El documento presenta los resultados de una encuesta sobre un proyecto Comenius llamado "Dale una mano a la naturaleza" que involucró a escuelas de Grecia, Italia, Letonia, Portugal, España y Gales. La mayoría de los estudiantes indicaron que el tema principal del proyecto fue la naturaleza y que les gustaron actividades como visitas ecológicas, obras de teatro y siembra de plantas. La mayoría también opinó que el proyecto fue beneficioso para su escuela y les gustaría participar en otro proyecto
The document describes several traditional children's games from around the world, including hopscotch, hide-and-seek, relay races, musical chairs, pin the tail on the donkey, Simon says, British bulldog, blind man's bluff, and What's the time Mr. Wolf?. It provides the basic rules for playing each game and notes that many of these games have been passed down orally from one generation of children to the next.
The document summarizes the toys that the author's grandparents played with when they were children. Grandparents played with simple wooden toys like blocks and sticks, as well as household items like pots and spoons. Popular games included ball games using cloth balls, skipping rope, and a game called "Two Fire" divided into teams. Grandmothers often played with dolls made of materials like straw, wood, or expensive china dolls. Grandfathers commonly had wooden toys such as trucks, blocks, and pipes and would make toys themselves from wood.
This document describes four traditional children's games: Blind Man's Bluff, What's the Time Mr. Wolf?, Simon Says, and Musical Chairs. It provides the origins, objectives, and basic rules for playing each game. Blind Man's Bluff involves one player being blindfolded and trying to tag the other players. What's the Time Mr. Wolf? has a "wolf" call out times for players to move closer until they are caught. Simon Says requires players to follow actions only if prefaced with "Simon says." Musical Chairs involves walking around chairs as music plays and rushing to sit when it stops, eliminating the player left standing.
The document describes 10 toys: an aeroplane, ball, bicycle, car, doll, kite, robot, skipping rope, teddy bear, and train. For each toy, it provides 1-3 sentences describing what it looks like and what the child likes to do with it. The toys were assigned in pairs to different children in the class.
This document summarizes several traditional games from Spain and English-speaking countries in 3 sentences or less per game. It describes the basic rules and objectives of hopscotch, hide and seek, relay races, musical chairs, pin the tail on the donkey, Simon says, and British bulldog. The games involve throwing objects, tagging, racing to seats or across a field, and following instructions with or without blindfolds. Playing requires few materials and provides fun physical activity for groups of children.
Este documento describe un proyecto educativo para crear un huerto ecológico en el que se cultivan frutas y hortalizas sin usar pesticidas dañinos. Explica qué es un huerto ecológico y los pesticidas convencionales que se evitan, y resume las etapas de preparación del terreno, la construcción de un invernadero, y la siembra en semilleros para cultivar los productos de forma sostenible.
The document describes several traditional children's games from around the world, including hopscotch, hide-and-seek, relay races, musical chairs, pin the tail on the donkey, Simon says, British bulldog, blind man's bluff, and What's the time Mr. Wolf?. It provides the basic rules for playing each game and notes that many of these games have been passed down orally from one generation of children to the next.
The document summarizes the toys that the author's grandparents played with when they were children. Grandparents played with simple wooden toys like blocks and sticks, as well as household items like pots and spoons. Popular games included ball games using cloth balls, skipping rope, and a game called "Two Fire" divided into teams. Grandmothers often played with dolls made of materials like straw, wood, or expensive china dolls. Grandfathers commonly had wooden toys such as trucks, blocks, and pipes and would make toys themselves from wood.
This document describes four traditional children's games: Blind Man's Bluff, What's the Time Mr. Wolf?, Simon Says, and Musical Chairs. It provides the origins, objectives, and basic rules for playing each game. Blind Man's Bluff involves one player being blindfolded and trying to tag the other players. What's the Time Mr. Wolf? has a "wolf" call out times for players to move closer until they are caught. Simon Says requires players to follow actions only if prefaced with "Simon says." Musical Chairs involves walking around chairs as music plays and rushing to sit when it stops, eliminating the player left standing.
The document describes 10 toys: an aeroplane, ball, bicycle, car, doll, kite, robot, skipping rope, teddy bear, and train. For each toy, it provides 1-3 sentences describing what it looks like and what the child likes to do with it. The toys were assigned in pairs to different children in the class.
