The children had many interests in learning about different topics. They discussed and drew pictures of what they wanted to learn. They decided to investigate how breathing works. They learned that air enters through the nose or mouth, passes through the trachea and bronchi into the lungs. They discovered the lungs are located under the ribs in the chest cavity. They discussed dangers of breathing water instead of air and the negative effects of smoking on the lungs. They gained an understanding of the respiratory system through hands-on exploration and online research.
The students in the class were learning about doctors and medical careers. They discussed what doctors do, where they work, and the tools they use. The students also talked about other jobs besides being a doctor, like what their parents and relatives do for work, such as mechanics, police officers, veterinarians, and more. A mother of one of the students visited and showed them medical equipment, letting them listen to heartbeats and practice bandaging. They explored learning about health and different types of doctors through discussions, art projects, and role playing.
The students in the class chose to learn about sharks. They brainstormed what they already knew about sharks and questions they had. They discussed the best ways to research sharks, such as looking at books, websites, and potentially visiting an aquarium. The class then worked together to organize what they learned about sharks' appearance, diet, habitat, behaviors and more. They began learning about different shark species and characteristics.
The students in the class chose to learn about sharks. They brainstormed what they already knew about sharks and questions they had. They discussed the best ways to research sharks, such as looking at books, websites, and potentially visiting an aquarium. The class then worked together to organize what they learned about sharks' appearance, diet, habitat, behaviors and more. They began learning about different shark species and characteristics.
The students in class P-3A decided to name their class after discussing various animal options. They settled on "Cervols" (deer). As part of learning about deer, the students came up with questions they had about deer traits, behaviors, habitats, and more. They planned to research the answers by looking at books, photos, videos, and asking others. The class discussions and activities helped the students learn about deer characteristics in an engaging way.
The document describes a classroom project about dolphins. The students in class P5A voted to name their class "Els Dofins" (The Dolphins). They then discussed what they know about dolphins based on their own experiences. Some of the things mentioned include how dolphins jump, swim fast, play with balls, breathe under water, eat fish, and live with whales. The students listed additional things they wanted to learn about dolphins. They planned how to decorate their classroom door and welcome a new dolphin puppet mascot. An index was made of topics to research dolphins further.
This document is about a classroom project on the rainbow (Arc de Sant Mart鱈 in Catalan). It includes a discussion where the students shared what they already knew about rainbows, questions they had, and an index of topics they wanted to research. It then describes some of the activities they did as part of the project, including listening to legends and stories about rainbows, discussing the stories, and trying experiments to learn how rainbows form. The document emphasizes that the students were motivated and enjoyed deciding as a group what to learn and finding information through different sources.
The document summarizes activities that a class of young children engaged in to learn about the changes of fall/autumn. Some of the activities included: bringing in things they found outside like acorns, leaves, and mushrooms; discussing why leaves change color and fall; learning about different fruits that appear in fall like chestnuts and pomegranates; and doing experiments like seeing if fruits grow mold if left for several days.
This document summarizes a classroom project about astronauts undertaken by a P-4 class. The students decided to name their class "Els Astronautes" and learned about what astronauts do, what they eat, how they sleep, and more. They invited parents who work in different jobs like welding to learn about occupations. The class received a letter from an astronaut and found a stuffed dog toy that was the grandson of Laika, the first dog in space. They explored why astronauts wear suits, helmets and gloves.
- Types of fish, how they look, where they live, how they sleep, what they eat (why big fish eat small fish), how they breathe (if they leave water they suffocate), how they are born, and more.
- Through books, documentaries, and a visit from Nacho and his fish store, they learned about many different types of fish and sea creatures.
- They studied fish anatomy and learned fish have streamlined bodies to swim, scales for protection, and different parts like fins for movement and balance.
The students in class P-4 chose the name "Astronauts" for their class. They generated many questions they wanted to learn about astronauts and their work. Various activities were done to research astronauts, including inviting family members to share what they know and visiting the library. The students discussed different careers they may want to pursue as adults.
Qui va ser la primera persona de la terraFotosorpina
油
This document summarizes the journey of a group of 5-year-old students in Spain as they investigate the question of who the first person on Earth was. Through reading books, visiting the library and zoo, and corresponding with museums, the students learn about human evolution from early hominids like Australopithecus to Homo sapiens. They discuss what they've learned and develop new questions along the way.
