How would you paint New York?

A few days ago, my year 2 students read the poem New York City, by Carlos Reviejo, which is one of the readings included in our textbook 12 SORPRESAS. LECTURAS, SM Savia. The poem mentions Mondrian’s New York City 3 painting:

MONDRIAN, Piet_New York City, 3 (inacabado), 1941_679 (1983.17)

We connected this idea with the topic we have been working in Social Sciences, giving directions using a map…, and for that reason, we projected the following image of New York:

Then we reflected on the way Mondrian painted New York, and posed the question: How would you paint New York? This question shook our minds activating very creative ideas (click on the link to see more):

Finally, we have made use those creations in each of our cooperative learning groups. First, we made a list of the aspects we liked in each drawing; and then, we have drawn these murals trying to gather in them all those positive aspects that we had highlighted in each individual drawing.

We liked them so much that we have chosen one to be the background of our blog.

THE NAME GAME. How many countries are in Europe?

And here we go! Let’s make our own memory game.
About what?
About countries and  capitals that we can find in Europe . We believe that there is no better way to learn than by playing so here you catch us working and ready to play.

 

THAT’S HOW WE REPRESENT THE TEMPERATURES – 4TH GRADE-

We( the fourth-grade students) carried out a work of investigation during a week. Later we represented a climogram in our notebook and to finish this project ,we went to the lego class to work in group. Thanks to this lesson, now we understand perfectly that the climograms are for.

A climogram is a way of graphically representing the thermal characteristics (temperature) and pluviometric characteristics (precipitations) of a determined place. And  thanks to its correct interpretation we can recognize the type of climate represented and its main characteristics.
We have learned a lot!

THE ATMOSPHERE

We support the social subject in which we are studying the layers of the atmosphere and make our own atmosphere in 3D.
We cut out cards and we stick layer after layer in the social notebook; in each layer we write a short description of what happens in it and we try to learn in a fun and in a

practical way.

The Planets and the days of the week

I have recently used with my year 2 students the following video to learn the names of the Solar System Planets:

You can find wonderful videos at Happy Learning.

As I told my students, if you pay attention, they explain in the video that the names of days of the week come from the names of the planets.
In Spanish:

LUNA = LUNES
MARTE = MARTES
MERCURIO = MIÉRCOLES
JÚPITER (JOVIS) = JUEVES
VENUS = VIERNES
SABBATH (Jewish influence) = SÁBADO
DOMINUS (Lord’s Day in our Christian tradition) = DOMIGO

It happens just the same in English, but gods of Norse mythology appear:

MOON = MONDAY or moon day
TYR (equivalent to its god of war, just like our MARS) = TUESDAY,
WODEN = WEDNESDAY
THOR (known to all) = THURSDAY
FREIA (the only goddess, just like VENUS) = FRIDAY
SATURN (curiously, here they have the Roman influence) = SATURDAY
SUN = SUNDAY.
A curiosity … If you walk through the Plaza del Corrillo, pay attention to the capitals of the columns: there you will find represented all the days of the week through all these gods:

(you will find more info -in Spanish- by clicking on the photos)

As these students are new to me, I decided to talk to them about our project in order to arouse their curiosity and gradually encourage them to participate in it. As a consequence, they are now truly curious to know about the names of the days in other languages: they would be very excited to know the names of the days of the week in Bulgarian, Norwegian, Finnish and Greek …