Evento Systemic Bilingual em SP

Vacation Activities

A great idea to motivate kids during vacation is to have them create their own Vacation Book. The can have several pages, on planing the things they will take on the trip and the activities they would like to do during their vacation days. 

Another idea would be to have a Travel Journal. Every day they would write down the things they did during the day. 

Their vacation diary will be a treasured memory book. I still look at the travel journals my brother and I kept on a long trip to California when we were little kids. The things we wrote and pasted in our journals bring back wonderful memories of what we did along the way. We still have caricatures drawn in Disneyland that we pasted in our journals and ticket stubs of Disneyland rides back when one had to buy a book of tickets for the rides.

Kids travel journals are a bit different than adult travel journals because there are activities in them to keep them interested, and space to write about where they've been. They can keep their ticket stubs and pamphlets in pockets of the journal, or you can make a pocket for them by gluing a half piece of heavy paper inside the back flap of the travel journal.

Check out these website for more fun ideas: 

http://www.squidoo.com/travel-journal-for-kids 

http://activitiesforkids.com/printables/vacation-travel

http://www.magforwomen.com/5-educational-vacation-activities-for-kids/

http://www.kidspot.com.au/kids-activities-and-games/art-and-craft+1.htm

Learning about Hamsters

 

Systemic Website

Alunos de 6 anos da escola Open House em Bebedouro SP brincando e aprendendo sobre os hábitos dos Hamsters. Aula de ciências em Inglês é muito mais divertido.

Solar System Exploration: Multimedia: Gallery: People's Space: Maria's Solar System

Solar System Exploration: Multimedia: Gallery: People's Space: Maria's Solar System

Our Systemic 6 years old students went really far this time. Actually they went to outer space, and to be more specific they went to NASA. Check out their great pictures from the Solar Systemic. These pictures were made by Systemic Students from Year 1. This lesson they learn about the planets and their position in the Solar System. Enjoy!

Mother's Day Ideas

http://www.systemic.com.br/legba/site/link/?vUrl=http%3A%2F%2Fwww%2Eenchantedlearning%2Ecom%2Fcrafts%2Fthankyougifts%2Fflowerpotpen  Flower Pot

http://www.dltk-holidays.com/mom/mholder.htm Card Holder

http://crafts.kaboose.com/felted-recipe-box.html  Recipe Box

http://www.perpetualpreschool.com/holiday_themes/mother_songs.html SONGS

http://www.daniellesplace.com/html/mothersday.html Gift Box


http://www.youtube.com/watch?v=4VfNqcMCiYg&feature=related preschool songs

http://www.youtube.com/watch?v=gvWdlLzpTp4&feature=related You are my sunshine

http://www.mothersdaycentral.com/mothers-day-crafts/ A lot of Ideas

http://teenshealth.org/teen/misc/mothers_day_banner.html Activity for teens

http://dltk-holidays.com/mom/songs/index.htm Poetry and songs

Sysmado's Easter Party

Uses for Old Crayons

Uses for Old Crayons

Here are a bunch of ways to recycle crayons.

Wax Paper Shapes

A long time ago in art at grade school we somehow made plaques by melding the crayon shavings between 2 sheets of wax paper with a warm iron and let that dry. Then we outlined a shape - like a coffee pot or something and cut it out of the shavings after they hardened - then peeled the wax paper off. I remember how cool it looked.
Place it in a frame for the wall. I like the notion of melting them into tins for JUMBO crayons and I wonder if extending the length of them by placing them in a cigarette holder would work. You can get them in a couple different lengths.
By melody_yesterday

Sandpaper Art

I did this great project with 5 and 6 year olds using old broken crayons and sandpaper. Cut out a piece of sandpaper, the more coarse the better. Allow the children to draw a picture on the rough surface with leftover crayons. Once the sandpaper is all colored, place in the oven on an old cookie sheet at low. It makes a bit of a waxy smell, but once the pictures are melted on the sandpaper, let dry and you have an art piece to cherish. It is worth it! (11/01/2004)
By Ally

Stain Glass Effect

Like melody_yesterday, I too remember doing a neat craft with leftover crayons as a grade-schooler. With the crayons broken in small bits and shavings, we made a picture on a sheet of drawing paper. After that, we covered the crayon shaving picture with a sheet of paper and ironed the design in, by carefully moving over it with a warm iron and slight pressure. Very like a stain glass effect and fun to do.

Sealing Envelopes

Using them for sealing envelopes. Melt them down with a lighter into a foil filled cup and then drip the crayon wax into patterns or just a drop onto the envelope. Then you can use a metal stamp after the wax has cooled a little to add more texture or your initials.
By Leslie

Make New Crayons!

Fat Crayons

Buy a used sauce pan and funnel at a garage sale or thrift shop just for this purpose. Melt the stubs down gently, don't stir, just let them mingle together. Buy some short pieces (3 to 4 inches, most stores will cut them for you) of 1/2 inch pvc pipe at a hardware store. Use a small piece of 2 by 4 and a spade bit the same size as the outside of the pvc (I think 3/4). Drill into the 2 x 4 about an inch. Set the pvc into the hole to use as a mold. Pour in the melted crayon and let cool for a couple hours. Remove the pvc mold from the 2 x 4 and slide the new fat crayon out. Perfect size for preschoolers who generally don't care about specific colors anyway. You could also buy the caps for the 1/2 inch pvc, cap one end and set them into a cup instead of the wooden base. When they are cool, remove the cap and slide the crayon out.
By Patticat

 

 

 

 

 

 

 

 

 

 

You can shape them as a bunny if you like, as an Easter activity.