The document describes a class of students beginning a project on inventors. They brainstorm potential names for their class and vote to name it "Els Inventors i les Inventores" (The Inventors). The students then research various inventions like the telephone, wheel, paper, light bulb, and locomotive. They create a concept map to organize what they are learning about each invention. The class will work on these inventions over the course of the project and present their findings.
The students in the class chose to do their second project on dragons after completing their first project on pigs. They learned about dragons through songs, stories, and toys related to the legend of Saint George and the dragon. Some of the key things they learned about dragons included how they look physically, that they lay eggs instead of giving birth like mammals, and that they live in caves and mountains. The project focused more on the artistic elements like learning songs, interpreting the legend, and creating a dragon for the class.
The students in the class studied fish as their class project. They researched fish, created an index of what they wanted to learn, organized the information on a classroom mural, and experimented. They learned about how fish breathe, move, are born, eat and digest food, float, and more. They decorated their classroom door and set up an aquarium as part of their project.
The students discussed their next class project and most voted to learn about the human body. They brainstormed what they wanted to learn about different body systems like the digestive, respiratory, circulatory, nervous and reproductive systems. The students then broke into groups to research different body systems and present their findings to the class, followed by a related educational video. Their presentations helped increase understanding of how the complex human body functions.
This document provides a daily schedule and overview of activities for students in their first trimester of school. It describes routines like arriving and putting away coats, playing games, eating snacks and meals, outdoor play, crafts and activities focused on topics like the fall season, peace day, and Christmas traditions. The schedule introduces concepts and skills while integrating social and emotional learning through sharing, cooperation, and celebrating diversity.
The students in a classroom have been learning about how chickens hatch from eggs. They read books on the topic and visited an older class that has an incubator with eggs in it. The incubator keeps the eggs warm to allow baby chicks to develop inside. They learned details like how the chick gets oxygen and nutrients through an umbilical cord inside the egg. They are waiting to see the eggs hatch in a few weeks.
The children collected water from puddles and examined its properties. They noticed the rainwater was brown and muddy compared to clear tap water. When they stirred the rainwater, it changed color as the dirt suspended in it swirled around. Through this experiment, the children discovered that rainwater is actually clear like tap water, but can appear dirty when mixed with soil and debris. They enjoyed learning about water together and documenting their findings.
The document discusses a class choosing their new project for the school year. They review past projects from previous years on topics like rabbits, trains, farm animals, whales, planets, and butterflies.
The class proposes several potential new projects such as pirates, mermaids, dinosaurs, robots, and cars. After debate and voting, they choose mermaids as their topic. They conduct research on mermaids through group work, library visits, interviews, and debates. The class decorates their room like the ocean and creates a mural to summarize their findings. They conclude mermaids are fantastical creatures that are part human and part fish.
The students in the class voted to name their class "The Dinosaurs Class". They received a pet dinosaur named Titi to learn more about dinosaurs. The students discussed what they knew about the era when dinosaurs lived and how the landscape was different than today. They learned the period when dinosaurs lived was called the Mesozoic Era, which was divided into the Triassic, Jurassic and Cretaceous periods. During this time, the continents were joined together and life was dominated by large reptiles such as dinosaurs.
The students in class P4 A have chosen to name their class "Els Gats" (The Cats). They have been learning about cats through books, videos, and observations. Some of the key things they have learned about cats include their physical characteristics like teeth, eyes, ears, claws; what they eat; how they play and live; and different cat breeds and colors. The students plan to continue their research on veterinarians and other topics related to cats.
The document discusses a conversation between teachers and students about how bees breathe. The students shared what they knew about bees having many tubes all over their body to breathe. They then discussed how humans breathe through our nose and throat. A teacher brought a book about zoology from the library that provided information about how bees breathe. It explained that bees have tubes inside their body. The students compared this new information to what they had previously thought about how bees and humans breathe.
This 3 sentence summary provides an overview of the key details from the multi-paragraph document:
The document outlines a classroom project about firefighters undertaken by a class of young students in Spain. It describes the initial conversations that sparked the project, a visit from real firefighters who showed their equipment, and a class trip to a firefighter station where the students learned emergency procedures and got to explore a fire truck.
The students in the class have chosen to do a project on dragons. They voted and decided to learn about dragons. They shared things they already knew about dragons and questions they had. They set up a special area in the classroom filled with information about dragons as they begin their research.
The students in the class chose the name "Tigers" for their class. They discussed and voted on different animal names. They learned about tigers by researching their stripes, teeth, sight, and other features. The students summarized what they knew about tigers and questions they had. They planned to learn more by visiting the library, museum, zoo, and other sources.
