Tuesday, May 25, 2010
Saturday, May 22, 2010
About Hindware Sanitary
DAY OF THE BOOK "THE COLOURS OF NATURE (SEMANA CULTURAL 2010)
I'll show you the poetry contest and children's theater EM-GLOBE:
1.ORGANIZACIÓN (departments, tutors or teachers responsible, contributing): Eugenio Osuna
• Barranco. Physical Education Teacher. Responsible for the activity.
Sibert • Ana Maria Blanco. Tutor 3 º. Responsible for the activity.
• Remedios Fernandez Soledad. Tutor 6 º A. Responsible for the activity. • Laura Lizcano
Leal. 6 º B. Tutor Responsible for the activity.
• All teachers and Primary Education. Collaborators.
2.DESTINATARIOS (courses and number of students):
All infant and primary students (300 students).
3.JUSTIFICACIÓN (how comes the need for this activity):
On the occasion of World Book Day and Copyrights, and bearing in mind that we GLOBE Center, we do not miss the opportunity and decided to "connect" the language through poetry, with nature, more specifically with "Colors of Nature."
We are intelligent beings, which we express through the spoken and written language. It is the language he welcomes us to the world and a tool of expression that differentiates us from other animal species. It is an open door to the imagination, feelings, creation and fantasy.
In particular, the language of poetry provides recreational opportunities, creative and expressive that make us rediscover the reality and, of course, Nature. And that same Nature, meanwhile, with its infinite variety of shapes, with the inexhaustible richness of his life, poetry provides an endless source of inspiration and encouragement. And through it all are the colors, all a feast for our senses, which are recreated by smell, color and music off the lines.
4.OBJETIVOS (those who want to achieve with this activity):
• Blending poetry with our EM-GLOBE project.
• Disseminate educational community the EM-GLOBE project.
• Create a poetry competition on the theme are colors and nature.
• Awakening the imagination, fantasy and creativity and taste for poetry.
• Enrich the vocabulary related to nature and colors.
• Increase expressive and creative possibilities of our students.
• Improve speech, pronunciation and intonation.
• Develop mass communication, so important for human development.
• Encourage oral language and other activities directly involved in global development (laterality, body image, coordination, dynamics ...). • Driving ability
bonding to be established between the smaller and creative work.
• Discover the spontaneous force and mobilizing all creative mechanism.
• Lose the fear of words and discover the power they possess.
• Encouraging a taste for poetry to discover the power and magic of words.
• Develop strategies and understanding lexical memory.
• Use colors and elements of nature in simple verses.
• Promote through poetry values \u200b\u200bon environmental education.
• Bringing children to the literary world in the classroom and also as a way of living your leisure.
• Respect and appreciate the creations of their peers.
5.CONTENIDOS (major content to work or strengthen):
• The children's poetry. Oral tradition.
• The language through rhythm.
• The poetic play. Rhyming riddles.
• Colors. The stimulation of the senses as a basis for learning.
• pronunciation and intonation.
• Aesthetics of Nature. Nature as a source of stimuli.
• The nature through color and poetry. Evolution of the relationship between poetry and nature. The concept of poetry. Didactic poetry.
• Poems of known and unknown poets.
6.METODOLOGÍA (how to work the contents):
• Active, participatory and fun. Be carried out practical activities to do with children in their classrooms. At the time the child spends part of the day in contact with poetry and literature, these texts with which to work may respond to the need for comprehensive education, training in values \u200b\u200bthat permeate the texts that children will be in contact with the recitation of his own creations and creating drawings that illustrate.
• This activity will be approached from two levels:
Plan A: "From interdisciplinarity in knowledge and environmental protection. "
Plan B: "Since the development of poetry."
• Exposure of her poetry, accompanied by drawings in the hallways of the school, to display the group and feel together with what he liked. Living with the poem (either read, heard, drawn, to music, etc ...) raises the level of creativity because it encourages less conventional ways of their relationship with the environment.
• Based on the recitation and listening to poems for children are encouraged not only to enjoy reading poetry but also to reject discrimination, violence ... In short, if a person waking sensitivity becomes someone tolerant and peaceful.
7.Place OF CONDUCT (inside or outside the school):
• psychomotor Hall.
• Music Hall.
• Classroom class. • Classroom audiovisual
.
8.RECURSOS MATERIALS (those who need or would like to use):
• Folios, cards, DINA3, paints, pens, blackboard, chalk, continuous paper, etc.
• Camera, radio-cd.
• Fabric, rope, pliers, small puppet theater.
• Baubles.
9.Time ACTIVITY (the time available for teachers):
• Start time: 9:00
• End Time: 14:00
• Total Activity Time: 1 day school (it really is been prepared together with the cultural week, although the staging coincided with the Day of the Book).
10.PREVISIÓN TRANSPORT:
is not necessary. ECONOMIC 11.PRESUPUESTO
:
has no expenses.
12.CUALQUIER OTHER RELEVANT INFORMATION:
has been a success, because his poems have been involved with almost all primary school students. All Participants were given a bag of goodies. 
I'll show you the poetry contest and children's theater EM-GLOBE:
1.ORGANIZACIÓN (departments, tutors or teachers responsible, contributing): Eugenio Osuna
• Barranco. Physical Education Teacher. Responsible for the activity.
Sibert • Ana Maria Blanco. Tutor 3 º. Responsible for the activity.
• Remedios Fernandez Soledad. Tutor 6 º A. Responsible for the activity. • Laura Lizcano
Leal. 6 º B. Tutor Responsible for the activity.
• All teachers and Primary Education. Collaborators.
