المشروع التاسع _ العاشر

‫‪padlet.com/rulahusam/cybnfu389gh6dl94‬‬ ‫اﻟﻣﺷروع اﻟﺗﺎﺳﻊ ‪ /‬اﻟﻌﺎﺷر‬ ‫اﻟﺘﻌﻠﻢ ﻣﻦ ﺧﻼل اﻟﻤﺸﺎرﯾﻊ‬ ‫‪RULA BSUL DEC 14, 2020 08:45PM‬‬ ‫اﻟﺧﺎﻣس‪/‬اﻟﻌﻠوم‬ ‫‪.‬ﻗﻄﻌﺔ ﺧﺎﺻﺔ ﺑﮫ ﻋﻠﻰ اﻟﻤﺮﺑﻊ اﻟﺬي اﻧﺘﻘﻞ إﻟﯿﮫ وﯾﻨﺘﻘ ُﻞ اﻟ ّﺪو ُر إﻟﻰ اﻟﻼﻋﺐ اﻟﺜّﺎﻧﻲ‪ ،‬وھﻜﺬا‬ ‫إذا وﺻ َﻞ اﻟﻼﻋﺐ إﻟﻰ ﺳﻠّ ٍﻢ‪ ،‬ﻓﺈﻧّﮫُ ﯾﺼﻌ ُﺪ إﻟﻰ أﻋﻼهُ‪ ،‬وإذا وﺻ َﻞ إﻟﻰ رأ ِس أﻓﻌﻰ‪ ،‬ﻓﺈﻧّﮫُ ﯾﻄﻠ ُﺐ ‪2‬‬ ‫ﺑﻤﺴﺎﻋﺪ ِة أﺣ ِﺪ أﻓﺮا ِد أﺳﺮﺗﻲ‪ ،‬أُﺣﻀ ُﺮ ورﻗﺔً ﺑﯿﻀﺎ َء‪ ،‬وأﺛﻨﯿﮭﺎ ﻋ ّﺪةَ ﻣ ّﺮا ٍت‪ ،‬ﺛ ﱠﻢ أُﻗﻄّ ُﻌﮭﺎ إﻟﻰ ﻗﻄ ٍﻊ ﻣﺘﺴﺎوﯾ ٍﺔ‪،‬‬ ‫اﻻﺳﺘﻌﺎﻧﺔَ ﺑﻌﻨﺼ ٍﺮ‪ ،‬ﻓﯿﺴﺤ ُﺐ‬ ‫‪،‬وأﻛﺘ ُﺐ ﻋﻠﻰ ﺑﻌ ِﻀﮭﺎ أﺳﻤﺎ َء اﻟﻌﻨﺎﺻ ِﺮ اﻟﻮارد ِة ﻓﻲ اﻟﺠﺪو ِل‬ ‫‪،‬ورﻗﺔً ﺟﺪﯾﺪةً‪ ،‬ﻓﺈ ْن ﻛﺎﻧَ ْﺖ إﺟﺎﺑﺘُﮫُ ﺻﺤﯿﺤﺔً‪ ،‬ﯾﺜﺒ ْﺖ ﻣﻜﺎﻧَﮫُ‪ ،‬وإ ْن ﻛﺎﻧَ ْﺖ ﻏﯿ َﺮ ﺻﺤﯿﺤ ٍﺔ‬ ‫‪).‬ورﻣﻮ َز اﻟﻌﻨﺎﺻ ِﺮ ﻋﻠﻰ اﻟﺠﺰ ِء اﻵﺧ ِﺮ )ﻛ ﱡﻞ ورﻗ ٍﺔ ﺗﺤﻤ ُﻞ اﺳ َﻢ ﻋﻨﺼ ٍﺮ‪ ،‬أ ْو رﻣ َﺰ ﻋﻨﺼ ٍﺮ‬ ‫‪.‬أُﺣﻀ ُﺮ ﻣﺮطﺒﺎﻧًﺎ أ ْو ﺻﻨﺪوﻗًﺎ‪ ،‬وأﺿ ُﻊ ﻓﯿ ِﮫ اﻷورا َق‪ ،‬وأﺧﻠﻄُﮭﺎ ﺟﯿّ ًﺪا‬ ‫‪.