Print for PORTFOLIO-Proyectos

Please dear students print this in different pages. If you can print these in recyclable paper it will be great!!

Page 1:

1.       Pelo en muñeca recortable

a.       Objetivos:

·         Desarrollar las habilidades artísticas de los estudiantes.

·         Aumentar la motricidad fina realizando varias actividades que permitan hacer movimientos pequeños y precisos con las manos.

·         Coordinar las capacidades visuales y manuales.

·         Unir y ensamblar piezas de diferentes tamaños adquiriendo destreza y agilidad con los dedos.

·         Potenciar el desarrollo de los sentidos, sensibilidad, expresión de las emociones,  e inteligencia.

b.       Desarrollo o descripción:

Coser el pelo de las muñecas siguiendo los puntos blancos en sus cabezas para practicar puntadas.

c.        Materiales:

Cartulina, muñeca de papel recortable, aguja, hilo, tijeras.

d.       Resultado o producto: 

Page 2:

1.       Muestrario de puntos de costura y bordado

a.       Objetivos:

·         Desarrollar las habilidades artísticas de los estudiantes.

·         Aumentar la motricidad fina realizando varias actividades que permitan hacer movimientos pequeños y precisos con las manos.

·         Coordinar las capacidades visuales y manuales.

·         Unir y ensamblar piezas de diferentes tamaños adquiriendo destreza y agilidad con los dedos.

·         Potenciar el desarrollo de los sentidos, sensibilidad, expresión de las emociones,  e inteligencia.

b.       Desarrollo o descripción:

Realizar un muestrario siguiendo líneas rectas en un pedazo de tela de 22cm por 30cm, siguiendo las indicaciones de la docente, y usando las puntadas básicas de bordado y costura.

c.        Materiales:

Aguja, hilo, tijeras, pedazo de tela reciclada de alguna prenda que no usen en casa, botones.

d.       Resultado o producto:

Page 3:

1.       Monedero de gato con material reciclado.

a.       Objetivos:

·         Desarrollar las habilidades artísticas de los estudiantes.

·         Aumentar la motricidad fina realizando varias actividades que permitan hacer movimientos pequeños y precisos con las manos.

·         Coordinar las capacidades visuales y manuales.

·         Unir y ensamblar piezas de diferentes tamaños adquiriendo destreza y agilidad con los dedos.

·         Potenciar el desarrollo de los sentidos, sensibilidad, expresión de las emociones,  e inteligencia.

b.       Desarrollo o descripción:

c.     Usar el siguiente patrón

d.    - Hacer un rectángulo de 36.6 x 30.5

e.     - Trazar una cruz para marcar el centro.

f.     - A partir de la cruz dibujar el rectángulo que ves en el centro del gato de 19x12.

g.    - Y dibujar la mitad de la silueta, siguiendo las medidas.

h.       Coser todas las piezas juntas para obtener el monedero final. Pegar un botón para cerrar el monedero.

i.         Materiales:

Aguja, hilo, tijeras, pedazos de tela reciclada de alguna prenda que no usen en casa, patrón, botón.

j.         Resultado o producto: 

1.    

 Nota: Las siguientes imágenes son propiedad intelectual de las personas que aparecen en ellas y no se puede hacer libre uso de las mismas. 

Proyecto “Sesenta y piquido”: “Cestos tejidos con papel reciclado”

Estimados alumnos:

Aquí están las actividades que deben aprender para la participación en el proyecto 60 y piquito. Por favor revisen el cronograma de actividades y el video. La dinamica inicial y la exposición deben ser rápidas, no demorar mucho. Recuerden que los materiales para las cestas debemos conseguirlos nosotros. Recuerden hacer preguntas en clase. Linda semana!! :)

·         Actividades:

1.     Dinámica inicial: Ejercicios de gimnasia cerebral. Los participantes realizan los siguientes ejercicios para entrar en confianza, y activarse.

a.     Yemas. Con el dedo pulgar, tocar cada yema de los dedos de la mano, sin parar de manera continua. Hacerlo con ambas manos al mismo tiempo.

b.    La araña. Hacer “escalera”, intercalando el contacto entre el pulgar derecho y el menique izquierdo, y viceversa, en posición ascendente.

c.     La marcha cruzada. Mano derecha sobre la rodilla izquierda  luego mano izquierda sobre la rodilla derecha con talón izquierdo y viceversa.

2.     Reflexión: Exposición por parte de los alumnos.- “Tips para una vida saludable” Los alumnos dan de manera rápida una serie de tips para mejorar la salud, movilidad y memoria a manera de introducción para la actividad principal. 

Exposición: Aquí van 7 buenos consejos para cuidar el cuerpo:

1) DORMIR LO SUFICIENTE: Cada persona necesita una cantidad diferente de horas para reponer su cuerpo y mente, pero en promedio, lo recomendable es dormir entre 7 y 8 horas.

