder potenciar la lectoescriptura i la suma.
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2008-2009 s’ha adaptat el treball per racons de joc simbòlic a les AA, amb la creació
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Este documento describe una unidad didáctica sobre el supermercado. La unidad incluye actividades como una visita a un supermercado real, juegos con envases de alimentos y la construcción de una maqueta de supermercado. Los objetivos son que los niños comprendan la importancia del trabajo en comunidad, reconozcan hábitos de salud y seguridad, y exploren conceptos matemáticos y científicos a través de experiencias directas en el supermercado.
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Projecte supermercat
The document summarizes a class trip to the local supermarket. The students discuss what they observed and learned during their visit. They saw how food is organized into different sections. They learned about the storage room where deliveries are kept and how food is prepared in the bakery. The children enjoyed picking out snacks and had a picnic lunch with the food they purchased. Their visit helped expand their understanding of the supermarket.
EL RACÓ DE LA BOTIGA
És un projecte interdisciplinar que hem treballat amb els alumnes de P5 i que ens ha permés acabar creant un racó de joc per poder potenciar la lectoescriptura i la suma.
Programació Racons Aules Dacollida De Salt
En el grup de tutors i tutores de les aules d’acollida de Salt treballem per millorar la
qualitat de l’ensenyament de la llengua catalana a l’alumnat nouvingut. Durant el curs
2008-2009 s’ha adaptat el treball per racons de joc simbòlic a les AA, amb la creació
de sis racons reals i l’elaboració d’una programació per a cada racó, amb cinc
activitats per a cada un, a fi de treballar vocabulari i estructures lingüístiques en
situacions comunicatives diverses.
Unidad didactica el supermercado
Este documento describe una unidad didáctica sobre el supermercado. La unidad incluye actividades como una visita a un supermercado real, juegos con envases de alimentos y la construcción de una maqueta de supermercado. Los objetivos son que los niños comprendan la importancia del trabajo en comunidad, reconozcan hábitos de salud y seguridad, y exploren conceptos matemáticos y científicos a través de experiencias directas en el supermercado.
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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.
Experiments
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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.
Powerpoint p3 b [autoguardado]
This document provides an overview of a typical day for a preschool class at Escola Quatre Vents in Manlleu, Spain. It is written as a poem and describes the daily activities and routines, including arrival, hanging up coats, washing hands, snacks, lessons in math, language, music and more. Field trips and celebrations of holidays and student birthdays are also mentioned. The teacher signs off by thanking parents for their attention and collaboration, and provides the school blog links to see photos from class.
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The students at their school garden harvested vegetables, fruits, and flowers to create different recipes. They made a pizza using vegetables from the garden. They also made pastries with apples from the orchard. With soil and other materials, they created a base to build a door and then painted it. They used flowers and fabric to make hammocks for resting. With spinach from their garden plot, they washed and sorted it to make an omelette also using eggs from their chickens. The students experimented and cooked through different cooking workshops, enjoying an adventure of different flavors using the products from their garden.
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The students in the P3 class voted on a new class project, and chose to study lions. They researched lions' physical characteristics, habitat, diet, and behaviors. Activities included making lion masks, puppets, and a mural labeling lion body parts. Students learned lions live in the savanna in Africa and Asia, eat meat from their hunts, and show affection through nuzzling. The project helped teach math and language arts concepts while engaging the class in an interactive study of lions.
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This document lists various places to shop for different types of products and objects. It mentions going to the bakery to buy bread, the fish market to buy fish and shellfish, the butcher to buy meat, the fruit shop to buy fruit and vegetables, the clothing store to buy clothes, the computer shop to buy computers and CDs, the gift shop to buy souvenirs, and the sports shop to buy sports equipment. It then prompts the reader to say in English where certain objects can be bought.
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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.
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The students in the class decided to learn about different Native American tribes and chose to portray the Sioux tribe. They researched characteristics of various tribes like where they live, what they eat, animals, and transportation. The students learned how to construct a tipi by measuring and cutting poles to the same length and drawing a half circle on cloth tied between the poles. They decorated the cloth with symbols of the Sioux culture before constructing their tipi in the schoolyard.
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This document is about a classroom project on the rainbow (Arc de Sant Martí in Catalan). It includes a discussion where the students shared what they already knew about rainbows, questions they had, and an index of topics they wanted to research. It then describes some of the activities they did as part of the project, including listening to legends and stories about rainbows, discussing the stories, and trying experiments to learn how rainbows form. The document emphasizes that the students were motivated and enjoyed deciding as a group what to learn and finding information through different sources.
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La tardor
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.
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This document describes two experiments mixing shaving foam, paint, and water. In the first experiment, shaving foam was mixed with different colored paints. The mixture turned a dark gray color when mixed thoroughly. After hours, the foam remained soft like soap. After days, it dried out but remained powdery.
The second experiment added water, shaving foam, and liquid paints of three colors to separate containers. The paint sank through the water and foam floated on top without mixing. Over time, the colors blended in the water, turning a golden brown hue. Stirring mixed the colors but not the foam and water. The next day, the mixtures remained separated despite attempts to blend them by stirring.
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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.
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This document provides an overview of a typical day for a preschool class at Escola Quatre Vents in Manlleu, Spain. It is written as a poem and describes the daily activities and routines, including arrival, hanging up coats, washing hands, snacks, lessons in math, language, music and more. Field trips and celebrations of holidays and student birthdays are also mentioned. The teacher signs off by thanking parents for their attention and collaboration, and provides the school blog links to see photos from class.