 

Scribble Cookie

Take broken crayon bits in various colors and put them in a muffin tin. Melt them in the oven just until they've run together. After it cools pop it out and you have a multi colored scribble cookie that kids will love.
By Anna

Different Shapes

Looking for something to do with those old broken crayons? Take the wrappers off of old crayon break them into pieces mix all together and put to the side.
Take two muffin tins line them with either foil muffin cups or spray with just plain non stick baking spray. Put pieces of crayons in the muffin tins filling it halfway.
Heat oven to 200 degrees F. Put the muffin tin in the oven. Take out after the crayons are melted. For me it usually takes about 9-11 minutes but watch them since oven temperatures vary.
After they are melted take out of the oven put to side. Let cool. I usually let cool about an hour but if you are in a hurry put them in the fridge to cool and after they are cool you have fun new crayons for the kids.
For fun holiday ideas, take a flat cookie sheet lined with easy release foil. Use metal cookie cutters. Press the cookie cutters down a little bit. Put crayon pieces in each cookie cutter and melt the wax. Let cool and you will have crayons in neat shapes.
Or take plastic candy molds and dixie cups. Put crayon pieces in the cup. Melt the crayons in microwave for about 5-8 minutes pour into the molds let cool in freezer for 20-30 min and they will pop right out of the mold.
By Courtney Herriage

Add Glitter

When working for an after-school program, I would take baking cups used for muffins (try the ones that have foils cups enclosed with paper) and old broken crayons and have the kids mix the crayons (paper removed) into whatever color schemes they wanted inside the cups on a metal tray and place them into an oven at about 250 degrees fahrenheit. The crayons melt inside the cups to make a perfectly round crayon that even little hands can hold. Be careful! Oven usage should always be done by adults. Keep kids away from the oven and hot trays or utensils! Handle crayons when completely cooled. For extra special crayons, have kids add glitter before crayons go on to bake.
By Nicole

Microwave Crayons

Remove paper and put several crayons of similar color families (i.e. red purple and blue or yellow green and blue) in a small bathroom-size paper cup. Put several of these cups on a plate and micro until melted enough for at least some to be liquid. DO NOT MIX. Allow to cool and peel off paper and you have a multi-colored chunky crayon for little hands or just fun because of the multi-color.
By Linda.

My Crayon Craft Ideas

Here're a few things I've done with old crayons. I always have lots at the end of the year.

Suncatchers

You can make suncatchers using wax paper, an iron and crayon shavings. Use a sheet of heavy foil over the wax paper when ironing so you don't smoke up the place or ruin your iron. I use old muffin tins and pencil sharpeners to make shavings grouped by color. Kids always want to help make the shavings. Take a large sheet of wax appear and fold it in half, sprinkle shavings (sparingly, they spread a lot!) over 1/2 of the sheet, then fold over & iron on medium heat - it only takes a few seconds. Cool and cut into shapes. We made wings from construction paper to make bees and butterflies. Then tape your creations onto windows for the light to shine through. You can also draw or write on the wax paper with sharpie markers.

Crayon Paintings

Use an old warming tray and wrap the tray top with heavy foil to protect it. Then place a sheet of paper on the tray and 'paint' with the crayon stubs - which melt as they touch the paper. For even more fun, place another sheet of paper on top of the 1st and rub evenly, then peel off. You'll have 2 pieces beautifully patterned paper you can use for collage, etc. Paper with a smooth finish works best for this.

Crayon Paint

Place the stubs, grouped by color in a muffin tin and place the tin on a warming tray (remember the foil), then use old paintbrushes (the cheapest plastic ones are fine) to paint with the melted wax. You can paint the melted wax onto fabric for a batik project.

Wet Drawing Technique

Mineral spirits or turpentine will dissolve the crayons. You can make washes by painting a drawing with a brush full of spirits, dissolving some in a small container and also try dipping the crayons in a little cup full of spirits for a 'wet drawing' technique.

Crayon Magnets

We also made unusual magnets by arranging crayon shavings and small pieces on metal juice can tops and placing these in the hot sun until crayons melted and swirled together. On a hot summer day, this happens quickly! Once cooled the wax hardens and lasts fairly well - as long as you don't drop it.
By Pinellas

Candles

Coloring White Candles

I melt down crayons with a little wax and then dip white candles into the mixture to create colored candles. I buy plain white candles - about 99 cents for 1 doz. I find them in the ethnic food aisle of the grocery store - Shabbat candles.
Then I melt a little bit of wax with crayons in a tin can set in an old saucepan with water in the pan... my substitute for a double boiler.
I use tongs and I'm very careful. I dip the white candle in the wax, then into a tin can of cold water, then back into the wax - do this until you get the desired coating, then let them cool. I can make any color of candles and it's a lot of fun to experiment.
One year I made various shades of orange for Autumn. My neighbor's little girl had fun picking out the colors and then watching me dip the candles. It wasn't a safe project for her age, but it still entertained her for several hours to see the color combinations she could create.
By TJDumplin

Adding Color to Wax Candles

The crayon stubs are also great to color wax candles. Just add them to the wax when you are melting it down. Cindy
By Beadlady

Fire Starters

How about making pretty fire-starter packages for people who have fireplaces or like to camp. You need the crayons melted, strips of colored paper (if you have a paper shredder at your house, even better). Tie a piece of string to a pine cone or a balled up piece of paper. Dip it in the melted wax, then drag it through your shredded paper. Squeeze it once it has cooled but before the wax sets completely and trim any long shreds. Let it harden and continue to do these steps several times. Then, the last time, try to place the shredded paper fairly straight so that you can make a little tuft, like a carrot top at the end with shredded paper.
By Sharon

Finding Cheap Crayons

You can always put them all in a zip-lock and sell at a yard sale, or... Many times I have been in a thrift store to see a grandmother, a caregiver, etc. find a zip-lock full of crayons for 25 cents or so and are so pleased. So many times we take for granted that crayons are inexpensive to us and we can just go out and buy new ones as soon as they aren't "pretty" any more. Others are thankful for an opportunity to purchase them no matter how well they look.
By Tawnda

Decorating Easter Eggs

You could store them in with your Easter stuff and bring them out when decorating Easter Eggs. Draw on the egg before dipping it in the egg dye.
By badwater

Furniture Scratches

Use the browns and blacks to cover scratches on your furniture. Works great.
By Marie

Feel free to post your ideas below.

Easter Ideas

Happy Easter!