2) APRENDA A VER TV: sabía que... la televisión aletarga las funciones cerebrales y que el metabolismo disminuye en un 12% por debajo del nivel de descanso? Por eso debemos reducir las horas frente a la pantalla.

3) SEA CURIOSO: uno de los mejores ejercicios para el cerebro es la inquietud de conocer y la capacidad de hacerse preguntas e investigar.

4) NO SE DETENGA: jamás se deje atrapar por la rutina. Lea, haga planes, converse, inicie proyectos, viaje, escriba, así mantendrá a su cerebro siempre activo.

5) HAGA GYM MENTAL: los mejores ejercicios aeróbicos para el cerebro, están en las adivinanzas, juegos de ingenio, acertijos, puzzles, problemas matemáticos, pruebas lingüísticas y otras prácticas de este tipo. Ayudan a estimulas la conciencia y los recuerdos, despertando la mente dormida.

6) MANTENGA Y ESTIMULE SU SENTIDO DEL HUMOR: los chistes, la paradoja, el doble sentido, el absurdo, las relaciones insospechadas y los matices ocultos son formas lógicas que estimulan los procesos mentales y el pensamiento reflexivo. Además, el reír eleva el nivel de la producción de endorfinas.

7) SEA UN CUENTA-CUENTOS: rescate la buena costumbre de conversar con su familia y amigos. Cuente un sueño, un libro o la película que vio. Trate de hacerlo ameno y agregar el mayor número de detalles, esto lo obligará a estar alerta y ejercitar la memoria.

3.     Conceptualización: Alumnos explican porque es importante mantenernos activos y estimular la motricidad fina, la creatividad y el trabajo manual. Cada estudiante trabaja con una persona dando las instrucciones para la realización de la cesta. (ver video: https://www.youtube.com/watch?v=zW3e-NOIzNc )

Aplicación: Elaboración de la cesta. Cada estudiante guía a una persona para la realización de cada parte de la cesta.

Science: Videos and Experiments!!

Dear students: please watch the videos and answer the questions for each one of them. Then watch the experiments you will be making so you can understand what are we going to do in class. Thanks!!

1. How are clouds form, types of clouds.

Questions:
1. What happen when the droplets join together?
2. What is the function or duty of clouds?
3. How do droplets form?
4. What do clouds do and help to?
5. Where do stratus clouds settle?

https://www.youtube.com/watch?v=zn3MhQawLpc

2. what is precipitation?

Complete the sentences:
1. All precipitation developed in ______________. As water vapor _______________ it form droplets and if the cloud moves to the part of the _____________________ where blows freezing the droplets form ____________________. The cooling process can happen in many different ways, air may be force to raise along a warm front and as it cools deep layers of clouds can be develop sometimes reaching thousands of meters all the way down to ground level, and they also be force to raise as cold front aproveches, in this instance a wage of cold, dense air pushes under the warm, moistair ahead of it, lifting it.  Weather front tend to bring generally cloudy skies with long ______________ or drizzles, or __________________ or ______________, according to the time of the year.

2. Let´s look first at rain and drizzle. The only real difference between rain and drizzle is the size of the ________________. Drizzle is composed of very small _______________. The tiny droplets that fall from the clouds merge together until the droplet size  become large enough to fall under its own weight.

3. When clouds are in air that is below freezing we often get a mix of _______________ and super cool water _______________. That is water which is just below ______________ but it hasn't yet turn to ice. It is the mix of _____________ and super ___________ droplets to understand how much precipitation forms.

4. As the air cools the water vapor _______________ into water droplets forming _____________. As the cloud grows up through the ________________ it will soon pass the freezing _________ and water droplets will freeze and for ice crystals. That is called ________________.

https://www.youtube.com/watch?v=SesRrocIFtc

Experiments:

For each experiments please complete the following information:

1. Material:

2. What do you do?

3. What did you learn?

1. Cloud in the Jar.

https://www.youtube.com/watch?v=ehW_F94ifRY

Most clouds form as warm air rises in the atmosphere and cools down. All air contains some water vapor and warm air can hold more water vapor than cold air. As warm air cools the water vapor turns into tiny droplets of water or ice. As more and more air cools down, more droplets form and they eventually become a cloud. 

When pressure is high, it prevents clouds from forming and the weather is likely to be fair. When air pressure is low, clouds form more easily and there is a greater chance of rain or snow.

Air pressure is just one factor in cloud formation. In this experiment, you will see what are some of the other factors that cause clouds and precipitation.

Taken from: http://www.ducksters.com/science/earth_science/clouds.php
and: http://www.livescience.com/40634-cloud-in-a-bottle-science-fair-projects.html

2. how to make rock candy.