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The students in the class chose to do their second project on dragons after completing their first project on pigs. They learned about dragons through songs, stories, and toys related to the legend of Saint George and the dragon. Some of the key things they learned about dragons included how they look physically, that they lay eggs instead of giving birth like mammals, and that they live in caves and mountains. The project focused more on the artistic elements like learning songs, interpreting the legend, and creating a dragon for the class.
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The students at their school garden harvested vegetables, fruits, and flowers to create different recipes. They made a pizza using vegetables from the garden. They also made pastries with apples from the orchard. With soil and other materials, they created a base to build a door and then painted it. They used flowers and fabric to make hammocks for resting. With spinach from their garden plot, they washed and sorted it to make an omelette also using eggs from their chickens. The students experimented and cooked through different cooking workshops, enjoying an adventure of different flavors using the products from their garden.
Projecte lleons p3 Escola Nova
The students in the P3 class voted on a new class project, and chose to study lions. They researched lions' physical characteristics, habitat, diet, and behaviors. Activities included making lion masks, puppets, and a mural labeling lion body parts. Students learned lions live in the savanna in Africa and Asia, eat meat from their hunts, and show affection through nuzzling. The project helped teach math and language arts concepts while engaging the class in an interactive study of lions.
Go shopping! (vocabulario de compras)
This document lists various places to shop for different types of products and objects. It mentions going to the bakery to buy bread, the fish market to buy fish and shellfish, the butcher to buy meat, the fruit shop to buy fruit and vegetables, the clothing store to buy clothes, the computer shop to buy computers and CDs, the gift shop to buy souvenirs, and the sports shop to buy sports equipment. It then prompts the reader to say in English where certain objects can be bought.
Projecte Els peixos P-4
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.
Gats
The document is about a school playground and the children's observations of the cats that live there. It describes how the playground was closed one Monday because it was dirty with cat feces and trash. The children discuss why the playground might make the cats angry and decide to research cats to learn more about them. They discover that cats come in different colors and sizes, hunt small animals, and use their claws to mark their territory.
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This document is a list of activities for preschool children throughout the school year. It includes both individual activities like washing hands, eating, and dressing/undressing as well as group activities like playing in the courtyard, story time, music, and field trips. The document encourages independence and social interaction among the children.
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The students in the class were learning about doctors and medical careers. They discussed what doctors do, where they work, and the tools they use. The students also talked about other jobs besides being a doctor, like what their parents and relatives do for work, such as mechanics, police officers, veterinarians, and more. A mother of one of the students visited and showed them medical equipment, letting them listen to heartbeats and practice bandaging. They explored learning about health and different types of doctors through discussions, art projects, and role playing.
Projecte dels tigres
The students in the class chose the name "Tigers" for their class. They discussed and voted on different animal names. They learned about tigers by researching their stripes, teeth, sight, and other features. The students summarized what they knew about tigers and questions they had. They planned to learn more by visiting the library, museum, zoo, and other sources.
Cultural Experience
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WITCH PROJECT
The document describes a project done by students called "Witches". It includes a traveler's book created by the students about what they have learned during the project. Some of the activities described include learning about how witches dress, what they eat, what transportation they use like brooms, what pets they have like black cats, and creating their own potion. The project helped students learn many things about witches through creative hands-on activities.
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Power projecte arc de sant martí
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supermercat
- 1. I ANEM D’EXCURSIÓ AL...
- 2. AL CARRER HI TROBEM... LLETRES!!
- 3. HI HA LLETRES QUE LES TENIM EN EL NOM
- 4. NÚMEROS!!
- 8. I SENYALS!
- 9. QUAN ENTREM AL SUPERMERCAT...
- 10. TAMBÉ TROBEM MOLTES LLETRES I MOLTS NÚMEROS!!
- 11. JA SABEM LLEGIR ALGUNES PARAULES!!!
- 12. I TOT ESTÀ BEN ENDREÇAT! ELS PRODUCTES DE NETEJA
- 13. LA CARN
- 14. ELS IOGURTS A LA NEVERA...
- 15. LA FRUITA I LA VERDURA
- 16. LA LLET...
- 17. COMPREM GALETES! I MIREM BÉ QUE CAL FER!!
- 18. PAGUEM
- 20. A L’ESCOLA DESPRÉS D’OBSERVAR I REFLEXIONAR HO PLASMEM EN EL PAPER
- 21. CLASSIFIQUEM LES IMATGES, DIFERENCIANT: LLETRES, NÚMEROS I SENYALS
- 22. FEM EL NOSTRE SUPERMERCAT! PORTEM ENVASOS DE CASA I
- 23. I ELS CLASSIFIQUEM! COM?
- 24. I SEPAREM LES COSES DE MENJAR... I LES DE NETEJAR AL FINAL ENS DECIDIM :
- 26. I OBSERVEM: LES LLETRES, ELS NÚMEROS I ELS PRODUCTES
- 27. I ELS RETALLEM
- 29. I CLASSIFIQUEM: COSES DE MENJAR O DE NETEJAR
- 30. I FEM LLISTES
- 32. ESCRIVIM I CONFEGIM PARAULES DEL SUPERMERCAT
- 33. ELS REIS ENS HAN PORTAT UNA MÀQUINA REGISTRADORA!!!
- 34. ENS HO PASSEM MOLT BÉ JUGANT i APRENENT!!!!!