This document provides an introduction to an art exhibition featuring the works of C辿line Chourlet. It summarizes that she is a French artist who has enjoyed painting since she was young. Her paintings and sculptures feature spirals, abstract shapes, and many colors. Working on Chourlet's techniques in the classroom helped students practice different graphics, colors, forms, and close observation. The exhibition aims to showcase Chourlet's unique style and the skills students developed studying her artworks.
This document is about a classroom project on the rainbow (Arc de Sant Mart鱈 in Catalan). It includes a discussion where the students shared what they already knew about rainbows, questions they had, and an index of topics they wanted to research. It then describes some of the activities they did as part of the project, including listening to legends and stories about rainbows, discussing the stories, and trying experiments to learn how rainbows form. The document emphasizes that the students were motivated and enjoyed deciding as a group what to learn and finding information through different sources.
The document summarizes activities that a class of young children engaged in to learn about the changes of fall/autumn. Some of the activities included: bringing in things they found outside like acorns, leaves, and mushrooms; discussing why leaves change color and fall; learning about different fruits that appear in fall like chestnuts and pomegranates; and doing experiments like seeing if fruits grow mold if left for several days.
This document summarizes a classroom project about astronauts undertaken by a P-4 class. The students decided to name their class "Els Astronautes" and learned about what astronauts do, what they eat, how they sleep, and more. They invited parents who work in different jobs like welding to learn about occupations. The class received a letter from an astronaut and found a stuffed dog toy that was the grandson of Laika, the first dog in space. They explored why astronauts wear suits, helmets and gloves.
- Types of fish, how they look, where they live, how they sleep, what they eat (why big fish eat small fish), how they breathe (if they leave water they suffocate), how they are born, and more.
- Through books, documentaries, and a visit from Nacho and his fish store, they learned about many different types of fish and sea creatures.
- They studied fish anatomy and learned fish have streamlined bodies to swim, scales for protection, and different parts like fins for movement and balance.
The students in class P-4 chose the name "Astronauts" for their class. They generated many questions they wanted to learn about astronauts and their work. Various activities were done to research astronauts, including inviting family members to share what they know and visiting the library. The students discussed different careers they may want to pursue as adults.
Qui va ser la primera persona de la terraFotosorpina
油
This document summarizes the journey of a group of 5-year-old students in Spain as they investigate the question of who the first person on Earth was. Through reading books, visiting the library and zoo, and corresponding with museums, the students learn about human evolution from early hominids like Australopithecus to Homo sapiens. They discuss what they've learned and develop new questions along the way.
The document describes a class of students beginning a project on inventors. They brainstorm potential names for their class and vote to name it "Els Inventors i les Inventores" (The Inventors). The students then research various inventions like the telephone, wheel, paper, light bulb, and locomotive. They create a concept map to organize what they are learning about each invention. The class will work on these inventions over the course of the project and present their findings.
The students in the class chose to do their second project on dragons after completing their first project on pigs. They learned about dragons through songs, stories, and toys related to the legend of Saint George and the dragon. Some of the key things they learned about dragons included how they look physically, that they lay eggs instead of giving birth like mammals, and that they live in caves and mountains. The project focused more on the artistic elements like learning songs, interpreting the legend, and creating a dragon for the class.
The students in the class studied fish as their class project. They researched fish, created an index of what they wanted to learn, organized the information on a classroom mural, and experimented. They learned about how fish breathe, move, are born, eat and digest food, float, and more. They decorated their classroom door and set up an aquarium as part of their project.
The students discussed their next class project and most voted to learn about the human body. They brainstormed what they wanted to learn about different body systems like the digestive, respiratory, circulatory, nervous and reproductive systems. The students then broke into groups to research different body systems and present their findings to the class, followed by a related educational video. Their presentations helped increase understanding of how the complex human body functions.
This document provides a daily schedule and overview of activities for students in their first trimester of school. It describes routines like arriving and putting away coats, playing games, eating snacks and meals, outdoor play, crafts and activities focused on topics like the fall season, peace day, and Christmas traditions. The schedule introduces concepts and skills while integrating social and emotional learning through sharing, cooperation, and celebrating diversity.
The students in a classroom have been learning about how chickens hatch from eggs. They read books on the topic and visited an older class that has an incubator with eggs in it. The incubator keeps the eggs warm to allow baby chicks to develop inside. They learned details like how the chick gets oxygen and nutrients through an umbilical cord inside the egg. They are waiting to see the eggs hatch in a few weeks.