This document summarizes several traditional games from Spain and English-speaking countries in 3 sentences or less per game. It describes the basic rules and objectives of hopscotch, hide and seek, relay races, musical chairs, pin the tail on the donkey, Simon says, and British bulldog. The games involve throwing objects, tagging, racing to seats or across a field, and following instructions with or without blindfolds. Playing requires few materials and provides fun physical activity for groups of children.
Este documento describe un proyecto educativo para crear un huerto ecológico en el que se cultivan frutas y hortalizas sin usar pesticidas dañinos. Explica qué es un huerto ecológico y los pesticidas convencionales que se evitan, y resume las etapas de preparación del terreno, la construcción de un invernadero, y la siembra en semilleros para cultivar los productos de forma sostenible.
Este documento contiene un calendario mensual en varios idiomas, incluyendo los nombres de los meses en inglés, español, griego, letón y otros idiomas, así como los días de la semana también en varios idiomas. Además, incluye la información de nombre, edad y escuela de un estudiante.
This document contains calendar pages for each month of the year with days of the week and dates listed in various languages. It also includes illustrations of different animals such as marbled ducks, griffon vultures, and loggerhead sea turtles.
Este documento resume los principales tipos y características de las abejas. Describe las tres castas principales de abejas de la miel (reina, zángano y obrera) y sus tareas. También cubre los enemigos comunes de las abejas como la varroa destructor, y resume brevemente la historia de la apicultura desde la antigüedad hasta la apicultura contemporánea.
Este documento resume los principales tipos y características de las abejas. Describe las tres castas principales de abejas de la miel (reina, zángano y obrera) y sus tareas. También cubre los enemigos comunes de las abejas como la varroa destructor, y resume la historia de la apicultura desde la recolección silvestre hasta la apicultura contemporánea con cuadros móviles.
This document lists the 12 months of the year in order from January to December. It provides a simple listing of the months without additional details or descriptions. The months are presented in their typical order from the beginning to the end of the calendar year.
This document lists the 12 months of the year in order from January to December. It provides a simple listing of the months without additional details or descriptions. The months are presented in their typical order from the beginning to the end of the calendar year.
This document lists the twelve months of the year in order from January through December. It provides a simple chronological listing of the months without additional details about each month. The document serves as a brief reference of the standard calendar year.
Greece occupies the southern end of the Balkan Peninsula in southeastern Europe. It borders Albania, North Macedonia, Bulgaria, and Turkey, and has a population of over 10 million people who are mostly Greek Orthodox. The education system is compulsory between ages 6-15 and includes primary and lower secondary school, with options for vocational training or university afterward. Natural resources include iron, bauxite, and lignite coal. Major industries include agriculture, food/wine, tourism, and manufacturing.
This document provides information about the Luigi Capuana primary school in Palermo, Italy. It describes the structure of primary education in Italy and the subjects taught. It then gives details about the school, including its buildings and facilities, number of students and teachers, and leadership roles. It concludes by listing the partner schools for a Comenius project on giving nature a hand.
El documento describe la localidad de Encinarejo, ubicada a 14 km de Córdoba, España, a orillas del río Guadalquivir. Encinarejo tiene una economía basada históricamente en la agricultura, cultivando naranjas, maíz y algodón. También destaca por el cuidado de sus calles y plazas, habiendo ganado premios. El documento luego describe la escuela primaria del pueblo, que ha crecido de 9 aulas y 172 estudiantes a 25 maestros y 313 estudiantes, con nuevas instalaciones como
Este documento contiene un calendario mensual en varios idiomas, incluyendo los nombres de los meses en inglés, español, griego, letón y otros idiomas, así como los días de la semana también en varios idiomas. Además, incluye la información de nombre, edad y escuela de un estudiante.
This document contains calendar pages for each month of the year with days of the week and dates listed in various languages. It also includes illustrations of different animals such as marbled ducks, griffon vultures, and loggerhead sea turtles.
Este documento resume los principales tipos y características de las abejas. Describe las tres castas principales de abejas de la miel (reina, zángano y obrera) y sus tareas. También cubre los enemigos comunes de las abejas como la varroa destructor, y resume brevemente la historia de la apicultura desde la antigüedad hasta la apicultura contemporánea.
Este documento resume los principales tipos y características de las abejas. Describe las tres castas principales de abejas de la miel (reina, zángano y obrera) y sus tareas. También cubre los enemigos comunes de las abejas como la varroa destructor, y resume la historia de la apicultura desde la recolección silvestre hasta la apicultura contemporánea con cuadros móviles.
