Las normas de clase incluyen seguir las instrucciones rápidamente, levantar la mano para hablar o levantarse, y tomar decisiones inteligentes para mantener a la profesora contenta.
The document provides classroom rules and etiquette for students. It emphasizes being punctual for class, greeting the teacher, bringing necessary materials, studying and doing homework, keeping the classroom clean, listening, reading, writing, repeating, opening and closing books, circling, and using polite phrases like "Sorry, I don't understand" when asking questions. The document appears to outline proper classroom behavior and participation expected of students.
The classroom rules instruct students to be quiet, not make noise, and keep the board clean. Students are told not to fight, to listen carefully to the teacher, and keep the classroom clean. Additional rules say not to run in the classroom, not to be late, not to cheat in exams, and to be nice to friends.
The document encourages sharing content with friends. It suggests spreading information to a wider audience by telling others about interesting articles or posts. Sharing content online can help expand one's social network and expose more people to engaging information.
This document lists various jobs or tasks that need to be completed, including checking that everyone is out of the caboose and turning off lights, emptying recycling bins, delivering and collecting books, collecting homework, reporting the weather, and pulling up blinds.
The document discusses arts and crafts and complementary colors. It recommends making a drawing using only straight lines and primary colors like the artist Mondrian did. It defines complementary colors as pairs of colors opposite each other on the color wheel and notes the rule that only complementary colors can touch when doing a complementary color rip and paste craft. It also shows how to make different colors by adding drops of white to colors on the color wheel.
The document discusses different types of lines like horizontal, vertical, diagonal, straight, zig-zag, and wavy lines. It instructs students to find examples of objects containing different line types and to draw various geometric shapes like pentagons, hexagons, ovals, triangles, rectangles, circles, and squares. Students are then asked to find real-world examples of circles, rectangles, squares, triangles, hexagons, and freeform shapes and describe what the object is and where it can be found. The final activity instructs students to make a collage by cutting out shapes from magazines and naming their collage creation.
This document is a template for a child to fill out describing their favorite animal. It prompts the child to identify whether the animal has a backbone or not, how many legs or other limbs it has, what covers its body, whether it is a wild, farm, or pet animal, if it lives on land, in air, or water, how it moves, what it eats, and if it is born from its mother or an egg. The child is also prompted to draw their favorite animal.
The document provides instructions for a riddle activity where students are asked to circle options to describe an animal, draw the animal, and create two additional riddles about preferred animals with answers written upside down. Students are prompted to think of an animal and select whether it is big or small, its color, number of legs, birth origin, movement type, diet, if it is domestic or wild, and its identity. They are then asked to write two new riddles about animals of their choice and provide the answers to the riddles upside down.
The document provides classroom rules and etiquette for students. It emphasizes being punctual for class, greeting the teacher, bringing necessary materials, studying and doing homework, keeping the classroom clean, listening, reading, writing, repeating, opening and closing books, circling, and using polite phrases like "Sorry, I don't understand" when asking questions. The document appears to outline proper classroom behavior and participation expected of students.
The classroom rules instruct students to be quiet, not make noise, and keep the board clean. Students are told not to fight, to listen carefully to the teacher, and keep the classroom clean. Additional rules say not to run in the classroom, not to be late, not to cheat in exams, and to be nice to friends.
The document encourages sharing content with friends. It suggests spreading information to a wider audience by telling others about interesting articles or posts. Sharing content online can help expand one's social network and expose more people to engaging information.
This document lists various jobs or tasks that need to be completed, including checking that everyone is out of the caboose and turning off lights, emptying recycling bins, delivering and collecting books, collecting homework, reporting the weather, and pulling up blinds.
The document discusses arts and crafts and complementary colors. It recommends making a drawing using only straight lines and primary colors like the artist Mondrian did. It defines complementary colors as pairs of colors opposite each other on the color wheel and notes the rule that only complementary colors can touch when doing a complementary color rip and paste craft. It also shows how to make different colors by adding drops of white to colors on the color wheel.
The document discusses different types of lines like horizontal, vertical, diagonal, straight, zig-zag, and wavy lines. It instructs students to find examples of objects containing different line types and to draw various geometric shapes like pentagons, hexagons, ovals, triangles, rectangles, circles, and squares. Students are then asked to find real-world examples of circles, rectangles, squares, triangles, hexagons, and freeform shapes and describe what the object is and where it can be found. The final activity instructs students to make a collage by cutting out shapes from magazines and naming their collage creation.
This document is a template for a child to fill out describing their favorite animal. It prompts the child to identify whether the animal has a backbone or not, how many legs or other limbs it has, what covers its body, whether it is a wild, farm, or pet animal, if it lives on land, in air, or water, how it moves, what it eats, and if it is born from its mother or an egg. The child is also prompted to draw their favorite animal.
The document provides instructions for a riddle activity where students are asked to circle options to describe an animal, draw the animal, and create two additional riddles about preferred animals with answers written upside down. Students are prompted to think of an animal and select whether it is big or small, its color, number of legs, birth origin, movement type, diet, if it is domestic or wild, and its identity. They are then asked to write two new riddles about animals of their choice and provide the answers to the riddles upside down.
This document contains phrases that a student may say when needing to use the restroom, get a pencil sharpened, or needing toilet paper during class time. It also includes phrases for when a student has a question or knows the answer during class discussions.
The document contains questions about 4 pictures asking what can be seen, what colors are present, and how the viewer feels. It then discusses Picasso's Blue and Rose periods where he used cool colors like blue and green when feeling sad and warm colors like red and pink when feeling happy. Finally, it mentions Picasso's famous painting Guernica and asks the reader to name their favorite part.
