Is The Stomach Flu Going Around In Phoenix

Here we show the photographs of the work performed by Professor of Technology, the construction of Inclinometers basic tools for data collection of angles that allow us to find heights of objects, trees, buildings, etc. remotely, without stepping on them to measure.



The Clinometer is actually a protractor. You should look through the straw the top of the object you want to measure the height, such as a tree:



then gives us an angle between the observer and the highest point of the tree. With trigonometry we can find the sine of the angle and give us the height of the tree, from the height of the observer's eyes, height must be added to determine total tree height.
Another option is to move the inclinometer until it forms an angle of 45 degrees, and the Tangent of 45 ° = 1, which means that the height of the tree is equal to the distance from the pupil to the tree, as can be taken with the tape easily. Then one must add the child's height (to the eyes).

1.ORGANIZACIÓN (departments, tutors or teachers responsible, contributing):
Ana Isabel Fernández González. Professor of Technology and the Scientific-Technological Area 4 º ESO Diversification.

2.DESTINATARIOS (courses and number of students): 4 º ESO
Diversification (10 students).

3.JUSTIFICACIÓN (how comes the need for this activity):
The need to introduce in the GLOBE server Vegetation Cover data from our study area in Gallows of Glass, and other dependent data placement of the instrument shelter, a place to observe clouds, etc.. it requires the use of inclinometers. These data are obtained through Inclinometers accuracy and correct use.
Taking into account that the instructions had decided that students were those who built, for which it was stated that they were built with the utmost rigor and scientific and technological precision.

4.OBJETIVOS (those who want to achieve with this activity):
• Understand the importance and usefulness of the Clinometer operation to take accurate height data of trees or obstacles to the vision of clouds, remote placement of the instrument shelter, green coverage protocol, etc.
• Perform marking and cutting with precision and accuracy.
• Follow guidelines of teamwork and participation.
• Work in the classroom workshop following the rules of hygiene and adequate security.

5.CONTENIDOS (major content to work or strengthen):
• Clinometer. Its construction and use.
• Physical and technological performance.
• is important to study the Protocols of Vegetation Cover, Hydrology and Clouds.

6.METODOLOGÍA (how to work the contents):
• Photocopy the template Clinometer Sheet GLOBE documentation. • Cut and paste
sheets and sheets of cardboard Inclinometers the same size.
• Drill and place a metal washer into the hole. • Laminating sheets
indicated in the previous section.
• Go through the hole a piece of cotton string 15 cm long with a washer on the end.
• taped a straw to straw.

7.Place OF CONDUCT (inside or outside the school):
• Class Scope
Science and Technology • Technology Workshop.

8.RECURSOS MATERIALS (those who need or would like to use):
• Cardboard.
• Cotton Cordel.
• Steel washers.
• sherbet straws.
• Workshop Tools:
-Scissors and cutters.
-laminator.

9.Time ACTIVITY (the time available for teachers):
• A meeting of the ACT in the classroom course (50 minutes)
• Four sessions of the course ACT classroom technology workshop.
• Total Activity Time: 5 sessions of ACT.

10.PREVISIÓN TRANSPORT:
not need transportation. ECONOMIC 11.PRESUPUESTO

:
Cotton Cordel: 5 €
Steel Washers: 4 €.

12.CUALQUIER OTHER RELEVANT INFORMATION:
GLOBE was an experimental activity, in relation to the use and interest to awaken in students. Because of its convenience, has decided to conduct a similar exercise with groups of 1 º ESO as a complementary activity in the teaching unit aimed at the introduction to the technology.

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Clinometer RECICLARNAVAL

Here we show the pictures of the activity-related GLOBE Carnival and Recycling.



1.ORGANIZACIÓN (departments, tutors or teachers responsible, contributing): Eugenio Osuna
• Barranco. Physical Education Teacher. Responsible for the activity. • Anne Sibert
Blanco. Tutor 3 º. Responsible for the activity.
• All teachers and Primary Education. Collaborators.
• David Gutierrez. Administrative. Photographer and collaborator.

2.DESTINATARIOS (courses and number of students):
All infant and primary students (approximately 300 students).

3.JUSTIFICACIÓN (how arises need for this activity):
The arrival of the carnival is collected throughout the region with great enthusiasm as it is characteristic in the area. How could it be outdone, the school also live in a special way. Taking advantage of this great motivation in students and GLOBE school since we we considered the possibility of integrating this somehow made the carnival.
The solution was to provide a carnival of environmental education component, so we decided that our carnival costumes, to the "parade" had to be made from waste material reused. A simple, economical, and above all celebrate our expected organic and desired carnival.

