This document records weather observations from October to April including temperature, precipitation, sunlight, sunrise/sunset times, and air pressure over multiple weeks. Temperature ranged from 1-15 degrees Celsius. Precipitation varied from sunny to rainy days. Sunrise times became earlier and sunset times became later from October to April. Air pressure fluctuated between 992-1016 hPa over the months.
This document contains weather data from Warsaw, Poland between October 2015 and April 2016, including daily temperature, wind, pressure, and rainfall measurements. Temperatures ranged from -5 to 19 degrees Celsius. Winds were typically light and variable, blowing from the east, west, or south. Air pressure was usually between 990-1020 hPa. Rainfall was generally light with some normal rainfall recorded in December and February.
The weather in Warsaw can change quickly. While it is usually mild, with average temperatures between 0-25 degrees Celsius, rain and snow are common. Winters bring cold temperatures below 0 degrees and snow, while summers can get warmer, with occasional heat waves bringing temperatures over 30 degrees.
This document records weather observations from October to April including temperature, precipitation, sunlight, sunrise/sunset times, and air pressure over multiple weeks. Temperature ranged from 1-15 degrees Celsius. Precipitation varied from sunny to rainy days. Sunrise times became earlier and sunset times became later from October to April. Air pressure fluctuated between 992-1016 hPa over the months.
This document contains weather data from Warsaw, Poland between October 2015 and April 2016, including daily temperature, wind, pressure, and rainfall measurements. Temperatures ranged from -5 to 19 degrees Celsius. Winds were typically light and variable, blowing from the east, west, or south. Air pressure was usually between 990-1020 hPa. Rainfall was generally light with some normal rainfall recorded in December and February.
The weather in Warsaw can change quickly. While it is usually mild, with average temperatures between 0-25 degrees Celsius, rain and snow are common. Winters bring cold temperatures below 0 degrees and snow, while summers can get warmer, with occasional heat waves bringing temperatures over 30 degrees.
Warsaw weather amelka karecka 6a final - Erasmus +lauttasaari
The document provides a weekly weather forecast for Warsaw, Poland from October through April that includes the daily temperature and weather conditions. Temperatures were sunny and around 17-21°C in October, dropping to around 9-14°C with more cloud and rain in November. December saw temperatures of 2-8°C with rain, snow and cloud. January was cold with temperatures around -3-1°C and snow or rain. February temperatures increased to 3-10°C with mixed sun and rain. March continued with temperatures of 2-6°C and various cloud and rain. April temperatures rose to 12-14°C but with ongoing rain and cloud.
The document describes a lesson where young students learned about Parisian architecture and rossetes by looking at examples. They then made their own rossetes and enjoyed the creative task. Older students studied gothic architecture and made geometric rossetes, coloring them with stained glass paint in a similarly engaging activity. All students' rossetes were displayed in the school corridor for others to see.
This document contains four weekly weather summaries that track temperature, sunshine, rainfall, day length, and tree conditions from mid-January to early April. It shows the temperature gradually increasing from below freezing to 18-19 degrees Celsius. The tree is initially leafless with snow, then leafless but preparing to bud, gets leaves and small buds, and finally has leaves and flowers in full bloom by early April.
The document summarizes a French workshop held from May 18-22, 2015 on mathematics and architecture. Students took a cruise on the Seine river in Paris and were introduced to some of the main monuments through maps and coding. They then used geometric building blocks like cubes, cones, and cylinders to construct facades of landmarks such as Notre Dame, the Louvre, and the Orsay Museum. At the end of the workshop, students evaluated their creations and could see the monuments they built represented on a map of Paris.
- The document summarizes a French workshop on math and architecture held in Finland for students from France, Greece, Poland, Czech Republic, and Turkey.
- During the workshop, students will draw a 1:20 scale plan of the cafeteria, discover an architect's tool called a kutsch ruler, and use body measurements like hand widths and arm lengths to take measurements.
- The workshop discusses Leonardo da Vinci and the Roman architect Vitruvius to provide historical context on architects who developed measurement systems based on the human body.
This document provides information about a French workshop on math and architecture held from May 18-22, 2015. It then provides details about Notre Dame Cathedral in Paris, describing its construction history and some of its architectural features like rose windows. The second half of the document outlines steps to draw a rosette, which is one of Notre Dame's architectural treasures, providing illustrations and instructions. It encourages practicing the drawing technique or reproducing the design with stained glass materials.
The document discusses pupils from the fifth and fourth grades measuring, drawing, and redrawing a theme for a rose window. The pupils are drawing on glass to create the rose window from the St. Vitus Cathedral in Prague.
Students from classes 5.A, 2.B, and 3.B worked together on a project to create a plan of classroom 5.A. They prepared materials like paper and rulers and divided into five groups. The students used glue and pencils to construct banks and measures as part of their plan. Other students helped with taking measurements and constructing the banks, and together they created the final product - a plan of classroom 5.A.
