LEADER 01289nam a2200337 i 4500 001 991001867289707536 005 20230713095529.0 008 000308s1993 it ||| | ita 020 $a9788814038587 035 $ab11575657-39ule_inst 035 $aLE02726524 040 $aDip.to Studi Giuridici$bita 082 04$a341.481 082 04$a342 084 $aC-VI/A 084 $aC-VI/B 245 00$aDiritti umani, poteri degli stati e tutela dell'ambiente /$ca cura di Laura Lippolis 260 $aMilano :$bA. Giuffrè,$c1993 300 $a173 p. ;$c24 cm 490 1 $aStudi di diritto pubblico.$aUniversità degli studi di Lecce ;$v15 500 $aRelazioni presentate al Convegno tenuto a Lecce nel 1988 650 4$aAmbiente naturale$xTutela 650 4$aDiritti dell'uomo$xTutela 700 1 $aLippolis, Laura 907 $a.b11575657$b01-03-17$c02-07-02 912 $a991001867289707536 945 $aLE027 C-VI/A 39$g1$i2027000164561$lle027$o-$pE0.00$q-$rl$s-$t0$u2$v0$w2$x0$y.i11781658$z02-07-02 945 $aLE027 C-VI/B 36$g2$i2027000263905$lle027$o-$pE0.00$q-$rl$s-$t0$u1$v0$w1$x0$y.i1178166x$z02-07-02 996 $aDiritti umani, poteri degli stati e tutela dell'ambiente$9690621 997 $aUNISALENTO 998 $ale027$b01-01-00$cm$da$e-$fita$git$h0$i2 LEADER 01396nam 2200421 450 001 9910158653503321 005 20181114082240.0 010 $a1-4824-5637-0 035 $a(CKB)3710000001009950 035 $a(MiAaPQ)EBC5574711 035 $a(EXLCZ)993710000001009950 100 $a20181212d2017 uy 0 101 0 $aeng 135 $aurcnu|||||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$a200-year-old Bowhead whales! /$fby Leonard Atlantic 210 1$aNew York, NY :$cGareth Stevens Publishing,$d2017. 215 $a1 online resource (24 pages) $cillustrations 225 1 $aWorld's longest-living animals 311 $a1-4824-5635-4 320 $aIncludes bibliographical references (page 23) and index. 327 $aBig and old -- Long bodies -- Big heads -- Breaking through -- Filter feeders -- Just how old? -- Years? -- Family life -- Keeping them safe. 410 0$aWorld's longest-living animals. 606 $aBowhead whale$vJuvenile literature 606 $aLongevity$vJuvenile literature 615 0$aBowhead whale 615 0$aLongevity 676 $a599.5/276 700 $aAtlantic$b Leonard$01248543 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910158653503321 996 $a200-year-old Bowhead whales$92894889 997 $aUNINA LEADER 03924nam 2200565 450 001 9910787460003321 005 20230124192941.0 010 $a0-335-24766-0 035 $a(CKB)3710000000335193 035 $a(EBL)1920720 035 $a(SSID)ssj0001433347 035 $a(PQKBManifestationID)11903227 035 $a(PQKBTitleCode)TC0001433347 035 $a(PQKBWorkID)11414533 035 $a(PQKB)10215933 035 $a(MiAaPQ)EBC1920720 035 $a(Au-PeEL)EBL1920720 035 $a(CaPaEBR)ebr11008375 035 $a(CaONFJC)MIL691872 035 $a(OCoLC)900346731 035 $a(EXLCZ)993710000000335193 100 $a20150211d2014 uy| 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$aCreative ways to teach primary science /$fAlan Cross & Jon Board 210 1$aMaidenhead, England :$cOpen University Press,$d2014. 215 $a1 online resource (186 p.) 300 $aDescription based upon print version of record. 311 $a0-335-24765-2 320 $aIncludes bibliographical references and index. 327 $aCover page; Halftitle page; Title page; Copyright page; Praise; Contents; Acknowledgements; 1 Creativity in primary science; Introduction; Creative teachers; Science and creativity; What can help me?; Making science a creative subject; Learner creativity in science; Teacher creativity in developing learner creativity; Forms of creativity; Conclusion; 2 Children as real scientists; Pupils contribute directly to the work of professional scientists; Children as researchers; Children in control; Writing/thinking frames; Safety; Conclusion 327 $a3 A creative approach to working scientifically: putting children in the driving seatIntroduction; Why do children need to be in the driving seat?; Creative teaching that develops independent learning; Teaching the scientific process: it's not just fair testing!; Creative planning to encourage curiosity; Challenging children's misconceptions; Teachers as questioners; Making it manageable; Creative learning that develops autonomy; Conclusion; 4 ICT and computing; Computing; Computers and learners' science; Conclusion; 5 Using children's literature, stories, poetry and songs; Conclusion 327 $a6 Models and analogiesWhen are models and analogies useful?; Analogy or model?; It's only a model!; Misconceptions; Using creative approaches to make models and analogies more effective; Assessment for learning; Some examples of models and analogies by topic; Conclusion; 7 Images in science lessons; Conclusion; 8 Demonstrations; Using demonstrations to stimulate creative discussion; Making demonstrations creative; Ideas for creative demonstrations; 9 Dance and drama; Role play; Conclusion; 10 Playground science; Collaborative learning and playground science 327 $aA creative playground science lessonMore examples of playground science activities; Conclusion; 11 Thinking frames; Thinking together; Question matrix; Conclusion; 12 Cross-curricular science; Background; Why teach cross-curricular science?; Cross- curricular learning and creativity; Making cross-curricular science effective; Planning for cross-curricular science; Science and the core skills; Examples of cross-curricular science; Conclusion; Bibliography; Index 330 $aThis book is intended to encourage creativity and experimentation in teaching primary science, which are regularly recognised as features of outstanding teaching. 606 $aScience$xStudy and teaching (Elementary) 615 0$aScience$xStudy and teaching (Elementary) 676 $a372.35044 700 $aCross$b Alan$01504855 702 $aBoard$b Jon 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910787460003321 996 $aCreative ways to teach primary science$93734105 997 $aUNINA