4.OBJETIVOS (those who want to achieve with this activity):
• Integrate the carnival with our EM-GLOBE project.
• Disseminate educational community the EM-GLOBE project.
• Know how Carnival is celebrated according to the place.
• Contribute to the culture of reuse and recycling as well as awareness of proper use of non-consumptive recreation.
• Foster creativity and develop their imagination.
• Exercise psychomotor skills and have a relaxed time.
• Acquire the necessary skills for the students themselves are the authors and creators of their costumes. • Promote
the interaction of students in a fun and educational.
• Provide a "second life" to waste materials.
• Respect the environment and aware that each student can contribute to sustainable development from a position committed to saving resources and recycling.
• Promote good classroom practices related to the collection to be disseminated to persons associated with the students.
• Learn and practice the meaning of terms such as: recycling, reuse, respect, and environmental conservation.
• Show great creative possibilities of waste. • Develop
like to participate in school activities.

5.CONTENIDOS (major content to work or strengthen):
• Traditional festivals. Carnival.
• Painters: palette, brush, oil, painting, drawing, graffiti.
• Recycling, saving energy and natural resources.
• Care environment.
• Collection and recycling.
• waste disposal systems that can cause environmental problems.
• recycling materials.
• Pollution.
• Problem of waste. Solutions.

6.METODOLOGÍA (how to work the content):
• Active and participatory, with the main axes of co-education, integration, stimulation, self-esteem, creativity and teamwork.
• Playful, based on the discovery and research, where the student becomes a constructor of their own learning.

7.Place OF CONDUCT (inside or outside the school):
• In the hallways of the school.
• In the classroom.

8.RECURSOS MATERIALS (those who need or would like to use):
• Cartons, continuous paper, plastic bottles, cups of yogurt.
• Strings, garbage bags, cardboard sheets and reused.
• T used, glue, plastic cups and plates.
• Tempura paint, markers, paints, brushes, mops, zeal wide.
• Camera, computer, printer, cds.
• Stereo, cd 'the number one of 40 (2009). "

9.Time ACTIVITY (the time available for teachers):
• Start date: 02/17/2010.
• End date: 02/19/2010.
• Total Activity Time: 3 days.

10.PREVISIÓN TRANSPORT:
not need transportation.

11.PRESUPUESTO ECONOMIC:
is not necessary.

12.CUALQUIER OTHER RELEVANT INFORMATION: Due
weather had to be suspended the "parade" that was to be developed by the people.

Machine For Cleaning Commodes

-ARTE EM-GLOB. PARTY GALLITO 2009

Although a bit late, because of the permits students to be shown on this blog, I showed the pictures of the feast of the Cock 2009 entitled "EM-GLOB-ARTE"



1.ORGANIZACIÓN (departments, tutors or teachers responsible, contributing): Eugenio Osuna
• Barranco. Physical Education Teacher. Responsible for the activity.
• M ª Carmen Bango. Professor of Plastic and Visual Education. Responsible for the activity.
• All teachers at the school. Collaborators.
• M ª Teresa Martín Dagger. President of AMPA. Collaborator (dance ESO).

2.DESTINATARIOS (courses and number of students):
entire educational community.

3.JUSTIFICACIÓN (how comes the need for this activity):
The Cock Party Day is a tradition for many years downtown, which is delivered by the council to children a book and marzipan figure (Cock), and these in thanks perform different actions and give way to the Christmas holidays.
This year the theme of the party has revolved around three English artists: Miro, Picasso and Dali, but tries to cover the GLOBE Project was thought to select works of these authors in which they make "a nod" to the nature and the environment.
The result is the fusion of our GLOBE project with art, which led us to make the festival the creative title of "EM-GLOB-ART."

4.OBJETIVOS (those who want to achieve with this activity): art
• Join our EM-GLOBE project.
• Disseminate the educational community project EM-GLOBE.
• Give prizes to the finalists of the EM-GLOBE logo.
• Develop and promote the creative spirit and communication skills of students through art and in contact with nature
• Transmitting values \u200b\u200band Ecology Environmental Education by the aesthetic and sensory.
• Transform, imagine, build and create within a space (sports) that hosts, awareness, facilitates meetings, and allows expression through the body, music, painting and nature.
• To offer students a space where we accept and be given the opportunity of listening, interaction, reflection and decision making.
• Find differentiation through the search of nature in the extensive work of Miró, Picasso and Dali.
• Assess the act of creating and reproducing pictures that recreate nature and give meaning to life.
• Explore new languages, forms of communication, signs and symbols through which we can communicate with others.
• Strengthen ties between students and the entire educational community through a group intervention in which the privileged elements of art and entertainment.
• reflect and experience the natural space overcoming the preconceptions of art about nature, observation and representation.