This document lists the grades of students participating in a trip to visit Czech castles and chateaus, including pupils from the eighth, seventh, and sixth grades, as well as students from the fourth grade and first pupils.
The children from classes 4.A and 4.B had a volleyball workshop. They began with warm up exercises and then divided into teams of 4. Next, the children practiced different volleyball positions and ran drills to work on speed and coordination. They also did math exercises where they had to touch the correct position. Finally, the children practiced bouncing and volleying the ball in pairs before playing a simple game of volleyball, which they enjoyed.
Over 150 students in grades 4-6 participated in workshops at Primary School nr 112 in Warsaw focused on the ancient pentathlon and mathematics. The workshops included running races, discus and javelin throwing, long jumping, and measuring time and distance units, with tasks involving converting between time and length units.
14 third grade pupils took part in a volleyball sports activity led by their PE teacher where they measured and compared the surface areas of the defense and attack zones of the volleyball field to determine which was bigger. The pupils found the math-based task interesting, a chance to learn something new, and different than typical schoolwork. After completing the task, the class had time to play and practice volleyball.
The document contains 14 sections with daily weather data from Monday to Friday including temperature and rainfall or snowfall measurements. The temperature and precipitation readings vary across the sections, indicating different weather patterns and conditions over the recorded time period.
Workshops on intrumental rhythm marakasszkolapod112
The teacher held a workshop where they explained how geometric shapes like rectangles and circles can be used to represent the 3D shape of maracas. Students then sang, danced, and played their maracas along to a traditional Polish song called "Wiosenna Poleczka" which means "Spring Poleczka". The teacher demonstrated how flat shapes come together to make 3D objects like cylinders.
The teacher began the workshop by explaining musical notes and how they are divided. Students then practiced counting notes using scales. They worked on this with the teacher. Later, the students engaged in practical activities with instruments. The teacher presented melodies from different countries with varying time signatures for the students to play and follow along with. The students were split into groups by color and took turns playing the main rhythm and additional rhythms of the songs.
Warsaw weather amelka karecka 6a final - Erasmus +lauttasaari
The document provides a weekly weather forecast for Warsaw, Poland from October through April that includes the daily temperature and weather conditions. Temperatures were sunny and around 17-21°C in October, dropping to around 9-14°C with more cloud and rain in November. December saw temperatures of 2-8°C with rain, snow and cloud. January was cold with temperatures around -3-1°C and snow or rain. February temperatures increased to 3-10°C with mixed sun and rain. March continued with temperatures of 2-6°C and various cloud and rain. April temperatures rose to 12-14°C but with ongoing rain and cloud.
The document describes a lesson where young students learned about Parisian architecture and rossetes by looking at examples. They then made their own rossetes and enjoyed the creative task. Older students studied gothic architecture and made geometric rossetes, coloring them with stained glass paint in a similarly engaging activity. All students' rossetes were displayed in the school corridor for others to see.
This document contains four weekly weather summaries that track temperature, sunshine, rainfall, day length, and tree conditions from mid-January to early April. It shows the temperature gradually increasing from below freezing to 18-19 degrees Celsius. The tree is initially leafless with snow, then leafless but preparing to bud, gets leaves and small buds, and finally has leaves and flowers in full bloom by early April.
The document summarizes a French workshop held from May 18-22, 2015 on mathematics and architecture. Students took a cruise on the Seine river in Paris and were introduced to some of the main monuments through maps and coding. They then used geometric building blocks like cubes, cones, and cylinders to construct facades of landmarks such as Notre Dame, the Louvre, and the Orsay Museum. At the end of the workshop, students evaluated their creations and could see the monuments they built represented on a map of Paris.
- The document summarizes a French workshop on math and architecture held in Finland for students from France, Greece, Poland, Czech Republic, and Turkey.
- During the workshop, students will draw a 1:20 scale plan of the cafeteria, discover an architect's tool called a kutsch ruler, and use body measurements like hand widths and arm lengths to take measurements.
- The workshop discusses Leonardo da Vinci and the Roman architect Vitruvius to provide historical context on architects who developed measurement systems based on the human body.
This document provides information about a French workshop on math and architecture held from May 18-22, 2015. It then provides details about Notre Dame Cathedral in Paris, describing its construction history and some of its architectural features like rose windows. The second half of the document outlines steps to draw a rosette, which is one of Notre Dame's architectural treasures, providing illustrations and instructions. It encourages practicing the drawing technique or reproducing the design with stained glass materials.
The document discusses pupils from the fifth and fourth grades measuring, drawing, and redrawing a theme for a rose window. The pupils are drawing on glass to create the rose window from the St. Vitus Cathedral in Prague.
Students from classes 5.A, 2.B, and 3.B worked together on a project to create a plan of classroom 5.A. They prepared materials like paper and rulers and divided into five groups. The students used glue and pencils to construct banks and measures as part of their plan. Other students helped with taking measurements and constructing the banks, and together they created the final product - a plan of classroom 5.A.