2.DESTINATARIOS (courses and number of students):
All infant and primary students (300 students).
3.JUSTIFICACIÓN (how comes the need for this activity):
On the occasion of World Book Day and Copyrights, and bearing in mind that we GLOBE Center, we do not miss the opportunity and decided to "connect" the language through poetry, with nature, more specifically with "Colors of Nature."
We are intelligent beings, which we express through the spoken and written language. It is the language he welcomes us to the world and a tool of expression that differentiates us from other animal species. It is an open door to the imagination, feelings, creation and fantasy.
In particular, the language of poetry provides recreational opportunities, creative and expressive that make us rediscover the reality and, of course, Nature. And that same Nature, meanwhile, with its infinite variety of shapes, with the inexhaustible richness of his life, poetry provides an endless source of inspiration and encouragement. And through it all are the colors, all a feast for our senses, which are recreated by smell, color and music off the lines.
4.OBJETIVOS (those who want to achieve with this activity):
• Blending poetry with our EM-GLOBE project.
• Disseminate educational community the EM-GLOBE project.
• Create a poetry competition on the theme are colors and nature.
• Awakening the imagination, fantasy and creativity and taste for poetry.
• Enrich the vocabulary related to nature and colors.
• Increase expressive and creative possibilities of our students.
• Improve speech, pronunciation and intonation.
• Develop mass communication, so important for human development.
• Encourage oral language and other activities directly involved in global development (laterality, body image, coordination, dynamics ...). • Driving ability
bonding to be established between the smaller and creative work.
• Discover the spontaneous force and mobilizing all creative mechanism.
• Lose the fear of words and discover the power they possess.
• Encouraging a taste for poetry to discover the power and magic of words.
• Develop strategies and understanding lexical memory.
• Use colors and elements of nature in simple verses.
• Promote through poetry values \u200b\u200bon environmental education.
• Bringing children to the literary world in the classroom and also as a way of living your leisure.
• Respect and appreciate the creations of their peers.
5.CONTENIDOS (major content to work or strengthen):
• The children's poetry. Oral tradition.
• The language through rhythm.
• The poetic play. Rhyming riddles.
• Colors. The stimulation of the senses as a basis for learning.
• pronunciation and intonation.
• Aesthetics of Nature. Nature as a source of stimuli.
• The nature through color and poetry. Evolution of the relationship between poetry and nature. The concept of poetry. Didactic poetry.
• Poems of known and unknown poets.
6.METODOLOGÍA (how to work the contents):
• Active, participatory and fun. Be carried out practical activities to do with children in their classrooms. At the time the child spends part of the day in contact with poetry and literature, these texts with which to work may respond to the need for comprehensive education, training in values \u200b\u200bthat permeate the texts that children will be in contact with the recitation of his own creations and creating drawings that illustrate.
• This activity will be approached from two levels:
Plan A: "From interdisciplinarity in knowledge and environmental protection. "
Plan B: "Since the development of poetry."
• Exposure of her poetry, accompanied by drawings in the hallways of the school, to display the group and feel together with what he liked. Living with the poem (either read, heard, drawn, to music, etc ...) raises the level of creativity because it encourages less conventional ways of their relationship with the environment.
• Based on the recitation and listening to poems for children are encouraged not only to enjoy reading poetry but also to reject discrimination, violence ... In short, if a person waking sensitivity becomes someone tolerant and peaceful.
7.Place OF CONDUCT (inside or outside the school):
• psychomotor Hall.
• Music Hall.
• Classroom class. • Classroom audiovisual
.
8.RECURSOS MATERIALS (those who need or would like to use):
• Folios, cards, DINA3, paints, pens, blackboard, chalk, continuous paper, etc.
• Camera, radio-cd.
• Fabric, rope, pliers, small puppet theater.
• Baubles.
9.Time ACTIVITY (the time available for teachers):
• Start time: 9:00
• End Time: 14:00
• Total Activity Time: 1 day school (it really is been prepared together with the cultural week, although the staging coincided with the Day of the Book).
10.PREVISIÓN TRANSPORT:
is not necessary. ECONOMIC 11.PRESUPUESTO
:
has no expenses.
12.CUALQUIER OTHER RELEVANT INFORMATION:
has been a success, because his poems have been involved with almost all primary school students. All Participants were given a bag of goodies.
Friday, May 21, 2010
Congratulation Note After Delivery
ANTS. CULTURAL WEEK GLOBE 2010. Medieval bestiary
1.ORGANIZACIÓN (departments, tutors or teachers responsible, contributing):
• M ª Mar Fernández
• Gema Sánchez
• Victoria Bau
• Carolina Cruces
• M ª Jesús Pérez
• Ana María Ramírez
2.DESTINATARIOS (courses and number of students):
students from early childhood:
- I3A (15 students)
- i3B (14 students).
- I4A (21 students).
- I5A (14 students)
- I5B (14 students).
3.JUSTIFICACIÓN (how comes the need for this activity):
Having decided that the main theme of the cultural week is the GLOBE project, we consider a topic of interest to students in their study of the ant, insect which are familiar.
4.OBJETIVOS (those who want to achieve with this activity):
• Know the parts of the ant, their food, their habitat and way of relating.
• Learn curiosities. • an interest and respect
small living beings: the insects.
5.CONTENIDOS (major content to work or strengthen):
Ant: nutrition, physical characteristics, habitat, relationships, reproduction, curiosities.
6.METODOLOGÍA (how to work the contents):
• You will use direct observation and manipulation as a means to motivate students and introduce them in the project.
