Pick an idea.
Make it your own.

1. Draw an arc pointed and another semicircular, from the descriptions.
2. Associate the three central openings and the two sides to the forms indicated in the text.
3. Note the partial photograph: Mark only the visible arches without completing the frame as if you were seeing them all.

Reading and drawing exercises; schemes do not reproduce the dimensions of the bridge.

1. Divide a sheet into two columns: interpretation of vestiges and popular tradition.
2. Put the proposed chronology in one column and the narrative of the plague in the other.
3. Imagine what question you would ask an archaeologist and what memory you would ask an inhabitant.

Start from the text and distinguish documented information from what remains a hypothesis.

1. Make two columns, identified as before and in the visit of 2012.
2. Put the tools and ways to get ingredients in the corresponding column.
3. Write a collective task that remained necessary despite the change of equipment.

Start from the text and distinguish documented information from what remains a hypothesis.

1. Make two columns: ‘animal feed’ and ‘product records’.
2. Distribute among them the clues of history: corn, hay, genealogical book and origin.
3. Open the story of Gondiães to discover another link of Barrosan to the land.

Start from the text and distinguish documented information from what remains a hypothesis.

1. Make two columns: basic cereal and mentioned accompaniments.
2. Check the ingredients associated with daily life and those linked to greater abundance.
3. Compare it to another corn story: the papayas or the cereal cycle of Casa do Pão.

Start from the text and distinguish documented information from what remains a hypothesis.

1. Choose a place name you know and write the explanation you imagine for it.
2. Separate in a second line what you can confirm from a source.
3. Compare the two lines: an interpretation of the name and a historical proof can be different things.

Start from the text and distinguish documented information from what remains a hypothesis.

1. Find three elements in the sculpture’s description: crown, throne and Child.
2. Distinguish the period assigned to the object from the date the announcement was published.
3. The photograph on this page shows the church. It does not show the sculpture’s details.

Start from the text and distinguish documented information from what remains a hypothesis.

1. Writes Outeiro, São Nicolau and Passos together with the years indicated in the directory.
2. He signs the two foundations in the same year.
3. It distinguishes the date of foundation of an association of the longest history of football practice in place.

An activity to try at your own pace, without collecting specimens.

1. Divide a leaf between damp meadow and slow water margin.
2. Consult the reed and board readings and associate the descriptions with the two tables.
3. Write a question about the plant and another about the water. What information would require observation and what would require measurement?

Use text and scheme; no need to enter the water or take samples.

1. It makes two columns with the names Porto Souto and Rio de Moinhos.
2. Checks the described current differences and common elements: fish, fields and grinding.
3. It follows the link to St. Nicholas and finds where the report places the arrival of arms of Bucos.

An exercise with historical documents, without indicating a path on the ground.

1. Read the history of the chapels described in 1758 and this reading about the intervention of 2025.
2. On a sheet, separate what each source describes: location and relationships with the community; materials, light and artistic creation.
3. Write down a question that remains unanswered. The old reference does not allow dating each part of the current building.

A comparison of sources to make at home; does not require access to the interior of the chapel.

1. In the photograph, it follows the light and dark bands of the head and the contour of the body.
2. Compare the text with the image: the description of the claws and the den goes beyond what this framework shows.
3. Open the otter story and compare the snouts in the two photographs, keeping the contexts of each park separate.

The badger was photographed at the British Wildlife Centre in the UK. A daylight photograph in a park does not invalidate the description of the species' mostly nocturnal habits.