1st year stays 5 days in any of the accommodations offered or others that may interest you. With comprehensive monitoring service, cultural activities, environmental and leisure, programs made to measure.
The agreements made with different leisure infrastructures allow us to offer you a wide and varied offer:
high mountain, wet area, Mediterranean ecosystems, middle mountain, river courses…
The different geographical situations make up very special characteristics in each place with a whole series of peculiar activities. Special pedagogical program in every case or facility.
Nature workshops, cultural, environmental, Ethnology, Beekeeping, Art, Mountain techniques, Lleure…
Our association puts at your service the area of holiday homes and camps.
Our teams will move to your centers or multipurpose rooms in your town, with the necessary equipment and staff to be able to carry out quality stays.
The activities are chosen beforehand by your team together with our monitors in order to adapt the activity program to your needs and to the characteristics of your students and your population.
We have full availability to be able to do them both during the Christmas holidays, week of February-March, Easter or for the summer holidays.
We have several boarding houses to be able to stay there from a 10 days at any time of the year.
quotes, program and timetables tailored to you with the possibility to do them alone during the mornings and/or mornings and afternoons and to do dining service.
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FESTIVAL OF THE BIRDS |
Departure with the train from La Pobla, in the Tolla forests (Vilanova de la Sal station), we will hang nesting boxes, we will listen and observe the birds of the forest. Departure to the Sant Llorenç de Montgai reservoir, we will listen and observe water birds Suitable activity for primary school cycles. Upper cycle they build the nest box. |
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SPRING FLOWERS | Day trip, you can choose several spaces. The observation of the flowers is worked on, the chromaticism and the smells. Activity suitable for Infant and initial cycles. |
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GREEN LANDSCAPES | Day trip. Landscape reading work based on the different tones of the colors. Suitable for primary school cycles and for the first cycle of ESO. It can be done in different spaces. |
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LIVING NATURE |
Outing of one or more days where nature is worked globally, starting from the direct observation of the plants, animals and their tracks, the soil and the climatic phenomena produced during the activity. Suitable activity for primary and first cycle of ESO. it works with a pedagogical file and can be done in different spaces. |
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SONS, SMELLS, TEXTURES, COLORS AND FLAVORS | Day trip that can be held in different spaces where the five senses are worked on with nature as the main object. Suitable for children's cycle, initial and middle. |
PROGRAM:
11:35 h.: Reception of the participants at the FGC station in Vilanova de la Sal.
11:40 h.: Installation at the shelter of “The Tolla” (Old station building)
11:45 h.: have breakfast (Everyone takes it)
12:15 h.: Start of the morning activity: To choose between: Boar route (nature itinerary: flora i fauna) o The five senses in nature (knowledge of nature through the senses)
14:00 h.: Dinar (Everyone takes it)
15:00h.: Afternoon activity
16:19h.: Return by train.
Price of this trip €7.00 per student. (does not include the price of the train ticket)
Activities that can be developed during stays in the different accommodations or in the same educational center.
Crafts workshops, of manipulation, of games, de lleure, medioambientals…
| THEMATIC | ADDRESSED | REFERENCE ACTIVITY | DURATION | ESPAI | |||
| Initial | Primary | Secondary | High school | ||||
| TERRESTRIAL ECOSYSTEMS | X | X | Tales in the forest | 1 is | Forest | ||
| X | X | The five senses in the forest | 1 is | Forest | |||
| X | X | Bags of aromatic herbs | 1 is | Forest and nature classroom | |||
| X | X | The food chain | 2 dies | Forest and nature classroom | |||
| X | X | X | The forest as a resource | 2-3 dies | Forest | ||
| X | X | X | Reading and landscape | 1 is | Forest and nature classroom | ||
| X | X | X | Adaptations of the forest to the environment | 2-3 dies | Forest and nature classroom | ||
| X | X | X | the paper, where does it come from? Recycled paper | 2 dies | Forest and nature classroom | ||
| X | X | Physics and the forest (calculation of forest biomass) | 2 dies | Forest | |||
| X | X | X | X | The wheelhouse , the oak tree , the pine forest, the oak grove | 2-3 dies | Forest and nature classroom | |
| X | X | X | X | the wild boar | 1 is | Forest | |
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ACUATIC ECOSYSTEMS
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X | X | The five senses in the river | 1 is | River and nature classroom | ||
| X | X | X | The water cycle | 2 dies | River and nature classroom | ||
| X | X | Study of a river | 1 is | River and nature classroom | |||
| X | X | X | Riparian vegetation | 2 dies | Riu | ||
| X | X | X | riverside fauna | 3 dies | River and nature classroom | ||
| X | X | Micro and macroscopic life | 2-3 dies | River and nature classroom | |||
| X | X | X | Reading and landscape | 1 is | River and nature classroom | ||
| LIFE IN THE CAMP | |||||||
| X | X | X | Path tracking | 2 dies | environment | ||
| X | X | X | X | Organic bread | 1 is | Nature classroom | |
| X | X | X | Operation of an organic garden | 2-3 dies | Orchards and nature classroom | ||
| X | X | X | X | Aromatic plants | 2 dies | Nature classroom | |
| X | X | X | X | Medicinal plants | 2 dies | Nature classroom | |
| METEOROLOGY | X | X | X | Planisphere and observation of the firmament | 1 is | Workshop and environments | |
| X | X | X | The moon and popular traditions | 2 dies | environments | ||
| X | X | X | Construction of devices to measure time | 1 is | Taller | ||
| X | X | X | The weather | 2-3 dies | Environments and workshop | ||
| X | X | X | Operation of a meteorological station | 1 is | Weather station | ||
| GEOLOGY | X | X | X | Reading and landscape | 2 dies | Environments and nature classroom | |
| X | X | X | salt pans | 3 dies | Salt flats and nature classroom | ||
| X | X | X | Interpretation of maps | 2 dies | Environments and nature classroom | ||
| X | X | X | Representation of an environment in front of a piece of paper | 2-3 dies | Environments and nature classroom | ||
| X | X | Geology and relief | 2 dies | Environments and nature classroom | |||
| X | X | X | X | Fossils in the Pre-Pyrenees | 3 dies | Environments and nature classroom | |
| X | X | X | X | The formation of the mountains | 1-2 dies | Environments and nature classroom | |
| THE MIDDLE | X | X | X | Exploitation of natural resources | 2 dies | Environments and nature classroom | |
| X | X | X | Study of an environmental impact | 3 dies | Environments and nature classroom | ||
| X | X | X | X | Natural spaces | 2 dies | Environments and nature classroom | |
| X | X | X | Resolution of environmental conflicts | 1 is | Nature classroom | ||
| CULTURE | X | X | X | Banditry in the region | 2 dies | Nature classroom | |
| X | X | X | X | Legends and traditions | 1-2 dies | Nature classroom | |
| X | X | X | Romanesque route | 2 dies | Classroom of nature and region | ||
| X | X | X | salt route | 2 dies | Nature and environment classroom | ||
| X | X | X | Route of the castles | 2-3 dies | Nature and environment classroom | ||
| X | X | X | Route of Montsec and the reservoirs | 2-3 dies | Nature and environment classroom | ||
| X | X | X | Routes for Balaguer | 1-2 dies | Nature classroom | ||
| X | X | X | Routes through the region | 1-3 dies | Natural environments and classrooms | ||
| X | X | X | Routes of the civil war | 1-3 dies | environments | ||