‬ﻓﺈﻧّﮫُ ﯾﻨﺰ ُل إﻟﻰ اﻷﺳﻔ ِﻞ‪ ،‬ﻣ ْﻦ رأ ِس اﻷﻓﻌﻰ إﻟﻰ ذﯾﻠِﮭﺎ‬ ‫‪.‬اﻟﻔﺎﺋ ُﺰ ھ َﻮ ﻣ ْﻦ ﯾﺼ ُﻞ إﻟﻰ اﻟﻨّﮭﺎﯾ ِﺔ‪ ،‬وﯾﻜﻮ ُن ﺑﻄ َﻞ اﻟﻜﯿﻤﯿﺎ ِء ‪3‬‬ ‫أﺳﺤ ُﺐ ‪ 3‬أورا ٍق‪ ،‬وأﺳ ّﻤﻲ اﻟﻌﻨﺼ َﺮ ﻓﻲ ﻛ ﱟﻞ ﻣﻨﮭﺎ‪ ،‬وأﺑﺤ ُﺚ أﯾ َﻦ ﯾﻤﻜ ُﻦ أ ْن ﻧﺠ َﺪهُ ﻓﻲ اﻟﻄﺒﯿﻌ ِﺔ‪ ،‬وﻣﺎ ‪-‬‬ ‫ﺣﺎﻟﺘُﮫُ اﻟﻔﯿﺰﯾﺎﺋﯿّﺔُ‪ ،‬وأُ ِﻋ ﱡﺪ ﺑﻄﺎﻗﺎ ٍت ﺗﻌﺮﯾﻔﯿّﺔً ﺑﻜ ﱟﻞ ﻣﻨﮭﺎ‪ ،‬ﻣﺴﺘﻌﯿﻨًﺎ ﺑﺎﻟﻤﺮاﺟ ِﻊ‪ ،‬واﻟ ّﺼﻮ ِر ﻓﻲ اﻟﻜﺘ ِﺐ‪ ،‬أ ْو‬ ‫‪ .QR Code‬ﺑﺎﻟ ّﺮﻣ ِﺰ ﺳﺮﯾ ِﻊ اﻻﺳﺘﺠﺎﺑ ِﺔ‬ ‫أﻋﺮ ُض ﻣﺎ أﻋﺪ ْد ُت ﻣ ْﻦ ﺑﻄﺎﻗﺎ ٍت ﻋﻠﻰ زﻣﻼﺋﻲ وﻣﻌﻠّﻤﻲ‪ ،‬وﻧﻘ ّﻮ ُم ﻣﺤﺘﻮى اﻟﺒﻄﺎﻗﺎ ِت‪ ،‬وﻧﺘﻌ ّﺮ ُف ﻣﺰﯾ ًﺪا ‪ -‬‬ ‫‪.‬ﻣ َﻦ اﻟﻌﻨﺎﺻ ِﺮ‪ ،‬ﺑﺎﻻﺳﺘﻤﺎ ِع‪ ،‬وﺑﻤﺸﺎھﺪ ِة ﻋﺮو ِض زﻣﻼﺋﻲ‬ ‫‪audio.mp3‬‬ ‫‪1:01 audio‬‬ ‫‪PADLET DRIVE‬‬ ‫ﻟﻌﺒﺔ اﻟﺴﻠﻢ واﻟﺤﯿﺔ‬ ‫أﻟﻌ ُﺐ ﻣ َﻊ اﺛﻨﯿ ِﻦ ﻣ ْﻦ أﻓﺮا ِد أﺳﺮﺗﻲ )ﻻﻋﺒ ْﯿ ِﻦ و َﺣ َﻜ ٍﻢ ﯾﺴﺘﻌﯿ ُﻦ ﺑﺎﻟﺠﺪو ِل ﻟﻠﺤﻜ ِﻢ ﻋﻠﻰ‬ ‫‪:‬إﺟﺎﺑﺎ ِت اﻟﻼﻋﺒﯿﻦ(‪ ،‬وﻧﻠﻌ ُﺐ وﻓ َﻖ اﻟﺘّﻌﻠﯿﻤﺎ ِت اﻵﺗﯿ ِﺔ‬ ‫ﯾﺮﻣﻲ اﻟﻼﻋﺐ اﻷ ّو ُل ﺣﺠ َﺮ اﻟﻨّﺮ ِد‪ ،‬وﯾﺴﺤ ُﺐ ورﻗﺔً‪ ،‬ﻓﺈذا ﻛﺎﻧَ ِﺖ اﻟﻮرﻗﺔُ ﺗﺤﻤ ُﻞ رﻣ ًﺰا‪ ،‬ﯾﺬﻛﺮ ‪1‬‬ ‫اﻟﻼﻋﺐ اﺳ َﻢ اﻟﻌﻨﺼ ِﺮ اﻟّﺬي ﯾُﻤﺜّﻠُﮫُ‪ ،‬وإذا ﻛﺎﻧَ ِﺖ اﻟﻮرﻗﺔُ ﺗﺤﻤ ُﻞ اﺳ َﻢ اﻟﻌﻨﺼ ِﺮ‪ ،‬ﯾﺬﻛﺮ‬ ‫اﻟﻼﻋ ُﺐ رﻣ َﺰ اﻟﻌﻨﺼ ِﺮ اﻟ ّﺪا ﱢل ﻋﻠﯿ ِﮫ‪ ،‬وإ ْن ﻛﺎﻧَ ِﺖ اﻹﺟﺎﺑﺔُ ﺻﺤﯿﺤﺔً وﻓ َﻖ اﻟﺤﻜ ِﻢ‪ ،‬ﻓﺈﻧّﮫُ‬ ‫ﯾﺘﺤ ّﺮ ُك ﻋﻠﻰ ﻟﻮﺣ ِﺔ اﻟﺴﻠّ ِﻢ واﻷﻓﻌﻰ ﺑﻤﻘﺪا ِر اﻟﻌﺪ ِد اﻟّﺬي ظﮭ َﺮ ﻋﻠﻰ ﺣﺠ ِﺮ اﻟﻨّﺮ ِد‪ ،‬ﻓﯿﻀﻊ‬

‫‪ ‬ﯾﺎﺳﻤﯿﻦ ﻣﺼﺒﺎح زﺑﻂ‬ ‫‪audio.mp3‬‬ ‫‪1:51 audio‬‬ ‫‪PADLET DRIVE‬‬ ‫ﻟﻌﺑﺔ اﻟﻛﺗروﻧﯾﺔ ‪-‬رﻣوز اﻟﻌﻧﺎﺻر‬ ‫أﻟﻌﺎب ﺟﺳور اﻟﺗﻌﻠم ‪ -‬رﻣوز اﻟﻌﻧﺎﺻر‬ ‫‪ -‬اﻟﻛرﺑون ‪ - Cu,‬اﻟﻧﺣﺎس ‪ - Fe,‬اﻟﺣدﯾد ‪ - Na,‬اﻟﺻودﯾوم‬ ‫‪ - Br,‬اﻟﺑروم ‪ - N,‬اﻟﻧﯾﺗروﺟﯾن ‪ - O,‬اﻷﻛﺳﺟﯾن ‪C,‬‬ ‫‪ - Ca.‬اﻟﻛﺎﻟﺳﯾوم ‪ - Mg,‬اﻟﻣﻐﻧﯾﺳﯾوم ‪ - H,‬اﻟﮭﯾدروﺟﯾن‬ ‫‪WORDWALL - CREATE BETTER LESSONS‬‬ ‫‪QUICKER‬‬ ‫زﯾﻨﮫ اﺑﻮ اﻟﺮاﻏﺐ‬ ‫ﯾﺎﺳﻤﯿﻦ ﻣﺼﺒﺎح زﺑﻂ‬