• produce a book that is compiled each class and at the end of the cultural week will be playing all families (Book traveler).
• At the end, among all children of the cycle, be prepared with plastic materials an ant, ants, and be exposed.
7.Place OF CONDUCT (inside or outside the school):
• Hall of reference.
• Patio Center to observe and collect ants.
8.RECURSOS MATERIALS (those who need or would like to use):
• Ant.
• Photographs.
• Containers with magnifying glass.
• Bibliography.
9.Time ACTIVITY (the time available for teachers):
• Start time: 12:00.
• End Time: 13:45
• Total Activity Time: 1 hour 45 minutes.
10.PREVISIÓN TRANSPORT:
is not necessary. ECONOMIC 11.PRESUPUESTO
:
-ant gel.
-plastic material.
APPROXIMATE TOTAL: 60 €.
12.CUALQUIER OTHER RELEVANT INFORMATION:
would have been interesting and recommended that students and teachers of Child could have done in the Laboratory Sciences building activity ESO "Observation of real ants to the binocular microscope." 
1.ORGANIZACIÓN (departments, tutors or teachers responsible, contributing):
• M ª Mar Fernández
• Gema Sánchez
• Victoria Bau
• Carolina Cruces
• M ª Jesús Pérez
• Ana María Ramírez
2.DESTINATARIOS (courses and number of students):
students from early childhood:
- I3A (15 students)
- i3B (14 students).
- I4A (21 students).
- I5A (14 students)
- I5B (14 students).
3.JUSTIFICACIÓN (how comes the need for this activity):
Having decided that the main theme of the cultural week is the GLOBE project, we consider a topic of interest to students in their study of the ant, insect which are familiar.
4.OBJETIVOS (those who want to achieve with this activity):
• Know the parts of the ant, their food, their habitat and way of relating.
• Learn curiosities. • an interest and respect
small living beings: the insects.
5.CONTENIDOS (major content to work or strengthen):
Ant: nutrition, physical characteristics, habitat, relationships, reproduction, curiosities.
6.METODOLOGÍA (how to work the contents):
• You will use direct observation and manipulation as a means to motivate students and introduce them in the project.
• produce a book that is compiled each class and at the end of the cultural week will be playing all families (Book traveler).
• At the end, among all children of the cycle, be prepared with plastic materials an ant, ants, and be exposed.
7.Place OF CONDUCT (inside or outside the school):
• Hall of reference.
• Patio Center to observe and collect ants.
8.RECURSOS MATERIALS (those who need or would like to use):
• Ant.
• Photographs.
• Containers with magnifying glass.
• Bibliography.
9.Time ACTIVITY (the time available for teachers):
• Start time: 12:00.
• End Time: 13:45
• Total Activity Time: 1 hour 45 minutes.
10.PREVISIÓN TRANSPORT:
is not necessary. ECONOMIC 11.PRESUPUESTO
:
-ant gel.
-plastic material.
APPROXIMATE TOTAL: 60 €.
12.CUALQUIER OTHER RELEVANT INFORMATION:
would have been interesting and recommended that students and teachers of Child could have done in the Laboratory Sciences building activity ESO "Observation of real ants to the binocular microscope."
Wednesday, May 19, 2010
Is Wella Koleston Colour Good
First days in Peru: Puno, Arequipa, Colca ... Summary
El primer dia en Puno me desperté muy temprano, en realidad a la misma hora de siempre solo
que ahora en Perú estoy con una hora menos, me fui a desayunar a orillas del Titicaca, toda la tranquilidad y un paisaje hermoso para empezar el día, en eso paso una persona en pleno ejercicio matinal al grito de “hacia donde vas viajero?”, cuando le dije que era de Bs As, se me acerco a hablar, Julián, un Medico Veterinario graduado de la Universidad de La Plata en los 70´s y residente en Puno hace ya un largo tiempo, terminamos hablando un buen rato de todo un poco, política, economía, costumbres, en fin, seria solo la primera de varias charlas súper interesantes que we then also with Nidia, his wife. I was in Puno
several days at the home of Julian, was like a child again, you looked after me really well,
I was the Gaucho, as I was saying in Bolivia.
Discussions with him were also well enriching and enlightening, at times raw, I left with a pile of things to read and a clear vision of many things about the history of Peru, Latin America, capitalism and other herbs. He, his wife and children, some really beautiful people with whom I shared a very important moment for me.
While there I went to Puno Island Uros are families living in floating reed islands, a unique culture in the world, of which several are still living on barter with other communities, other islands rather live on tourism, including many already managing the
aggiornamiento English ... as it is called. I also went to Sillustani, about 20 km from Puno, Inca ruins quite interesting although there is little variety of buildings to see, especially mortuary structures, however
no longer shocking, the scenery of the lake with an island in the middle , which borders the archaeological site is certainly to stay hours watching. Again
the route, altitude, cold, altitude sickness, but this time it mitigates a kind of sugar candy Nidia gave me, apart from being rich helps combat the effects of altitude, so just spend a little cold ... in Arequipa where I spent three nights in a tent arm and two hostel, so far only had paid the first night room and in Cochabamba, the day I met Ramiro and Marcelo. In the White City met artisans from Peru, Ecuador, Colombia and Venezuela ... This was another city that really liked me, does not become a great big city, or at least fairly well concealed, it has the chaotic rhythm of a big city at least I turned out very nice. Hence, after meeting Adrian and
Cecilia, two Argentines who walk a while ago crossing also went to the Colca Canyon (awful place if you like trekking, if you do not the gift, I got lost and I was night in the mountains, a shank). Cabanaconde reach the village from where they leave the roads into the canyon, the first night assembling the tent in the courtyard of the village health center, and the next day I went to a hostel to keep things quiet and to go make the trek. I left 9 am kind of hostel with the idea of \u200b\u200bgoing to the canyon and back is, about 4 or 5 hours round trip, an issue that I made it down fairly quickly so before eleven and was down there to Across the river, was not to return so early and followed the road to do all around that part of the canyon ... all this without a guide, he was just a booklet with an outline of the roads. The thing is that at one point she pifie the road and would not lose but if I lost a lot of time and started up the mountain and back to town when it was almost three o'clock in the afternoon, knowing I had at least 4 hours to get up. Bue, as I imagine it was night midway on the rise, the worst 
is that each passing both the locals at the speed I walk in horizontal but rising! Really end suffering, the views are tremendous, not to believe, but as I said above, if The trekking is not your thing you end up not enjoying it. When I returned to the hostel, was made leather, could not move my legs hurt to the soul ... right there I met Cecilia, which was concerned because I had warned in the hostel he was coming back that day and would not stay in the lodgings of the canyon. So we spent the night there and the next day we went to the navel of the world.