Plastic Egg Bunny
http://www.enchantedlearning.com/crafts/easter/eggbunny/

Origami Bunnyhttp://crafts.kaboose.com/origami-bunny.html

Terra-Cotta Pot Easter Bunnyhttp://crafts.kaboose.com/potbunny.html

Rabbit in Baskethttp://www.canadaegg.ca/bins/play_page.asp?cid=156-12-21-78

Rabbite Mask Crafthttp://www.enchantedlearning.com/crafts/maskcrafts/rabbit/

Egg Colouring & Decoratinghttp://www.canadaegg.ca/bins/play_page.asp?cid=156-12-71&lang=1

Egg Gameshttp://www.canadaegg.ca/bins/play_page.asp?cid=156-12-118&lang=1

Jelly Bean Carrots

http://jas.familyfun.go.com/arts-and-crafts?page=CraftDisplay&craftid=10102

Easter Egg Basket with Printable Template http://jas.familyfun.go.com/arts-and-crafts?page=CraftDisplay&craftid=11094

Bunny Basket

http://jas.familyfun.go.com/arts-and-crafts?page=CraftDisplay&craftid=10621

Bead Bunnies

http://jas.familyfun.go.com/arts-and-crafts?page=CraftDisplay&craftid=10838

Easter Bunny Ears

http://jas.familyfun.go.com/arts-and-crafts?page=CraftDisplay&craftid=10290

Fluffer Bunnies

http://jas.familyfun.go.com/arts-and-crafts?page=CraftDisplay&craftid=10112

Styrofoam and Drinking Straw Puppet Craft

http://www.enchantedlearning.com/crafts/puppets/styrostraw/

Paper Bag Puppets

http://www.enchantedlearning.com/crafts/puppets/paperbag/

Bunny Envelope

http://crafts.kaboose.com/bunny-envelope.html

Sleep Bunny

http://crafts.kaboose.com/sleepy-bunny.html

Easter Songs

http://www.childrenonlyesl-efl.com/mainpages/tourcategories/tourcategorypages/songstourpgs/eastersongs.asp

http://www.preschooleducation.com/seaster.shtml

Paper Bunny Basket

http://www.dltk-kids.com/animals/mbunny_basket.htm

Systemic Bilingual Students having fun with iPad

Systemic Bilingual Students using the iPad. The story is The Cat in The Hat and students really enjoy it. These students are 6 years old and have been in Systemic Bilingual program for a month.

Feliz Dia Internacional da Mulher

Songs for Children Classroom Rules and Management

Welcome Back

Morning Routine

Submitted by: I Love That Teaching Idea! Staff
From: Nibley, Utah
Date Submitted: April 12, 2001

Have a clear procedure of your morning routine written on a poster. Hang it in the room so that when your students enter the room, they know exactly what is expected of them. You can refer to it if a problem arises with a student who has a hard time getting ready to work for the day. The routine will soon be so ingrained in their minds, that they will no longer need to refer to it. Expect a much smoother morning! An example might include: 1) Hang up coat and backpack. 2) Put homework in bin. 3) Sharpen pencil. 4)Work on self-start quietly at desk.

Classical music playing in the mornings also sets a nice tone for the beginning of your day.

Class Name Bingo with a Twist

Submitted by: I Love That Teaching Idea! Staff
From: Nibley, Utah
Date Submitted: April 15, 2001

I make up my own BINGO grid with such things written in the boxes as, "Has Long Hair" or "Is Wearing Blue" or "Read a Harry Potter Book This Summer." My students then walk around the classroom and have their classmates sign their names in the boxes that apply. They can only use the person's name once on their BINGO cards. Then we all play BINGO. When a BINGO is called, that student must stand up and tell which spaces were part of his BINGO by saying, "Jenny has long hair, Skyler is wearing blue and Miguel read a Harry Potter book this summer," and so on. When those students' names are called, they stand up and wave "hello" to their classmates. And those 5 students are all winners, too!

MAKING INTRODUCTIONS

Many icebreaker activities are focused on helping teachers get to know their students and helping students get to know one another. These activities are fun ways to learn about students' backgrounds and personalities and to start to form bonds that will last all school year long.
Recipe Card Mix-Up
Provide each student with a recipe or index card. Ahead of time choose about five questions that you might ask of students. Be as creative as you want with the questions. Possible questions might include the following:

What is the title of a favorite book?

What do you like doing in your free time when you're not at school?

What is your favorite board game?

What is your favorite candy bar?

If you could request your favorite meal for your birthday, what would that meal be?
When students -- and the teacher -- have written their answers to the questions, collect the recipe cards. Shuffle the cards. Then pass out a card to each student; be sure students do not receive their own cards. When everyone has a card, then the job of each student is to find the student in the room who belongs to the card the student holds. When everybody has found the person who wrote the answers on the card they hold, they must make sure they know how to pronounce that student's full name and that they understand everything that is written on the card. Then it is time for introductions. The teacher can begin the activity by asking the student on the card s/he holds to come to the front of the room. As that student stands by, the teacher introduces the student to the rest of the class by saying, "Class, I'd like you to meet ___. Her favorite book is ___. Her favorite board game is Please welcome ___ to our fourth grade class!" (Classmates then give the student 4 claps [for 4th grade]). The student that the teacher introduced continues the activity by calling up the student whose card he or she holds. Continue until all students have introduced someone to the class. When everyone has been introduced, take all the cards, shuffle them, and call out responses on one card at a time to see if students can remember who belongs to each card.
Arlene Stoebner, Yankton School District, Yankton South Dakota Getting-to-Know-You Venn Diagram
Gather groups of three students. Supply a prepared three-circle Venn diagram (see an editable sample) for each group. Students talk in their groups about themselves and the things they like to do. After a brief discussion, students must

decide on at least three ways in which they are all alike; they write those things in the area of the diagram that intersects all three circles.

find ways in which they are like one other student in the group and record those ways in the appropriate areas of the diagram.

determine a few facts that make each of them unique and write those facts in the appropriate sections of the diagram.
This activity helps students recognize and appreciate likenesses and differences in people. It also introduces them to Venn diagrams on the first day of school. This type of graphic organizer might be used many times throughout the year.
Rene Masden, Sixth District Elementary School, Covington, KentuckyStudent Dictionary
Write five questions on the board. Questions might include the following:

What is your name?

