Thursday, February 26, 2015
Mapas interactivos
Mapas interactivos del portal DIDACTALIA. Entre los juegos interactivos diseñados por Enrique Alonso tenemos:
- Relieve de España I ¿Dónde está?, en el que tenemos que localizar la forma de relieve que nos indica.
- Relieve de España II ¿Cómo se llama?, en el que tenemos que seleccionar la unidad de relieve que se encuentra en ese lugar.
- Costas de España I ¿Dónde está?.
- Costas de España II ¿Dónde está?
The Nature Curriculum
Last year I purchased a science textbook to use as a guide for what my son (9yrs) "could" learn however we never used the textbook. Instead we spent the last year learning science and other subjects, through nature. So this year my son wants to do the same thing and use what he calls The Nature Curriculum. The nature curriculum doesnt involve textbooks, worksheets or a sequencing scope but instead supports the interest of the learner while encouraging a connection with nature and a deeper understanding and appreciation for the natural world around them.
Why use the Nature Curriculum
There are so many benefits for getting children outside and into nature not just for their health and well being but also for learning. Learning from nature encourages a sense of wonder and amazement as children learn about different animals, their habitats and the different environments in which they live. The ladies over at 100 Hours Outside blog have talked about 100 Reasons to Spend 1000 Hours Outside which gives reasons why being outside are good for childrens well being.
How to use the Nature Curriculum
One of the best things about using the nature curriculum is that it is completely child-led. When my children are out in nature there is always something that captures their interest such as a beautiful flower, a butterfly or bird, a plant or bugs that are crawling around. This child-led curiosity generally leads to beautiful conversations between my children and I where the scientific process is used and a deeper understanding is gained.
Children naturally use the scientific process when they discover something. This process usually starts with an observation of something followed by questions, make a hypothesis, conduct experiment or research about their questions, draw conclusions on what theyve seen and learnt, and reporting their findings to those around them.
How Nature Covers Different Subjects
Earth Science can be explored through nature through topics such as weather. Watching a storm build up and roll in can provoke questions about about clouds, the water cycle, how to record rainfall, where air and wind comes from and why the seasons change. Other earth science related activities would include flora and fauna. This year my son wants to learn more about the flora and fauna of Australia and has already started with collecting and pressing different flowers and leaves.
When we have been on nature walks, family picnics, camping trips or travelling across the country, my children love to collect different nature items such as shells and rocks. Having a nature table where children can leave their collected items so they can return to them later, plays an important roll in supporting learning through nature.
At different times collecting rocks has brought about discussions on different environments, how rocks are formed and the rock cycle, volcanoes and layers of the earth. Other ways to learn about earth science through nature is by scavenger hunts, being involved in bush care projects, wildlife centres and visiting different national parks. Last year we were able to visited a range of different national parks, such as a one below, for our children to explore and engage in nature. They were amazed to find sand at this gorge we visited as they only thought sand was found at the beach so lots of learning for everyone.
Space Science has always been an area of interest for my son so learning about space has come about naturally. Spending time star gazing in the evening and watching the moon rise can easily encourage questions and curiosity about space as well as visiting planetariums together. Further learning about the constellations, phrases of the moon and the solar system can be explored when spending time observing the sky at night.
This last year we saw two lunar eclipse with one eclipse producing a blood moon for us to observe. We also observed a beautiful honey coloured moon which was absolutely specular!
Biological Science can be learnt as children discover animals by exploring animal groups, their different anatomy, life cycles, their diets and general habits. Some of the animals we have seen and learnt about include turtles, birds, ladybugs, moths, butterflies, spiders and grasshoppers. We are hoping, in the next year or two, to raise some baby chicks and baby goats but at the moment we are learning about frogs.
Chemical Science is an area that we have explored by composting our kitchen waste. This year we plan to explore compost chemistry and microbe management further by looking at microbes. Other projects such as worm farms, growing crystals, growing bacteria, experimenting in mud kitchens with loose parts and a range of different liquids and materials, are also great ways to learn about chemical science through nature.
Literacy is always involved with the nature curriculum as we keep nature journal for recording learning and discoveries. Nature journals are also a fantastic way to encourage writing recounts, observations and thoughts as well as drawing diagrams and sketches. Our nature journalling this year has started with sketches and diagrams of our growing tadpoles.