El primer dia en Puno me desperté muy temprano, en realidad a la misma hora de siempre solo
que ahora en Perú estoy con una hora menos, me fui a desayunar a orillas del Titicaca, toda la tranquilidad y un paisaje hermoso para empezar el día, en eso paso una persona en pleno ejercicio matinal al grito de “hacia donde vas viajero?”, cuando le dije que era de Bs As, se me acerco a hablar, Julián, un Medico Veterinario graduado de la Universidad de La Plata en los 70´s y residente en Puno hace ya un largo tiempo, terminamos hablando un buen rato de todo un poco, política, economía, costumbres, en fin, seria solo la primera de varias charlas súper interesantes que we then also with Nidia, his wife. I was in Puno several days at the home of Julian, was like a child again, you looked after me really well,
I was the Gaucho, as I was saying in Bolivia. Discussions with him were also well enriching and enlightening, at times raw, I left with a pile of things to read and a clear vision of many things about the history of Peru, Latin America, capitalism and other herbs. He, his wife and children, some really beautiful people with whom I shared a very important moment for me.
While there I went to Puno Island Uros are families living in floating reed islands, a unique culture in the world, of which several are still living on barter with other communities, other islands rather live on tourism, including many already managing the
aggiornamiento English ... as it is called. I also went to Sillustani, about 20 km from Puno, Inca ruins quite interesting although there is little variety of buildings to see, especially mortuary structures, however no longer shocking, the scenery of the lake with an island in the middle , which borders the archaeological site is certainly to stay hours watching. Again
the route, altitude, cold, altitude sickness, but this time it mitigates a kind of sugar candy Nidia gave me, apart from being rich helps combat the effects of altitude, so just spend a little cold ... in Arequipa where I spent three nights in a tent arm and two hostel, so far only had paid the first night room and in Cochabamba, the day I met Ramiro and Marcelo. In the White City met artisans from Peru, Ecuador, Colombia and Venezuela ... This was another city that really liked me, does not become a great big city, or at least fairly well concealed, it has the chaotic rhythm of a big city at least I turned out very nice. Hence, after meeting Adrian and
Cecilia, two Argentines who walk a while ago crossing also went to the Colca Canyon (awful place if you like trekking, if you do not the gift, I got lost and I was night in the mountains, a shank). Cabanaconde reach the village from where they leave the roads into the canyon, the first night assembling the tent in the courtyard of the village health center, and the next day I went to a hostel to keep things quiet and to go make the trek. I left 9 am kind of hostel with the idea of \u200b\u200bgoing to the canyon and back is, about 4 or 5 hours round trip, an issue that I made it down fairly quickly so before eleven and was down there to Across the river, was not to return so early and followed the road to do all around that part of the canyon ... all this without a guide, he was just a booklet with an outline of the roads. The thing is that at one point she pifie the road and would not lose but if I lost a lot of time and started up the mountain and back to town when it was almost three o'clock in the afternoon, knowing I had at least 4 hours to get up. Bue, as I imagine it was night midway on the rise, the worst 
is that each passing both the locals at the speed I walk in horizontal but rising! Really end suffering, the views are tremendous, not to believe, but as I said above, if The trekking is not your thing you end up not enjoying it. When I returned to the hostel, was made leather, could not move my legs hurt to the soul ... right there I met Cecilia, which was concerned because I had warned in the hostel he was coming back that day and would not stay in the lodgings of the canyon. So we spent the night there and the next day we went to the navel of the world. 
Arequipa Cathedral.
Sunday, May 16, 2010
Gonorrhea Chlamydia Green Tea Oil
AND CONSTRUCTION Dichotomous Key
Hello everyone.
Here we show the presentation used for the activity GLOBE medieval bestiary and Dichotomous Keys "
1.ORGANIZACIÓN (departments, tutors or teachers responsible, contributing):
• David Rosa Novalbos. GLOBE responsible. Professor of Natural Sciences.
• José María García Pérez. Professor of Language and Literature.
2.DESTINATARIOS (courses and number of students):
All ESO students (120 students).
3.JUSTIFICACIÓN (how comes the need for this activity):
Cultural Week of the academic year 2009-2010 consisted of a "Medieval Day" and had the proposal Carolina Moran (Professor of Language and Literature ) to, among other activities, something to do with the "medieval bestiary."