Where were you born?

How many brothers or sisters do you have?

What are their names?

Do you have any pets?
Tell students to write those questions on a piece of paper and to add to that paper five more questions they could ask someone they don't know. Pair students, and have each student interview his or her partner and record the responses. Then have each student use the interview responses to write a "dictionary definition" of his or her partner to include in a Student Dictionary. You might model this activity by creating a sample dictionary definition about yourself. For example:

Reynolds, Kim. proper noun. 1. Born in Riverside, California. 2. No brothers or sisters. 3.

  Have students bring in small pictures of themselves to paste next to their entries in the Student Dictionary. Bind the definitions into a book, and display it at your back-to-school open house for parents.
Kim Reynolds, Warwick Elementary School, Fremont, California

Getting-to-Know-You Chart

Create a large chart titled Getting to Know You. Include on the chart sections for students' names and interesting facts, such as how many people are in their families, how many pets they have, their favorite colors, favorite school subjects, favorite sports, and so on Laminate the chart and hang it on the wall. On the first day of school, have each student "sign in." Leave the chart up for several weeks. The kids love to wander over to it when they have free time. They keep learning new things about one another. The chart can be a good source of "data" for a lesson in graph-making too.
Charilyn Damigo, Liberty Baptist School, San Jose, California
MANY GREAT ACTIVITIES START WITH A GOOD BOOK Lots of great books offer fitting segues to getting-to-know-you activities. If you're a teacher who likes to read aloud to students, why not start the year with a read aloud that leads to a fun activity that will get students talking and interacting? Here are just a few possibilities
Special Memories Book
If you write a letter of introduction to students before the school year starts, include a request that students bring to school on the first day something that has a special memory attached to it. (If you do not send a before-school letter, you can make this activity the homework assignment for the first day.) Start the day by reading Mem Fox's popular book Wilfred Gordon McDonald Partridge. The story is about a little boy who befriends an older woman and gives her back memories that she has long forgotten. After reading the story, discuss what a memory is and list students' ideas. Then give each child an opportunity to share his or her special item and tell about the memories it carries. You might also use this as the first writing assignment of the year; have students write about the memories their objects spark, take pictures of the objects, and create a class book of memories.
Cindy Kramer, West Side Elementary School, Cold Spring Harbor, New York
The Giving Tree
Read aloud Shel Silverstein's The Giving Tree and involve students in a discussion of the types of gifts the tree gave the boy; none of those gifts cost a thing. Then talk about the types of cost-free "gifts" the students can contribute to the class. Prepare a bulletin board that has the silhouette of a tree trunk and branches. Give each student a cutout apple. Have students write on their apples the things they can "give" to the class. Put the apples on the tree. This bulletin board makes a nice display for open house.
Lori Napoli
Goal Setting With Booker T.
I like to share at least one read-aloud book on the opening day of school. Chrysanthemum by Kevin Henkes and First Day Jitters by Julie Danneberg are favorites. Most essential though, is More Than Anything Else by Marie Bradby. The biographical story of Booker T. Washington's youth uses beautiful language and illustrations to show how he learned to read as a young boy. After reading the book, we talk about his goals and how his determination to achieve them made them a reality. More Than Anything Else is an excellent tool for starting a discussion about students' goals for the school year.
Heather Migdon, Dogwood Elementary School, Fairfax County, Virginia
SETTING THE TONE The last two activities above are perfect ones for setting the tone for a productive and respectful school year. When the going gets rough -- when students are not respecting their classmates or when they are losing sight of their goals -- you could always refer back to the lessons learned from the "giving tree" or Booker T.
Following are a few more activities that can help you set a tone on the first day of school that will carry over thoughout the year.
Chain Gang
Begin by asking students "Who can do something really well?" After a brief discussion about some of the students' talents, pass out paper and ask students to write down five things they do well. Then provide each student with five different-colored paper strips. Have each student write a different talent on each paper strip. Then create a mini paper chain by linking the five talent strips together. As students complete their mini chains, use extra strips of paper to link the mini chains together to create one long class chain. Have students stand and hold the growing chain as you link the pieces together. Once the entire chain is constructed and linked, lead a discussion about what the chain demonstrates. For example, it might illustrate that

All students have talents.

The students in this class have many talents.

If the students in this class work together, they can accomplish anything.

Our class is stronger when students work together than when individual students work on their own.
Hang the chain in the room as a constant reminder to students of the talents they possess and the benefits that can result from teamwork.
Kimberlee Woodward, substitute teacher, Waterford, Michigan Puzzling It Out
This activity is especially valuable if you have in your class students who are new to your school. Those students probably will be experiencing a range of emotions -- including fear, shyness, and uncertainty. Before the activity, create a word processing document containing many different messages -- preferably in different type sizes and fonts -- that convey such messages as

Welcome!

Don't be puzzled, you'll fit right in!

We're here for you!
Depending on the age of student with whom you work, you might include a few messages or a dozen. Print multiple copies of the document (one for each small group of students). Then cut each copy into puzzle pieces, and place the pieces of each copy in a separate envelope. Post on an overhead transparency instructions that direct students to work with others at their table to assemble the puzzle pieces in their group's envelope. As students enter the classroom on the first day of school, be sure they read the instructions and begin the activity. This activity accomplishes several goals: It offers a quiet activity that you can observe; as you observe, you will learn about your students and discern potential problems. It gives students something to do when they first enter the classroom -- something they will be successful at. And it can be a great discussion starter. Nita Dale, Tryon Middle School, Tryon, North CarolinaUgly Words Are Out!
As you discuss classroom expectations, introduce the idea that "ugly words" have no place in your classroom. Ask students what they think you mean by "ugly words." Then have the class generate a list of words that might be found on an ugly-word list, and write the words on a piece of chart paper. (Explain to students that any word that is considered a swear word would definitely be on the ugly-word list, so there is no need to mention them. Point out that the same is true for such words as dummy, jerk, dork, geek, hate, or ugly.) You might start the list with the word "can't." What about the word quit? Go around the room and give each student an opportunity to add an ugly word to the list. When you are satisfied that the students' supply of ugly words has run dry, dramatically rip the chart paper off the pad, let it fall to the floor, and stomp all over it. Next, rip it up and crush it into a ball. Finally, get a shovel, take students outside, and ceremoniously bury the list of ugly words. This activity will have quite an impact: students will always remember the "ugly words" that will not be accepted in class.
Becci Motes, Kelley-Smith Elementary School, Palatka, Florida
Article by Gary Hopkins
Education World®
Copyright © Education World

http://www.educationworld.com/back_to_school/index.shtml
http://www.scholastic.com/teachers/article/classroom-activities-welcome-back-ideas-grades-kx965
http://abcteach.com/directory/theme_units/back_to_school/
http://www.enchantedlearning.com/crafts/backtoschool/

FELIZ 2012!! O que significa o número 12?

