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Here the full race package of Roma-Ostia 2011

Highlights: fluorescent yellow shirt, strictly Nike!

E 'much' of what seems to glow, so when you look at it you would not say AAAAAAAAHHHHH!

Right:

- bag to leave the exchange, which will be 'attached to the bib number.

Tal bag will 'then used to put your clothes when you change the season.
last year was silver, more 'beautiful.

- Powerade smurf color, and 'always nice to drink juice smurf! refreshing! aaaahhh!

- 5 different cosmetic products, which do not Because I use nickel allergy and will be donated willingly to his wife. We arrive at the best

:

- KNORR CHICKEN SOUP! (Svdarr son, brother ... Sgorr)

- TRUFFLE RISOTTO KNORR! (Cousin of Svderr as well as 'friend of Gnafao, who emigrated from China)

- under the risotto there' a small bag Nike, always useful ..

- you can not see: the orange Bustone to hedge against the wind in Pregara fundamental. Extra

race pack: 2 Number of Runners World, advertising 'different ...

everything 'and' fantastic!

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How this scarf pom-pom without knowing how to work the grill?? ... " flohsmumblemumble .

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technology

Last Saturday I read a text from the book of disciplines who spoke of the wood.

In it there are some key words, that is the most important words I have to remember: what are they? Many had noticed a few different colors and they told her. Good, then scriviamole the board and try to explain what we read, combining these with each other.

What Is the text? Wood. We have this word in the center looking for and we also high. Now we must join them. Take for example insulation: what makes you think of wood and insulation? Pio: the wood is an insulator, that does not pass the hot and cold. Excellent!

We continued with other words and eventually came out the first concept map made collectively.

Yesterday I tried to read the map, explaining that they do so by following different paths and each time returning to the central word, that is wood. I asked some to enrich the reading with other words, remembering what they read on the book and explained orally. Finally I write of leading questions and gave the delivery of record in writing the map, advising people to put a semicolon at the end of each track and not keep repeating the word wood.

guiding questions: What is wood feature which has, what it contains, what is it: what is used.

This is a map made

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This "house" makes me mad, ... and before long I want to do me! ... Thanks Elena, ... " decoreblablabla .

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Also the eye wants its part, ... " simplebites .

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Everything can be used to make a flower! ... " lovelyandgracious .

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the tissues with a new look, ... " creativejewishmom .

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An original case for the laptop, ... " crapivemade .

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SCIENCES

Wednesday we talked about the classification of living things. But what features they have in common living beings to be in the same set? It was not easy to conclude.

I asked the children to imagine that the scientists and try to classify the pen and a child. Now they have made the distinction between living and nonliving. But because Luke is living? Let us ask ourselves questions. At this point I made a chart on the chalkboard and drew a pen and a child and I scored the answers to my questions. Then I drew a tree and a notebook and I repeated the question domande.Alla: the tree is nourished someone said no. E 'Luke intervened, saying that the drinking water. I paused to explain the significance of playing and I finally asked: what then are the common characteristics of living things? Mark responded quickly. All right? Siiiii!

So Let 's go to represent. I did draw the tree and the life cycle of the hen.

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geography geography

Having pointed out some items in front of that is from above, some of whom I allowed to climb on the chair, I asked if they saw them in the same way and I asked them to not depend on what, since the object was always the same and had not changed. Francis D. (There are 3 of the same name) has prevailed over the other replying that if she looked in front of the basket holding the saw in a way, as if looking down saw him in another. Then depends on our point of view? I suggested and they all said yes. After the experiment we have been working on the book, introduced by their reflections.

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Last week we looked at the landscape of the mountain. I made a drawing on the board, inserting the names of the natural elements and man-made and after I gave the book to describe the delivery of a play and perform classification at the bottom of the page.

The same thing has been done Thursday with the hilly landscape.

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SCIENCES

To help understand the classification of living and nonliving beings I decided to start from the scientists' work, telling a story.

"A spaceship lands in the 'classroom of Class 1 ^ I. The master observes everything that's in it (I say what's in the classroom) and yells," What a mess! "Call the aide XX5 and asks him to do some 'order, putting first things together that have something in common. XX5 starts to gather: a pen, a notebook, an eraser and a pencil. "Okay?" asked the commander, and these makes my head. "

I stop the story and ask: Why are all these things? What feature have in common? Francis promptly: need to write! These items I added the scissors and I said, go well together? Yes We need always write? No, no scissors. So why go well together? After several incorrect answers Mark started out: because it is you need for school! Bravo.

I continued to experiment with them, using themselves as an example. They were very good at classifying according to the staple, sex ecc.infine have written within the following activities.

I drew what most have done, but there were two girls who were classified by color: yellow and not yellow.
For the moment I left them free to think what they think is living or nonliving. The next time we will discuss the common characteristics of living things.

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history

Nice history lesson in the latter. I asked the children to bring items to school from their past, some of them over photos in various stages of their growth. We will start the laboratory of history. In it, the children tell their story on a EXERCISE who have already begun to prepare a frame. They were so happy to show their "finds" comrades!

But before turning to the reconstruction of their past, other sources are needed, so I asked to bring their of birth and I made a questionnaire to parents:

date when the parents met, when they married, the birth of their first child (for those who have brothers and older sisters , the first vaccination of baptism. The month in which the first tooth erupted, the first word (also specifying which one), the first steps. I also asked to be told a few episodes of their past, especially those that do not have memory .

Meanwhile, the book of history, we are trying to understand that besides the animals, plants and objects, including we suffer the change due to the passage of time and we are heading to the classification of the sources, by running various activities.

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civil coexistence

Yesterday in G II had an hour to do geography, but I preferred to sacrifice, because the day before, the lesson of history was an episode bad enough: two children have fought verbally and some students have begun to rail against one of them (who knows, like Marco, a child with conduct disorder, was calm and showed commitment to what he was doing!). I also asked the teacher of religion to give me half an hour to get more time to tell them a story, write it the synthesis (dictated) and comment on it.

I found a story that was all right to open discourse The 5 magic word .

's about an ogre that everyone fears and to take away and a child with that kind words can break the spell and bring him back a normal child.

The conversation has gone beyond expectations and we were talking about the war and the film the night before: "The Boy in the Striped Pajamas." Finally we concluded that to have peace we must learn to be kind of small for the courts and if not we are unable to be friends, trying to tolerate.

The book then I did write an example of a pact of friendship with a fellow who wanted to do was, during the break, with the sign chosen.

When I left the atmosphere was relaxed.

I had to go in first and there being no children a little too 'belligerent, I also told them the story: had a great time, because I was trying to exaggerate in imitating the voice of the ogre.

Here, rather than to make the pact of friendship, I did draw the before and after and I asked you to find other kind words and to write them.

Today I asked her colleague it was continued the prevailing climate, but told me that when they went to the bathroom, leaving the employee, two others were scrambled again. I dropped my arms!

Unfortunately I only have 4 hours in this class and I can not postpone any time activities. There are also quiet children who want to study!

image from the web

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SCENERIES NATIVITY STORY

These are the sets made by colleagues of the kindergarten at the project: 2010-Christmas Living Nativity. I was enchanted! Really a great job with the kids ..... then ....... it was wonderful! Congratulations to all of them.