‫ﻤﺸﺭﻭﻉ ﺒﻴﺩﺍﻏﻭﺠﻲ ﻓﻲ ﺍﻹﻴﻘﺎﻅ ﺍﻟﻌﻠﻤﻲ ‪/‬ﺍﻟﺴﻨﺔ ﺍﻷﻭﻟﻰ‬

‫ﺑﻴﺪﺍﻏﻮﺟﻲ ﺇﻳﻘﺎﻅ ﻋﻠﻤﻲ ‪/‬ﺍﻟﺴﻨﺔ ﺍﻷﻭﻟﻰ‬

‫*ﺤل ﻭﻀﻌﻴﺎﺕ ﻤﺸﻜل ﺩﺍﻟﺔ ﺒﺈﻨﺠﺎﺯ ﺒﺤﻭﺙ ﻭﻤﺸﺎﺭﻴﻊ ﻤﺘﺼﻠﺔ ﺒﺎﻟﻭﻅﺎﺌﻑ ﺍﻟﺤﻴﻭﻴﺔ ﻟﻠﻜﺎﺌﻨﺎﺕ ﺍﻟﺤﻴﺔ ﻓﻲ ﻋﻼﻗﺘﻬﺎ ﺒﺎﻟﻤﺤﻴﻁ‬
‫ﻜﻔﺎﻴﺎﺕ ﺍﻟﻤﺎﺩﺓ‬
‫*ﺤل ﻭﻀﻌﻴﺎﺕ ﻤﺸﻜل ﺩﺍﻟﺔ ﺒﺈﻨﺠﺎﺯ ﺒﺤﻭﺙ ﻭﻤﺸﺎﺭﻴﻊ ﻤﺘﺼﻠﺔ ﺒﺎﻟﻅﻭﺍﻫﺭ ﺍﻟﻔﻴﺯﻴﺎﺌﻴﺔ‬

‫ﺤﻭﺍﺴﻲ‪،‬ﺃﻨﺎ ﻭﻤﺎ ﺤﻭﻟﻲ‬ ‫ﻋﻨﻮﺍﻥ ﺍﻟﻤﺸﺮﻭﻉ‬

‫ﺍﻟﺤﻭﺍﺱ ﺍﻟﺨﻤﺱ ‪-‬ﺍﻟﻔﺎﺀ‬ ‫ﺍﻟﻤﺤﺎﻭﺭ ﺍﻟﻌﻠﻤﻴﺔ‬

‫ﺃﻟﻤﺱ‪...‬ﺃﺭﻯ‪...‬ﺃﺴﻤﻊ‪...‬ﺃﺘﺫﻭﻕ‪...‬ﺃﺸﻡ‪...‬ﺃﻴﻥ‪..‬؟ﻭﻜﻴﻑ‪...‬؟‬ ‫ﺇﺷﻜﺎﻟﻴﺔ ﺍﻟﻤﺸﺮﻭﻉ‬

‫ﺃﻟﻤﺱ‪...‬‬

‫ﺃﺭﻯ‪...‬‬

‫ﺃﺴﻤﻊ‪...‬‬ ‫ﻋﻠﻡ ﺍﻷﺤﻴﺎﺀ‬ ‫ﺍﻹﺷﻜﺎﻟﻴﺎﺕ ﺍﻟﻔﺮﻋﻴﺔ‬

‫ﺃﺘﺫﻭﻕ‪...‬‬ ‫ﻟﻠﻤﺤﻮﺭ‬

‫ﺃﺸﻡ‪...‬‬

‫ﺃﻴﻥ‪...‬؟‬
‫ﻓﻴﺯﻴﺎﺀ‬
‫ﻜﻴﻑ‪...‬؟‬

‫ﻓﻲ ﻨﻬﺎﻴﺔ ﺍﻟﻭﺤﺩﺓ ﻴﻜﻭﻥ ﺍﻟﻤﺘﻌﻠﻡ ﻗﺎﺩﺭﺍ ﻋﻠﻰ‪:‬‬

‫‪(1‬ﺭﺒﻁ ﻋﻀﻭ ﺍﻟﺤﺱ ﺒﻭﻅﻴﻔﺘﻪ‬ ‫ﻋﻠﻡ ﺍﻷﺤﻴﺎﺀ‬

‫‪(2‬ﺍﻟﻤﺤﺎﻓﻅﺔ ﻋﻠﻰ ﺃﻋﻀﺎﺀ ﺍﻟﺤﺱ‬

‫ﻓﻲ ﻨﻬﺎﻴﺔ ﺍﻟﻭﺤﺩﺓ ﻴﻜﻭﻥ ﺍﻟﻤﺘﻌﻠﻡ ﻗﺎﺩﺭﺍ ﻋﻠﻰ ‪:‬‬

‫‪-1‬ﺘﻌﻴﻴﻥ ﻤﻭﻗﻊ ﺠﺴﻡ ﻓﻲ ﺍﻟﻔﻀﺎﺀ ﺒﺎﻟﻨﺴﺒﺔ ﺇﻟﻰ ﺠﺴﻡ ﺁﺨﺭ‬

‫ﺍﻷﻫﺪﺍﻑ ﺍﻟﻤﻤﻴﺰﺓ‬
‫‪-2‬ﺘﻌﻴﻴﻥ ﻤﻭﻗﻊ ﺠﺴﻡ ﻓﻲ ﺍﻟﻔﻀﺎﺀ ﺒﺎﻟﻨﺴﺒﺔ ﺇﻟﻰ ﻴﻤﻴﻥ ﺍﻟﻤﺘﻌﻠﻡ ﺃﻭ ﻴﺴﺎﺭﻩ‬