5.CONTENIDOS (major content to work or strengthen):
• Miró, Picasso and Dali, three English painters.
• Miró: "Flight of Birds", "Heaven ajar gives us hope," "There was a small magpie," "The Rooster."
• Picasso: "Mediterranean Landscape", "Arboleda", "Guernica", "La Paloma".
• Dalí: "Girl at the Window," "Self Portrait", "The Persistence of Memory." • Strategies observation
art and nature, stimulation of the senses as a basis for learning.
• The nature through art. Evolution of the relationship between art and nature. The concept of landscape.
• The aesthetics of nature. Nature as a source of stimuli.
• The organic look. Interactive games and complexity.
• Perception. This is not what it seems.
• Choreography: "A morning in corwal" (J. Last), "Ckoo song" (M. Olfield), "I Gotta Feeling" (Black Eyes Peas), "Viva la vida" (Cold Play), "wiki wiki "(som Bukara system)," Asturias (I. Albeniz), "No hesitation "(R. Flores)," Eungenio Salvador Dalí (Mecano), "Do not Stop the Music" (Rihanna).

6.METODOLOGÍA (how to work the contents):
• Theory and practice through the creative pursuit of the transformation process, perception and the senses heightened tensions and conflicts in correcting the process. Reviewing technical and environmental elements to deliver a credible proposal and above all understandable.
• Teaching and encouraging participatory dialogue. It guides the students in making their proposals and encourages the search for tools, resources and artistic strategies (physical and conceptual).

7.Place OF CONDUCT (inside or outside the school):
• Classroom-class.
• Music rooms. • Classroom psychomotor
.
• Tatami. • plastic
Workshop. Polideportivo municipal
• Fiesta final.

8.RECURSOS MATERIALS (those who need or would like to use):
• Continuous paper, cardboard, cellophane wide, watercolors, bamboo, scaffolds, ropes and clamps.
• Video and camera to photograph.
• Books, encyclopedias, and various web pages.
• CDs Overhead projector and transparencies.

9.Time ACTIVITY (the time available for teachers):
• Starting date: first week of October.
• End Date: December 22 (day of the show).
• Total Activity Time: 50 days.

10.PREVISIÓN TRANSPORT:
not need transportation. ECONOMIC 11.PRESUPUESTO

:
approximately 20 Euros.

12.CUALQUIER OTHER RELEVANT INFORMATION:
Before the start of the representations were awarded the prizes to the finalist and winner of the EM-GLOBE logo (School supplies gift voucher of 40 and 20 euros).

Fix Dead Spots Laptop Monitor

LANDSCAPE FALL

Here we show photographs of the GLOBE activity related to seasonal changes of vegetation in autumn



1.ORGANIZACIÓN (departments, tutors or teachers responsible, contributing):
• Gema Sánchez. Children 3 years Tutor A.
• M ª Mar Fernández. Children 3 years Tutor B.
• Victoria Bau. Tutor Children 4 years.
• Carolina Cruces. Tutor Children 5 Years B.
• María Gómez. Children 5 years Tutor A.
• Ana Ramirez. AL and Child Support.

2.DESTINATARIOS (courses and number of students):
students from early childhood (80 students).

3.JUSTIFICACIÓN (how comes the need for this activity):
Autumn marks a change in the lives of the students (schedule, habits, diet, changes in the landscape that surrounds us, nuts, leaves, etc. As a point of interest is.

4.OBJETIVOS (those who want to achieve with this activity):
• Understand changes in the landscape through the changing seasons.
• Collect and classify samples collected.
• Behaving appropriately during development of activity.

5.CONTENIDOS (major content to work or strengthen):
• Autumn colors.
• Fruits of Autumn: chestnuts, acorns, almonds.
• Types of trees: chestnut, almond, oak, fig.
• Types of leaves.

6.METODOLOGÍA (how to work the contents):
Observation and exploration of the environment.

7.Place OF CONDUCT (inside or outside the school):
Around the school.

8.RECURSOS MATERIALS (those who need or would like to use):
• digital camera.
• Continuous paper.

9.Time ACTIVITY (the time available for teachers):
• Start time: 11:00
• End Time: 13:00
• Total Activity Time: 2 hours.

10.PREVISIÓN TRANSPORT:
not need transportation. ECONOMIC 11.PRESUPUESTO

:
is not necessary.