The children collected water from puddles and examined its properties. They noticed the rainwater was brown and muddy compared to clear tap water. When they stirred the rainwater, it changed color as the dirt suspended in it swirled around. Through this experiment, the children discovered that rainwater is actually clear like tap water, but can appear dirty when mixed with soil and debris. They enjoyed learning about water together and documenting their findings.
The document discusses a class choosing their new project for the school year. They review past projects from previous years on topics like rabbits, trains, farm animals, whales, planets, and butterflies.
The class proposes several potential new projects such as pirates, mermaids, dinosaurs, robots, and cars. After debate and voting, they choose mermaids as their topic. They conduct research on mermaids through group work, library visits, interviews, and debates. The class decorates their room like the ocean and creates a mural to summarize their findings. They conclude mermaids are fantastical creatures that are part human and part fish.
The students in the class voted to name their class "The Dinosaurs Class". They received a pet dinosaur named Titi to learn more about dinosaurs. The students discussed what they knew about the era when dinosaurs lived and how the landscape was different than today. They learned the period when dinosaurs lived was called the Mesozoic Era, which was divided into the Triassic, Jurassic and Cretaceous periods. During this time, the continents were joined together and life was dominated by large reptiles such as dinosaurs.
The students in class P4 A have chosen to name their class "Els Gats" (The Cats). They have been learning about cats through books, videos, and observations. Some of the key things they have learned about cats include their physical characteristics like teeth, eyes, ears, claws; what they eat; how they play and live; and different cat breeds and colors. The students plan to continue their research on veterinarians and other topics related to cats.
The document discusses a conversation between teachers and students about how bees breathe. The students shared what they knew about bees having many tubes all over their body to breathe. They then discussed how humans breathe through our nose and throat. A teacher brought a book about zoology from the library that provided information about how bees breathe. It explained that bees have tubes inside their body. The students compared this new information to what they had previously thought about how bees and humans breathe.
This 3 sentence summary provides an overview of the key details from the multi-paragraph document:
The document outlines a classroom project about firefighters undertaken by a class of young students in Spain. It describes the initial conversations that sparked the project, a visit from real firefighters who showed their equipment, and a class trip to a firefighter station where the students learned emergency procedures and got to explore a fire truck.
The students in the class have chosen to do a project on dragons. They voted and decided to learn about dragons. They shared things they already knew about dragons and questions they had. They set up a special area in the classroom filled with information about dragons as they begin their research.
The students in the class chose the name "Tigers" for their class. They discussed and voted on different animal names. They learned about tigers by researching their stripes, teeth, sight, and other features. The students summarized what they knew about tigers and questions they had. They planned to learn more by visiting the library, museum, zoo, and other sources.
This document provides an introduction to an art exhibition featuring the works of C辿line Chourlet. It summarizes that she is a French artist who has enjoyed painting since she was young. Her paintings and sculptures feature spirals, abstract shapes, and many colors. Working on Chourlet's techniques in the classroom helped students practice different graphics, colors, forms, and close observation. The exhibition aims to showcase Chourlet's unique style and the skills students developed studying her artworks.
This document introduces an art exhibition of works by C辿line Chourlet, a French artist born in April. It provides biographical details about Chourlet, such as her father having a garden full of flowers that inspired her paintings of flowers. The document describes some of Chourlet's artworks, noting that she enjoyed painting cats and creating cat sculptures. It also mentions that Chourlet's works featured many spirals and graphic elements. In conclusion, it thanks visitors for attending and notes that students studied Chourlet's techniques of forms, colors, and patterns over several workshop sessions.
This document provides an introduction and overview of an art exhibition featuring the work of French artist C辿line Chourlet. It includes the following key points:
- C辿line Chourlet was born in 1969 in Paris, France. She uses painting and sculpture to create works featuring flowers, fish, cats, and spirals.
- The document shows several of Chourlet's paintings and sculptures on display at the exhibition, encouraging viewers to observe the details and subjects in each work.
- Studying Chourlet's art helped students practice using graphics, colors, and forms in their own work, and taught them the importance of close observation.
The school El Carnaval is holding a special event for the families of Font de l'Orpina school to celebrate Carnaval. For two weeks prior, the students worked on a story and activities about Carnaval in the forest. This year, the theme is continents. The early education students chose Asia and China. The students studied the differences in customs, language, food, and culture of China. They created a mural of the most important aspects. For their costumes, the students dressed with the word "friendship" in Chinese. The families helped make the costumes. Thank you for your participation. Here is a glimpse of the work done.