‫‪ -3‬ﺘﺤﺩﻴﺩ ﻤﻭﺍﻗﻊ ﺍﻷﺸﻴﺎﺀ ﻋﻨﺩ ﻤﺸﺎﻫﺩﺘﻬﺎ‬ ‫ﻓﻴﺯﻴﺎﺀ‬

‫‪ -4‬ﻤﻘﺎﺭﻨﺔ ﺠﺴﻡ ﺒﺠﺴﻡ ﺁﺨﺭ ﻤﻥ ﺤﻴﺙ ﺍﻟﺤﺠﻡ‬

‫‪-5‬ﻤﻘﺎﺭﻨﺔ ﺠﺴﻡ ﺒﺠﺴﻡ ﺁﺨﺭ ﻤﻥ ﺤﻴﺙ ﺍﻟﻁﻭل‬

‫‪-6‬ﻤﻘﺎﺭﻨﺔ ﺃﺤﺩﺍﺙ ﻤﺄﻟﻭﻓﺔ ﺒﻌﻀﻬﺎ ﺒﺒﻌﺽ ﻤﻥ ﺤﻴﺙ ﺍﻟﻤﺩﺓ ﺍﻟﺯﻤﻨﻴﺔ ﺍﻟﺘﻲ ﺘﺴﺘﻐﺭﻗﻬﺎ‬

‫‪(1‬ﺍﻷﺫﻥ‪-‬ﺍﻟﺴﻤﻊ‬

‫‪ (2‬ﺍﻟﻌﻴﻥ‪-‬ﺍﻟﺭﺅﻴﺔ‬
‫ﻋﻠﻡ ﺍﻷﺤﻴﺎﺀ‬
‫‪(3‬ﺍﻟﺘﺫﻭﻕ ﻭﺍﻟﺸﻡ‬

‫‪(4‬ﺍﻟﺠﻠﺩ ﻭﺍﻟﻠﻤﺱ‬

‫‪- (1‬ﻓﻭﻕ‪/‬ﺘﺤﺕ‬

‫‪-(2‬ﺃﻋﻠﻰ ‪/‬ﺃﺴﻔل‬
‫ﺍﻟﻤﺤﺘﻮﻳﺎﺕ‬
‫‪–(3‬ﺃﻤﺎﻡ ﻭﺭﺍﺀ‬

‫‪-(4‬ﻋﻠﻰ ﻴﻤﻴﻥ ‪/‬ﻋﻠﻰ ﻴﺴﺎﺭ‬

‫ﻓﻴﺯﻴﺎﺀ‬
‫‪ (5‬ﺃﻗﺭﺏ‪-‬ﺃﺒﻌﺩ‪-‬ﻨﻔﺱ ﺍﻟﺒﻌﺩ‬

‫‪(6‬ﺃﻜﺒﺭ –ﺃﺼﻐﺭ‬

‫‪ (7‬ﺃﻁﻭل –ﺃﻗﺼﺭ‬

‫‪(8‬ﻤﺩﺓ ﺯﻤﻨﻴﺔ ﺃﻁﻭل‪/‬ﻤﺩﺓ ﺯﻤﻨﻴﺔ ﺃﻗﺼﺭ‬

‫ﻴﻨﺘﺞ ﺍﻟﻤﺘﻌﻠﻡ ﻤﻠﻑ ﺘﻌﻠﻡ ﺒﻌﻨﻭﺍﻥ ﺍﻟﻤﺸﺭﻭﻉ‬

‫ﻴﻨﺘﺞ ﺭﺴﻭﻤﺎ ﻭﻴﻨﺠﺯ ﺃﻋﻤﺎﻻ ﻴﺩﻭﻴﺔ‬

‫ﻴﻘﻭﻡ ﺒﺘﺠﺎﺭﺏ ﻭﺒﺤﻭﺙ‬ ‫ﺍﻟﻤﻨﺘﻮﺝ ﺍﻟﻨﻬﺎﺋﻲ‬

‫ﻴﻨﺘﺞ ﻤﺠﻼﺕ ﺤﺎﺌﻁﻴﺔ ﺒﻌﻨﻭﺍﻥ ﺍﻟﻤﺸﺭﻭﻉ‬ ‫ﺍﻟﻤﻨﺘﻈﺮ‬

‫ﻴﻭﻅﻑ ﺍﻟﻤﺘﻌﻠﻡ ﺍﻟﻤﻔﺎﻫﻴﻡ ﺍﻟﻤﺘﺼﻠﺔ ﺒﺎﻟﻤﺸﺭﻭﻉ ﻓﻲ ﻋﻤل ﻴﺩﻭﻱ‬

‫ﻴﺠﻴﺏ ﻋﻥ ﺃﺴﺌﻠﺔ ﻟﻠﺘﻘﻴﻴﻡ ﺍﻟﺫﺍﺘﻲ‬

‫ﻴﻘﻭﻡ ﺒﺯﻴﺎﺭﺓ ﻟﺒﺎﺌﻊ ﺍﻟﻨﻅﺎﺭﺍﺕ‬

 ‫ﺍﻟﻤﻘﺎﺭﺒﺔ ﺒﺎﻟﻤﺸﺭﻭﻉ ﺍﻟﺒﻴﺩﺍﻏﻭﺠﻲ‬

‫‪ (1‬ﻤﻌﻠﻭﻤﺎﺕ ﻋﺎﻤﺔ ﻋﻥ ﺍﻟﻤﺸﺭﻭﻉ‪:‬‬

‫ﺒﻴﺌﺘﻨﺎ= ﺤﻴﺎﺘﻨﺎ‬ ‫ﻋﻨﻭﺍﻥ ﺍﻟﻤﺸﺭﻭﻉ‬

‫ﺠﺴﻡ ﺴﻠﻴﻡ ﻓﻲ ﻤﺤﻴﻁ ﺴﻠﻴﻡ‬ ‫ﺇﺸﻜﺎﻟﻴﺔ ﺍﻟﻤﺸﺭﻭﻉ‬

‫ﻴﻘﻊ ﺍﻻﺘﻔﺎﻕ ﻤﻊ ﺍﻟﻤﺘﻌﻠﻤﻴﻥ ﻋﻠﻰ ﺍﺨﺘﻴﺎﺭ ﻫﺫﺍ ﺍﻟﻤﺸﺭﻭﻉ ﺒﺎﻋﺘﺒﺎﺭﻩ ﻤﻭﻀﻭﻋﺎ ﺤﻴﻭﻴﺎ ﻴﺴﺘﺤﻕ‬
‫ﺸﺭﻋﻴﺔ ﺍﻟﻤﺸﺭﻭﻉ‬
‫ﺍﻟﻌﻨﺎﻴﺔ ﻤﻥ ﺃﺠل ﺘﺤﺴﻴﻥ ﺍﻟﺴﻠﻭﻜﺎﺕ ﺍﻟﻌﺎﻤﺔ ﺍﻟﻴﻭﻤﻴﺔ‬

