“ Bread was the basis of the medieval diet” and we  will  make bread as mediaevals. Firstly, we will watch the video  in order to understand how they made it. We will read a  replica Middle Ages peasant horsebread recipe made with heritage wheat and legumes. Inspired by Ken Follett’s book Pillars of the Earth. ​ Ingredients ​100 grams dried yellow split peas ​ 200 grams lively sourdough starter ​ 450 grams  Dove’s Farm Heritage Wholegrain flour ​50 grams pea flour ​ 10grams dried seaweed (or salt) ​ 350 ml water ​ Instructions  Wash dried yellow split peas and place them in a medium sized bowl. Cover with water and leave overnight to soak. Take sourdough starter out of the fridge and leave overnight to get to room temperature. The next morning, mix together the starter, flours, seaweed (or salt) and water until a thick wet dough forms. Leave, covered, in the bowl for 3 hours or more. Meanwhile, drain and dry split peas. Coarsely chop them and set aside. Turn dough out onto a floured

  In this activity we are going to work on the influence of Islam in our culture. From social sciences we wil work on different aspects such as art or economics. In English they´ll carry out a project on contributions from Islam and in art they´ll carry out a drawing activity of one of the geometric figures proposed by said culture. Useful resources Ricardo Revilla

  I send my task I hope it is useful for you. The cross curricular project I thought to improve social skills such as: respect for cultural differences, understanding, empathy... and to develop other subjects: Maths, Language, Art, Natural Science and Music is the following:                           WE ARE DIFFERENT BUT WE ARE THE SAME   (6 sessions) (Third level students)   MATERIALS   .- A3 Size card .- Pencil/rubber/ruler .- Colouring pencils, markers... .- Scissors .- Glue stick .- Power Point .- Internet   PROCEDURE   .- In most of our classes we have students of different nationalities besides Spanish, so we will make as many groups as nationalities and in each group there will be at least three students.   .-The leader of each group will be the student of that nationality. For example, in my group there are students from: Morocco, Peru, Venezuela, Ukraine, Iran and Colombia.   .- Each group have to do  two different task: A Poster and a Power Point   .-  Use Internet to find th

  Our kids are used to develop different activities throughout the school year, like Carnival or The worker woman day. We might employ this days to help them know more about the human being. The more they know, the better they could understand the importance it has. Unless we’re able to move them to the struggle that has meant achieving these achievements, we’ll not be able to get kids to respect and maintain them over time.   That’s our motivation to show them the whole process women had fought along the centuries to achieve this goal.   https://origins.osu.edu/connecting-history/international-womens-day Yolanda Frías

  We are dealing with “Spain in the middle ages” in a 5 th  and 6 th  grade classroom.  This is an extension activity where students have to explain what they know about some aspects of the middle ages.  I want my students to describe in a written way and then orally:  -  the feudal system of this period (king, nobles-clergy-lords, knights, peasants-serfs) and how people looked like (students are learning clothes, materials and patterns in the English area and the structures of “made of”, “look like” and the past simple of regular and irregular verbs).   - How the cities were in the period of Al-Andalus (mosques, walls, forts, souk, public baths, etc) and give examples of cities where nowadays we can see these parts (Toledo, Córdoba, Granada, Ávila, etc). Students individually have to do a written description of these two mandatory points. They are allowed to have a look at the textbook and the OneNote (bloc de notas) where they have plenty of information about the topic), but they can

  TASK FOR   SECOND AND THIRD LEVEL STUDENTS   MATERIALS   - Use Internet to find the information required and pictures. For example: https://www.nationalgeographic.es/historia/2018/10/del-antiguo-egipto-la-actualidad-las-mujeres-que-han-gobernado-el-mundo   https://www.abc.es/familia/mujeres/abci-estas-unicas-quince-mujeres-jefas-estado-mundo-201810270234_noticia.html?ref=https:%2F%2Fwww.google.es%2F   - A3 size card to make a Poster/ Leaflet/Lapbook - Pencil /ruler/rubber... - Crayons/ Markers/ Coloured pencils - Glue stick - Scissors   PROCEDURE   1.-We divide the students into teams of three kids each.   2.-Teacher gives each team the name of a woman who has ruled a country o territory in history, for example:    .-MICHELLE BACHELET (Chile)                    .-ISABEL II (España)  .-REINA VICTORIA (Inglaterra)                      .-MARGARET THATCHER (Reino Unido) .-CLEOPATRA (Egipto)                                   .-CATALINA II (Rusia) .-URRACA DE CASTILLA (España)