We have also found another page where they appear in iTunes websites related with Knowledge of the Natural, Social and Cultural Environment.

This is the link of the website : https://itunes.apple.com/es/app/el-cuerpo-humano/id682046579?mt=8

We have found some different websites focus on virtul activities for children of primary education which are divided by cicles and levels.

First one: http://usalasticenconocimientodelmedio.wordpress.com/

Second one: http://wikirecursostic.wikispaces.com/CONOCIMIENTO+DEL+MEDIO#seres vivos

We have found some websites where teachers can improve knowledge of students about virtual exercises.This website is divided by cycles of primary education and different levels of each student for developing the contents in an easy way.Here children can learn in an interactive way the English class, learning grammar, use of English, vocabulary etc..
There are different activities, according to different levels of English, cycles and primary grades.
The activities are based on filling the gaps, points pointing the right choice or choose the appropriate option
First website about english : http://www.juntadeandalucia.es/averroes/ceip_san_tesifon/recursos/ingles/act_interactivas/act_inter_index.html

Second webpage: http://www.learnenglishfeelgood.com/sp/ingles-articulos-varios1.html

Third website: https://itunes.apple.com/es/genre/mobile-software-applications/id6017?mt=8

This is the main page. We have chosen several pages because they seem more fun for children but there are more pages where they can learn.

The first one is ‘ aprende inglés con Duolingo’ . To enter the site you need to register it from facebook or your email address.

MATHEMATICS

We have found multiples pages about ICT in mathematics for primary
education. Through these pages children may learn the contents easily and
they can solve their doubts.

NATURAL NUMBER AND NUMERATION SYSTEMS
Vertical abacus: http://nlvm.usu.edu/en/nav/frames_asid_209_g_1_t_1.html?
open=activities&from=category_g_1_t_1.html

With this manipulative, you can represent place value and exchanges in base 2, base 5, or base 10. Set the
desired base with the up and down arrow buttons below the workspace. Chips in columns then represent units (1), bases (2, 5, or 10), and base-squared (4, 25, or 100), as indicated by the numbers at the top of each column.

Note that chips can be dragged within a column but not from one column to another.
• Add chips
• Remove chips
• Exchange chips
Add chips

Click on the button at the top of a column to add color-coded chips (yellow for units, green for bases, blue for base-squareds).

Remove chips
Hold down the Shift key and click on a chip to remove it.

Exchange chips
When you have enough yellow chips to equal the base (5 in base 5, for example), you can exchange them for a single green chip (representing 5) by clicking on the left-arrow between the columns.
Similarly, with enough green chips in the base-column, you can exchange them (using the left-arrow) for a single blue chip in the base-squared column.
Right-arrows make exchanges in the opposite direction, say, in base 5, a blue chip for 5 greens or a green for 5 yellows.

Arrows only become active (shown as black) when an exchange is possible. Thus, in base 10, when you have 10green chips in the middle column, two arrows are active, so you can exchange all 10 for a single blue chip (left arrow), or exchange one green for 10 yellows (right-arrow)

MULTIBASE BLOCK:
Base blocks consist of individual "units," "longs," "flats," and "blocks" (ten of each set for base 10). They can be used to show place value for numbers and to increase understanding of addition and subtraction algorithms.
• Enter base block pieces
• Set the base and number of decimal places
• Representing numbers
• Exchanging and grouping pieces
• Show problem and next problem

Enter base block pieces
Click on the blue icons at the top of each column to enter units, longs, flats, or blocks.
Set the base and number of decimal places
You can work with base blocks for any of the bases 2, 3, 4, 5, or 10. The default setting is base 10. Click
the up or down arrow buttons to change the base. All problems and numbers are represented in the base
shown. The default is whole numbers (no decimals shown), but changing the number of decimal places
changes the meaning of each column. Thus with Dec. place = 1, the right-most column represents the
number of tenths (in base 10), etc.
Representing numbers in the selected base
The number represented by the entered base blocks is automatically updated and shown at the left of the
workspace. If you move base blocks into a wrong column, say a long in a flat column, or if there are too
many blocks in a column to represent a number in the specified base, then the number representation at
the left is blanked out. It reappears when you make changes that define a number.
Exchanging and grouping pieces
You may drag a base block into a column to the left or back to its appropriate column, but when you move
a block one column to the right, it breaks apart to show that you have made an Exchange (as, for example,
a 10-long is exchanged for ten units, or a 5-flat is exchanged for five 5-longs). To group pieces to make an
exchange the other direction, click and hold the mouse key down while dragging a rectangle to "lasso" the
pieces. Thus, in base 5, you can "lasso" five units to make a long piece or you can lasso five flats to make
a block. The newly grouped object can then be dragged into the next column.
Show problem and next problem