This document lists the 12 months of the year in order from January to December. It provides a simple listing of the months without additional details or descriptions. The months are presented in their typical order from the beginning to the end of the calendar year.
This document lists the 12 months of the year in order from January to December. It provides a simple listing of the months without additional details or descriptions. The months are presented in their typical order from the beginning to the end of the calendar year.
This document lists the twelve months of the year in order from January through December. It provides a simple chronological listing of the months without additional details about each month. The document serves as a brief reference of the standard calendar year.
Greece occupies the southern end of the Balkan Peninsula in southeastern Europe. It borders Albania, North Macedonia, Bulgaria, and Turkey, and has a population of over 10 million people who are mostly Greek Orthodox. The education system is compulsory between ages 6-15 and includes primary and lower secondary school, with options for vocational training or university afterward. Natural resources include iron, bauxite, and lignite coal. Major industries include agriculture, food/wine, tourism, and manufacturing.
This document provides information about the Luigi Capuana primary school in Palermo, Italy. It describes the structure of primary education in Italy and the subjects taught. It then gives details about the school, including its buildings and facilities, number of students and teachers, and leadership roles. It concludes by listing the partner schools for a Comenius project on giving nature a hand.
El documento describe la localidad de Encinarejo, ubicada a 14 km de Córdoba, España, a orillas del río Guadalquivir. Encinarejo tiene una economía basada históricamente en la agricultura, cultivando naranjas, maíz y algodón. También destaca por el cuidado de sus calles y plazas, habiendo ganado premios. El documento luego describe la escuela primaria del pueblo, que ha crecido de 9 aulas y 172 estudiantes a 25 maestros y 313 estudiantes, con nuevas instalaciones como
1. Comenius Project Let´s Give Nature a Hand
Greece-Italy-Latvia-Portugal-Spain-Wales
Questionnaire about our Comenius Project: LET´S GIVE NATURE A HAND
Comenius Project Let´s Give Nature a Hand
2. Comenius Project Let´s Give Nature a Hand
Greece-Italy-Latvia-Portugal-Spain-Wales
¿Sabías que nuestro colegio ha llevado a cabo un Proyecto Com enius?- Do you
know our school has taken part in a Com enius Project?
SÍ-YES
NO
NO CONTESTA
Comenius Project Let´s Give Nature a Hand
3. Comenius Project Let´s Give Nature a Hand
Greece-Italy-Latvia-Portugal-Spain-Wales
¿Cuál es el tem a principal del Proyecto? What is the m ain field of the project?
80
70
60
50
Serie1
40
30
20
10
0
NATURE
Comenius Project Let´s Give Nature a Hand
4. Comenius Project Let´s Give Nature a Hand
Greece-Italy-Latvia-Portugal-Spain-Wales
¿Podrías nom brar tres actividades que se hayan llevado a cabo? Could you tick
three activities w hich have been developed?
60
55
50
40
30
30
23
20
20
15 15 15
13
10
10
6
3 3
0
Huert o Visitas Himno Especies Fiestas Obras de Trabajo
Salidas-
ecológico- de Elaboraci Comenius- Felicitacio Videocon en peligro Comenius- teat ro- Plant acion de campo-
Visit s
Ecologica prof esore ón de Comenius nes ferencias- de Comenius Theatre es- Field
Serie1 15 30 55 23 15 10 6 13 15 20 3 3
Comenius Project Let´s Give Nature a Hand
5. Comenius Project Let´s Give Nature a Hand
Greece-Italy-Latvia-Portugal-Spain-Wales
¿Crees que ha sido im portante este Proyecto para nuestro colegio? Do you
think this project has been interesting for our school?
SÍ -YES
NO
NO CONTESTA
Comenius Project Let´s Give Nature a Hand
6. Comenius Project Let´s Give Nature a Hand
Greece-Italy-Latvia-Portugal-Spain-Wales
¿Os gustaría que nuestro centro participase en otro proyecto Com enius?
Would you like our school to join another Com enius Project?
SÍ -YES
NO
NO CONTESTA
Comenius Project Let´s Give Nature a Hand
7. Comenius Project Let´s Give Nature a Hand
Greece-Italy-Latvia-Portugal-Spain-Wales
¿Cam biarías algo del proyecto o de sus actividades? Would you change
anything of the project or its activities?
SÍ -YES
NO
NO CONTESTA
Comenius Project Let´s Give Nature a Hand