The school El Carnaval is a very special event at the Font de l'Orpina school that is shared with families and enjoyed by many. For two weeks prior to Carnival week, students worked on the story "Carnival in the Forest" and Carnival activities. This year, the cross-curricular theme is continents. Each class chose a continent - for early education it was Asia and China for P3. Students did preparatory work on the differences in customs, language, curiosities and gastronomy of China. They created a mural with the most relevant aspects of China. Students made costumes spelling out the word "friendship" in Chinese and families helped make the costumes. Thank you for
Los alumnos de 3er grado de las clases de Roman鱈 y Slvia y Carbassons elaboraron galletas de oto単o y decoraron las bandejas con diferentes golosinas de colores para la fiesta de oto単o. Despu辿s compartieron un tiempo de juego, desayunaron todos juntos en el patio de infantil y jugaron un rato en el patio. 臓Se lo pasaron muy bien!
The document discusses why primary teeth fall out. It notes that children in P5 class are starting to lose their first teeth. The reasons for this include making space for permanent teeth to grow in around ages 5-6, having cavities where the tooth needs extraction, or breaking a tooth. The class tracks the teeth falling out of different students. They learn about tooth types, proper brushing to prevent cavities from sugar, and the importance of teeth for speech.
The document discusses a weekly story time activity for children where they listen to familiar stories and discover new ones. It helps children imagine, think, speak, create, express through drawing, and share. It also describes a wordless picture book called "El Petit Globus Vermell" that shows a circle transforming in different ways and leaves the ending open to the child's imagination. After reading it, the children came up with ideas of what the round object could become and created their own circles and globes. They also discussed other objects that resemble a globe, such as balls, the sun, a stone, and gum.
The document discusses a weekly story time activity for children where they listen to familiar stories and discover new ones. It helps children imagine, think, speak, create, express through drawing, and share. It also describes a wordless picture book called "El Petit Globus Vermell" where children can explain what they see in the pictures and imagine what might happen next. After reading it, the children came up with ideas like a round shape becoming a red globe, an apple, a butterfly, a flower or umbrella. The children in the "Els Carbassons" class, who are little artists, then created globes and circles. They also had a conversation about what other objects remind them of a globe, such as
1. A LA CLASSE ELS NENS TENIEN MOLTS INTERESSOS SOBRE TEMES QUE VOLIEN APRENDRE. ENTRE
TOTS EN VAM PARLAR A LA ROTLLANA I VAN FER UN DIBUIX DALL QUE VOLIEN APRENDRE.
ELS VAIG DIR QUE QU ELS SEMBLAVA DE FER UNA LLISTA EN UN MURAL. CADASC VA ESCRIURE LA
SEVAPROPOSTA I ENS VA SORTIR AQUEST MURAL:
LA PROPOSTA DINVESTIGAR COM RESPIREM ELS VA AGRADAR A TOTS I LA VEM TIRAR ENDAVANT.
2. A AQUESTA PREGUNTA HI HAVIA RESPOSTES PROU CURIOSES:
RESPIREM AMB LA BOCA.
QUAN RESPIREM NO PODEM PENSAR.
SI NO RESPIREM ENS OFEGUEM. I QUAN ENS OFEGUEM NO ESTEM B PERQU ENS FEM MAL.
SI ENS OFEGUEM ANEM AL METGE. I ENS PUNXA. I QU ENS PUNXA? UNA VACUNA? NOOOOUNA
VITAMINA NOOOO, UNA MEDICINA
LALTRE DIA EL METGE LI VA PUNXAR AL CUL AL PAPA PERQU TENIA FEBRE.
QUAN ENS ENCOSTIPEM TENIM MOCS I SENS TAPA EL NAS.
I QUAN SENS TAPA EL NAS, PER ON RESPIREM? ELS PREGUNTO JO.
ALGUNS RIUEN I CONTESTEN QUE RESPIREM PER LORELLA. ALG ALTRE T GANES DE SEGUIR LA
BROMA I DIU QUE PER LULLEL RIURE SENCOMANA I SEGUEIXEN DIENT DISBARATS. FINALMENT ES
CALMEN I TOTS CONTESTEN QUE QUAN TENIM EL NAS TAPAT HEM DE RESPIRAR PER LA BOCA.