‫‪ (1‬ﻴﻌﺒﺭ ﺒﺎﻟﻁﺭﺍﺌﻕ ﺍﻟﻤﻼﺌﻤﺔ ﻤﻥ ﺃﺠل ﺍﻟﺘﻭﺍﺼل‬

‫‪ (2‬ﻴﺴﺘﺜﻤﺭ ﺍﻟﻤﻌﻠﻭﻤﺎﺕ‬

‫‪ (3‬ﻴﺘﻭﺨﻰ ﻤﻨﻬﺠﻴﺔ ﻋﻤل ﻨﺎﺠﻌﺔ‬

‫‪ (4‬ﻴﺤل ﺍﻟﻤﺴﺎﺌل‬
‫ﺍﻟﻜﻔﺎﻴﺎﺕ ﺍﻷﻓﻘﻴﺔ‬
‫‪ (5‬ﻴﻭﻅﻑ ﺍﻟﺘﻜﻨﻭﻟﻭﺠﻴﺎﺕ ﺍﻟﺤﺩﻴﺜﺔ‬

‫‪ (6‬ﻴﻨﺠﺯ ﻤﺸﺭﻭﻋﺎ‬

‫‪ (7‬ﻴﻭﻅﻑ ﺍﻟﺘﻭﺍﺼل ﻟﻠﻌﻴﺵ ﻤﻊ ﺍﻵﺨﺭﻴﻥ ﻭﺍﻟﻌﻤل ﻤﻌﻬﻡ‬

‫‪ (8‬ﻴﻤﺎﺭﺱ ﺍﻟﻔﻜﺭ ﺍﻟﻨﻘﺩﻱ‬

‫*ﻴﻨﺘﺞ ﺍﻟﻤﺘﻌﻠﻡ ﻤﻠﻑ ﺘﻌﻠﻡ ﺒﻌﻨﻭﺍﻥ ﺍﻟﻤﺸﺭﻭﻉ‬

‫*ﻴﻨﺘﺞ ﺍﻟﻤﺘﻌﻠﻡ ﺒﺭﻨﺎﻤﺞ ﺇﺫﺍﻋﺔ ﻤﺩﺭﺴﻴﺔ ﺤﻭل ﺍﻟﻤﺸﺭﻭﻉ‬

‫*ﻴﻘﻭﻡ ﺒﺘﺠﺎﺭﺏ ﻭﺒﺤﻭﺙ‬

‫ﺍﻟﻤﻨﺘﻭﺝ ﺍﻟﻨﻬﺎﺌﻲ ﻟﻠﻤﺸﺭﻭﻉ‬
‫*ﻴﻨﺘﺞ ﻤﺠﻼﺕ ﺤﺎﺌﻁﻴﺔ ﺒﻌﻨﻭﺍﻥ ﺍﻟﻤﺸﺭﻭﻉ‬

‫*ﻴﻭﻅﻑ ﺍﻟﻤﺘﻌﻠﻡ ﺍﻟﻤﻔﺎﻫﻴﻡ ﺍﻟﻤﺘﺼﻠﺔ ﺒﺎﻟﻤﺸﺭﻭﻉ ﻓﻲ ﻋﻤل ﻴﺩﻭﻱ ﻭﺭﺴﻭﻡ‬

‫*ﻴﺠﻴﺏ ﻋﻥ ﺃﺴﺌﻠﺔ ﻟﻠﺘﻘﻴﻴﻡ ﺍﻟﺫﺍﺘﻲ‬

‫‪ (2‬ﺃﻫﺩﺍﻑ ﺍﻟﻤﺸﺭﻭﻉ‪:‬‬

‫‪ -‬ﺘﺤﻘﻴﻕ ﺍﻟﻜﻔﺎﻴﺎﺕ ﺍﻷﻓﻘﻴﺔ‬ ‫ﺍﻟﻬﺩﻑ ﺍﻟﺭﺌﻴﺴﻲ‬

‫‪ -‬ﺘﺤﻘﻴﻕ ﻜﻔﺎﻴﺎﺕ ﺍﻟﻤﺎﺩﺓ‬ ‫ﻟﻠﻤﺸﺭﻭﻉ‬

 ‫‪(3‬ﻤﺭﺍﺤل ﺍﻟﻤﺸﺭﻭﻉ‪:‬‬

‫ﺍﻟﻤﻬﺎﻡ‬ ‫ﺍﻷﻨﺸﻁﺔ‬

‫ﺍﻹﺴﻬﺎﻡ ﻓﻲ ﻋﻤﻠﻴﺔ ﺍﻻﺨﺘﻴﺎﺭ‪:‬‬

‫‪-‬ﻴﻀﺒﻁ ﺍﻟﻤﻌﻠﻡ ﺒﺎﻻﺸﺘﺭﺍﻙ ﻤﻊ ﺍﻟﻤﺘﻌﻠﻤﻴﻥ ﻗﺎﺌﻤﺔ ﻓﻲ ﺒﻌﺽ ﺍﻟﻤﺸﺎﺭﻴﻊ ﺍﻟﻤﻤﻜﻨﺔ ﻭﻤﻥ ﺒﻴﻨﻬﺎ ﻤﺸﺭﻭﻉ "ﺃﻨﺎ ﻭﻤﺎ‬
‫ﺍﺨﺘﻴﺎﺭ ﺍﻟﻤﺸﺭﻭﻉ‬
‫ﺤﻭﻟﻲ"‬

‫‪-‬ﻴﻭﺍﻓﻕ ﺍﻟﻤﺘﻌﻠﻤﻭﻥ ﻋﻠﻰ ﻫﺫﺍ ﺍﻟﻤﺸﺭﻭﻉ‬

‫ﻤﻨﺎﻗﺸﺔ ﻭﺘﺤﺎﻭﺭ ﻭﺇﺒﺩﺍﺀ ﺍﻟﺭﺃﻱ‬

‫ﻤﺭﺍﺠﻊ ﺍﻟﻤﺸﺭﻭﻉ‪:‬‬

‫ﺒﺎﻟﻨﺴﺒﺔ ﻟﻠﺘﻠﻤﻴﺫ‪:‬‬ ‫·‬

‫ﻗﺎﺌﻤﺔ ﺍﻟﻜﺘﺏ ﺍﻟﻤﺩﺭﺴﻴﺔ ﺍﻟﺭﺴﻤﻴﺔ‪ -‬ﺒﺤﻭﺙ ﻤﻴﺩﺍﻨﻴﺔ ﻓﺭﺩﻴﺔ ﻭﺠﻤﺎﻋﻴﺔ‪ -‬ﺯﻴﺎﺭﺍﺕ ﻤﻴﺩﺍﻨﻴﺔ‪ -‬ﻭﺜﺎﺌﻕ ﻤﺼﻭﺭﺓ‬

‫ﻭﻤﻜﺘﻭﺒﺔ‪)-‬ﻤﺠﻼﺕ ﻭﺠﺭﺍﺌﺩ‪-‬ﻗﺼﺹ –ﺃﺸﺭﻁﺔ ﻓﻴﺩﻴﻭ –ﻭﺴﺎﺌل ﺍﻻﺘﺼﺎل ﻭﺍﻹﻋﻼﻡ(‬

‫ﺒﺎﻟﻨﺴﺒﺔ ﻟﻠﻤﻌﻠﻡ‪:‬‬ ‫·‬ ‫ﻤﻨﺎﻗﺸﺔ ﺍﻟﻤﺸﺭﻭﻉ‬

‫ﻤﺴﺎﻟﻙ ﺍﻻﺴﺘﺜﻤﺎﺭ ﺍﻟﺒﻴﺩﺍﻏﻭﺠﻲ ﻟﻠﻤﺸﺭﻭﻉ‪-:‬ﺍﻟﺒﺭﺍﻤﺞ ﺍﻟﺭﺴﻤﻴﺔ –ﺩﻟﻴل ﺍﻟﻤﻌﻠﻡ ﻭﻜﺘﺎﺏ ﺍﻟﺘﻠﻤﻴﺫ‪-‬ﺘﺨﻁﻴﻁ ﻭﺘﻭﺯﻴﻊ‬

‫ﺍﻟﻜﻔﺎﻴﺎﺕ ﻭﺍﻷﻫﺩﺍﻑ ﻭﺍﻟﻤﺤﺘﻭﻴﺎﺕ ‪-‬ﻤﺫﻜﺭﺍﺕ ﺍﻟﻤﻘﺎﻁﻊ)ﺍﻟﺩﺭﻭﺱ(‪ -‬ﻗﺎﺌﻤﺔ ﺍﻟﺒﺤﻭﺙ ﺍﻟﻔﺭﺩﻴﺔ ﻭﺍﻟﺠﻤﺎﻋﻴﺔ‬