This last year we saw two lunar eclipse with one eclipse producing a blood moon for us to observe. We also observed a beautiful honey coloured moon which was absolutely specular!
Biological Science can be learnt as children discover animals by exploring animal groups, their different anatomy, life cycles, their diets and general habits. Some of the animals we have seen and learnt about include turtles, birds, ladybugs, moths, butterflies, spiders and grasshoppers. We are hoping, in the next year or two, to raise some baby chicks and baby goats but at the moment we are learning about frogs.
Life cycles can also be explored by gardening with children. Observing how plants grow from tiny seeds to blooming flowers and picking fruits and vegetables from your garden is such as beautiful way to learn together about life cycles and where our food comes from. We have successfully grown our own watermelons this summer as well as some potted tomatoes. It has been wonderful to watch the changes that have taken place in our plants as well as watching my children care for their garden and experiencing the joy of eating what they have grown.
Chemical Science is an area that we have explored by composting our kitchen waste. This year we plan to explore compost chemistry and microbe management further by looking at microbes. Other projects such as worm farms, growing crystals, growing bacteria, experimenting in mud kitchens with loose parts and a range of different liquids and materials, are also great ways to learn about chemical science through nature.
Literacy is always involved with the nature curriculum as we keep nature journal for recording learning and discoveries. Nature journals are also a fantastic way to encourage writing recounts, observations and thoughts as well as drawing diagrams and sketches. Our nature journalling this year has started with sketches and diagrams of our growing tadpoles.
Reading is also involved with as a way of researching questions and finding answers. We use a range of Steve Parish books as they have beautiful photographs and information on Australian animals and birds. We also have made good use of the FREE Field Guide to NT Fauna app for the ipad as we research different animals to identify them and find out more about them.
Technology and Design, for us, is all about using recycled natural materials to make something new. My son has plans this year to build a bird nesting box from a range of recycled wood. He has already drawn up plans with measurements on how he wants to do this and has researched which birds may use a nesting box.
I hope this has given you some idea about how to use the nature curriculum to learn not just about science but a range of subject areas and to explore them in depth. You can follow along and see how we continue to use The Nature Curriculum this year for learning on Facebook and Instagram.
"Believe me, you will find more lessons in the woods than in books. Trees and stones will teach you what you cannot learn from masters" - St Bernard of Claurvaix
This blog post has been linked up with:
Stem Saturday - Blog Hop and Link Up
Anterior Commissure in Brain
The Anterior Commissure is a round bundle of nerve fibres that crosses the midline of the brain near the anterior limit of the third ventricle. It consists of a smaller anterior part, the fibres of which pass in part to the olfactory bulbs, and a larger posterior part, which interconnects the left and right temporal lobes.
Its functions are not yet clear; but it is theorized that the Anterior commisure has to do with sexual orientation.
The Anterior Commissure is used in conjunction with the Posterior Commissure to establish standard alignment for the brain. Standard alignment is achieved when the AC and the PC are in a horizontal line:
La función de reproducción
Ficha descargable en pdf publicadas en el el blog de aulascp que se puede utilizar de repaso o ampliación.
Read more »
TMJ Anatomy
The temporomandibular joint (TMJ) or jaw joint is a bi-arthroidal hinge joint that allows the complex movements necessary for eating, swallowing, talking and yawning. Dysfunction of the TMJ can cause severe pain and lifestyle limitation. Temporomandibular disorders are common and sufferers will often seek physiotherapeutic advice and treatment. Good knowledge of the anatomy of the TMJ and related structures is essential to correct diagnosis and appropriate treatment.
Joint
Capsule - The capsule is a fibrous membrane that surrounds the joint and attaches to the articular eminence, the articular disc and the neck of the mandibular condyle.
Articular disc - The articular disc is a fibrous extension of the capsule that runs between the two articular surfaces of the temporomandibular joint. The disc articulates with the mandibular fossa of the temporal bone above and the condyle of the mandible below. The disc divides the joint into two sections, each with its own synovial membrane. The disc is also attached to the condyle medially and laterally by the collateral ligaments. The anterior disc attaches to the joint capsule and the superior head of the lateral pterygoid. The posterior portion attaches to the mandibular fossa and is referred to as the retrodiscal tissue.