UN EXPLICA QUE LA SEVA GERMANA EST MALALTA PERQU LAIGUA DE LA PISCINA EST MOLT FREDA.
SEGUEIXEN FENT LES SEVES APORTACIONS RELACIONADES AMB EL TEMA:
SI TENIM MOCS ENS DONEN XAROP.
LA MEVA GERMANA AVUI HA ANAT AL METGE.
AL CAP DUNS DIES FEM UNA PROVA AMB EL NOSTRE COS. ENS POSEM DRETS I ENS POSEM LES MANS A
LA PANXA. NOTEM QUE QUAN RESPIREM PEL NAS O PER LA BOCA, LA PANXA SINFLA COM UN GLOBUS.
3. QU PASSA QUAN TREIEM LAIRE FORA? QUE LA PANXA ES DESINFLA TAMB COM UN GLOBUS.
I TAMB MIREM QU PASSA AMB LA BOCA QUAN DEIXEM ANAR LAIRE CAP A FORASINFLA TAMB COM
UN GLOBUS
QUAN RESPIREM MOLT, MOLT I MOLT, SENS INFLA LA PANXA I SEMBLEM GLOBUS, PER NOPERQU
SM PERSONES.
UN GLOBUS! SENS ACABA DACUDIR UN NOU EXPERIMENT! INFLAREM I DESINFLAREM UNS GLOBUS I
MIRAREM QU PASSA
ENS FA MOLT RIURE PERQU MOLTS NENS NO PODEN INFLAR EL GLOBUSPER MOLT QUE BUFEM,
SESCAPA LAIRE I EL GLOBUS NO SINFLAγS MOLT DIFCIL!
PER ALGUNS NENS I LA SLVIA ACONSEGUEIXEN INFLAR-LO!
4. VEIEM COM LAIRE QUE SORTIA DE LA NOSTRA BOCA, SHA QUEDAT DINS DEL GLOBUS.
LLAVORS ELS FAIG UNA PREGUNTA:
QUAN NOSALTRES RESPIREM, LAIRE ES QUEDA A LA PANXA?
HI HA NENS QUE PENSEN QUE S. NHI HA QUE PENSEN QUE NO.
UN DIU QUE ES QUEDA A LES CAMES.
UN ALTRE QUE A LES MANS.
UN ALTRE QUE ES QUEDA A LESQUENA.
UN ALTRE AL CAP.
UN ALTRE AL COLL.
OBSERVEM SI EN RESPIRAR SENS INFLEN LES CAMES, LES MANS, LESQUENA, EL CAP O EL COLL. I
VEIEM QUE NO.
5. DESPRS DE PREGUNTAR ON PODEM BUSCAR INFORMACI SOBRE EL TEMA, HAN SORTIT VRIES
RESPOSTES: LENOC HA DIT QUE HO PODEM MIRAR A LORDINADOR PERQU T INTERNET. ALTRES
NENS HAN DIT QUE HO PODEM MIRAR A LA TELE. ALTRES QUE ALS LLIBRES I TAMB ALS CONTES.
EL NIL DIU QUE TAMB HO PODEM BUSCAR AL MBIL.
PER ESTEM MOLT CANSATS I DECIDIM ANAR UNA ESTONA AL PATI. I DEM JA EN PARLAREM
UN ALTRE DIA HEM FET UN MURAL I HEM ESCRIT LES PREGUNTES QUE ENS FEM: QU RESPIREM?
ON VA A PARAR LAIRE QUE RESPIREM? QU PASSA SI RESPIREM SOTA LAIGUA?
ELS FAIG PREGUNTES DISBARAT I ELLS PENSEN QUE NO POT SER. RIUEN MOLT QUAN ELS PREGUNTO SI
RESPIREM NECS, O ARRS, OLI O AIGUAA TOTES LES PREGUNTES CONTESTEN QUE NO. QUAN ELS
PREGUNTO QU RESPIREM, JA HO SABEN I EM DIUEN QUE AIRE. ENTRE TOTS ANEM ESCRIVINT LES
PARAULES I A LA FI ENCERCLEM LA RESPOSTA CORRECTA.