‫‪ -‬ﻤﻠﻑ ﺍﻟﺘﻌﻠﻡ –ﺴﻨﺩﺍﺕ ﻤﺼﻭﺭﺓ ﻭﻤﻜﺘﻭﺒﺔ‬

‫ﺍﻟﻔﺘﺭﺓ ﺍﻟﺯﻤﻨﻴﺔ ‪:‬‬

‫ﺍﻟﻭﻗﺕ ﺍﻟﻼﺯﻡ ﻟﺘﻨﻔﻴﺫ ﺍﻟﻤﺸﺭﻭﻉ‬

‫ﻭﻀﻊ ﻗﺎﺌﻤﺔ ﺍﻟﻤﻭﺍﺭﺩ ﻭﺠﻤﻊ ﺍﻟﻤﻌﻁﻴﺎﺕ ﺍﻟﻤﺘﺼﻠﺔ ﺒﻬﺎ‪:‬‬

‫‪-‬ﺍﻟﻤﺭﺍﺠﻊ ‪-‬ﺸﺭﺡ ﻓﻜﺭﺓ ﻤﻠﻑ ﺍﻟﺘﻌﻠﻡ ﺍﻟﺨﺎﺹ ﺒﺎﻟﻤﺸﺭﻭﻉ‪-‬ﺸﺭﺡ ﻓﻜﺭﺓ ﻨﺸﺭﻴﺎﺕ ﺍﻟﻤﺸﺭﻭﻉ ﺠﻤﻊ ﺍﻟﻤﻌﻁﻴﺎﺕ‬ ‫ﻀﺒﻁ ﻤﻭﺍﺭﺩ ﺍﻟﻤﺸﺭﻭﻉ‬

‫ﺍﻟﻤﺘﺼﻠﺔ ﺒﺎﻟﻤﺸﺭﻭﻉ‬

‫‪(4‬ﺇﻨﺠﺎﺯ ﺍﻟﻤﺸﺭﻭﻉ‬

‫ﺍﻟﻤﻬﺎﻡ‬ ‫ﺍﻷﻨﺸﻁﺔ‬

‫ﺘﻔﺼﻴل ﺍﻟﻤﻬﺎﻡ‬

‫‪ (1‬ﺇﻋﺩﺍﺩ ﻤﻠﻔﺎﺕ ﺍﻟﺘﻌﻠﻡ‬ ‫ﺘﺤﺩﻴﺩ ﻭﺇﻨﺠﺎﺯ ﺍﻟﻤﻬﺎﻡ‬

‫‪(2‬ﺍﻻﺴﺘﻌﺩﺍﺩ ﻹﻨﺠﺎﺯ ﻤﻨﺘﻭﺝ ﺍﻟﻤﺸﺭﻭﻉ‬

‫ﻋﺭﺽ ﻤﺎ ﺘﻡ ﺍﻟﺘﻭﺼل ﺇﻟﻴﻪ ﻓﻲ ﻤﺴﺘﻭﻯ ﺘﻨﻔﻴﺫ ﺍﻟﻤﻬﺎﻡ ﻟﻠﻭﻗﻭﻑ ﻋﻠﻰ ﻤﺩﻯ ﺘﻘﺩﻡ ﺍﻟﻤﺸﺭﻭﻉ‬ ‫ﻋﺭﺽ ﻤﺩﻯ ﺍﻟﺘﻘﺩﻡ ﻓﻲ ﺇﻨﺠﺎﺯ ﺍﻟﻤﺸﺭﻭﻉ‬

‫ﺍﻟﺘﻨﻔﻴﺫ‪ :‬ﻴﺘﺎﺒﻊ ﺍﻟﻤﻌﻠﻡ ﺘﻨﻔﻴﺫ ﺍﻟﻤﻬﺎﻡ ﺍﻟﻔﺭﺩﻴﺔ ﻭﺍﻟﺠﻤﺎﻋﻴﺔ ﻭﺍﻟﻔﺭﻗﻴﺔ ﺨﻼل ﻤﺩﺓ ﺍﻟﻤﺸﺭﻭﻉ‬ ‫ﺘﻨﻔﻴﺫ ﺍﻟﻤﻬﺎﻡ‬

‫ﺍﻟﺘﻨﻔﻴﺫ‪:‬ﻴﺘﺎﺒﻊ ﺍﻟﻤﻌﻠﻡ ﺘﻨﻔﻴﺫ ﺍﻟﻤﻬﺎﻡ ﺍﻟﻔﺭﺩﻴﺔ ﻭﺍﻟﺠﻤﺎﻋﻴﺔ ﻭﺍﻟﻔﺭﻗﻴﺔ ﺨﻼل ﻤﺩﺓ ﺍﻟﻤﺸﺭﻭﻉ‬ ‫ﻋﺭﺽ ﻤﺩﻯ ﺍﻟﺘﻘﺩﻡ ﻓﻲ ﺇﻨﺠﺎﺯ ﺍﻟﻤﻬﺎﻡ‬

‫(ﺇﻨﻬﺎﺀ ﻭﻤﺭﺍﺠﻌﺔ ﺍﻟﻤﺸﺭﻭﻉ‪:‬‬ ‫‪5‬‬

‫ﺍﻟﻤﻬﺎﻡ‬ ‫ﺍﻷﻨﺸﻁﺔ‬

‫‪-‬ﺘﻘﻴﻴﻡ ﺍﻟﻤﺸﺭﻭﻉ ﻤﻥ ﻁﺭﻑ ﺍﻟﺘﻼﻤﻴﺫ ﺸﻔﻭﻴﺎ ﻭﻜﺘﺎﺒﻴﺎ‬

‫ﺇﻨﻬﺎﺀ ﺍﻟﻤﺸﺭﻭﻉ‬
‫‪-‬ﺘﻘﻴﻴﻡ ﻤﻜﺘﺴﺒﺎﺕ ﺍﻟﺘﻼﻤﻴﺫ ﻤﻥ ﺍﻟﻤﺸﺭﻭﻉ ﻤﻥ ﻁﺭﻑ ﺍﻟﻤﻌﻠﻡ ﺸﻔﻭﻴﺎ ﻭﻜﺘﺎﺒﻴﺎ‬

‫ﻤﻨﺘﻭﺝ ﺍﻟﻤﺸﺭﻭﻉ‬ ‫ﺘﻘﺩﻴﻡ ﺍﻟﺼﻴﻐﺔ ﺍﻟﻨﻬﺎﺌﻴﺔ ﻟﻠﻤﺸﺭﻭﻉ‬

 ‫ﺍﺴﺘﺜﻤﺎﺭ ﺍﻟﻤﺸﺭﻭﻉ‬

‫ﺍﻹﻴﻘﺎﻅ ﺍﻟﻌﻠﻤﻲ ‪:‬ﺍﺴﺘﺜﻤﺎﺭ ﺍﻟﻤﻠﻔﺎﺕ ﺃﻭ ﺍﻟﻤﻭﺍﻀﻴﻊ ﺍﻟﻤﻨﺎﺴﺒﺔ ﻟﻤﻭﻀﻭﻉ ﺍﻟﻤﺸﺭﻭﻉ‬

‫ﺍﻟﺩﺭﻭﺱ ﺍﻟﻤﻘﺭﺭﺓ ﻓﻲ ﻜﺘﺎﺏ ﺍﻟﺘﻠﻤﻴﺫ ﻭﺍﻟﺒﺭﺍﻤﺞ ﺍﻟﺭﺴﻤﻴﺔ‬

‫ﻋﻠﻡ ﺍﻷﺤﻴﺎﺀ‪:‬‬

‫‪(1‬ﺍﻷﺫﻥ‪-‬ﺍﻟﺴﻤﻊ‬

‫‪ (2‬ﺍﻟﻌﻴﻥ‪-‬ﺍﻟﺭﺅﻴﺔ‬

‫‪(3‬ﺍﻟﺘﺫﻭﻕ ﻭﺍﻟﺸﻡ‬

‫‪(4‬ﺍﻟﺠﻠﺩ ﻭﺍﻟﻠﻤﺱ‬

‫ﻓﻴﺯﻴﺎﺀ‪:‬‬

‫‪- (1‬ﻓﻭﻕ‪/‬ﺘﺤﺕ‬

‫‪-(2‬ﺃﻋﻠﻰ ‪/‬ﺃﺴﻔل‬

‫‪–(3‬ﺃﻤﺎﻡ ﻭﺭﺍﺀ‬

‫‪-(4‬ﻋﻠﻰ ﻴﻤﻴﻥ ‪/‬ﻋﻠﻰ ﻴﺴﺎﺭ‬

‫‪ (5‬ﺃﻗﺭﺏ‪-‬ﺃﺒﻌﺩ‪-‬ﻨﻔﺱ ﺍﻟﺒﻌﺩ‬

‫‪(6‬ﺃﻜﺒﺭ –ﺃﺼﻐﺭ‬

‫‪ (7‬ﺃﻁﻭل –ﺃﻗﺼﺭ‬

‫‪(8‬ﻤﺩﺓ ﺯﻤﻨﻴﺔ ﺃﻁﻭل‪/‬ﻤﺩﺓ ﺯﻤﻨﻴﺔ ﺃﻗﺼﺭ‬

 ‫ﺍﻟﻤﺤﻭﺭ‪- :‬ﺍﻟﺤﻭﺍﺱ ﺍﻟﺨﻤﺱ‪-‬ﺍﻟﻔﻀﺎﺀ‬ ‫ﺍﻟﺴﻨﺔ‪1:‬‬ ‫ﺍﻟﻤﺎﺩ‪:‬ﻋﻠﻡ ﺍﻷﺤﻴﺎﺀ‪:‬‬ ‫ﺠﺫﺍﺫﺓ ﺘﻨﺸﻴﻁ‬

‫*ﺤل ﻭﻀﻌﻴﺎﺕ ﻤﺸﻜل ﺩﺍﻟﺔ ﺒﺈﻨﺠﺎﺯ ﺒﺤﻭﺙ ﻭﻤﺸﺎﺭﻴﻊ ﻤﺘﺼﻠﺔ ﺒﺎﻟﻭﻅﺎﺌﻑ ﺍﻟﺤﻴﻭﻴﺔ ﻟﻠﻜﺎﺌﻨﺎﺕ ﺍﻟﺤﻴﺔ ﻓﻲ ﻋﻼﻗﺘﻬﺎ ﺒﺎﻟﻤﺤﻴﻁ‬
‫ﻜﻔﺎﻴﺎﺕ ﺍﻟﻤﺎﺩﺓ‬
‫*ﺤل ﻭﻀﻌﻴﺎﺕ ﻤﺸﻜل ﺩﺍﻟﺔ ﺒﺈﻨﺠﺎﺯ ﺒﺤﻭﺙ ﻭﻤﺸﺎﺭﻴﻊ ﻤﺘﺼﻠﺔ ﺒﺎﻟﻅﻭﺍﻫﺭ ﺍﻟﻔﻴﺯﻴﺎﺌﻴﺔ‬

‫ﻴﺒﻨﻲ ﻤﺸﺭﻭﻋﺎ ﻭﻴﺨﻁﻁ ﻟﻪ‬ ‫ﺍﻷﻫﺩﺍﻑ ﺍﻟﻤﻤﻴﺯﺓ‬

‫ﺒﻨﺎﺀ ﻤﺸﺭﻭﻉ " ﺤﻭﺍﺴﻲ‪ ،‬ﺃﻨﺎ ﻭﻤﺎ ﺤﻭﻟﻲ "ﻭﺒﻁﺎﻗﺔ ﺍﻟﻤﺸﺭﻭﻉ‬ ‫ﻫﺩﻑ ﺍﻟﺤﺼﺔ‬

‫ﺤﻭﺍﺴﻲ‪،‬ﺃﻨﺎ ﻭﻤﺎ ﺤﻭﻟﻲ‬ ‫ﺍﻟﻤﺤﺘﻭﻯ‬

‫ﺍﻷﻨﺸﻁﺔ ﺍﻟﺨﻁﻴﺔ‬ ‫ﺍﻻﺴﺘﻨﺘﺎﺠﺎﺕ‬ ‫ﻨﺸﺎﻁ ﺍﻟﻤﺘﻌﻠﻡ‬ ‫ﻨﺸﺎﻁ ﺍﻟﻤﻌﻠﻡ‬ ‫ﺍﻻﻗﺘﺩﺍﺭﺍﺕ‬ ‫ﺍﻟﺴﻨﺩﺍﺕ‬ ‫ﺍﻟﻤﻘﻁﻊ‬