Meus queridos leitores espero que dois mil e DOZE seja DOCE, mas tomem muito cuidado com a glicose, e que a DOSE de amor seja triplicada na vida de cada um. Lembrem-se que o número DOZE é poderoso, pois foram 12 apóstolos que Jesus escolheu, o dia é dividido em DOZE horas, Climatologicamente são quatro as estações e cada uma de três meses. 4 x 3 = 12, a fonte dessa letra é DOZE rsrsrsr.



Os mistérios do doze dizem respeito às relações entre o abstrato e o concreto, entre a Trindade e o mundo material.


3 = Trindade. 4 = Estruturação Material. 3 x 4 = 12



"O doze é um número glorioso, é a manifestação da Trindade nos quatro cantos do horizonte. É a exaltação da matéria pelo espírito".

O Simbolismo do Número Doze

Trata-se de um número sagrado e serve para medir os corpos celestes, assim como os doze meses do ano. Doze foi os discípulos de Jesus, 12 os frutos do Espírito Santo, 12 as tribos de Israel, 12 os filhos de Jacob, 12 vezes apareceu Jesus Cristo depois de morto.


O 12 se considera passivo e é o sinônimo da perfeição. Doze vezes 30 graus formam os 360 graus da circunferência.


Os caldeus, os etruscos e os romanos dividiam a seus deuses em 12 grupos. O deus Odin escandinavo tinha 12 nomes, do mesmo modo que os rabinos sustentavam antigamente que o nome de Deus se compunha de 12 letras. Adão e Eva foram expulsos do Paraíso às 12 horas do meio dia. São 12 as pedras preciosas da Coroa da Inglaterra, 12 as portas da cidade de Jerusalém e 12 os anjos que as custodiavam, segundo o Apocalipse. Segundo João, o Evangelista, em Jerusalém viverão 12 mil homens eleitos.


O 12 representa o sacrifício no Tarô. Nos 12 primeiros arcanos deste jogo se encontra a chave do total de cartas que o compõem. Em Atenas se adotou o sistema decimal e Platão admitia 12 deuses em sua República. Também havia 12 deuses primitivos entre os japoneses. O 12 é o número do justo equilíbrio, a prudência, a forma graciosa. Para os etruscos o céu tinha 12 divisões pelas as quais o sol passava todos os dias, e dividiam suas possessões em 12 províncias. As 12 é a hora do cenit do sol, e 12 é o número da esfera do relógio.

FELIZ

Leia mais: http://www.revistasextosentido.net/news/o-numero-12/

http://www.joselaerciodoegito.com.br/site_tema392.htm

Pensando no futuro, pais investem na educação bilíngue dos filhos

Mãe brasileira, pai norueguês e professores ingleses. Foi em meio a essa realidade que Cláudia Storvik criou a filha, hoje com 13 anos. "Sempre soube que ela iria crescer escutando três línguas diferentes: português, norueguês e inglês", conta a advogada moradora de Londres, na Inglaterra. Cláudia sempre lidou de forma natural com situação peculiar da família, mas comenta que muitos pais que vivem em condições semelhantes não encaram de forma tranquila. "Eles têm medo que a criança não fale, que comece a falar muito tarde ou que fique confusa com mais de uma língua", diz.




Porém, o que é motivo de receio para muitos pais no exterior têm se tornado uma opção atrativa para aqueles que permanecem no Brasil. O ensino bilíngue ou multilíngue - que é caracterizado quando uma criança é alfabetizada em duas ou mais línguas, respectivamente - não é mais realidade somente para crianças que vivem em outro país. "Com a globalização, a internet e o crescimento da necessidade do uso do inglês no trabalho e na comunicação, os responsáveis têm demandado melhores resultados linguísticos de seus filhos", afirma Vanessa Tenório, sócia do Systemic Bilingual de Ensino, empresa especializada em implementar educação bilíngue em escolas.



Vanessa enxergou o potencial do ensino bilíngue no país em 1998, quando fundou a empresa com a irmã Fátima. Utilizando um método que aplica o inglês de cinco a dez horas semanais para trabalhar matérias escolares como matemática, ciências, história, geografia, artes e outras, a mestre em Educação começou a implementar o modelo em escolas particulares de São Paulo. Em 2010, o programa foi inserido em quatro escolas privadas, duas em São Paulo, uma no Rio Grande do Norte e a última em Minas Gerais. Neste ano, o número aumentou para 40 colégios privados em 12 Estados no Brasil.



Por não possuir legislação específica e nem dados oficiais, o número de escolas bilíngues no Brasil ainda é incerto. Contudo, Lyle Gordon French, ex-diretor pedagógico da Escola Cidade Jardim/PlayPen (SP) fez um mapeamento dessas instituições de ensino durante os anos de 2007 e 2009, e concluiu que o número de escolas bilíngues cresceu 24% em apenas dois anos. De acordo com a apuração, eram 149 colégios no ano de 2007 e 180 em 2009.



"A questão é que a velha fórmula do inglês oferecido no colégio, que é somente o estudo da estrutura da língua, nunca levou a resultados palpáveis em termos do uso efetivo da língua para a comunicação fluente", explica Vanessa. Para ela, o que os pais buscam é uma fluência dos pequenos, principalmente na língua inglesa. "O ensino bilíngue consegue isso, uma vez que trata a língua estrangeira como um meio de comunicação efetiva dentro de um contexto, seja em uma aula de culinária, matemática ou história".



