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Cycle 3
Water has amazing properties. Thus, it “takes more space” (it expands) when it freezes, unlike almost all other liquids. This explains why water pipes sometimes burst in winter and that we should not put closed bottles filled with water in the freezer. This is what is called the “anomaly” of water.
Created on 28/08/2012 | Author Melanie Schultalbers
5
Cycle 3
The students are asked to design simple circuits (revision of the previous school years) with the added difficulty of connecting batteries. The students then manipulate motors, forcing them to consider the direction of rotation in relation to the battery connection. In an extension of work done previously, students must build a “tester” circuit to test materials. The last and most important part of the module is to study the circuits comprising at least two devices in operation to differentiate series circuits from parallel circuits.
Created on 28/08/2012 | Author Jean-louis Alayrac
0
Cycle 3, Secondary/High
“My House, My Planet... and Me!” is an educational project for sustainable development on the theme of eco-habitat. Students study the impact of habitat on the environment and understand that greener building practices are possible. They work on the control of energy, materials, shape of buildings, water management and the relationship between the habitat and the neighborhood.
Created on 01/11/2011 | Author David Wilgenbus
4.5
Cycle 3
Wind, sun, falling objects: The students are encouraged to design and carry out experiments that highlight different sources and forms of energy.
Created on 15/03/2007 | Author Travail collectif
3.5
Cycle 3
The pupils are engaged in the technological design of an object: they must draw a construction plan for a crane. When making their prototype, they learn to cut, drill, and assemble the material (wood) with specific tools. This module allows pupils to identify problems related to the concept of balance through the construction of a crane.
Created on 01/02/2004 | Author Helene Merle
0
Cycle 2, Cycle 3
Proposal of pedagogic tips for the realization, on the basis of a small sample, of a tree that illustrates the ties existing between living beings. Activities are specifically described in the sequences "Classify the animals of the temperate forest" (children 7-9 years old), and "Classify the animals of the fish market" (children 9-11 years old).
Created on 01/08/2002 | Author Guillaume Lecointre
3.5
Cycle 3
This module highlights the problems posed by the waste produced by human activities and the possibilities for processing this waste.
Created on 01/01/2002 | Author Travail collectif
0
Cycle 3
Know that the Moon revolves around the Earth.
Created on 01/01/2001 | Author Travail collectif
0
Cycle 1, Cycle 2
After having observed their shadows in the school yard, students record the changes in the height and shape of an object according to its position in relation to a source of light. This sequence aims at establishing connections to link an action to its consequences, and to use a model that serves as a pattern to study the parameters that can influence on natural phenomena.
Created on 01/01/1999 | Author Travail collectif
0
Cycle 1
During this sequence, students observe an anthill to study ants' food preferences.
Created on 01/01/1998 | Author Mr Chauvin
0