ENERGY CLUB In our school, We have

students free activity

clubs.Students choose their

club in first week of the school

year. And they study for their

activiy club for one year with

their friends and club teachers.

This year the most

hardworking club has been the

ENERGY CLUB.They come

together with their teachers one

hour in per week.They have

started a school project and

they study for their

friends,teachers,parents and for all school and maybe for

all of the village to have awareness about the global-

warning and depletion of energy sources.

SOME ACTIVITIES

OF ENERGY CLUB

They prepared

warning signs about

the correct use of

water, heat and

lights sources and hang on the walls of toilets and

classes.

Their Club Teacher, Yasemin Tutkun give seminars

to our school staff, students, and parents of students.

Club Teacher and club students visit the homes of

their friends to see how they use energy in their

homes.

They plant trees in school garden

A little note from our energy club students to their

friends from different countries;

! In one second time, 130 mL water flows

from the tap,That means while you brush

your teeth(in 3 minutes) , you waste 23,4

Liters water.

A photo from a sketch

Students of school

energy club

prepared little

sketches to draw

attention to

importance of

energy sources

and global-

warming.

In the World of Inventions

An exciting exhibition titled

“In the World of Inventions”

was organized in our school

library. Pupils got to know

about the way of making lin-

en material, they were in-

formed about the past life

daily tools and devices. An old iron heated by the coal,

water yokes, Edison` s gramophone, slide projector,

adapter, vinyls and “Pionier” radio were watched by the

children with a great interest. These and other tools and

devices made the world from the 19th and 20th century

closer.

Our Experiments

What lives in the ground? What swims and

what sinks? How do the balloon fly? Does

the water have skin? Our guests tried to get

to know the answers during the School Open

Door Day which took place at our school.

The classrooms turned into mysterious laboratories, in

which many games and experiments took

place. They were mainly connected with the

water, air, space, light and sound. In the

World of the Earth children got to know not

only our country` s specimens but also from

other foreign lands. The Land of Lights and

Shadows took us to the charming plays. We

could also see different cells that are invisible

without special equipment in the Land of Micro World.

In the World of Astronomy

The VI a class participated in the inter- school contest

on the sport and astronomy knowledge. We took third

place. Teams consisting of three representatives, gave the

answers to the questions about space (Karol Lange,

Michał Szyborski, Karol Wójcik)- and we were the best at

it. In spite of this, the teams prepared the post stamp pro-

ject (Aleksandra Mizerska, Kinga Stancel, Daiana Suszek)

and the space costume. The costume “Space Sumo” was

designed by Karolina Baprawska, Klaudia Palkowska and

Michał Szymborski.

We collected, carried and got satisfaction

Few days ago the students from VI a class carried many

plastic nuts to the High School no 4. Nuts

were collected in order to help raise the

money for the wheelchair for a student

from that school. All students who joined

this action, and thanks to whom we col-

lected many bags of nuts, may be satisfied

that they could help other person to fulfill

his or her dreams

The experiment with water

Needed for the experiment are: half an

orange, one plate, four matches, water,

0ne glass

First pour water on the plate. We then

plugged in four matches in a half an or-

ange, burn the match and cover glass. Af-

ter a while the water is drawn into a glass.

MELTING AND FREEZING On one of the Physics lessons we were examining the

melting and freezing of the

solids. Examining the

melting and freezing of the

ice would be the simpliest

way but it is very difficult to

freeze the ice in a laboratory

so we have chosen a white

crystalline substance – the

sodium thiosulfate.

We started heating the sodium

thiosulfate on 22 °C. We did not put it directly above the

flame but we were heating it in some water. We had

a look at it every 30 seconds and wrote down the

temperature. We realised its temperature had been

continuosly rising until 48 °C. Then the temperature did

not change in spite of the fact that we had cuntinued the

heating. The sodium thiosulfate has melted and the crys-

tals have changed into liquid. In some time the tempera-

ture of the liquid started to increase again.

Later we stopped heating and the liquid started getting

cool. Its temperature has not changed on 48 °C but it got

cool in crystalline form.

This experiment shows some heat is needed for melting

of crystalline substances and the heat has to be taken

away at freezing.

ROBOTICS We have Robotics as an extra-

curricular activity at our school. On

the first lesson we constructed a

robot from a lot of small pieces. On

the other lessons we made

programmes for it on the computer.

Later we equipped the robot with

various sensors, such as a distance sensor. It can identify

the distance of the robot from other objects. The light

sensor helps the robot to slow down or stop if there is

not enough light. It depends on the programme. There is

a sound and a bumper sensor too but we have not used

them yet.

I like this activity very much.

(Dávid Demjén)

Do you know, how many teeth does the

adult horse have? Solve this cipher.

Jakub Verbík, Petr

Batonožek

An interesting thing from animal word

My favourite animal is a horse, because it is the second

most faithful animal. The most faithful is a dog, I think.

But now I will write about horses. I like their noble

walking. We can breed them in a herd or separately.

They need access to fresh hay. A suitable way consists in

ensuring them free movement. If the horse is in a box he

need enough light and air.

Valerie Ferdová

A=1

B=2 C=3

D=4 E=5 F=6 G=7

H= 8

I=9

J=10

K=11

L=12

M=13

N=14

O=15

P=16

Q=17

R=18

S=19

T=20

U=21

V=22

W=23

X=24

Y=25

Z=26

20

8 5 19

20

1 12

12

9 15

14

8 1 19

6 15

18

20

25

20

5 5 20

8

1 14

4 20

8 5 13

1 18

5

-

8 1 19

20

8 9 18

20

25

- 19

9 24

20 5 5 20 8

CHICS BORN IN A CLASSROOM

Mila, one of the infant

education teachers, tells us

about the “chicken pro-

ject”:

Hello Mila, could you tell

us about the Project?

We bring an egg to the

classroom and ask chil-

dren if they think there is a chicken inside. We open the

egg and they seem sad because there is only “an egg”…

From this moment we start our project. We explain chil-

dren that chickens have a mum and dad (calle hen and

rooster) and when the hen lay eggs, they need heat and

be wet. Finally we explain them that as we can not have

a hen and a rooster in the class we take a machine, called

incubator and which will do the same task as the hen

(give heat to the eggs). Eggs must spend 21 days inside

the incubator and later chickens will be born. Children

enjoyed and learnt a lot with these activities: eggs are

also a kind of food, when a chicken grows up it becomes

a hen or a rooster… You can see here some photos about

the project…

Drought in Spain We have only seen the rain once during the last winter in

Cabanillas del Campo. It has been all the same in the

central and south areas of Spain, and even in some north-

ern areas, which is really unusual. Here are some data

which can make us realise how dangerous this situation

may be. These data have been extracted from a piece of

news by Matthew Bennett.

Spain is used to long, hot summers, of course, but this

winter is not over and experts are already calling for an

urgent declaration of extreme drought. Some say it is set

to be the driest three-month period since the 1940s.

The severe lack of water and intense frosts have all but

ruined crops across large swathes of the Spanish coun-

tryside and there are regions in which rainfall has well,

fallen, by up to 75%. New Agriculture Ministry data

shows that water levels across Spain’s reservoirs are

down 20% over the last year. The giant Duero basin has

lost more than 25% of its water. A lack of water on this

scale has also led to a massive economic problem for

Spanish farmers and crop growers. Spain’s young agri-

culture association is saying that the lack of decent pas-

tures due to effects of the drought is costing them 2 mil-

lion of euros per day more than it should in feed for

Spain’s 15 million head of cattle, pigs and sheep. They

also warn that ALL the dryland crops (wheat, barley,

olives, almonds, etc) from huge areas of central and

southern Spain (Aragón, Andalucía, Extremadura and

Castilla-La Mancha) might be lost. Spanish environmen-

tal group Ecologistas en Acción has warned that Spain’s

Agriculture Ministry urgently needs to decide on priori-

ties for the summer and that these priorities should be:

drinking water for the population, river discharge levels

and only then crop irrigation. They think things are get-

ting that bad.

Airbus adec and bio-diversity proyect Our school participates in the Project for the Conserva-

tion of the Bio-diversity, an initiative from the Airbus

Foundation which was first established in 2010

(International year for the Bio-diversity) This project is

offered to any centre which expresses a desire and pre-

sents a project. The project has a very close relationship

with the Eco-Schools programme, but any other schools

can also join it.

Basically, the project consists on developing a series of

action plans and a conduct code, which will be carried

on in each centre. These projects are, of course, focused

on Biodiversity in a number of ways: protection, recov-

ery and improvement of spaces, species and eco systems,

water, energy, waste, tourism, spare time... and how all

this can be implemented in schools.

The correct hypothesis is the No. 3