A paulista Lilian da Silva Santos colocou a filha Marina em uma escola bilíngue já no primeiro ano de idade. Hoje, com 7 anos, a menina já consegue se comunicar de forma fluente em inglês e em português. "Eu e meu marido sofremos para aprender um pouco de inglês nos velhos cursinhos de idiomas. Gostaríamos que nossa filha aprendesse de maneira mais tranquila a língua, pois o inglês é essencial na vida acadêmica e profissional", conta a terapeuta ocupacional.



Aprender outro idioma antes dos 6 anos facilita fluência

No pátio do Colégio Friburgo, em São Paulo, uma turma da segunda série é separada em grupos de quatro. Em seguida, a professora entrega uma cartolina para cada grupo com caixas de tinta e canetinhas coloridas. Os alunos são instruídos a pintar os círculos desenhados conforme a cor descrita. A atividade seria algo ordinário não fosse o idioma falado fluentemente pela professora e os pequenos alunos: o inglês.



O exemplo da aula bilíngue da escola Friburgo comprova um fato explicado por Ricardo Schütz, pesquisador do ensino de inglês e criador do site English Made in Brazil: as crianças se adaptam ao idioma para conseguir se comunicar. Criando a filha em Londres e falando com ela em português em casa, Cláudia Storvik confirma a tese. "Desde o nascimento de nossa filha, eu falava português com ela, e meu marido, que é norueguês, falava a sua língua materna. Usávamos o famoso sistema ¿one parent, one language¿ (um pai, uma língua)", conta explicando que somente tomavam o cuidado de sempre falar com a filha no mesmo idioma: a mãe em português e o pai em norueguês. "Assim ela sabia que, para se comunicar comigo, precisava falar em português, com o pai, em norueguês, e na escola, em inglês", conta.



Cláudia afirma que a filha começou a falar com 10 meses de vida. "No começo, ela misturava as palavras, mas isso é normal e não é sinal de confusão. No início, a criança pode usar palavras das várias línguas indiscriminadamente, como minha filha fazia, porque seu principal objetivo é se comunicar. Mas uma vez que seu vocabulário cresce, o uso de cada língua passa a ser sistemático", explica.



No site English Made in Brazil, que publica artigos e estudos científicos sobre o aprendizado de idiomas, Schütz descreve que o estudo antes dos 6 anos de idade é o que torna a criança fluente em um idioma. Ele afirma que os dois hemisférios cerebrais desempenham diferentes funções - o lado esquerdo é lógico e analítico, enquanto o direito é criativo e especializado em percepção e construção de conhecimento. O hemisfério direito seria, por assim dizer, a porta de entrada das experiências e a área de processamento para transformá-las em conhecimento.



O pesquisador explica que, no cérebro de uma criança, os dois hemisférios estão mais interligados do que no cérebro de um adulto, o que significa que este é o melhor período da vida para se aprender qualquer coisa, incluindo idiomas. Com isso, a assimilação da língua ocorreria via hemisfério direito para ser sedimentada no hemisfério esquerdo como habilidade permanente, a tão desejada fluência. Ainda de acordo com ele, a maior separação dos dois hemisférios ocorre a partir da puberdade, por volta dos 12 anos de idade, ou seja, depois disso, se torna cada vez mais difícil tornar-se fluente em outras línguas. O auge da comunicação entre as duas partes do cérebro ocorre do primeiro ao sexto ano de vida, daí a facilidade das crianças em aprender novos idiomas.



Escolas bilíngues são mais caras

Porém, os pais que querem propiciar uma alfabetização para os filhos em dois idiomas precisam se preparar para os custos elevados. Segundo Vanessa Tenório, esses colégios geralmente são mais caros porque a carga horária é superior e porque demandam a contratação de profissionais mais especializados.



Segundo a especialista, essas escolas costumam ter mais horas de aula por dia, mas na educação infantil é comum lecionar uma aula do currículo padrão no segundo idioma, sem acrescentar mais tempo no colégio. "O conceito é usar a língua como meio de comunicação, e não como fim", diz ela, explicando que o ensino bilíngue não compreende aulas sobre o idioma estrangeiro, mas assuntos diversos lecionados em um outro idioma além do português. "Só assim em nível subconsciente que o aluno vai poder se tornar fluente um dia", finaliza.

O que é preciso fazer para implantar um programa eficaz de inglês para crianças em uma escola?

The Bilingual Advantage

The Bilingual Advantage  By CLAUDIA DREIFUS


Published: May 30, 2011

A cognitive neuroscientist, Ellen Bialystok has spent almost 40 years learning about how bilingualism sharpens the mind. Her good news: Among other benefits, the regular use of two languages appears to delay the onset of Alzheimer’s disease symptoms. Dr. Bialystok, 62, a distinguished research professor of psychology at York University in Toronto, was awarded a $100,000 Killam Prize last year for her contributions to social science. We spoke for two hours in a Washington hotel room in February and again, more recently, by telephone. An edited version of the two conversations follows.



Chris Young for The New York Times

MENTAL WORKOUT Ellen Bialystok with a neuroimaging electrode cap.

Get Science News From The New York Times » .

Q. How did you begin studying bilingualism?



A. You know, I didn’t start trying to find out whether bilingualism was bad or good. I did my doctorate in psychology: on how children acquire language. When I finished graduate school, in 1976, there was a job shortage in Canada for Ph.D.’s. The only position I found was with a research project studying second language acquisition in school children. It wasn’t my area. But it was close enough.



As a psychologist, I brought neuroscience questions to the study, like “How does the acquisition of a second language change thought?” It was these types of questions that naturally led to the bilingualism research. The way research works is, it takes you down a road. You then follow that road.



Q. So what exactly did you find on this unexpected road?



A. As we did our research, you could see there was a big difference in the way monolingual and bilingual children processed language. We found that if you gave 5- and 6-year-olds language problems to solve, monolingual and bilingual children knew, pretty much, the same amount of language.