Click the Show Problem button to be given an exercise in the specified base. There are two types of
exercises, those that ask you to enter base blocks to represent a particular number, and those that ask you
to rearrange the given blocks to represent a number.

ARITHMETIC

http://nlvm.usu.edu/en/nav/category_g_1_t_1.html

ALGEBRA

http://nlvm.usu.edu/en/nav/topic_t_2.html

 VIDEO ON ADDITION STANDARD ALGORITHM:

https://www.khanacademy.org/math/arithmetic/addition-subtraction/addition_carrying/v/addition-4?playlist=Arithmetic

   GEOMETRY

   GEOGEBRA 

   

   http://www.geogebra.org/cms/en/

   

   

    VIRTUAL GEOBOARD

A physical geoboard is a board with nails hammered into it. Shapes are created by stretching elastics around the nails.

Using this virtual manipulative you may:

• Add a geoband to the board

• Connect a geoband to additional pegs

• Remove a geoband from a peg

• Remove a geoband from the board

• Make closed shapes

• Make open shapes

• Color the area inside of a geoband

• Clear the geoboard

• Measure perimeter and area

Add a geoband to the board

1. Click and hold down the mouse button on the geoband button near the top left corner of the geoboard.

A geoband will appear under your mouse.

2. Drag the geoband to a peg and release the mouse button.

The top part of the geoband will attach to the peg.

3. Move a geoband to a different peg by clicking and dragging the top half of it.

4. Attach the other end of the geoband to another peg by clicking and dragging the lower half of it.

Connect a geoband to additional pegs

1. Click and hold the mouse down on the midpoint of the geoband.

A new point will appear on the geoband.

2. Drag the point to the peg you want to attach it to.

3. Release the mouse button.

The geoband will be attached the peg.

Remove a geoband from a peg

1. While holding the Shift key down on your keyboard, click on a peg that a geoband is attached to.

The geoband will be removed from the peg.

Remove a geoband from the board

1. Click on a geoband.

2. Click the Delete button or press theDelete key on your keyboard.

The geoband will be removed from the board.

Make closed shapes

A closed shape is one for which the ends of all sides connect to other sides. To create one:

1. Use one geoband connected to three or more pegs.

Make open shapesAn open shape is one for which ends of at least one side does not connect to other sides. For example: a line, 

angle, or multiple angles. To create one:

1. Use one or more geobands to create a shape where the ends do not meet.

Color the area inside of a geoband

1. Select the shape to color by clicking on one of its sides or corners.

The sides of the shape will turn blue to indicate that the shape is selected.

2. After selecting a shape is selected, click on one of the colors in the pallete to the left of the geoboard.

The color of the selected shape will change to the color that you clicked on.

Clear the geoboard

1. Click the Clear button. All geobands will be removed from the geoboard.

Measure perimeter and area

1. Click the shape to measure.

2. Click the Measures button.A text area will be displayed giving measurement information for that shape.

GEOMETRIC TRANSFORMATIONS OF PLANE FIGURES AND SPATIAL VISUALIZATION

ISOMETRIES http://www.youtube.com/watch?v=Oa-72NDu8MY

Geometric transformations/movements in the plane

Rigid transformations/movements in the plane

Transaltion, Rotation, Reflection

GEOGEBRA (TRANSLATION)

http://www.geogebratube.org/student/m7228

REFLECTION SYMMETRY

One figure has reflection symmetry if there is a line that divide the figure

in two parts in a way that one part can be obtained by reflection the 

other part using the line as reflection axis.

http://www.mathsisfun.com/handle-404-sorry.php?uri=%2Fgeometry%2Fsym&ref=

We decided to use this page for children learn through fun games and
activities the main contents of this cycle.

http://www.pipoclub.com/webonline/flash/sistema/concurrentes/concurrente
s.swf?vnickbase=demo&vsessionid=5fd83557a35c9a9d0bff64b229f16b14

   VOCABULARIO



    VERBOS
        



  

   LECTURA

   

    

   




    COMPRENSIÓN LECTORA

    ORTOGRAFÍA

    EJEMPLO B Y V



    ABECEDARIO



    ACTIVIDAD MAYÚSCULAS Y MINÚSCULAS

    SINÓNIMOS Y ANTÓNIMOS

    LOS ARTÍCULOS

    PALABRAS COMPUESTAS

ICT IN PHYSICAL EDUCATION

As we have show in this blog, technology is covering all subjects of education, included Physical education.