Science Teachers made a quick connection with GLOBE to have an activity based on "imaginary beasts" to understand what they are dichotomous keys, construction and utility.
in Environmental Education is very important to know our environment near their animals, plants, etc. We also know that when something has a name, you tend to know one another better, then to take him a greater appreciation and affection is only a step.
In GLOBE activity is proposed as the understanding and use of dichotomous keys and tools for the determination of species from the immediate environment to students, hence the connection between medieval bestiary and Dichotomous Keys.
4.OBJETIVOS (those who want to achieve with this activity):
• Knowing about the medieval bestiary.
bestiaries • Understand that scientific knowledge are the beliefs of the medieval period, who used previous knowledge (Greco-Roman, Byzantine and Persian) and served as the basis for further development of knowledge during the Renaissance period of history.
• Recognize the importance of the medieval bestiary for the scientific development of the time and following scientific classification of plants and animals.
• Understand the importance of species classification.
• Recognize the importance of dichotomous keys for species determination.
• Learn to build and use dichotomous keys.
• Teamwork.
5.CONTENIDOS (major content to work or strengthen):
• medieval bestiary, study, collection and compilation of tales, descriptions and pictures of animals (animals and monsters real or imagined) that demonstrate scientific knowledge and imagination and beliefs of this period of history.
• Images of "Beast" compilation of texts drawn illustrations.
• dichotomous keys. Management, importance and difficulty.
6.METODOLOGÍA (how to work the contents):
• Digital presentation.
• Development of dichotomous keys imaginary beasts.
• Teamwork.
7.Place OF CONDUCT (inside or outside the school): Aula
reference.
8.RECURSOS MATERIALS (those who need or would like to use):
• DIN-A3 Sheets and white pens.
• Photocopies of imaginary beasts.
• Projector and laptop.
• Bibliography: Medieval 1.Bestiario
. Siruela Editorial, Madrid, 1989. Ignacio Malaxechevarría Edition, n º 28. Medieval library reading list. 2.Siglo
XV, Sevilla Expo. Sevilla, 1992. 3.Rinoceronte
Dürer: http://es.wikipedia.org/wiki/Rinoceronte_de_Durero
9.Time ACTIVITY (the time available for teachers):
A lecture sessions per group.
10.PREVISIÓN TRANSPORT:
not need transportation. ECONOMIC 11.PRESUPUESTO
:
not have economic costs.
12.CUALQUIER OTHER RELEVANT INFORMATION:
applied only to students of 1 º, 3 º and 4 º ESO.
GLOBE is an experimental activity that would be interesting as to reach to make all students of that center in successive years.
should also be applied to elementary and primary students of those contents and procedures adapted to the age classes and that teachers of these steps it deems appropriate and adequate. 
Hello everyone.
Here we show the presentation used for the activity GLOBE medieval bestiary and Dichotomous Keys "
1.ORGANIZACIÓN (departments, tutors or teachers responsible, contributing):
• David Rosa Novalbos. GLOBE responsible. Professor of Natural Sciences.
• José María García Pérez. Professor of Language and Literature.
2.DESTINATARIOS (courses and number of students):
All ESO students (120 students).
3.JUSTIFICACIÓN (how comes the need for this activity):
Cultural Week of the academic year 2009-2010 consisted of a "Medieval Day" and had the proposal Carolina Moran (Professor of Language and Literature ) to, among other activities, something to do with the "medieval bestiary."
Science Teachers made a quick connection with GLOBE to have an activity based on "imaginary beasts" to understand what they are dichotomous keys, construction and utility.
in Environmental Education is very important to know our environment near their animals, plants, etc. We also know that when something has a name, you tend to know one another better, then to take him a greater appreciation and affection is only a step.
In GLOBE activity is proposed as the understanding and use of dichotomous keys and tools for the determination of species from the immediate environment to students, hence the connection between medieval bestiary and Dichotomous Keys.
4.OBJETIVOS (those who want to achieve with this activity):
• Knowing about the medieval bestiary.
bestiaries • Understand that scientific knowledge are the beliefs of the medieval period, who used previous knowledge (Greco-Roman, Byzantine and Persian) and served as the basis for further development of knowledge during the Renaissance period of history.
• Recognize the importance of the medieval bestiary for the scientific development of the time and following scientific classification of plants and animals.
• Understand the importance of species classification.
• Recognize the importance of dichotomous keys for species determination.
• Learn to build and use dichotomous keys.
• Teamwork.
5.CONTENIDOS (major content to work or strengthen):
• medieval bestiary, study, collection and compilation of tales, descriptions and pictures of animals (animals and monsters real or imagined) that demonstrate scientific knowledge and imagination and beliefs of this period of history.
• Images of "Beast" compilation of texts drawn illustrations.
• dichotomous keys. Management, importance and difficulty.
6.METODOLOGÍA (how to work the contents):
• Digital presentation.
• Development of dichotomous keys imaginary beasts.
• Teamwork.
7.Place OF CONDUCT (inside or outside the school): Aula
reference.
8.RECURSOS MATERIALS (those who need or would like to use):
• DIN-A3 Sheets and white pens.
• Photocopies of imaginary beasts.
• Projector and laptop.
• Bibliography: Medieval 1.Bestiario
. Siruela Editorial, Madrid, 1989. Ignacio Malaxechevarría Edition, n º 28. Medieval library reading list. 2.Siglo
XV, Sevilla Expo. Sevilla, 1992. 3.Rinoceronte
Dürer: http://es.wikipedia.org/wiki/Rinoceronte_de_Durero
9.Time ACTIVITY (the time available for teachers):
A lecture sessions per group.