‫ﻣﺎ اﺳ ُﻢ ھﺬا اﻟﺘﻔﺎﻋ ِﻞ؟ ﻟﻤﺎذا ﺳﻤ َﻲ ﺑﮭﺬا اﻻﺳ ِﻢ؟ ‪6.‬‬ ‫أﻛﺘ ُﺐ ﻣﻌﺎدﻟﺔَ اﻟﺘﻔﺎﻋ ِﻞ اﻟﺬي ﺗﺎﺑﻌﺘُﮫُ ﻓﻲ اﻟﻔﯿﺪﯾﻮ؟ ‪7.‬‬ ‫أﺗﻮاﺻ ُﻞ‪ :‬ﺗﺘﻨﻮع اﺳﺘﺨﺪاﻣﺎ ُت اﻷﻣﻼ ِح ﻓﻲ ﺣﯿﺎﺗِﻨﺎ‪ ،‬أﺑﺤ ُﺚ ﻓﻲ ﻣﺼﺎد ِر اﻟﻤﻌﺮﻓ ِﺔ اﻟﻤﻨﺎﺳﺒ ِﺔ ﻋ ِﻦ‬ ‫اﺳﺘﺨﺪاﻣﺎ ِت ﻣﻠ ِﺢ ﻛﻠﻮرﯾﺪ اﻟﺼﻮدﯾﻮم )ﻣﻠ ِﺢ‬ ‫اﻟﻄﻌﺎ ِم( وﻣﻠ ِﺢ ﺑﯿﻜﺮﺑﻮﻧﺎ ِت اﻟﺼﻮدﯾﻮم )ﻣﺴﺤﻮ ِق اﻟﺨﺒﯿ ِﺰ(‪ .‬أﻧﺎﻗ ُﺶ أﺣ َﺪ أﻓﺮا ِد أﺳﺮﺗﻲ أ ْو زﻣﻼﺋﻲ ﻓﻲ ﻣﺎ‬ ‫‪.‬وﺟﺪﺗُﮫُ‬ ‫‪audio.mp3‬‬ ‫‪2:08 audio‬‬ ‫‪PADLET DRIVE‬‬ ‫ﻓﯿﺪﯾﻮ ﺗﻮﺿﯿﺢ ﺗﻜﻮﯾﻦ اﻟﻤﻠﺢ‬ ‫ﺳدﯾن ﻋﺑد اﻟرزاق ﺧﺎﻟد ﻣﻧﻰ‪������ ������‬‬ ‫ﻣﻦ اﻟﺨﺎﻣﺲ أ‬ ‫اﻟﺳﺎدس‪ /‬اﻟﻌﻠوم‬ ‫اﻷرد ﱡن ﻣ َﻦ اﻟﺪو ِل اﻟﺠﻤﯿﻠ ِﺔ اﻟﻤﻤﯿﺰ ِة ﺑﺘﻨﻮ ِع ﺑﯿﺌﺎﺗِﮭﺎ‪ ،‬وﻓﯿ ِﮫ أﺧﻔ ُﺾ ﺑﻘﻌ ٍﺔ ﻋﻠﻰ ﺳﻄ ِﺢ اﻷر ِض‪ ،‬وھ َﻲ اﻟﺒﺤ ُﺮ‬ ‫‪______________________.mp4‬‬ ‫اﻟﻤﯿ ُﺖ‪ .‬ﺗﺤﺘﻮي ﻣﯿﺎهُ اﻟﺒﺤ ِﺮ اﻟﻤﯿ ِﺖ‬ ‫‪1:30 video‬‬ ‫‪.‬ﻛﻤﯿﺎ ٍت ﻛﺒﯿﺮةً ﻣ َﻦ اﻷﻣﻼ ِح‪ ،‬وﺗﻌ ﱡﺪ ﻣﯿﺎھُﮫُ أﻛﺜ َﺮ ﻣﯿﺎ ِه اﻟﺒﺤﺎ ِر ﻣﻠﻮﺣﺔً‪ ،‬وﯾُﺴﺘَﺨﺮ ُج ﻣﻨﮭﺎ أﻣﻼ ٌح ﻣﺘﻨﻮﻋﺔٌ‬ ‫أﺑﺤ ُﺚ‪ :‬ﯾُﻌﺘﻘ ُﺪ ﻋﺪ ُم وﺟﻮ ِد أﯾ ِﺔ ﻛﺎﺋﻨﺎ ٍت ﺣﯿ ٍﺔ ﺗﻌﯿ ُﺶ ﻓﻲ ﻣﯿﺎ ِه اﻟﺒﺤ ِﺮ اﻟﻤﯿ ِﺖ ﺑﺴﺒ ِﺐ ﻣﻠﻮﺣﺘِﮭﺎ اﻟﺸﺪﯾﺪ ِة‪ .