‫*ﻳﺘﻌﺮﻑ ﻋﻨﺎﺻﺮ ﺍﻟﻮﺿﻌﻴﺔ‬

‫ﺍﻟﻤﺸﻜﻞ ﻭﺍﻟﺒﺤﺚ ﻓﻲ ﻣﺴﺎﻟﻚ‬
‫ﺍﻟﺤﻞ‬

‫*ﻣﻨﺎﻗﺸﺔ ﺍﻟﺤﻠﻮﻝ ﺍﻷﻭﻟﻴﺔ‬

‫ﺇﺸﻜﺎﻟﻴﺎﺕ ﺍﻟﻤﺸﺭﻭﻉ ﺍﻟﺭﺌﻴﺴﻴﺔ‬ ‫‪-1‬ﻴﻼﺤﻅ ﺍﻟﻤﺸﻬﺩﻴﻥ‬ ‫ﺍﻟﻤﻘﺘﺮﺣﺔ‬
‫‪ -1‬ﺒﻨﺎﺀ ﺒﻁﺎﻗﺔ ﺍﻟﻤﺸﺭﻭﻉ‬
‫ﻭﺍﻟﻔﺭﻋﻴﺔ‬ ‫ﺍﻟﻤﺼﻭﺭﻴﻥ ﻭﻴﻌﺒﺭ ﻋﻬﻤﺎ‬ ‫*ﺟﻤﻊ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻋﺒﺮ ﺍﻟﺒﺤﺚ‬
‫" ﺤﻭﺍﺴﻲ ﺃﻨﺎ ﻭﻤﺎ ﺤﻭﻟﻲ "‬
‫ﻤﻠﻑ ﺍﻟﺘﻌﻠﻡ‬ ‫‪2‬ﻴﻁﺭﺡ ﺃﺴﺌﻠﺔ ﺤﻭل ﻋﻼﻗﺘﻪ‬
‫ﺍﻟﺘﺠﺮﻳﺒﻲ ﻭﺍﻟﻤﻼﺣﻈﺔ ﻭﺍﻟﻘﻴﺲ‬ ‫‪1‬‬
‫‪-2‬ﻴﺴﺎﻫﻡ ﻓﻲ ﻭﻀﻊ ﺨﻁﺔ‬
‫ﻤﻨﺘﻭﺝ ﺍﻟﻤﺸﺭﻭﻉ‬ ‫ﺒﻤﺎ ﺤﻭﻟﻪ‬ ‫*ﺟﻤﻊ ﻣﻌﻠﻮﻣﺎﺕ ﺑﺎﻋﺘﻤﺎﺩ ﺍﻟﺒﺤﺚ‬
‫ﻤﺸﻬﺩﺍﻥ ﻤﺼﻭﺭﺍﻥ‬
‫ﻟﺘﻨﻔﻴﺫ ﺍﻟﻤﺸﺭﻭﻉ‬ ‫ﺍﻟﻮﺛﺎﺋﻘﻲ ﻭﻣﺴﺎءﻟﺔ ﺃﻫﻞ‬
‫ﺒﻁﺎﻗﺔ ﺍﻟﻤﺸﺭﻭﻉ‬ ‫‪-3‬ﻴﺨﻁﻁ ﻟﻠﻤﺸﺭﻭﻉ‬ ‫ﺍﻻﺧﺘﺼﺎﺹ‬

‫*ﺗﺠﻤﻴﻊ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻭﺗﻨﻈﻴﻤﻬﺎ‬

‫*ﺗﻮﻇﻴﻒ ﻧﺘﺎﺋﺞ ﺑﺤﺚ ﻓﻲ ﺑﻨﺎء‬

‫ﻣﻌﺎﺭﻑ ﺟﺪﻳﺪﺓ‬
 ‫ﺍﻟﻤﺤﻭﺭ‪- :‬ﺍﻟﺤﻭﺍﺱ ﺍﻟﺨﻤﺱ‬ ‫ﺍﻟﺴﻨﺔ‪1:‬‬ ‫ﺍﻟﻤﺎﺩﺓ‪:‬ﻋﻠﻡ ﺍﻷﺤﻴﺎﺀ‬ ‫ﺠﺫﺍﺫﺓ ﺘﻨﺸﻴﻁ‬

‫ﺤل ﻭﻀﻌﻴﺎﺕ ﻤﺸﻜل ﺒﺈﻨﺠﺎﺯ ﺒﺤﻭﺙ ﻭﻤﺸﺎﺭﻴﻊ ﻤﺘﺼﻠﺔ ﺒﺎﻟﻭﻅﺎﺌﻑ ﺍﻟﺤﻴﻭﻴﺔ ﻟﻠﻜﺎﺌﻨﺎﺕ ﺍﻟﺤﻴﺔ ﻓﻲ ﻋﻼﻗﺘﻬﺎ ﺒﺎﻟﻤﺤﻴﻁ‬ ‫ﺍﻟﻜﻔﺎﻴﺔ‬

‫ﺍﻷﻫﺩﺍﻑ‬
‫‪(2‬ﺍﻟﻤﺤﺎﻓﻅﺔ ﻋﻠﻰ ﺃﻋﻀﺎﺀ ﺍﻟﺤﺱ‬ ‫‪(1‬ﺭﺒﻁ ﻋﻀﻭ ﺍﻟﺤﺱ ﺒﻭﻅﻴﻔﺘﻪ‬
‫ﺍﻟﻤﻤﻴﺯﺓ‬

‫ﺃﻫﺩﺍﻑ‬
‫ﻴﺘﻌﺭﻑ ﺍﻟﺤﻭﺍﺱ ﺍﻟﺨﻤﺱ ‪ ،‬ﻴﺭﺒﻁ ﻋﻀﻭ ﺍﻟﺤﺱ ﺒﻭﻅﻴﻔﺘﻪ ﻭﻴﺘﺒﻴﻥ ﺃﻫﻤﻴﺔ ﺍﻟﻤﺤﺎﻓﻅﺔ ﻋﻠﻰ ﺤﻭﺍﺴﻪ‬
‫ﺍﺍﻟﺤﺼﺹ‬

‫ﺍﻟﺤﻭﺍﺱ ﺍﻟﺨﻤﺱ‬ ‫ﺍﻟﻤﺤﺘﻭﻯ‬

‫ﺍﻷﻨﺸﻁﺔ ﺍﻟﺨﻁﻴﺔ‬ ‫ﺍﻻﺴﺘﻨﺘﺎﺠﺎﺕ‬ ‫ﻨﺸﺎﻁ ﺍﻟﻤﺘﻌﻠﻡ‬ ‫ﻨﺸﺎﻁ ﺍﻟﻤﻌﻠﻡ‬ ‫ﺍﻻﻗﺘﺩﺍﺭﺍﺕ‬ ‫ﺍﻟﺴﻨﺩﺍﺕ‬ ‫ﺍﻟﻤﻘﻁﻊ‬