6. DESPRS ENS TOQUEM LA PANXA I NOTEM QUE S TOVA. PER MS AMUNT NOTEM QUE HI HA UNES
COSES DURES I ELS DIC QUE SN UNS OSSOS QUE ES DIUEN COSTELLES. ENS PREGUNTEM QU HI DEU
HAVER SOTA LES COSTELLES. I ANEM POSANT MS PREGUNTES
AL CAP DUNS DIES, UNS NENS PORTEN UNES RADIOGRAFIES QUE ENS CRIDEN LATENCI. LES POSEM
ALS VIDRES I LES MIREM. ELS DIC QUE SN RADIOGRAFIES I ELS PREGUNTO SI SABEN DE QUINA PART
DEL COS. UNS DIUEN QUE SN DE LA PANXA. ELS PREGUNTO SI ES RECORDEN DE COM ES DIUEN
AQUELLS OSSOS QUE TENIM MS AMUNT DE LA PANXA. ALGUNS ES RECORDEN I EM DIUEN QUE SN
LES COSTELLES. COM QUE UNA DE LES PREGUNTES QUE ES FEIEN ERA QU HI HA SOTA LES
COSTELLES, ARA HO PODEM VEURE. DIUEN QUE HI HA DUES COSES NEGRES I UNA BLANCA. ELS DIC
QUE ES POSIN LA M AL PIT I QUE PENSIN QU NOTENES QUEDEN MOLT CALLATS I DE COP CRIDEN
QUE NOTEN EL COR!!!
ELS EXPLICO QUE EL COR S AIX BLANC QUE ES VEU I QUE LES DUES TAQUES NEGRES SN ELS
PULMONS. BUSQUEM AQUESTA PARAULA A INTERNET I TROBEM FOTOGRAFIES DE PULMONS.
7. JA HEM TROBAT LA RESPOSTA A LA SEGONA PREGUNTA: ON VA A PARAR LAIRE QUE RESPIREM? QU
TENIM SOTA LES COSTELLES?
HEM BUSCAT A INTERNET I HEM TROBAT FOTOGRAFIES DE PULMONS HUMANS. NHEM TRIAT DUES I LES
HEM PENJAT AL MURAL. HEM ESCRIT QUE LAIRE QUE RESPIREM VA A PARAR ALS PULMONS. I A LA
RADIOGRAFIA HEM VIST QUE ESTAN A SOTA DE LES COSTELLES I A SOBRE DE LA PANXA. HEM VIST QUE
HI HA UNA COSA QUE SEMBLA UN TUB I LA SLVIA ENS HA DIT QUE AIX S LA TRQUEA. TAMB HEM
VIST QUE DESPRS DE LA TRQUEA HI HA UNS CAMINETS PETITS QUE ENTREN DINS DELS PULMONS.
AQUESTS CAMINS ES DIUEN BRONQUIS. QUAN RESPIREM, LAIRE ENTRA PEL NAS O LA BOCA, ARRIBA A
LA TRQUEA I PASSA PELS BRONQUIS FINS ALS PULMONS. I ELS PULMONS SINFLEN COM ELS GLOBUS
QUE VEM INFLAR. QUAN TREIEM LAIRE, ELS PULMONS ES DESINFLEN, COM HO FA EL GLOBUS TAMB.
8. A LES FOTOS HEM VIST COM SN ELS PULMONS. ENTRE TOTS MIREM I DIEM:
SN GRANS I SN UNA MICA DE COLOR ROSA I VERMELL.
TENEN RATLLETES.
SN DEL COLOR DEL PERNIL (DOL).
SEMBLEN COM ALES.
PER NO, PERQU NO VOLEN.
LA SLVIA UN DIA VA PORTAR UNS PULMONS DE
VERITAT. ELS VAM OBSERVAR I VAM PARLAR DELLS:
EREN PULMONS DE PERSONA?
ALGUNS NENS DIUEN QUE S. ELS DIC QUE NO, QUE
SN PULMONS DE XAI.
COM SN ELS PULMONS? QUINES PARTS TENEN?
DIUEN QUE EL TUB LLARG QUE SURT DELS
PULMONS ES DIU TRQUEA. QUE S IGUAL QUE LES
FOTOS QUE HEM VIST PER INTERNET.
ES VEUEN ELS BRONQUIS?
NO, NO ES VEUEN PERQU ESTAN A DINTRE DELS
PULMONS.
QUANTS PULMONS HI HA?
DOS.
DE QUIN COLOR SN?
SN ROSA, VERMELL I BLANC.
I SI GIREM ELS PULMONS, AIX QUE HI HA AL MIG
QU S?
ALGUNS NENS DIUEN QUE S EL COR.