Physical education will benefit from the technology, but undoubtedly the "digital competence on information processing " will also be stimulated from the potential of physical activity . Students are curious to be seen in videos or photos, manage programs that have served or will serve in the subject, meet results, rankings, schedules, etc… The concept of using ICT more as a tool to an end, finds in Physical Education a key ally.

With the advent of ICT students takes center stage, we can say that the roles of teacher and student are rearranged and new patterns of interaction are generated.

In relation to teachers, as help, there is a Curriculum Guide , an online tool for basic training of teachers through new information technology that provides the possibility that the teacher interrelate and interact with their academic peers in different academics and social contexts. They make use of the online conversations <chat> , forum , email and virtual education programs , which have become significant means to facilitate the socialization of professional knowledge and discipline , which are key elements in the formation of new communities academic locally, nationally and internationally.

The guide also has a software where there are video in the engine field (Corporal education , Physical education , Recreation and formative sport) , to part with rounds and songs for kids and a basic dictionary of Physical education .

Real examples and projects inside the technology of physical education.

1-EDUC.AR

More and more teachers of Physical Education think that ICT are a way to enrich their classes. In this way explains it Professor Martin Thebes, the José Hernández School in Moreno, Buenos Aires, who told the benefits ICT brings to their area of work with netbooks of Connect Equality Program.

As Thebes explains, one of the main uses is the ability to watch and share videos that illustrate the information given in class about techniques and exercises for each sport, and others, more information-related with history, rules and tactics of the treated subjects.

Notably, ”Canal Encuentro” made ​​a series of animated micro-intended-to the kids where show, agile and fun, the history and rules of different sports.

http://www.youtube.com/watch?v=9Nmew1RiY9E#t=12

http://www.youtube.com/watch?v=OWd7_0Nn1QY

http://www.youtube.com/watch?v=72PKhcfxtIM

For the little ones

Considering how important it is to encourage early age sports activity, some platforms exist for early education and early grades of primary education. Here we show two sites with activities for the kids.

Ludos-Project: a multimedia educational resource that deals content of Physical Education, structured in each cycle of primary education.

http://contenidos.educarex.es/cnice/2006/ludos/alumnos.html

Values are in the game: made by the Physical, Sport and Healthy education group of investigation, of the University of Sevilla (España), works the values of respect, solidarity, cooperation and overcome by educative games.

http://www.juntadeandalucia.es/averroes/html/adjuntos/2007/10/11/0009/index.htm

2 - INTRODUCTION OF TICS’ GAMES IN PHYSICAL EDUCATION

In the general field of Physical Education, the technologies used were limited. The basic material consisted of the timer, daily class, blackboard, etc… These tend to be replaced, in a few cases, by other procedures or instruments, owing to ignorance, lack of specific training or lack of financial means.

But a Working Group: "New Technologies Applied to Physical Education" from Almería, has created a very useful program for physical education games.

If we choose the option of start games, a new slide will appear with the tittle of games menu (figure 2) that, at the same time, has different options.

These options have others sub options that allow us choose the games depending of the characteristics that we want. For example, if we choose the option by blocks, will appear a slide (figure 3) where we can see the classification of games. In this way we can choose the wished block.

When we got to every game we can distinguish twelve sections (Figure 4) which is described briefly:

• Name of the game: We have tried every game with a title that can thoroughly fit the basic concept that he developed in a way that is easy an approach to the main idea.

• Stage: In this first edition we have focused our work on the period between six and twelve, corresponding to primary education developmental period .

• Cycle: All games are classified according to the adequacy of the same three cycles of primary education .

• Location: the most appropriate for the game can be made ​​in the best condition points are specified.

• Material: One of the possibilities of this work is to make a selection of games based on the material available to us. Nevertheless, we have selected the games considering that the required material was readily available and common in the usual places for the practice of physical activity.

• Aim to develop: The objectives are formulated in the form of capacity so that they can be present at all times respects pursued reach and influence those who must .

• Specific Block: Obviously there are many classifications of games on the aspects considered . We have chosen to classify and group them into specific blocks , according to the Royal Decree 1344/1991 of 6 September and Decree 105/1992 of June 9 for which corresponding to physical education lessons are set .

• Organization: In this section, which is indicated groupings needed to carry games ( large group , small group , trios , pairs or singles) . These groupings are approximate level, as a function of the reality in which we find ourselves, may be subject to change. The importance of this section may be in the forecast of the material, space and time needed to do it.

• Development: Without wanting to dwell too , we performed a brief description of how the game should be developed and where all these aspects to remain collected.

• Rules: the basic rules that must be taken into account in the same contribute and be based on which it will run.

• Variants: In this section some variations, changes and modifications may be made and will enrich the games listed.

• Graphic: have seen fit to introduce in each game a graph can help you understand it. Thus, after a first reading of written text, it will be easier to remember the game by quickly display the accompanying illustrations, which will reduce the preparation time of the sessions.

If the chosen option is listed (Figure 5) , another screen with several options that allow you to obtain lists of different games that have the desired characteristics appear .

Another option is the information . This will give us detailed information of how to properly use the database as well as the importance of today 's use of games in the educational activity.

The literature option will show what the literature sources that have served as the basis for developing the game file .

Finally , we have the option of leaving the program with which we will leave the database and end your use .

Finally, the database offers the ability to select and print listings several games based on the selected parameters and the different objectives to be achieved.

We have also found some games with Tics

CLICK Package: Jocs tradicionals Valencians

The package is subdivided into four more : CONEIX jocs els , A play , Al mestre i Crédits ! . Puzzles , word associations , etc : about 40 typical CLIC activities are presented in the first two . The third present some ideas for its implementation and the fourth just see the credit relationship .

Students , second and third cycle, the first two work exclusively . They also help a notebook and a dictionary of Valencian language to solve linguistic doubts.

Normally you only have one or two sessions .

This acTICvidad is in the UD Jocs tradicionals I usually develop just before the Easter holidays . During these weeks, students learn to play those childish games -traditionally playing in the streets of towns and cities to this day , in traffic and " plei " have been the cornering . In those ten sessions build the necessary materials , agree to the rules, choose the pitch , play and in addition why not ? go to the computer lab to learn more with the help of this package.

Activities with Hot Potatoes: Ready, set, go!

Within the web of the school, the physical education area also has its place, and hung on it, a page with links to activities carried out with the free Hot Potatoes. Students have access to it and develop on-line activities.

Activities (over 40) are grouped thematically into six blocks of content: Your body, Your Health, Physical Education, Sports, Games and Monographs. They have been designed using the type that the program allows: JCloze, JCross, JMatch, JMix, JQuiz.

This acTICvidad is not included in its entirety in any UD The idea is that the different units that perform along the course aimed inter alia at some sessions they can work some of its contents through the proposed activities on the web.

Finally we have found a web game. With this you can learn about the different games that exist in the world.

Click here and see it.

http://www.juntadeandalucia.es/averroes/~cepal2/moodle/mod/resource/view.php?id=2182

iTunes U

Looking deeper in the Apple webpage, in the Education section we have consider this application very useful for teachers for complete courses. Here there is the link to go directly to the web:

https://itunes.apple.com/es/app/itunes-u/id490217893?mt=8

iTunes U

Apple

Description

The iTunes U app gives you access to complete courses from top universities and schools, and the largest digital catalog of free educational content in the world, all from your iPad, iPhone or iPod touch. Whether you are studying to biology as if she teaches Spanish in high school or just interested in European history, you now have the ideal solution to help you learn anytime and anywhere tool. 

Take advante of a great app for learning.

Your students can access courses that make using the free iTunes U app for iPad. This comprehensive app allows them to have all the course material at your fingertips.

1. Students can view all course exercises in a list and check off each task as the van doing.

2. When a student makes some notes while watching a video, iTunes U recalls its position.

3. iTunes U brings all the notes in one place, whether a book, a video or a class.