But on one question, there was a difference. We asked all the children if a certain illogical sentence was grammatically correct: “Apples grow on noses.” The monolingual children couldn’t answer. They’d say, “That’s silly” and they’d stall. But the bilingual children would say, in their own words, “It’s silly, but it’s grammatically correct.” The bilinguals, we found, manifested a cognitive system with the ability to attend to important information and ignore the less important.



Q. How does this work — do you understand it?



A. Yes. There’s a system in your brain, the executive control system. It’s a general manager. Its job is to keep you focused on what is relevant, while ignoring distractions. It’s what makes it possible for you to hold two different things in your mind at one time and switch between them.



If you have two languages and you use them regularly, the way the brain’s networks work is that every time you speak, both languages pop up and the executive control system has to sort through everything and attend to what’s relevant in the moment. Therefore the bilinguals use that system more, and it’s that regular use that makes that system more efficient.



Q. One of your most startling recent findings is that bilingualism helps forestall the symptoms of Alzheimer’s disease. How did you come to learn this?



A. We did two kinds of studies. In the first, published in 2004, we found that normally aging bilinguals had better cognitive functioning than normally aging monolinguals. Bilingual older adults performed better than monolingual older adults on executive control tasks. That was very impressive because it didn’t have to be that way. It could have turned out that everybody just lost function equally as they got older.



That evidence made us look at people who didn’t have normal cognitive function. In our next studies , we looked at the medical records of 400 Alzheimer’s patients. On average, the bilinguals showed Alzheimer’s symptoms five or six years later than those who spoke only one language. This didn’t mean that the bilinguals didn’t have Alzheimer’s. It meant that as the disease took root in their brains, they were able to continue functioning at a higher level. They could cope with the disease for longer.



Q. So high school French is useful for something other than ordering a special meal in a restaurant?



A. Sorry, no. You have to use both languages all the time. You won’t get the bilingual benefit from occasional use.



Q. One would think bilingualism might help with multitasking — does it?



A. Yes, multitasking is one of the things the executive control system handles. We wondered, “Are bilinguals better at multitasking?” So we put monolinguals and bilinguals into a driving simulator. Through headphones, we gave them extra tasks to do — as if they were driving and talking on cellphones. We then measured how much worse their driving got. Now, everybody’s driving got worse. But the bilinguals, their driving didn’t drop as much. Because adding on another task while trying to concentrate on a driving problem, that’s what bilingualism gives you — though I wouldn’t advise doing this.



Q. Has the development of new neuroimaging technologies changed your work?



A. Tremendously. It used to be that we could only see what parts of the brain lit up when our subjects performed different tasks. Now, with the new technologies, we can see how all the brain structures work in accord with each other.



In terms of monolinguals and bilinguals, the big thing that we have found is that the connections are different. So we have monolinguals solving a problem, and they use X systems, but when bilinguals solve the same problem, they use others. One of the things we’ve seen is that on certain kinds of even nonverbal tests, bilingual people are faster. Why? Well, when we look in their brains through neuroimaging, it appears like they’re using a different kind of a network that might include language centers to solve a completely nonverbal problem. Their whole brain appears to rewire because of bilingualism.



Q. Bilingualism used to be considered a negative thing — at least in the United States. Is it still?



A. Until about the 1960s, the conventional wisdom was that bilingualism was a disadvantage. Some of this was xenophobia. Thanks to science, we now know that the opposite is true.



Q. Many immigrants choose not to teach their children their native language. Is this a good thing?



A. I’m asked about this all the time. People e-mail me and say, “I’m getting married to someone from another culture, what should we do with the children?” I always say, “You’re sitting on a potential gift.”



There are two major reasons people should pass their heritage language onto children. First, it connects children to their ancestors. The second is my research: Bilingualism is good for you. It makes brains stronger. It is brain exercise.



Q. Are you bilingual?



A. Well, I have fully bilingual grandchildren because my daughter married a Frenchman. When my daughter announced her engagement to her French boyfriend, we were a little surprised. It’s always astonishing when your child announces she’s getting married. She said, “But Mom, it’ll be fine, our children will be bilingual!”



A version of this interview appeared in print on May 31, 2011, on page D2 of the New York edition with the headline: A Conversation With
Ellen Bialystok.

Digital Natives

Are we ready for theses students?


Classes in 18th century looked like this:

And today classrooms look like this:

What's the difference? Why are students so bored in class? What can we do to help them?

Our students have changed radically. Today’s students are no longer the people our educational system was designed to teach.

Today‟s average college grads have spent less than 5,000 hours of their lives reading, but over 10,000 hours playing video games (not to mention 20,000 hours watching TV). Computer games, email, the Internet, cell phones and instant messaging are integral parts of their lives.

If our students are digital natives what are we?
"Things Aren't What They Used to Be"

If you are under 20 you are a Digital Native
If you are over 20, no matter how tech savvy you are, you are a still a Digital Immigrant
If you are over 40 and have steadfastly avoided technology, you are a Digital Dinosaur

What happens if you are a dinosaur?

Stop making excuses and ponder these …

• Recognize that around 65% – 85% of students and parents DO HAVE ACCESS to computers and the Internet and acknowledge that TECHNOLOGY IS NOT JUST A FAD.

• Things are changing at an ever increasing rate and will continue to do so in the lives of today's children, so you need to be a role model for LIFE-LONG LEARNING AND FLEXIBLE THINKING or you risk becoming irrelevant.

• Consider where you'd be today if most people in the 20th Century refused to accept the automobile and kept using horse-drawn buggies just because a car seemed unnatural and complicated?

• If you worked in business or industry, you would NOT HAVE THE OPTION TO REFUSE to use new programs instituted by your employer, so why should teachers think they are exempt?

• Would you want to go to a doctor or surgeon who refused to use new cutting-edge innovations?

• Don't keep bragging about your unwillingness to try new technology because YOU KNOW WHAT HAPPENED OVER 65 MILLION YEARS AGO TO DINOSAURS WHO COULDN'T ADAPT!