This document lists the grades of students participating in a trip to visit Czech castles and chateaus, including pupils from the eighth, seventh, and sixth grades, as well as students from the fourth grade and first pupils.
The children from classes 4.A and 4.B had a volleyball workshop. They began with warm up exercises and then divided into teams of 4. Next, the children practiced different volleyball positions and ran drills to work on speed and coordination. They also did math exercises where they had to touch the correct position. Finally, the children practiced bouncing and volleying the ball in pairs before playing a simple game of volleyball, which they enjoyed.
Over 150 students in grades 4-6 participated in workshops at Primary School nr 112 in Warsaw focused on the ancient pentathlon and mathematics. The workshops included running races, discus and javelin throwing, long jumping, and measuring time and distance units, with tasks involving converting between time and length units.
14 third grade pupils took part in a volleyball sports activity led by their PE teacher where they measured and compared the surface areas of the defense and attack zones of the volleyball field to determine which was bigger. The pupils found the math-based task interesting, a chance to learn something new, and different than typical schoolwork. After completing the task, the class had time to play and practice volleyball.
The document contains 14 sections with daily weather data from Monday to Friday including temperature and rainfall or snowfall measurements. The temperature and precipitation readings vary across the sections, indicating different weather patterns and conditions over the recorded time period.
Workshops on intrumental rhythm marakasszkolapod112
The teacher held a workshop where they explained how geometric shapes like rectangles and circles can be used to represent the 3D shape of maracas. Students then sang, danced, and played their maracas along to a traditional Polish song called "Wiosenna Poleczka" which means "Spring Poleczka". The teacher demonstrated how flat shapes come together to make 3D objects like cylinders.
The teacher began the workshop by explaining musical notes and how they are divided. Students then practiced counting notes using scales. They worked on this with the teacher. Later, the students engaged in practical activities with instruments. The teacher presented melodies from different countries with varying time signatures for the students to play and follow along with. The students were split into groups by color and took turns playing the main rhythm and additional rhythms of the songs.
Children were divided into groups and tasked with constructing popular Warsaw monuments out of blocks. They had to draw a photo of a monument and recreate its facade while also completing math problems involving counting the faces, edges, and vertices of geometric shapes. Over 100 children aged 9-11 enthusiastically participated in the activity, enjoying constructing the monuments and would like to do it again, making it a educational success.
The document summarizes a school trip to Paris from May 18-22, 2015. On the first day, the group visited their host school Ecole Massillon where they joined classes with French students and went on a boat trip down the Seine river. They visited Notre Dame Cathedral and had math tasks to do. They also went to Pavillon de l'Arsenal for architecture workshops. The next days included visiting the Eiffel Tower, Museum of Architecture, and meeting with the Mayor. Their last day included workshops at the host school before saying goodbye to their French friends.
Pupils from a school created artworks exploring symmetry as part of an Erasmus+ project about mathematics. They treated the task as play and worked together, with more children participating as the artworks became more colorful. Both the children and teachers were impressed with the final products, and the kids asked if they could do similar art projects in the future, proud of their work.
In March 2015, the author took a train from Warsaw to Hranice, Czech Republic to meet European friends for a program called "Maths in Art." Over the course of the trip, the group created mosaics based on M.C. Escher's graphics, participated in artistic and mathematical games which they won, visited local landmarks like castles and cities, and learned math concepts in English. At the end of the trip, they received certificates and the author received a badge and new skirt as prizes.
A mathematical and artistic school game was organized at Primary School 112 in Warsaw during an Erasmus+ project called "Maths is everywhere – mathematical journey through Europe". Students from classes 6a and 6e were divided into six teams labeled with geometric figures. Each team had to complete six exercises including using geometric figures to solve problems, arranging and coloring a mathematical puzzle, solving a sudoku puzzle, arranging a tangram puzzle into a shape, creating a flower through origami, and making a mandala on a CD. Younger students also joined in during a break. The exercises were prepared and led by students from the sixth grade classes.
This document provides instructions for organizing a historical marketplace simulation to teach children about monetary systems, markets, and products from different time periods. Teachers are advised to choose an historical epoch, research the units of measurement and currency used, and gather props representing goods that would have been sold. Children can take turns roleplaying as merchants and customers, using authentic weights and measures to conduct shopping transactions. Follow-up activities could include costume-making or food preparation using purchased ingredients. The goal is to make history engaging for children through hands-on learning and cooperative roleplaying.
Let’s organize the mathematical historical game inszkolapod112
This document provides instructions for organizing an educational scavenger hunt game. It recommends choosing a location, determining group sizes of 4-6 children, creating a map with marked bases at landmarks, assigning different routes between bases for each group, placing mathematical or historical exercises at each base for the groups to solve, and creating a final exercise combining all pieces gained at bases to solve. The goal is for groups to visit all bases, correctly solve exercises to earn puzzle pieces, and complete the final exercise, with the fastest group winning.