Pablo Picasso was born in 1881 in Malaga, Spain. He showed an early talent for art as his father was an art teacher. He began drawing and painting from a young age. After moving to Paris in his late teens, Picasso was exposed to modern art which greatly influenced his style. He went through several artistic periods including his Blue Period where he depicted sad subjects in blue tones after the death of a friend. Later he explored Cubism, creating abstracted figures and scenes using geometric shapes. Picasso had a long and prolific career as a painter, producing many famous works like Les Demoiselles d'Avignon and Guernica, and becoming one of the most influential artists of the 20th century
The Picasso Project teacher's notes outline a 10-session art program introducing students to Pablo Picasso's life and works. The first sessions focus on Picasso's early Blue and Rose periods, having students explore how color can influence perception of the same image. Later sessions cover Picasso's portraits, encouraging students to create their own cubist faces. They also learn about Picasso's anti-war painting Guernica. The final sessions are dedicated to collaboratively creating a large mural promoting peace.
The document provides drawing and craft activities for students to learn about architect Antoni Gaudi's life and works, including drawing a comic about his life and career, coloring a ceiling rose design from Park Güell, drawing one of Gaudi's famous buildings, designing an imaginary building as Gaudi, and creating a paper mosaic in the style of Gaudi's mosaics at Park Güell.
Gaudí was born in 1852 in Catalonia and spent much of his childhood alone in nature due to illness. He grew up to become a famous architect, though his original designs were initially ridiculed. His most famous work was the unfinished La Sagrada Familia basilica in Barcelona, where he spent his final years and eventually died in 1926 after being struck by a tram. Work on the basilica continues today toward its planned completion in 2026.
To be healthy, one needs to eat a balanced diet, have healthy habits like exercising in fresh air and not carrying heavy weights, and maintain good posture. When the body is not functioning well, illness occurs with symptoms like fever, coughing, and pain, and it is important to see a doctor who can prescribe medicine or vaccinations to prevent or treat illness. Different medical professionals specialize in caring for different parts of the body.
The document discusses the human body systems and the importance of food. It covers the types of nutrients needed from food like carbohydrates, proteins, fats, minerals, and vitamins. These nutrients are necessary for energy, growth, storing energy, strong bones, and overall health. The passage also provides an overview of the digestive system to break down and absorb food, the respiratory system to intake oxygen, the circulatory system to transport nutrients and oxygen throughout the body, and the locomotor system which uses nutrients and oxygen to enable body movement through bones and muscles.
This document contains phrases that a student may say when needing to use the restroom, get a pencil sharpened, or needing toilet paper during class time. It also includes phrases for when a student has a question or knows the answer during class discussions.
The document contains questions about 4 pictures asking what can be seen, what colors are present, and how the viewer feels. It then discusses Picasso's Blue and Rose periods where he used cool colors like blue and green when feeling sad and warm colors like red and pink when feeling happy. Finally, it mentions Picasso's famous painting Guernica and asks the reader to name their favorite part.
Pablo Picasso was born in 1881 in Malaga, Spain. He showed an early talent for art as his father was an art teacher. He began drawing and painting from a young age. After moving to Paris in his late teens, Picasso was exposed to modern art which greatly influenced his style. He went through several artistic periods including his Blue Period where he depicted sad subjects in blue tones after the death of a friend. Later he explored Cubism, creating abstracted figures and scenes using geometric shapes. Picasso had a long and prolific career as a painter, producing many famous works like Les Demoiselles d'Avignon and Guernica, and becoming one of the most influential artists of the 20th century
The Picasso Project teacher's notes outline a 10-session art program introducing students to Pablo Picasso's life and works. The first sessions focus on Picasso's early Blue and Rose periods, having students explore how color can influence perception of the same image. Later sessions cover Picasso's portraits, encouraging students to create their own cubist faces. They also learn about Picasso's anti-war painting Guernica. The final sessions are dedicated to collaboratively creating a large mural promoting peace.
The document provides drawing and craft activities for students to learn about architect Antoni Gaudi's life and works, including drawing a comic about his life and career, coloring a ceiling rose design from Park Güell, drawing one of Gaudi's famous buildings, designing an imaginary building as Gaudi, and creating a paper mosaic in the style of Gaudi's mosaics at Park Güell.
Gaudí was born in 1852 in Catalonia and spent much of his childhood alone in nature due to illness. He grew up to become a famous architect, though his original designs were initially ridiculed. His most famous work was the unfinished La Sagrada Familia basilica in Barcelona, where he spent his final years and eventually died in 1926 after being struck by a tram. Work on the basilica continues today toward its planned completion in 2026.
To be healthy, one needs to eat a balanced diet, have healthy habits like exercising in fresh air and not carrying heavy weights, and maintain good posture. When the body is not functioning well, illness occurs with symptoms like fever, coughing, and pain, and it is important to see a doctor who can prescribe medicine or vaccinations to prevent or treat illness. Different medical professionals specialize in caring for different parts of the body.
The document discusses the human body systems and the importance of food. It covers the types of nutrients needed from food like carbohydrates, proteins, fats, minerals, and vitamins. These nutrients are necessary for energy, growth, storing energy, strong bones, and overall health. The passage also provides an overview of the digestive system to break down and absorb food, the respiratory system to intake oxygen, the circulatory system to transport nutrients and oxygen throughout the body, and the locomotor system which uses nutrients and oxygen to enable body movement through bones and muscles.