‫‪* -‬ﻴﺭﺴﻡ ﻋﻀﻭ ﺍﻟﺤﺱ‬ ‫‪1‬‬ ‫‪-‬ﻴﻁﻠﻊ ﻋﻠﻰ ﻤﻠﻔﺎﺕ ﺍﻟﺘﻌﻠﻡ‬ ‫*ﻳﺘﻌﺮﻑ ﻋﻨﺎﺻﺮ‬
‫‪2‬ﻴﻌﻤﺭ ﺠﺩﺍﻭل ﺒﻌﻼﻤﺎﺕ ﻭﺭﺴﻭﻡ‬
‫ﺍﻟﻮﺿﻌﻴﺔ ﺍﻟﻤﺸﻜﻞ‬
‫‪-1‬ﻴﺩﻋﻭ ﺇﻟﻰ ﺍﻟﺘﺫﻜﻴﺭ ﺒﺎﻟﻤﺸﺭﻭﻉ‬ ‫‪-‬ﻤﺸﻬﺩ ﻤﺼﻭﺭ‬
‫‪-1‬ﻴﻁﺭﺡ ﺃﺴﺌﻠﺔ ﺤﻭل ﺍﻟﻤﺸﻬﺩ ﺍﻟﻤﺼﻭﺭ‬ ‫ﻭﺍﻟﺒﺤﺚ ﻓﻲ ﻣﺴﺎﻟﻚ ﺍﻟﺤﻞ‬
‫ﻭﺇﺸﻜﺎﻟﻴﺎﺘﻪ ﺨﺎﺼﺔ‬
‫‪-2‬ﻴﻘﺩﻡ ﺤﻠﻭﻻ ﻤﻤﻜﻨﺔ‬ ‫*ﻣﻨﺎﻗﺸﺔ ﺍﻟﺤﻠﻮﻝ ﺍﻷﻭﻟﻴﺔ‬
‫‪-2‬ﻴﺩﻋﻭ ﺇﻟﻰ ﺘﺤﺩﻴﺩ ﺇﺸﻜﺎﻟﻴﺔ ﺍﻟﺤﺼﺔ‬ ‫ﻭﻀﻌﻴﺎﺕ ﻤﺸﻜل‬
‫ﺍﻟﻤﻘﺘﺮﺣﺔ‬
‫‪-3‬ﻴﻘﺘﺭﺡ ﻁﺭﻕ ﺍﻟﺘﺜﺒﺕ ﻓﻲ ﺼﺤﺔ ﺇﺠﺎﺒﺎﺘﻪ‬
‫ﻭﺤﻠﻬﺎ‬
‫‪-4‬ﻴﻨﺠﺯ ﻤﺎ ﺘﻡ ﺍﻻﺘﻔﺎﻕ ﻋﻠﻴﻪ ﻟﻠﺘﺜﺒﺕ ﻤﻥ‬ ‫*ﺟﻤﻊ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻋﺒﺮ‬
‫‪-3‬ﻴﺴﺘﻤﻊ ﺇﻟﻰ ﺤﻠﻭل ﻤﻤﻜﻨﺔ‬ ‫ﺍﻟﺒﺤﺚ ﺍﻟﺘﺠﺮﻳﺒﻲ‬ ‫‪2‬‬
‫ﺨﻼﺼﺔ ﺍﻟﺩﺭﺱ‪:‬‬ ‫ﺼﺤﺔ ﺍﻹﺠﺎﺒﺎﺕ‬
‫‪-4‬ﻴﺩﻋﻭ ﺇﻟﻰ ﺘﺤﺩﻴﺩ ﻤﻨﻬﺠﻴﺔ ﻟﻠﺘﺜﺒﺕ ﻓﻲ‬
‫ﻭﺍﻟﻤﻼﺣﻈﺔ ﻭﺍﻟﻘﻴﺲ‬ ‫‪3‬‬
‫ﺠﺩﻭل ﺍﻟﺤﻭﺍﺱ‬ ‫‪-5‬ﻴﺩﻭﻥ ﺍﻟﻨﺘﺎﺌﺞ ﻭﻴﻘﺩﻤﻬﺎ ﺸﻔﻭﻴﺎ‬ ‫‪4‬‬
‫ﺼﺤﺔ ﺍﻟﺤﻠﻭل ﺍﻟﺘﻲ ﺘﻡ ﺍﻟﺘﻭﺼل ﺇﻟﻴﻬﺎ‬ ‫*ﺟﻤﻊ ﻣﻌﻠﻮﻣﺎﺕ ﺑﺎﻋﺘﻤﺎﺩ‬ ‫‪5‬‬
‫ﻭﺴﺎﺌل ﻤﺨﺘﻠﻔﺔ ﻟﻸﻟﻌﺎﺏ‬
‫‪-6‬ﻴﺩﻭﻥ ﺍﻟﻨﺘﺎﺌﺞ ﺍﻟﺘﻲ ﺘﻡ ﺍﻻﺘﻔﺎﻕ ﻋﻠﻴﻬﺎ‬ ‫ﺍﻟﺒﺤﺚ ﺍﻟﻮﺛﺎﺋﻘﻲ ﻭﻣﺴﺎءﻟﺔ‬
‫‪-5‬ﻴﺩﻋﻭ ﺇﻟﻰ ﺇﻨﺠﺎﺯ ﻤﺎ ﺘﻡ ﺍﻻﺘﻔﺎﻕ ﻋﻠﻴﻪ‬ ‫‪6‬‬
‫ﻭﺍﻟﺘﺠﺎﺭﺏ‬
‫‪-7‬ﻴﻨﺠﺯ ﺒﻌﺽ ﺘﻤﺎﺭﻴﻥ ﺍﻟﺩﻋﻡ ﻭﺍﻟﺘﻘﻴﻴﻡ‬
‫ﺃﻫﻞ ﺍﻻﺧﺘﺼﺎﺹ‬
‫‪-6‬ﻴﺴﺘﻤﻊ ﺇﻟﻰ ﻤﺎ ﺘﻡ ﺍﻟﺘﻭﺼل ﺇﻟﻴﻪ‬
‫ﻭﺍﻟﺘﻭﺴﻊ‬ ‫*ﺗﺠﻤﻴﻊ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ‬
‫‪-‬ﻴﺴﺠل ﺨﻼﺼﺔ ﺍﻟﺩﺭﺱ‬
‫ﻭﺗﻨﻈﻴﻤﻬﺎ‬
‫‪-7‬ﻴﺩﻋﻭ ﺇﻟﻰ ﺇﻨﺠﺎﺯ ﺒﻌﺽ ﺘﻤﺎﺭﻴﻥ ﺍﻟﺩﻋﻡ‬
‫*ﺗﻮﻇﻴﻒ ﻧﺘﺎﺋﺞ ﺑﺤﺚ ﻓﻲ‬
‫ﻭﺍﻟﺘﻭﺴﻊ‬ ‫ﺑﻨﺎء ﻣﻌﺎﺭﻑ ﺟﺪﻳﺪﺓ‬
 ‫ﺟﺪﻭﻝ ﺍﻟﺤﻮﺍﺱ ﺍﻟﺨﻤﺲ ﻭﻭﻇﺎﺋﻔﻪ‬

‫ﺩﻭﺭﻩ‬ ‫ﺃﺭﺳﻤﻪ‬ ‫ﺍﻟﻌﻀﻮ‬

‫ﺃﺭﻯ‬ ‫ﺍﻟﻌﻴﻦ‬

‫ﺃﺳﻤﻊ‬ ‫ﺍﻷﺫﻥ‬

‫ﺃﺷﻢ‬ ‫ﺍﻷﻧﻒ‬

‫ﺃﺗﺬﻭﻕ‬ ‫ﺍﻟﻠﺴﺎﻥ‬

‫ﺃﻟﻤﺲ‬ ‫ﺍﻟﺠﻠﺪ‬
 ‫‪G‬‬ ‫ﺟﺪﻭﻝ ﺍﻟﻨﺸﺎﻁ‪"1‬ﺃﻧﺎ"‬

‫ﺍﻟﺴﻨﺔ‪1‬‬ ‫ﺩﺭﺴﻲ ‪ :‬ﺍﻟﻌﻴﻥ‬

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‫ﺃﺒﺤﺙ‬
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‫ﺃﻓﻜﺭ‬
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‫ﺃﺘﺜﺒﺕ‬