10.PREVISIÓN TRANSPORT:
not need transportation. ECONOMIC 11.PRESUPUESTO
:
not have economic costs.
12.CUALQUIER OTHER RELEVANT INFORMATION:
applied only to students of 1 º, 3 º and 4 º ESO.
GLOBE is an experimental activity that would be interesting as to reach to make all students of that center in successive years.
should also be applied to elementary and primary students of those contents and procedures adapted to the age classes and that teachers of these steps it deems appropriate and adequate.
Verruca Plana In Dogs
Sundial
Here we show the photographs of the work performed by Professor of Technology, Building Sundials equatorial dial:
1.ORGANIZACIÓN (departments, tutors or teachers responsible and collaborators):
• Ana Isabel Fernández González. Professor of Technology and the Scientific-Technological Area 4 º ESO Diversification.
• Azahara Lopez. Professor of Mathematics. GLOBE deputy head.
2.DESTINATARIOS (courses and number of students):
• 1 º ESO (35 students) 4 º ESO
• Diversification (10 students).
3.JUSTIFICACIÓN (how comes the need for this activity):
The need to introduce in the GLOBE data server Atmosphere Protocol Solar Time, requires the precise use of
Sundials Sundials of sundial is made of a stylus whose shadow is projected onto a quadrant in which they are drawn the hour lines that allow us to determine time.
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):
Technology 1 º ESO
• Understand the importance, performance and usefulness of the sundial to take accurate data of solar time.
• Apply the basic techniques of wood: measurement and layout, cutting (with blade) and filing (with rasps and files).
• Use correct tools and tools in the woodwork and bring them to the task in hand.
• Follow guidelines of teamwork and participation.
• Work in the classroom workshop following the rules of hygiene and adequate security.
4 º ESO ACT Diversification
• Handle marking tools precision angles (carrier).
• Draw angles clearly and accurately on plywood.
5.CONTENIDOS (major content to work or strengthen):
• Sundials Their construction and use.
• Physical and technological performance.
• is important to recognize the Solar Hours, hours of atmospheric data collection.
6.METODOLOGÍA (how to work the contents):
• Dial the dial on plywood 4 mm, with dimensions of 28 cm wide and 14 cm high.
• Mark the triangle that will stiletto taking into account the latitude of the site (40.33 ° N) and measures of the quadrant, according to design indicated by the teacher.
• Cut both pieces with blade, and then filing them to smooth the edges.
• Mark and cut in square and triangle slot that allows snap. • Draw with pen
hour lines at intervals of 15 º on both sides of the quadrant, the face of spring-summer and autumn-winter.
7.Place OF CONDUCT (inside or outside the school):
• Field Class
Science and Technology • Technology Workshop.
8.RECURSOS MATERIALS (those who need or would like to use):
• wood plywood 4 mm.
• Workshop Tools:
-Rules and brackets.
-Hacksaw.
-Rasps and files.
-Sergeants and vice.
-point compass.
-Protractor.
-pencils, erasers and markers.
9.Time ACTIVITY (the time available for teachers):
• A meeting of the ACT course in the classroom.
• Three sessions of the course 1 º ESO Technology in the classroom and workshop technology.
• Total Activity Time: 4 sessions (1 and 3 ACT Technology 1 º ESO).
10.PREVISIÓN TRANSPORT:
not need transportation.
11.PRESUPUESTO ECONOMIC:
wood plywood 4 mm: 17 €
12.CUALQUIER OTHER RELEVANT INFORMATION:
GLOBE was an experimental activity, in relation to the use and interest to awaken in students. 
Here we show the photographs of the work performed by Professor of Technology, Building Sundials equatorial dial:
1.ORGANIZACIÓN (departments, tutors or teachers responsible and collaborators):
• Ana Isabel Fernández González. Professor of Technology and the Scientific-Technological Area 4 º ESO Diversification.
• Azahara Lopez. Professor of Mathematics. GLOBE deputy head.
2.DESTINATARIOS (courses and number of students):
• 1 º ESO (35 students) 4 º ESO
• Diversification (10 students).
3.JUSTIFICACIÓN (how comes the need for this activity):
The need to introduce in the GLOBE data server Atmosphere Protocol Solar Time, requires the precise use of
Sundials Sundials of sundial is made of a stylus whose shadow is projected onto a quadrant in which they are drawn the hour lines that allow us to determine time.
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):
Technology 1 º ESO
• Understand the importance, performance and usefulness of the sundial to take accurate data of solar time.
• Apply the basic techniques of wood: measurement and layout, cutting (with blade) and filing (with rasps and files).
• Use correct tools and tools in the woodwork and bring them to the task in hand.
• Follow guidelines of teamwork and participation.
• Work in the classroom workshop following the rules of hygiene and adequate security.
4 º ESO ACT Diversification
• Handle marking tools precision angles (carrier).
• Draw angles clearly and accurately on plywood.
5.CONTENIDOS (major content to work or strengthen):
• Sundials Their construction and use.
• Physical and technological performance.
• is important to recognize the Solar Hours, hours of atmospheric data collection.
6.METODOLOGÍA (how to work the contents):
• Dial the dial on plywood 4 mm, with dimensions of 28 cm wide and 14 cm high.
• Mark the triangle that will stiletto taking into account the latitude of the site (40.33 ° N) and measures of the quadrant, according to design indicated by the teacher.
• Cut both pieces with blade, and then filing them to smooth the edges.
• Mark and cut in square and triangle slot that allows snap. • Draw with pen
hour lines at intervals of 15 º on both sides of the quadrant, the face of spring-summer and autumn-winter.