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TRAINING PROTOCOL MULCHING

Although the photographs that follow have already been shown, it is important to highlight them in this post because they have a very important goal.

is that students of ESO, and little little the Primary, you will train in the rigor and scientific precision to the study bounded plots, and the subsequent use and Inclinometers densiometer built and the collection of data for the Land Cover Plant.

The training process is not easy and requires your time, preparation, effort, studies, assessments, etc.. Furthermore, it is also training for teachers, and who had never performed these studies with students. Therefore, the time you spend on it are necessary, then if you want to output to the study areas of interest for collecting relevant data.

The following photos displayed the students of 2 º ESO for both classes:



The following photos show the students of 1 º ESO for the exit and visit the Interpretation Center of the Nature of Glass Gallows:



1.ORGANIZACIÓN (departments, tutors or teachers responsible, contributing):
• David Rosa Novalbos. GLOBE responsible. Professor of Natural Sciences.
• Sonia Lechuga Cercas. GLOBE responsible. Professor of Natural Sciences.
• Ana Isabel Fernández González. Professor of Science and Technology Area.

2.DESTINATARIOS (Courses and number of students):
All ESO students (120 students).

3.JUSTIFICACIÓN (how comes the need for this activity):
The need to introduce in the GLOBE Data Server Protocol Vegetation Cover of our study area at the base of the Rock from Gallows Muñana the Glass, requires the immediate setting out for training in collecting data and samples for processing.
data and samples should be achieved through the proper use, and with the utmost rigor and scientific precision of different instruments built or purchased. This requires significant time and training process agreement, in places near the center, so that the collection of data and samples in the GLOBE study is the maximum benefit to the project's objectives and the interest of education and training of students.

4.OBJETIVOS (those who want to achieve with this activity):
• Recognize the importance of scientific rigor and the handling of "Field Notebook."
• Training for accurate data collection of "Herbal" and plant coverage.
• accurately use relevant tools for data collection (Compass, topographic map, aerial photograph, densiometer, Clinometer, Sundial, tapes metrics, etc.)..
• Manage mathematical tools useful for the study of nature.
• Photographing the plants and respectful way to be a part of them.
• Collect plant samples in a controlled manner.
• Properly treat the plant samples for proper conservation. Dichotomous Key
• Use trees and plants.
• Select and limit vegetation study plots.
• Recognize the importance of respect for the species by means of a controlled harvest. • Follow guidelines
teamwork and participation.

5.CONTENIDOS (major content to work or strengthen):
• The scientific rigor. Importance.
• "Field Notebook." Importance.
• United Plant. Typical vegetation of the area.
• Data collection and samples for the "Herbal" and plant coverage.
• Instruments of importance for data recording (Compass, topographic map, densiometer, Clinometer, Sundial, tapes, etc.).
• Mathematical tools useful for the study of nature.
• Photograph of plant species.
• Collection of plant samples monitored and appropriate treatment for their proper conservation.
• Key dichotomous trees and plants. Management, importance and difficulty. • Selection and bounded
of vegetation study plots.
• The importance of respect for the species by means of a controlled harvest.

6.METODOLOGÍA (how to work the contents):
• Explanations in the study area.
• Highlight the scientific rigor and the use of "Field Notebook."
• Manage important instruments for data collection (Compass, topographic map, densiometer, Clinometer, Sundial, tapes, etc.).
• Handle tools mathematics useful for the study of nature.
• Make data and samples for the "Herbarium".
• Media Management for the herbarium and treatment of samples for adequate conservation.
• Management of dichotomous keys of trees and plants. Management, importance and difficulty.
• Emphasize the importance of respect for the species by means of a controlled harvest.
• Photographing plants.
• Select and limit vegetation study plots.
• Teamwork.

7.Place OF CONDUCT (inside or outside the school):
Plot on the edge of the building ESO.

8.RECURSOS MATERIALS (those who need or would like to use):
• Student Field Notebook and pen.
• compasses and topographical maps of the area.
• Cameras.
• Data sheets and samples taken for the "Herbal" and presses for the herbarium.
• Key dichotomous trees and plants.
• Measuring tapes, plastic banners and ribbons visible.
• densiometer, Inclinometers, sun clocks and calculators.
• Slate "vileda" and markers for explanations in the field.

9.Time ACTIVITY (Time available for teachers):
At least 3 lecture sessions per group.

10.PREVISIÓN TRANSPORT:
not need transportation. ECONOMIC 11.PRESUPUESTO

:
not have economic costs.

12.CUALQUIER OTHER RELEVANT INFORMATION:
GLOBE is an experimental activity that would be interesting as to reach to make all students of that center in successive years. Should also apply to students in elementary and primary all those contents and procedures adapted to the age classes and that teachers of these steps it deems appropriate and adequate.