Please make this experiment at home and ask your parents for help. Have Fun!!!

https://www.youtube.com/watch?v=jMcWDWKpthk

How do they form? 

The process of crystal forming is called crystallization. Crystals often form in nature when liquids cool and start to harden. Certain molecules in the liquid gather together as they attempt to become stable. They do this in a uniform and repeating pattern that forms the crystal. 

In nature, crystals can form when liquid rock, called magma, cools. If it cools slowly, then crystals may form. Many valuable crystals such as diamonds, rubies, and emeralds form this way. 

Another way crystals form is when water evaporates from a mixture. Salt crystals often form as salt water evaporates. 

Taken from: http://www.ducksters.com/science/crystals.php

Ecuador-Peru Border War (1941) and Banana Boom

Ecuador-Peru Border War (1941) 

Ecuador and Peru share a long border made up largely of jungle and high mountains. As is the case with many such borders around the world, disputes arise, and conflict breaks out. In this century, these Latin American neighbors have fought three times, (1941, 1981 and 1995), over the area known as the Cordillera del Condor region. After much bloodshed and, since 1995, much negotiating, these Andean nations signed a peace accord on October 26, 1998.

DATES OF CONFLICT:

BEGAN: July 5, 1941

ENDED: July 31, 1941

CAUSES OF CONFLICT:

The territorial dispute between Ecuador and Peru originated in Spanish Colonial times. Upon independence, Ecuador joined what is now known as"Great Colombia", comprised of the territories of Venezuela, Ecuador, Colombia and Panama (then a part of Colombia). In 1829, the Treaty of Peace and Limits of Guayaquil was signed. Subsequently, in 1830, Pedemonte-Mosquera Protocol was signed. They established the Marañon-Amazon River as the border between Peru and Ecuador; however, Peru has contested these agreements. Between 1936 and 1938, representatives from Ecuador and Peru attempted to negotiate a treaty in Washington, D.C., consequently, the Peruvians withdrew from the negotiations. A series of border clashes were fought in the years between 1938 and 1940. Peru decided to settle the matter by force after a border clash in July 1941.

DESCRIPTION OF CONFLICT:

Ecuador was unprepared to meet the July 5 Peruvian invasion. The much larger Peruvian army of 13,000 men, supported by a battalion of armor, together with artillery and air support (known as Group of the North or agrupamiento del Norte commanded by General Eloy G. Ureta), moved quickly into the southern coastal province of El Oro, threatening Guayaquil. The fewer than 1,800 Ecuadorian troops in the area lacked air cover and could offer only limited resistance. The Ecuadorian president's fear of being left unprotected from his political opponents led him to keep the nation's best fighting forces in Quito. Peruvian forces also moved into the disputed Amazonian territory without significant opposition. Peruvian troops continuously attacked the nation's southern and eastern provinces until a ceasefire went into effect on July 31. After a campaign lasting only three weeks, an armistice was arranged. 

The 1941 war with Ecuador was a major success for Peruvian forces. By theend of the month, when military actions ceased, Peru held Ecuador's southernmost province of El Oro and much of the disputed eastern jungle territory that had been part of Ecuador since the 1830s.

CONSEQUENCES OF CONFLICT:

The Rio Protocol of February 1942 awarded to Peru some 205,000 square kilometers of previously disputed Amazon territory. The subsequent Protocol of Peace, Friendship, and Boundaries (Rio Protocol) imposed on Ecuador acceptance of Peru's claims in the Amazonian region in return for Peruvian withdrawal from Ecuador's coastal provinces.

CASUALTY FIGURES:

Ecuador: Up to 400-500 killed

Peru: 107 members of Air Force, Army, and Guarda Civil killed

Taken from: http://www.historyguy.com/Ecuador-Peru_War_of_1941.html#.VtORCpzhDIV

Banana Boom

Dear students: 

a) Watch the video and complete the sentences. 

https://www.youtube.com/watch?v=EV6XM-Z7l7Q

1. At the end of the 1940's (1948-1972) the _______________ and ________________ of banana icreased.

2. The causes of the Banana Boom were: Multinational _________________ in our country, great ______________ impact, ______________ from the highlands to the coast, urban _______________ and social impact.

3. Ecuador became the first banana _______________ in the world in___________.

4. The initial expansión process lasted until the latest _______'s.

5. The plage and ________________ that devastated ______________ and _________________ helped to increased the Ecuadorian banana production.

b) Watch the second video and write notes (5 ideas) about the problems of banana production and its consequences on workers. 

https://www.youtube.com/watch?v=o9-KQepO3t8

Social Studies: July Revolution

Dear Students: Wathc the video, and answer the questions. Print the information you will find at the end, too.