7.Place OF CONDUCT (inside or outside the school):
• Field Class
Science and Technology • Technology Workshop.
8.RECURSOS MATERIALS (those who need or would like to use):
• wood plywood 4 mm.
• Workshop Tools:
-Rules and brackets.
-Hacksaw.
-Rasps and files.
-Sergeants and vice.
-point compass.
-Protractor.
-pencils, erasers and markers.
9.Time ACTIVITY (the time available for teachers):
• A meeting of the ACT course in the classroom.
• Three sessions of the course 1 º ESO Technology in the classroom and workshop technology.
• Total Activity Time: 4 sessions (1 and 3 ACT Technology 1 º ESO).
10.PREVISIÓN TRANSPORT:
not need transportation.
11.PRESUPUESTO ECONOMIC:
wood plywood 4 mm: 17 €
12.CUALQUIER OTHER RELEVANT INFORMATION:
GLOBE was an experimental activity, in relation to the use and interest to awaken in students.
Friday, May 14, 2010
Hard Fingers After Snow Shoveling
Bolivia. Summary
After receiving the extension of the policy of insurance cross-border Quiaca Villazon, the process was quite long and tedious.
Already in Bolivia, faces in the side of Uyuni, promotion night stand in Tupiza, a few kms before I took a good hit by dodging a bus that even manages to be run. In this town the gasilona expensive charge me for having a foreign plate and being a city near the border, 
Bolivian about 6 liter. The next day stop at Atocha after charging at a gas station that had come to hide in the bed of the river and drive about 5 kms from there! when I said that I thought that I was 
fucking, but it was just like that.
After receiving the extension of the policy of insurance cross-border Quiaca Villazon, the process was quite long and tedious.
Already in Bolivia, faces in the side of Uyuni, promotion night stand in Tupiza, a few kms before I took a good hit by dodging a bus that even manages to be run. In this town the gasilona expensive charge me for having a foreign plate and being a city near the border, 
Bolivian about 6 liter. The next day stop at Atocha after charging at a gas station that had come to hide in the bed of the river and drive about 5 kms from there! when I said that I thought that I was 
fucking, but it was just like that. between the salt flat in Uyuni to La Rojita, got about 20 kms to the salt hotel, confident, when I wanted to point out to any side and when I realized I 
had diverted to hell, I could do well after a while. Obviously after all this walk I had to send it to the sink, the salt once hardened is very difficult if not removing it with water 
pressure, on the other hand, the oxide appears at once. Spend the night right there early the next day I went to Potosi, are about 210 kms of gravel road in the mountains of the worst imaginable, so that took me about 7 or 8am to this 
stretch first Once I started going through villages lost in the middle of the mountain, abandoned villages ... suddenly appeared an elderly Bolivian loading from the back I could not explain whence came ", where was it, that could be doing there? everything that could be up toward the four points was the same: Mountains ... It took me to the bike path and they then up and down as if nothing out. Recently the ultimnos 45 kms are asphalted.
In Potosi I spent a couple of days, the city is extremely intricate, keeps the skin very colonial spirit, and at first glance one notices that is a very interesting city culturally very rich history.
GPS without maps I have it so moving around the city quite complicated to me until I get to the tourist office. As in all ranging from Bolivia, is impossible to ask someone about how to get somewhere, for more basic it is, say the parade, the only thing I managed to say is "shhheeecctito nomas", meaning they go straight, just in a city where on the curved streets, cut it unless you want a straight road. Spend two nights quite cool, I'm more than 3900 meters, equal, the cold did not begin in earnest yet. The second night I slept in a sort of charitable foundation, which very kindly offered me a hot coffee and a breakfast morning carrot juice and hot chocolate.
already out of Potosí improve routes lot, asphalt virtually all paved except for some stretches for miles. Coming to Sucre I learned that the day was coming President Cristina Fernandez and Bolivian President Evo Morales for an act which amounted postmortem Juana Padilla Azurduy General, the highest ranking Argentine army's voice Mercedes Sosa was ringing by the exquisite 
version of the song Juana Azurduy, there
First puncture of the trip, good average, after more than 7000 kms, patch right there with no problems.
This spring city I left over a week, so far the time I'm in this country is without doubt the place I most like 
while having tea with cinnamon ... I met many many people in the days I spent in the city, bikers everywhere, eagles and bikers legendary Moto Mil Club welcomed us and other my two boys Argentines, we walked around town and then finish night in a downtown bar.
Leaving Cochabamba to Oruro climbed to about 4,500 meters, I can not explain the cold that I went though was super warm even balaclava, I could not feel my hands and hit me back up drive, I had to stop because I had no strength in his arms and legs, regrets not having chewed coca, or at least a cup of tea with those leaves ...
Oruro Pass just one day and went to La Paz, I did not like 
much, say nothing but I did not like the view of the mountains surrounding the city, so after a couple of days, buy some food and finally resolve the issue of compu went to Tiwanaku ruins of Tiwanaku empire. I was offered accommodation in an NGO CUNA does agricultural research. The left Sunday to drain, Bolivia-Peru border, I took a long time back and forth until I could spend almost no money and no ATM in sight had to do some juggling (not literally) for further travel. I did not want to stay Copacabana wanting to know so I went there knowing it could not get the damn thing spit-money. And the truth I did very well to go, although it looked very little movement then I started chatting with people everywhere, especially in Argentina, suddenly even more of the south, Lomas de Zamora, Quilmes , Lanus, Adrogue, Glew ... Put the noodles Dad! We all!