4. Students can access all course materials directly from the iPad.

An entire course in one app.

From the iTunes U app, students can play classes in audio or video and make annotations synchronized with the class. They can also read books, view presentations and view a list of course work that will be dialed as the ending. Also, when you post an update or send a message to the group will receive a push notification with news. 

Everything works like a charm.

iTunes U integrates with iBooks and other apps for students to take the course a day like that. For example, books that are added to the course are available from the app itself, you only have to touch them to start reading the assigned chapter. The notes taken in iBooks are summarized in iTunes U app for easy reference. And if you see an exercise includes a video clip with a touch leads to the exact point. In addition, updated iTunes U keeps documents, notes, highlights and bookmarks fragments on all devices.

Disining a course is the easiest thing in the world.

iTunes U Course Manager is a simple tool for Apple browser that lets you create a complete course with all your digital materials.

Course content.

Your iTunes U courses may include all items you would use in a traditional course: curriculum, forms, questionnaires, etc.. Also, you can add your own classes in audio or video, plus interactive elements such as links and Internet content, the iBookstore, the App Store and iTunes Store. You can also use materials half a million free public resource Catalogue of iTunes U, including audio and video content created by museums, universities, cultural institutions and other organizations.

Distribute it to your students.

To distribute among your students a course, simply invite them to sign up with a code or URL that allows them to apply for registration. This private distribution of courses is available to all teachers who enroll in iTunes U, regardless of whether your school participates in the program. 

Share your training with the world.

If you give class at a center that has a public iTunes U site, your courses can be part of the largest online catalog of free educational content in the world. Stanford, Yale, Oxford, UC Berkeley, MoMA and the New York Public Library are among the hundreds of institutions that share courses, classes, videos, books and other resources for students and enthusiasts worldwide.

Regardless of the subject you teach and where to do it, you can create and distribute a course privately and for free among your students. 

iTunes U Guidelines
Creating your course
Overview
With iTunes U, it’s easy to create your own custom courses for iPad and teach them in your classroom. And the iTunes U app puts all the materials you create for your course—syllabus, videos, apps, books, class assignments, and more—all in one place. Right in the app, your students can play video or audio lectures, read books, and view presentations. They can also see a list of course assignments, then check them off as they’re completed. And when you create a new post, students receive a push notification.
Anyone can create courses using iTunes U Course Manager, an easy-to-use web-based tool. To create a course, simply gather all the materials you need and follow the steps in iTunes U Course Manager.
Courses can include your syllabus, handouts, assignments, and other items. You can include content from the iBookstore and the App Store, as well as links from the Internet. And you can link to materials from over 500,000 selections available on iTunes U, including audio and video content from the world’s leading education institutions. Once your course is ready, it’s easy to share it with your students or publish it to your institution’s iTunes U site.

Contents
1. Getting started
2. Editing and organizing content
3. Adding posts, assignments, and materials
4. Best practices
5. Managing enrollment
6. iTunes U Guidelines
7. Creating your course

Getting started
To get started, log in to iTunes U Course Manager using your Apple ID. If you don’t have
an Apple ID, visit My Apple ID to create one.
The first time you log in to iTunes U Course Manager, you’ll be prompted to enter information
about yourself, including your bio and photo as well as your primary institution.
This profile information will automatically populate the “Instructor” page of your courses.
All the courses you create will reference your profile, which you can edit at any time.

After you save your profile, you’ll see your dashboard. To create a new course, click Create New Course. You’ll see the New Course Settings screen where you enter information about your course.

1. Enter the course name, your institution, and your department.
2. Choose a category and a subcategory, as well as a level and language.
3. Add a description— this is your chance to tell students about your content and to set course expectations. For example, you can include a summary of the course structure, or perhaps expectations and goals.
4. Choose whether your course will be Self-Paced or In-Session. Choose Self-Paced if you want students to go at their own speed. You can include the expected course duration and you can make updates at any time. Choose In-Session if you want students to follow along as you’re teaching. In-Session courses are organized around a calendar and include a start and stop date, as well as assignment due dates.
5. Select a license for your content. A variety of options are available, including the standard Creative
Commons options.
6. Upload a compelling image that represents your course. Use an image that’s at least 600 x 600 pixels, with a maximum file size of 10MB.