ENS POSEM ELS GUANTS I ELS TOQUEM? VAN CONTESTAR QUE S, ENTUSIASMATSFAREM COM ELS
METGES
9. PRIMER VAN AGAFAR LA TRQUEA I VAN VEURE QUE A DALT HI HAVIA UN FORAT QUE ERA PER ON
PASSAVA LAIRE.
DESPRS TOCAVEN ELS PULMONS.
SN DURS O TOUS?
SN TOVETS.
ELS APRETAVEN I VEIEN QUE SAIXAFAVEN.
QU PASSARIA SI BUFSSIM PER LA
TRQUEA?
ALGUNS VAN DIR QUE ELS PULMONS
SINFLARIEN COM ELS GLOBUS.
HO COMPROVEM?
VAN DIR QUE S.
10. LA SLVIA VA AGAFAR UN TUB DE PLSTIC I EL VA POSAR A LEXTREM DE LA
TRQUEA. TOTS VAN PODER VEURE QUE QUAN LA SLVIA BUFAVA FORT, ELS
PULMONS SINFLAVEN.COM EL GLOBUS!
A LA ROTLLANA HEM ANAT RECORDANT QUE QUAN RESPIREM, LAIRE ENTRA PEL
NAS O LA BOCA, PASSA PER LA TRQUEA I DESPRS, PELS BRONQUIS, ARRIBA ALS
PULMONS. QUAN TREIEM LAIRE, AQUEST SURT DELS PULMONS PELS BRONQUIS,
DESPRS PER LA TRQUEA I SURT UNA ALTRA VEGADA PEL NAS O LA BOCA.
PER QU PASSA SI RESPIREM AIGUA EN
LLOC DAIRE?
ES QUEDEN PENSANT, MOLT SERIOSOS. I VAN DIENT:
QUE ENS OFEGUEM.
I PER QU US SEMBLA QUE ENS OFEGUEM?
PERQU LAIGUA ENTRA ALS PULMONS I NO POT SORTIR.
PERQU LAIGUA NO T AIRE I NO PODEM RESPIRAR.
QUAN VAIG A LA PISCINA I A LA PLATJA, NO EM SEPARO MAI DE
LA MEVA MARE.
JO QUAN NEDO, AGUANTO MOLTA ESTONA SENSE RESPIRAR.
JO TINC UN TRAJE DE BUS.
JO EM POSO UNES ULLERES QUE TENEN UN TUBU.
I PER QU SERVEIX EL TUB?
PER PODER RESPIRAR AIRE I NO OFEGAR-TE.
SI ENS OFEGUEM, QU PENSEU QUE POT PASSAR?
QUE ENS SALVEN.
I SI NO ENS SALVEN?
11. QUE ENS MORIM.
ES QUEDEN SERIOSOS I CALLATS.
ENTRE TOTS DECIDIM QUE S MOLT IMPORTANT NO RESPIRAR A SOTA DE LAIGUA I PENSEM QUE HEM
DE TENIR EL NAS I LA BOCA BEN TAPATS.
AL CAP DUNS DIES DE PARLAR-NE A LA ROTLLANA, UN NEN EXPLICA QUE EL SEU PARE FUMA. I ENTRE
TOTS ENS FEM UNA ALTRA PREGUNTA:
QU PASSA SI FUMEM?
TROBEM UNA FOTO DE DOS PULMONS HUMANS: ELS PRIMERS SN NEGRES I ELS DEL COSTAT ROSATS.
ELS PREGUNTO SI SABEN PER QU SN NEGRES:
EST MALALT I SHAN TORNAT NEGRES. ELS ALTRES ESTAN B.
I PER QU EST MALALT?
NO HO SABEN.
ELS EXPLICO QUE ELS NEGRES SN AIX PERQU SN DUNA
PERSONA QUE FUMA. A PARTIR DAQU EXPLIQUEN
EL MEU PAPA FUMA.
LA MEVA IAIA FUMA MOLT.
SI ELS PULMONS SENS TORNEN NEGRES, CREIEU QUE S BO
FUMAR?
NOOOO, S MOLT DOLENT. PERQU ENS POSEM MALALTS I ENS
PODEM MORIR. IGUAL QUE QUAN ENS OFEGUEM A LAIGUA.
12. HEM APRS LA MECNICA DE LA RESPIRACI I CONEIXEM LA PARAULA TRQUEA, BRONQUIS I
PULMONS. I TAMB SABEM DIBUIXAR TOT AIX EN EL NOSTRE COS. HEM FET UNS DIBUIXOS MOLT
BONICS: