VISITING ALHAMBRA

ACTIVITY: 
 Last week we visited the Alhambra and we have look for some information on Internet about it:

The Alhambra, formed by a group of palaces, gardens and strength that housed a true city within the city of Granada, which served as shelter to the monarch and the court of Kingdom of Granada. 

In the Alhambra we saw different creations made with lines and other geometric shapes that the teacher had explained in class. In addition, we saw different sculptures, sources and squares that were very beautiful.

 This activity was very interesting and we learned about Art ,History and Social Sciences. The guide and the teacher told us different histories and legends of the Alhambra and the people that lived there. We made a lot of photos of the place and also with our partners, we had fun playing in the gardens.

After the visit the teacher gave us  a dossier with some questions about the Alhambra.

History: Al-Andalus and the Alhambra

1.       What was the name of the territory of the Iberian Peninsula dominated by Arabs? What time and how long that domain?

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2.        Why can we say that the Alhambra was not only a palace (or a set of them) and if a true royal city?

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Art and Architecture

3.       What materials are used in the construction and decoration of palaces?

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4.       Are those expensive or luxurious materials?

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5.        What figures predominate in the decoration of arches and walls Alhambra?___________________________________________________________________________________________________________________________________________________________

6.       Note the presence and arrangement of vegetation and especially water in The Alhambra and the Generalife. What can we say about the culture of men who designed and built?

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7.       Unlike the Alhambra, Generalife entire building is ingenerally poor, indicating the air of intimacy and tranquility sought by monarchs to retiring. What was the role of the Generalife?

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Edited by: students of Group 2.

 We have acquired new knowledge of Art education learning theory and practising throught a lot of activities. This are some terms that we have studied in class:

POINTS.

All figures in the last analysis, are composed of points, which is the minimum graphics unit.

 THE LINE.

A line is a continuous succession of points.

- There are different types of lines, so, we will explain the more important in which children will work.

• Straight - when all points are aligned in the same direction. Inside the straight lines there are also subgroups which are:

HORIZONTAL LINES                   

VERTICAL LINES

SLOPING LINES

• Curves - when the points are not aligned in the same direction. It can be drawn open or close:

CIRCUNFERENCE

ELLIPSE

 

SPIRAL

 The line in art, is a very useful tool and takes great variety of shapes, colors and textures. Its stroke can be done with markers, crayons, pencils, watercolors ...

Joining lines we can obtain different creations. In addition we can vary its intensity with more or less pressure in the surface where we are drawing.

The line can express emotions, ideas and feelings and depending on the type of line used the creation can transmit us a determinated feeling. For example, horizontal lines can make us feeling relaxed.

GEOMETRIC SHAPES

 The geometrical figure is a set whose components are points (one of the fundamental entities of geometry), meanwhile, is the Geometry discipline that will address their detailed study of its main features: its shape, its size, its properties and their relative position. The geometric figure is defined as a non-empty set that is composed of dots and understood as a closed area by lines or surfaces, either in a plane or in space. The objects and buildings are composed by geometric shapes.

-Symmetry: Correspondence of position, shape and size, with respect to a point, line or plane, of the elements of a set or sets of two or more elements together. Symmetry is a characteristic feature of geometric shapes.

Edited by: students of Group 2.

Activity about the digestive system

In this week, in the subject of Natural Sciences we do a lot of activities related to the systems of the body, like soup of leters, complete sencentes, match parts of the body with the system correspondent... 


But the most important for us was built some organ that be part of a human system using recycling materials in the most easy way. After that each one explain to the others which part is, what is the system pertinent of it and why is important in our body. 

Here we have my example:

I made these lungs with ballons and flour into them. 

In my opinion, do this type of manual arts are a very  good idea because we learn in a different way, and also we learn to have a good time with our schoolmate.

Postscript -> I obtained a 10 in my project!! 





I am Carmen López,  the publisher (Group 1)

SKELETAL SYSTEM GAME!

Yesterday, in class of Natural Science, the teacher brought some laptop in order to use Internet to play games related to the skeletal system. We think that is a good idea write te steps if you want to try. 

1. Google: Learn the skeletal system. Label the bones. (Clik in the first one)

2. Yo can choose between : Label // Assemble.

3. You are ready to start!

This is the link:

http://www.abcya.com/skeletal_system.htm

Published by the group 4.

Activity connected with The Universe.

Activity:

We have made a lot of activities during the week but we have selected this:

In groups of 5, we did a mock-up in order to explain, with the help of this, the Solar System to children that are in 4th course. 

We have chosen this activity because is different and because with this we can work other subjects too, as art and language. Furthermore, we think that this activity was the funnest because we could choose a lot of matarials ir order to doing it! For us is more motivating doing activities like this. 

Writen by Group 3

The Universe

Hello! This week in class we have studied the Universe and we have learnt that: 


 The Universe is everything, without exceptions. Matter, energy, space and time, everything that exists is part of the Universe. It is very big, but not infinite. 

The Big Bang

  Most astronomers believe the Universe began in a Big Bang about 14 billion years ago. At that time, the entire Universe was inside a bubble that was thousands of times smaller than a pinhead. It was hotter and denser than anything we can imagine.

 Then it suddenly exploded. The Universe that we know was born. Time, space and matter all began with the Big Bang. In a fraction of a second, the Universe grew from smaller than a single atom to bigger than a galaxy. And it kept on growing at a fantastic rate. It is still expanding today.

 As the Universe expanded and cooled, energy changed into particles of matter and antimatter. These two opposite types of particles largely destroyed each other. But some matter survived. More stable particles called protons and neutrons started to form when the Universe was one second old.

 Over the next three minutes, the temperature dropped below 1 billion degrees Celsius. It was now cool enough for the protons and neutrons to come together, forming hydrogen and helium nuclei.

 After 300 000 years, the Universe had cooled to about 3000 degrees. Atomic nuclei could finally capture electrons to form atoms. The Universe filled with clouds of hydrogen and helium gas.

The Solar System and its planets

 The Solar System is made up of the Sun and all of the smaller objects that move around it. Apart from the Sun, the largest members of the Solar System are the eight major planets. Nearest the Sun are four fairly small, rocky planets - Mercury, Venus, Earth and Mars.

 Beyond Mars is the asteroid belt – a region populated by millions of rocky objects. These are left-overs from the formation of the planets, 4.5 billion years ago.

 On the far side of the asteroid belt are the four gas giants - Jupiter, Saturn, Uranus and Neptune. These planets are much bigger than Earth, but very lightweight for their size. They are mostly made of hydrogen and helium.

 Until recently, the furthest known planet was an icy world called Pluto. However, Pluto is dwarfed by Earth’s Moon and many astronomers think it is too small to be called a true planet.

 An object named Eris, which is at least as big as Pluto, was discovered very far from the Sun in 2005. More than 1,000 icy worlds such as Eris have been discovered beyond Pluto in recent years. These are called Kuiper Belt Objects. In 2006, the International Astronomical Union decided that Pluto and Eris must be classed as “dwarf planets”.

 Even further out are the comets of the Oort Cloud. These are so far away that they are invisible in even the largest telescopes. Every so often one of these comets is disturbed and heads towards the Sun. It then becomes visible in the night sky.

 Furthermore we have seen this video in class, and we think thtat it is interesting, so we want sharing with all of you!

Group 3 

Learning through games

Hello guys!!! We hope that all of you are fine!

 In class we are looking for resources in order to do the learning more motivating and funny we have found a website that contains educational games of different areas.

This is the link: http://www.mundoprimaria.com/

We hope that you enjoy with it, Best regards!!