• Thank your lucky stars that according to modern research in neuroscience, your BRAIN DOES NOT STOP making new connections when you are six years old!

• Remember that you are still the teacher, and even though you may not be as adept at computers as some of your students, you are the expert in your content. You only have to learn enough tech tricks to engage your students' attention. Then they'll be motivated to learn subject content from you, and they can teach you the tech tools!

• According to Jack Lemmon, "FAILURE SELDOM STOPS YOU. WHAT STOPS YOU IS FEAR OF FAILURE."

• You CAN LEARN to use these tools, but the longer you ignore them, the more skills and knowledge you will have to catch up with – so don’t waste any more time ignoring them – START LEARNING!

• TRANSLATION - OLD DOGS DINOSAURS CAN LEARN NEW TRICKS 

bottom line __________________________________ there is still hope!!



for more information visit these websites:
http://www.frontiernet.net/~techlady/immigrants.html#dinosaur
http://www.marcprensky.com/writing/prensky%20-%20digital%20natives,%20digital%20immigrants%20-%20part1.pdf
http://www.marcprensky.com/writing/

Are you a dog person or a cat person?

Even Among Animals: Leaders, Followers and Schmoozers
Serge BlochBy NATALIE ANGIER

Published: April 5, 2010

I recently tried taking a couple of online personality tests, and I must say I was disappointed by the exercise. I was asked bland amorphisms like whether I was “someone who tends to find fault” with people (duh), is generally “friendly and agreeable” (see previous response), and always “does a thorough job” (can I just skip this question?).



Nowhere were there any real challenges like the following: Let’s say you are very hungry, and you go over to your favorite food dish. Inside you see, in addition to the standard blend of peanuts and insect parts, a bright pink plastic frog. How long before you work up the nerve to eat your dinner anyway? Or: You have just been ushered into a room that is in every way familiar, except that somebody has put a scrap of old, brown carpet in the middle of the floor. Do you keep your distance from the novelty item, or do you rush over and start pecking at it?



These and other vividly tangible gems are taken from the burgeoning field of animal personality research, the effort to understand why individual members of the same species can be so mulishly themselves, and so unlike one another on a wide variety of behavioral measures. Scientists studying animals from virtually every niche of the bestial kingdom have found evidence of distinctive personalities — bundled sets of behaviors, quirks, preferences and pet peeves that remain stable over time and across settings. They have found stylistic diversity in chimpanzees, monkeys, barnacle geese, farm minks, blue tits and great tits, bighorn sheep, dumpling squid, pumpkinseed sunfish, zebra finches, spotted hyenas, even spiders and water striders, to name but a few. They have identified hotheads and tiptoers, schmoozers and loners, divas, dullards and fearless explorers, and they have learned that animals, like us, often cling to the same personality for the bulk of their lives. The daredevil chicken of today is the one out crossing the road tomorrow.



Researchers are delving into the source and significance of all these animal spirits. They are asking questions like, when geese start on a wild goose chase, what sort of goose will lead the flock, and why do the rest choose to follow it? They are devising computer models to explain how different personality types can be maintained in a given animal population, and they are exploring the upsides and drawbacks of different personal styles.



In his studies of fishing spiders, for example, J. Chadwick Johnson, now at Arizona State University, has discovered that some juvenile female spiders are exceptionally voracious predators and thus grow into beefy, fecund adults. But the avarice has a potential downside. The big-mouthed female spiders have a nasty habit of cannibalizing potential mates before copulation, and without sperm to fertilize their eggs, all their hard-won superfecundity could go to waste.



Other scientists are exploring personal qualities that span phylogenies and allegories: Recent research suggests that highly sensitive, arty-type humans have a lot in common with squealing pigs and twitchy mice, and that to call a hypersensitive person thin-skinned or touchy might hold a grain of physical truth.



Some critics complain that the term “animal personality” is a bit too slick, while others worry that the entire enterprise smacks of that dread golem of biology, anthropomorphism — assigning human traits to nonhuman beings. Researchers in the field, however, defend their lingo and tactics. “Some of the behavior patterns we’re talking about are similar to what we call personality in human psychology literature,” said Max Wolf of the Max Planck Institute in Germany. “So why not call it personality in other animals?”



M. Bell of the University of Illinois at Urbana, who studies personality in stickleback fish, said: “We’re not being cute and anecdotal, we’re looking at consistent differences in behavior that we can test and measure.”



Reporting in this month’s issue of the journal Animal Behaviour, researchers from the University of Glasgow addressed the widespread concern that the findings of animal personality studies, so often performed on captive subjects, may be laboratory artifacts, with scant relevance to how the creatures behave in nature.



Working with a group of 125 wild-caught blue tits over the course of two winters, Katherine A. Herborn and her colleagues first typed each bird’s personality in the lab, focusing on two key traits: neophobia, or fear of novelty, and the willingness to explore one’s surroundings. They put pink plastic frogs in the birds’ food dish and clocked the time it took each bird to feed. All the birds noticed the luminous intruder.





A version of this article appeared in print on April 6, 2010, on page D1 of the New York edition.
http://www.nytimes.com/2010/04/06/science/06angi.html?pagewanted=2&_r=2&sq=EVenamonganimalsLeadersfollowersandschmoozers&st=cse&scp=1


Your Pet May Reveal Information About Your Personality


Would you consider yourself more of a "dog person" or a "cat person"? According to one personality study, your answer to this question might actually reveal important information about your personality.


In a study of 4,500 people, researchers asked participants whether they considered themselves to be more dog people or cat people. These individuals also completed a personality survey that measured a number of broad traits including conscientiousness, openness, neuroticism and agreeableness.



The researchers discovered that people who identified themselves as dog people tended to be more extroverted and eager to please others, while those who described themselves as cat people tended to be more introverted and curious.



According to researcher Sam Gosling, a psychologist at the University of Texas-Austin, the results might have important implications in the field of pet therapy. By using personality screenings, therapists might be able to match people in need with animals that are best suited to their personality.

http://psychology.about.com/od/personalitydevelopment/tp/facs-about-personality.htm