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‫‪................................................................................................................................‬‬ ‫ﺍﻵﻥ ﻋﺮﻓﺖ‬
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 ‫‪I‬‬ ‫ﺟﺪﻭﻝ ﺍﻟﻨﺸﺎﻁ‪"2‬ﻧﺤﻦ"‬

‫ﺍﻟﺴﻨﺔ‪1‬‬ ‫ﺍﻟﻌﻴﻥ‬

‫ﻨﻌﺒﺭ ﺍﻟﻤﺘﻌﻠﻡ ﺤﻭل ﻤﺤﺘﻭﻯ ﺍﻟﻤﺸﻬﺩ ﺍﻟﻤﺼﻭﺭ‬

‫ﻨﺭﺴﻡ ﻋﻴﻨﺎ‬
‫ﻨﺒﺤﺙ‬

‫ﻨﻁﺭﺡ ﺃﺴﺌﻠﺔ ﻓﻲ ﺼﻭﺭﺓ ﻤﺘﻨﺎﻗﻀﺎﺕ‪:‬‬

‫ﻨﺭﻯ ﺒﺎﻟﺭﺠل‬

‫ﻨﻠﻌﺏ ﺒﺎﻷﺩﻭﺍﺕ ﻭﺍﻟﻤﻭﺍﺩ ﺍﻟﺨﻁﻴﺭﺓ‬

‫ﻨﻔﻜﺭ‬

‫ﻨﺭﻯ ﺍﻷﺸﻴﺎﺀ ﺒﻌﻴﻨﻲ‬

‫ﻨﺤﺎﻓﻅ ﻋﻠﻰ ﻋﻴﻨﻲ ﻤﻥ ﺍﻷﺩﻭﺍﺕ ﻭﺍﻟﻤﻭﺍﺩ ﺍﻟﺨﻁﻴﺭﺓ‬

‫ﻨﻨﺠﺯ ﺍﻷﻨﺸﻁﺔ ﺍﻟﺘﺎﻟﻴﺔ‪:‬‬

‫‪-1‬ﻟﻌﺒﺔ ﺍﻷﻜﻴﺎﺱ ﺍﻟﻐﺎﻤﻀﺔ )ﻟﻠﺘﺩﺭﻴﺏ ﻋﻠﻰ ﻭﺼﻑ ﺍﻷﺸﻴﺎﺀ ﺒﺩﻭﻥ ﺭﺅﻴﺘﻬﺎ‬

‫‪ -2‬ﻨﻨﺠﺯ ﻟﻌﺒﺔ ﺍﻟﻐﻤﻴﻀﺔ‬

‫‪-3‬ﻨﺼﻑ ﺒﻌﺽ ﺍﻟﻐﻼل ﺃﻭ ﺍﻟﺨﻀﺭ ﺒﻌﺩ ﺭﺴﻤﻬﺎ)ﺘﻔﺎﺤﺔ‪ -‬ﻁﻤﺎﻁﻡ‪(...‬‬

‫‪ -4‬ﻨﺘﻌﺭﻑ ﻋﻠﻰ ﺃﺠﺴﺎﻡ ﺒﺎﻟﻌﻴﻥ ﺍﻟﻤﺠﺭﺩﺓ)ﻤﺴﺤﻭﻕ ﺸﻜﻼﻁﺔ ﺒﻥ –ﺴﻜﺭ ﺩﻗﻴﻕ‪-‬ﻤﻠﺢ –ﻨﺸﺎﺀ(‬

‫ﻨﺘﺜﺒﺕ‬

‫‪-5‬ﺍﺴﺘﺨﺩﺍﻡ ﺍﻟﻌﺩﺴﺔ ﺍﻟﻤﻜﺒﺭﺓ ﻟﺘﻜﺒﻴﺭ ﺍﻟﺭﻭﻴﺔ ﻭﻭﻑ ﺩﻗﻴﻕ ﻟﺸﻲﺀ ﻤﻌﻴﻥ‬

‫‪-6‬ﺍﺴﺘﺨﺩﺍﻡ ﻟﻌﺒﺔ ﺍﻜﺘﺸﺎﻑ ﺍﻷﺨﻁﺎﺀ ﻓﻲ ﺭﺴﻭﻡ ﻤﺘﺸﺎﺒﻬﺔ‬

‫‪-7‬ﺘﺴﻠﻴﻁ ﻀﻭﺀ ﻗﻭﻱ ﻭﻀﻭﺀ ﺨﻔﻴﻑ ﻋﻠﻰ ﺸﻲﺀ‬

‫ﻤﻼﺤﻅﺎﺘﻨﺎ ‪:‬‬

‫ﻻ ﻨﺭﻯ ﻭﺃﻋﻴﻨﻨﺎ ﻤﻐﻤﻀﺔ –ﻻ ﻨﺭﻯ ﻓﻲ ﺍﻟﻅﻼﻡ –‬

‫ﻨﺼﻑ ﺍﻷﺸﻴﺎﺀ ﺤﺴﺏ ﺸﻜﻠﻬﺎ ﻭﻟﻭﻨﻬﺎ ﻭﺤﺠﻤﻬﺎ‬

‫ﺍﻟﻌﻴﻥ ﻻ ﺘﻤﻴﺯ ﺒﻴﻥ ﺍﻷﺸﻴﺎﺀ ﺃﺤﻴﺎﻨﺎ‬

‫ﺍﻟﻌﻴﻥ ﻻ ﺘﺭﻯ ﺍﻷﺸﻴﺎﺀ ﺍﻟﺩﻗﻴﻘﺔ –ﻨﺴﺘﻌﻤل ﺍﻟﻌﺩﺴﺎﺕ ﺍﻟﻤﻜﺒﺭﺓ‬

‫ﺩﻗﺔ ﺍﻟﻤﻼﺤﻅﺔ ﻤﻔﻴﺩﺓ‬

‫ﺍﻟﻀﻭﺀ ﺍﻟﺴﺎﻁﻊ ﻀﺎﺭ ﻟﻠﻌﻴﻥ ﻤﺜل ﺍﻷﺩﻭﺍﺕ ﺍﻟﺤﺎﺩﺓ ﻭﺍﻟﻤﻭﺍﺩ ﺍﻟﺨﻁﻴﺭﺓ‬

 ‫ﻨﻜﻤل ﺘﻌﻤﻴﺭ ﺍﻟﺠﺩﻭل ﺍﻟﺘﺎﻟﻲ ﺘﺩﺭﻴﺠﻴﺎ‪:‬‬

‫ﻤﺎ ﻨﺘﻌﻠﻤﻪ‬

‫ﺩﻭﺭﻩ‬ ‫ﺃﺭﺳﻤﻪ‬ ‫ﺍﻟﻌﻀﻮ‬ ‫) ﻣﺎ ﺍﺗﻔﻘﻨﺎ ﻋﻠﻴﻪ(‬

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