As I got money in the end it was about to set up the tent near the beach ... Roberto, a Bolivian who was in charge of Hostal 
Andino offered me a room without charge, told me on in Argentina had sought the best and I knew what it was like being in a situation like that, that night was very very cold, but rather at dawn, do not want to imagine what would have been camping at the lake.
Bs With the last 20 I had left him refuel the Rojita and went to Puno, next stop on the road. Get scraping, get a little complicated to get accommodation, The hall of the Sports Institute of Puno would be my hotel that night.
Prefecture Palace, Sucre. . 
In Sucre, during the act of Juana Azurduy, with Bolivian soldiers. 
Camino a Cochabamba. 
Congratulations Cards For Pregnancy Wording
Bolivia ... Something
After receiving the extension of the policy of insurance cross-border Quiaca Villazon, the process was quite long and tedious. And in Bolivia, faces in the side of Uyuni, promotion night stand in Tupiza, a few kms before I took a good hit by dodging a bus that even manages to be run. In this village, they charged me the gasilona expensive, having foreign board and being a city near the border, about 6 bolivianos per liter. The next day stop at Atocha after charging at a gas station that had come to hide in the bed of the river and drive about 5 kms from there! when I said that I thought I was kidding, but it was just like that. 
between the salt flat in Uyuni to La Rojita, got about 20 kms to the salt hotel, confident, when I wanted to point out to any side and when I realized I had been diverted to the guy, I okay after a while. Obviously after all this walk I had to send it to the sink, the salt once hardened is very difficult to remove except with pressurized water other Part oxide appears at once. Spend the night right there early the next day I went to Potosi, are about 210 kms of gravel road in the mountains of the worst imaginable, so that took me about 7 or 8am to that section, for the first time began to pass through remote villages in the middle of the mountain, abandoned villages ... 
an old woman suddenly appeared in Bolivia with its load in the back, I could not explain whence came ", where was it, that could be doing there? everything that could be up toward the four points was the same: Mountain ... It took me to the bike path and they then up and down as if nothing out. Recently the 45 kms are ultimnos asphalt.
In Potosi I spent a couple of days, the city is extremely intricate, keeps the skin very colonial spirit, and at first glance one notices that is a culturally interesting city, very rich history. 
GPS without maps I have it so moving around the city quite complicated to me until I get to the tourist office. As in everything that goes in Bolivia, it is impossible to ask someone about how to get somewhere, which is very basics, say the parade, all I managed to say is "shhheeecctito nomas", meaning that follow right, just in a city where too many corners, alleys, cut, unless you want a straight road. Spend two nights quite cool, I'm more than 3900 meters, equal, the cold did not begin in earnest yet. The second night I slept in a sort of charitable foundation, which very kindly offered me a hot coffee and the morning a breakfast of carrot juice and hot chocolate.
leaving Potosi already greatly enhance the routes, asphalt virtually all paved except for some stretches for miles. Coming to Sucre I learned that the day was coming President Cristina Fernandez and Bolivian President Evo Morales, for an act which amounted postmortem Azurduy Juana de Padilla to General, the highest ranks of the Argentine army, Mercedes Sosa's voice was ringing by the exquisite rendition of the song Juana Azurduy, then immediately tie a flag that comes Argentina but good to have on hand now that I'm out of my country. Sucre, very nice city but there was not much to do, also a couple of days and went to Cochabamba, I met Willy Vega who kindly gave me his maps of Bolivia for the GPS and contact me with Carlos Ramos.
First puncture of the trip, good average, after more than 7000 kms, patch right there with no problems. This spring city
is me more than a week, so far the time I'm in this country is undoubtedly the place that I like and I felt more comfortable. After doing a complete check of disarmament and the bike in the workshop of Carlos Ramos offered me place to stay, he and his family treated me with affection, I felt really comfortable there, I really enjoyed the talks we had while we were you cinnamon ... I met many many people in the days I spent in the city, bikers everywhere, eagles and bikers legendary Moto Mil Club welcomed us and two other guys my Argentines, we walked around town and then end the night a downtown bar. Leaving
Cochabamba Oruro climbed to about 4,500 meters, I can not explain the cold that I went though was super warm even with masks, could not feel my hands and hit me back up drive, I had to stop because I had no strength in his arms and legs, regrets not having chewed coca, or at least a cup of tea with those leaves ... Pass
Oruro just one day and went to La Paz, I liked a lot, say nothing but I did not like the view of the mountains surrounding the city, so after a couple of days, buy some supplies and resolve Finally the issue of compu went to Tiwanaku ruins of Tiwanaku empire. I was offered accommodation in an NGO CUNA does agricultural research. On Sunday I went to drain, Bolivia-Peru border, I took a long time back and forth until I could spend almost no money and no ATM in sight had to do some juggling (not literally) for further travel. I did not want to stay Copacabana wanting to know so I went there knowing it could not get the damn thing spit-money. And the truth I did very well to go, although it looked very little movement then I started chatting with people from all sides, especially from Argentina, suddenly even more of the south, Lomas de Zamora, Quilmes, Lanus , Adrogue, Glew ... Put the noodles Dad! We all!
As at the end did not get money was about to set up the tent near the beach ... Roberto, a Bolivian who was in charge of Hostal Andino offered me a free room, I said to him in Argentina had sought the best and I knew what it was be in a situation like that, that night was very very cold, but rather at dawn, I do not imagine it would have been camping at the lake.
Bs With the last 20 I had left him refuel the Rojita and went to Puno, next stop on the road. Get scraping, get a little complicated to get the place, The hall of the Sports Institute of Puno would be my hotel that night.
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