Video about the July revolution: https://www.youtube.com/watch?v=i3gmcBgI_uE

Questions:

1. What was the July revolution?
2. Why it happened?
3. When it happened?
4. What did the July revolution look for?
5. Why did the Kemmerer misión come to Ecuador?

Years of political turmoil

• Cacao exportation crisis was the beginning of a long recession period that last until 1940.
• Ecuador linked its economy with the international market through the cacao exportations. Our country was dependant of this product and when prices and production decrease, an economic crisis began.
• Public work stopped and salary ceased, but prices and inflation rose.
• Land lords and burgueses got weak. The Highlands was the least affected region.
• Country's laws change, specially is aspects related to social protection and right for workers.
• Economy in our country diversified. 
• Industrial expansion began in the highlands with a wider textil growing.
• Straw hats industry had a big growth.
• Government took steps to recover and stabilize the economy and reduced the external debt.
• Other agricultural products replaced cacao, such as coffee which was easier to export.
• There were many protest for reclaiming the land. Cacao farmers became tenants.
• In 1931 a indigenous movement motivated by the liberals started.
• In 1938 the "Ley de Comunas", or Law of Communes, was adopted.
• Also in this year, artisans created the CEDOC (Confederación ecuatoriana de obreros católicos) an organization formed by catholic workers and artisans.
• In 1934 a new working organization appeared.
• In the 1940's the first labour union congress took place. Our country experience a diversification of the economy and in the society, appearing new social and labour actors.

Reading comprehension:

Complete the sentences with the correct information:

1. Our country was dependant of the _______________, when it production and price decrease, an _____________________ began.

2. The industrial expansión began with ___________________ growing, specially in the highlands.

3. The _____________ was an easier product to export, so it replaced cacao.

4. The ______________ is the organization formed by ______________ workers and artisans.

5. New ____________ and _____________ actors appeared in our country in the 1940's, because of a diversification of the society. 

Language Arts - Flyers (print)

Image taken from the book Fun for flyers from the Cambridge University page.

DCD´s Block 4

Language Arts: What do different cultures give to the world?-Why are mountains important?–(Unit 10, 11, 12)

Unit 10

DCD1

To understand vocabulary for descriptive adjectives by identifying words in context activating the students existing knowledge about food and recipes.

DCD2

To demonstrate understanding of a story by discussing given questions and describing pictures to tell the story.

DCD3

To request information to describe places, pictures or situations and respond using short answers to follow a conversation.

Unit 11

DCD4

To talk about different landscapes throughout applying the new vocabulary and their existing knowledge about geography.

DCD5

To give a simple description of an action and focus the attention in the action, understanding that it is not important or not known; however, who or what is performing the action.

DCD6

To read, understand and discuss an informational text to give reasons for why things happened and what happened applying reading strategies.

Unit 12

DCD7

To describe different landscapes and mountains throughout applying the new vocabulary and their existing knowledge about geography.

DCD8

To read, understand and discuss a fictional narrative text; to apply a reading strategy to write a descriptive essay.

DCD9

To give a simple description of an action and focus the attention in the action, understanding that it is not important or not known; however, who or what is performing the action in the past.

Science:  Climate, an ever-changing air.

DCD1

To relate the characteristics of the climate in the forested regions with the characteristics of the flora and fauna of the region, from observation, description and interpretation of the aspects observed.  (Reinforcement Spanish Class)

DCD2

To differentiate the characteristics and composition of the atmospheric layers, from observation and interpretation of graphics and the description of each layer.  (Reinforcement Spanish Class)

DCD3

To analyze the information provided by weather stations for the weather forecast, from the experimental data acquisition, data interpretation and bibliographic information.

DCD4

To explain the impact that climate zones have on the forest biomes with observation and audiovisual interpretation, bibliographic research and comparative analysis of the characteristics and peculiarities of the mangroves on the coast, Andean cloud forests and Ecuadorian Amazon jungle.

DCD 5

To describe the main characteristics learn in the block by explaining the weather changes in a weather forecast.

Social Studies:  Hectic and Struggling years.

1. To analyse and describe the period from 1925 to 1947, the presidential periods during this period of time and the social, political and economic facts which cause social fights of and organized people to value the artistic expressions committed to a social changes that includes an examination of the way of living and women’s participation in the society.

(Reinforce for Spanish class)

2. To establish causes and consequences that origin the Peruvian invasion and the territorial division of Ecuador, popular reactions from a multi-causal analysis.

3. To characterize the social stability from 1948 to 1960, with the banana boom, the middle class up growth and the development of communication routes.

4. To value the development of political and social rights product of the civil Ecuadorian society fight for an increasing democracy.

5. To describe the main facts and changes that occurred in Ecuador from 1920 to 1940.