Retrodiscal tissue - Unlike the disc itself, the retrodiscal tissue is vascular and highly innervated. As a result, the retrodiscal tissue is often a major contributor to the pain of Temporomandibular Disorder (TMD), particularly when there is inflammation or compression within the joint
Ligaments
The ligaments give passive stability to the TMJ.
The temporomandibular ligament is the thickened lateral portion of the capsule, and it has two parts, an outer oblique portion and an inner horizontal portion.
The stylomandibular ligament runs from the styloid process to the angle of the mandible. The sphenomandibular ligament runs from the spine of the sphenoid bone to the lingula of mandible.
The oto-mandibular ligaments are the discomalleolar ligament (DML), which arises from the malleus (one of the ossicles of the middle ear) and runs to the medial retrodiscal tissue of the TMJ, and the anterior malleolar ligament (AML), which arises from the malleus and connects with the lingula of the mandible via the sphenomandibular ligament. The oto-mandibular ligaments may be implicated in tinnitus associated with TMD. A positive correlation has been found between tinnitus and ipsilateral TMJ disorder. It has been proposed that a TMJ disorder may stretch the DML and AML, thereby affecting middle ear structure equilibrium. “It thus seems that otic symptoms (tinnitus, otalgia (ear pain), dizziness and hypoacusis) corresponding to altered ossicular spatial relationships (such as conductive middle ear pathologies) can also be produced from masticatory system pathologies.”
Muscles and Jaw Movement
The jaw can move forward and back, side to side and can open and close. Each of these movements are performed by a number of muscles working together to perform the movement while controlling the position of the condyle within the mandibular fossa. Chewing and talking require a combination of jaw movements in a number of directions.
- Opening – inferior head of lateral pterygoid, anterior digastric, mylohyoid. Opening is also controlled by eccentric contraction of the closing muscles against gravity. Opening is a complex movement consisting of an early rotary component in the first 2-3cms of movement with a forward glide towards the end of range. The articular disc moves forward with the condyle as it glides forward, effectively extending the superior articular surface of the mandibular fossa.
- Closing – masseter, anterior and middle temporalis, medial pterygoid, superior head lateral pterygoid.
- Protrusion – bilateral contraction of the lateral pterygoid.
- Retrusion – middle and posterior temporalis, possibly helped by deep posterior portion of masseter
- Laterotrusion (side to side) – ipsilateral middle and posterior temporalis, contralateral inferior head lateral pterygoid.
 |  |  |
The Mind and Brain Functions and Physiology
The most important fact is that the brain is the organ of the mind and the mind is like the software of a computer. The mental functions are related to the cerebral cortex of the brain. In humans the cerebral cortex is better developed than the inferior animals. Our sense organs are like input devices of a computer. Our brain processes and stores the data in encapsulated form with respect to attributes. Our ears transmit sound signals to our brain, which are analyzed by our mind and classified as noise, vocal audio and music. Music files are further categorized as per specific attributes and stored in our brain. Whenever we listen to the same sound again we could easily name a person as per tonal quality of voice, instrument as per the pitch and rhythm of the music and the birds and animals as per their specific vocal attributes. Human mind is capable of distinguishing a variety of fragrances and odors, human faces and pictures, fonts and shapes, smooth and rough surfaces, bitter, sweet or sour tastes etc. Expressions of thoughts and emotions are special functions of our mind.
The brain, like other organs is powered by chemicals. Whenever the chemistry of brain is disturbed, mental symptoms are an early result. The glucose and oxygen have a vital role in the physiology and bio-energy generation of our body. The anoxia (low oxygen supply) of airmen and in the early stages of anesthesia may lead to chock. The hypoglycemia in diabetics on insulin therapy has been known to cause insulin shock or hypoglycemic shock. Certain groups of chemicals or drugs can cause mental disturbance and there are other chemicals or drugs which are capable of improving the mental function. For example hallucinogens like LSD disturb the mental functioning of normal people whereas tranquilizers and psychic energizers are known to improve the mental functioning of abnormal people. Except the numerical ability, the human mind and brain are faster than any computer in answering a variety of questions related to memory and experiences. Till date no computer could store the attributes of taste, smell, feelings and emotions. The super programming and coding of our mind is updated every moment through our observation and experience.
How Do We Make Electricity
A truly interesting interactive activity to learn how we produce electricity. It is developed by The Childrens University of Manchester.
Read more »
Subscribe to:
Posts (Atom)