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This song we chose as the "anthem" of our class. We hope you enjoy it.

Brace Washington State

WORK ALSO AS OTHER TEXTS BIOGRAPHY AND PROBLEMS

Our comrades s @ s 6 th class teacher and we Ana @ s work the biography of Louis Pasteur .

We perform the following activities: 1 .-

LOOKING INFORMATION


Read the text back to read the text and highlights the most important data:
- place and date of birth
- where he studied
-
where he lived - where he worked
- discovered what
- how important are their findings to science

2. - organizing and selecting INFORMATION

Sort all the data you've found in two sections:

• basic biographical data: date and place of birth, where he lived, where he studied, where he worked, place and date of death.

• contributions to science discovered how and why it matters what he discovered

3 .- EDIT BIOGRAPHY

begins with basic biographical data

4 .- PRESENTS WORK IN CLEAN

can add some illustration

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When we do a problem, the teacher always repeats same activities, namely:

1, individual reading silently the problem
2 nd reading aloud from some pupils
3 º emphasize individual records that appear in the problem
4 º realize the problem individually
5 º in groups, choose the person who we believe has made the problem better
6 º choose one person from each group to perform each of the sections.
Every person, other than to make the transaction or transactions, should explain why it has performed this operation and no other.

Some examples of problems

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's story "The bad life potion"

activities about the story

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WORK THE STORY WHAT CAN WE DO TO BE HEALTHY?

After discussion subject in class, we decided to create a mural, by groups, which appear important aspects that we considered to be healthy or healthy. First we made a draft on a piece of what was to be our wall for later transfer it to the cardboard.

After completing the mural, we discussed our work to the rest of the class while the teacher was recording our shows. Then we saw on the computer how we presented the different groups and talked about things we thought we had done well and we had to improve for the next exhibition. Also, among all, we chose the mural that we liked to put it in the entry there for classes 4, 5 and 6. The other two murals put them in our class, explaining the reasons why I chose it.

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WHAT WE BE SAN @ S @ S?

The teacher tells us we will try to explain between tod @ s what we mean by being St @ y to do so, perform the following activities:


1, recall from tod @ s some of the rules for participation in dialogue:

* Raise hand to speak
* Respect the right to speak
* Do not repeat ideas already exposed otr @ s comrades s

2 nd begin the dialogue that we explain to the rest of the class what it means to be healthy / a. Sometimes a partner is not quite agree with what otr @ has said and ask you explain why you disagree.

3 º After we intervened tod @ s, the teacher asks us, in groups of three, let's define what is to be healthy / as

4 º Put together the different definitions of the groups and tried, with the help of teacher making a single definition, that is:


"SANA BE HEALTHY OR DOES NOT HAVE PHYSICAL ILLNESS (BODY) or psychic (mind)"

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VITAL FUNCTIONS AND APPARATUS

As the last course we work on different devices the teacher asks us to remember for him to write on the blackboard. It also asks us to remember the functions life, being on the board the following columns:

-

digestive

-

reproductive

- Urinary

- nutrition

-

respiratory

- relationship

- musculoskeletal

- reproduction

-

nervous system

-

circulatory

The teacher asks us to copy in the book the two columns and by dates, unite every vital function with the devices involved in them. After giving us a complete scheme we individually with each of the devices.

The schedule is as follows:

APPLIANCE: _______________________

IS RESPONSIBLE FOR

:______________________________ ___________________________________________

YOUR BODY / BODIES

MORE IMPORTANT / S IS / ARE: ___________________

INVOLVED IN THE ROLE OF _________________

Complete the chart with each of the devices and make the sharing of work. Each of WE ARE boli s errors corrected to take into the schemes.

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DESCRIBE THE CELL A CELL

After seeing some pictures of animal and plant cells, and observe and describe orally how they are, the teacher asked us individually and written description of a cell. Descriptions read aloud from tod @ s chose the one we liked, giving reasons why we have chosen. This was the description chosen by the class.

Some of the reasons we gave for choosing it were:
- is very clear
-
is very well written - is the most complete

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virus in the definition of the word cell appeared. The teacher asked us if we knew what the word meant, and of course we agreed, suggested that, in groups, we searched its meaning but in different locations: a group in a dictionary of class, one in an encyclopedia and other Internet and what we write, because we would have to read the rest of the class. After doing these tasks, we asked that, also for groups, which we thought were the main features of a cell and that we write. Then each group was writing on a slate of features that previously thought and, after pooling the work of different groups, the class reached the following conclusion about what was a cell:

- The smallest unit that has its own life
- is microscopic (too small). Can only be seen with a microscope
- have different shapes and sizes
- forming tissues are grouped

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One of the first tasks we sent our teacher was as follows:

Ask our family on influenza A and enter the information you give us. To this effect, we could help the following questions:
1 .- What is the flu?
2 .- What are the differences with the normal flu?
3 .- How is it spread?
4 .- What can we do to keep from getting infected?

The next day, each one of WE ARE @ s read aloud the information he obtained. After the sharing, the teacher we requested that, in groups of three, we made a small summary of the concluisones to which we had arrived. Each group read aloud their findings, and among the three groups we chose those that seemed more complete, explaining why we had chosen. These were our conclusions:

CONCLUSIONS:
The flu is a disease caused by a virus. There are large differences between the flu and regular flu. It is spread by contact, and means we can take to avoid getting infected are:
- Wash your hands often
- Do not share food or drink
- Put a tissue when coughing or sneezing and throw the trash immediately

Since we know exactly the meaning of the word virus, the teacher helps us to search the Internet for its meaning:
- Microorganism that multiply inside living cells.

disease occurs