When you finish entering the information in New Course Settings, click Save and you’ll
see your dashboard again. All the courses you create appear in this dashboard. You can
see at-a-glance information about each course, as well as how much storage you have.
Select the course you want to edit to add posts, assignments, and materials.

Editing and organizing content

You’ll build your course using the Overview, Instructor, and Outline pages.

The Overview page contains the information you already added from your course
settings, including the course description, your institution, level, and so on. You can
edit your course information at any time.

The Instructor page contains your profile information, including your photo, background,
and other courses you teach. You can edit this at any time.

The Outline page is where you enter your course syllabus. For self-paced courses, enter
your entire course outline. For in-session courses, you can add outline topics as you go.

All your posts and assignments will be associated with topics in your outline. You can
enter your outline directly into iTunes U Course Manager and include up to two sublevels,
or you can paste a plain-text outline into this field.

If you have topics that don’t fit under Overview or Instructor pages, you can add new
pages. Examples of new pages could be course policies, prerequisites, learning outcomes,
or anything you think would be useful for students taking the course.

Adding posts, assignments, and materials

Use posts, assignments, and materials to add content and context to your course.
Communicate directly with students by creating posts that relate to your outline topics.
For example, a post might be instructions, explanations, or a lecture summary. To enter
a post, choose a topic from your outline, create a post title, and then write the body of
the post. You can reorder posts by dragging a selected post to a new location in the
outline.

You can create an assignment on any post. An assignment is a task or to-do that students
should complete. You can enter as many assignments as you want for each post, and you
can reorder assignments by dragging a selected assignment to a new location within a
post. For in-session courses, you can select a due date for each assignment.

 Assignments can include many types of materials that are part of your course, such
as videos, audio files, web links, apps, books, documents, and presentations. You can
add content from the App Store and the iBookstore, and you can even upload your
own original materials.

Best practices

Keep the following in mind as you create your course:

• Display. Use short titles for posts and assignments so students see the most important
information at a glance.
• Materials. You can add materials to your course from the Posts tab or the Materials tab.
• My Materials. You can also add materials using the My Materials feature—a list of
all your materials that can either be associated with your courses or not. Use your
My Materials list to add materials if you’re teaching several courses that use the same
materials. You can also use it to keep a wish list of items for use in future courses.
• Deep linking. Link to a particular start and stop point in a video or to a particular
chapter in a book so that students can go directly to the content you’ve assigned.
• Upload original materials. You can upload original materials, such as presentations,
worksheets, videos, and books, so everything students need to complete your course
is one tap away.
• Duplicate your course. You can make a copy of your course by clicking Duplicate in
the dashboard next to the appropriate course. You can edit the copy of your course
however you like, such as changing it from in-session to self-paced.
• Announcements. If you’re teaching an in-session course, you can send announcements
to your students at any time; these announcements are not connected to a topic in
your outline. Announcements might be administrative notices to students, such as a
canceled class or a change to a test date.
• Preview your course. Preview your course on an iPad, iPhone, or iPod touch before
sharing it with your students so you’re certain it appears and functions the way you
intended it to. To preview your course, tap the Shortcut link from your iOS device.
• Affiliate your account. If your educational institution has a public iTunes U site,
affiliate your iTunes U Course Manager account with your institution. This gives you
unlimited upload space, courses, and enrollment. This also allows you to submit your
course to your public site administrator for publishing on your iTunes U site. If your
institution doesn’t have a public iTunes U site, visit eduapp.apple.com to learn how
to join.

Managing enrollment

When you’re ready to invite students to enroll, click Share Course from the roster, and
send the course enroll code or shortcut link to your students. When a student enters
the enroll code in the iTunes U app or clicks the link from an iPad, iPhone, or iPod touch,
you’ll receive the enrollment request and be able to approve or block it. If you are not
affiliated with an institution with an iTunes U site, you are permitted to have up to 50
students enrolled in each course.

If you’re affiliated with an institution that has a public iTunes U site, you can request
that your course be published in the iTunes U Catalog—the world’s largest digital
catalog of free education content. Just click “Submit Course to iTunes U Catalog” from
the Course Settings page.

For additional help and guidance, and to browse the iTunes U Course Manager
community, visit the iTunes U Support page.