Pick an idea.
Make it your own.

1. Imagine you need to measure a liter with the quarter of this collection.
2. Now you use the middle quarter to complete a canada.
3. Compare the containers: which allows you to do the same task with fewer fillings?

Calculation on paper with the capabilities of this series: litre 1 L, quartile 0,5 L, half quartile 0,25 L and canada 2 L.

1. Search the center zone and follow a dark band in the photograph.
2. Compare the width of the bands in the stretches you can see.
3. Is the opening of the shell visible?

A proposal to make at your pace, without collecting copies.

1. In the photograph, it follows with the look the body line between the head and the tip of the tail.
2. Draws this line and then adds the reflections of the water. Distinguishes the animal's contour of the patterns that the surface creates.

Photography taken in Spain; the observation of the image does not constitute an identification in the field.

1. Opens the photograph of Rio Douro and chooses two very visible leaves.
2. Draw the contour of each one and mark the tips you can distinguish.
3. Compared to the description: Does this image allow us to conclude that all leaves of all mistletoe have the same outline?

An exploration of the photograph, without collecting plants. The image documents a moment, not all the characteristics of the species.

1. Draw a column for the water and another for the earth.
2. It distributes mosquito larvae, worms and slugs through the environments mentioned.
3. Adds the triton to the two columns and indicates at which stage it can feed there.

Reading scheme without collecting animals or eggs.

1. Look at the photograph and look at the rounded shapes, the door and the cross.
2. Draw only the contours you can see. Use a dotted line in the hidden parts without inventing the inside.
3. Compare the drawing with the municipal description of the penedia. Separate what you see from the image of what you learned at the source.

An observation of the historical image, without visiting the site. The photograph does not replace a survey of the building.

1. Draw a line to the surface and draw a fallen leaf.
2. Imagine two paths: continue to the surface or be transported to a gallery.
3. Mark with a question mark what you can't confirm by just looking at the floor.

Drawing inspired by reading; it is not a record of what exists in a place.

1. Draws a steep terrain and a water line.
2. Trace flow arrows and join small points to represent transported materials.
3. Tick the drawing as a general scheme without assigning it to a real field or discharge.

A proposal to understand the relationship between soil and water, without taking samples or entering watercourses.

1. Choose a wool sock and linen cloth as examples of reading.
2. It makes two columns for the materials and for the gestures that the stories document.
3. Keeps the information from Vilar, Bucos and the flax cycle separate; do not assign a technique to a village without source.

Activity from sources and readings; does not require displacement or manipulation of historical pieces.

1. Split a sheet into two columns: what I observed and what I still need to know.
2. Try putting “seen an aquatic insect” in the first column.
3. In the second, he writes that other organisms exist, in what quantity and what analyses would be necessary.

Exercise to understand the evaluation of a river; it does not require entering the water or collecting organisms.

1. Draw two boxes: release and transport.
2. In the example of the spore bag, place the drop on the first box and the wind on the second.
3. Compare with the history of flies: which agent participates in the transport? Do not assign the mechanisms to a mushroom that did not identify.

A paper activity, without touching fungi or causing spore release.

1. In chronology, you find the approximate date and date of publication.
2. Distinguishing finding a recipe in a magazine to invent that recipe.
3. Open the lemon cookies and the honey cake: the three sweets share this familiar memory.

A reading activity; chronology does not date the creation of sweets.