‬أﺑﺤ ُﺚ‬ ‫‪PADLET DRIVE‬‬ ‫‪.‬ﻓﻲ ﻣﺼﺎد ِر اﻟﻤﻌﺮﻓ ِﺔ اﻟﻤﻨﺎﺳﺒ ِﺔ ﻓﻲ ذﻟ َﻚ‬ ‫أﻓﻜ ُﺮ‪ :‬ﻣﺎ ھ َﻮ اﻟﻤﻠ ُﺢ؟ وﻛﯿ َﻒ ﯾُﻨﺘَ ُﺞ؟‬ ‫أﺗﻮاﺻ ُﻞ‪ :‬أﺗﺎﺑ ُﻊ ﻣ َﻊ زﻣﯿﻠﻲ أ ْو أﺣ ِﺪ أﻓﺮا ِد أﺳﺮﺗﻲ ﺑﻌ َﺪ ﻣﺴ ِﺢ اﻟﺮﻣ ِﺰ ﺳﺮﯾ ِﻊ اﻻﺳﺘﺠﺎﺑ ِﺔ اﻟﻔﯿﺪﯾﻮ‪ ‬‬ ‫اﻟﺘﻌﻠﯿﻤ ﱠﻲ اﻟﺬي ﯾﻮﺿ ُﺢ ﻛﯿﻔﯿﺔَ ﺗﻜ ّﻮ ِن ﻣﻠ ٍﺢ ﻣ ْﻦ‬ ‫‪:‬ﺗﻔﺎﻋ ِﻞ ھﯿﺪروﻛﺴﯿﺪ اﻟﺼﻮدﯾﻮم ﻣ َﻊ ﺣﻤ ِﺾ اﻟﮭﯿﺪروﻛﻠﻮرﯾﻚ‪ ،‬ﺛ ﱠﻢ أﺟﯿ ُﺐ اﻷﺳﺌﻠﺔَ اﻵﺗﯿﺔَ‬ ‫ﻣﺎذا أﺻﺒ َﺢ ﻟﻮ ُن ورﻗ ِﺔ ﺗﺒّﺎ ِع اﻟﺸﻤ ِﺲ ﻋﻨ َﺪ إﺿﺎﻓ ِﺔ ھﯿﺪروﻛﺴﯿﺪ اﻟﺼﻮدﯾﻮم؟ ‪1.‬‬ ‫ھ ْﻞ ﻣﺮﻛ ُﺐ ھﯿﺪروﻛﺴﯿﺪ اﻟﺼﻮدﯾﻮم ﻗﺎﻋﺪ ﱞي أ ْو ﺣﻤﻀ ﱞﻲ؟ ‪2.‬‬ ‫ﻣﺎذا أﺻﺒ َﺢ ﻟﻮ ُن ورﻗ ِﺔ ﺗﺒّﺎ ِع اﻟﺸﻤ ِﺲ ﻋﻨ َﺪ إﺿﺎﻓ ِﺔ ﺣﻤ ِﺾ اﻟﮭﯿﺪروﻛﻠﻮرﯾﻚ؟ ﻋﻼ َم ﯾﺪ ﱡل ذﻟ َﻚ؟ ‪3.‬‬ ‫ﻟﻤﺎذا ﺑُ ﱢﺨ َﺮ اﻟﻤﺎ ُء؟ ‪4.‬‬ ‫ﻣﺎ اﻟﻤﺎدةُ اﻟﻤﺘﺒﻘﯿﺔُ ﺑﻌ َﺪ ﺗﺒﺨ ِﺮ اﻟﻤﺎ ِء؟ ‪5.‬‬

‫دﻋﺎء واﺋﻞ‬ ‫ﺷﮭد ﻋﻣﺎد اﺑواﻟراﻏب❤‬ ‫ﻋﺮﯾﻦ ﻧﺎﺋﻞ‬ ‫ﺷﮭد ﻋﻣﺎد اﺑواﻟراﻏب❤‬

‫ﺳﺎﻟﻲ ﻧﺿﺎل زﺑﻠﺢ‬ ‫ﻋﻠﻮم‪������‬‬ ‫اﺳﻣﺎء ﺳوﺳﺎن‪������‬‬ ‫اﻟﻌﻠﻮم‬

‫ﺳﺎﻟﻲ ﻧﺿﺎل‬ ‫ﻟﺟﯾن ﺟﻣﺎل راﺷد‬ ‫ﻋﻠﻮم‬ ‫ﻟﯿﻨﺎ ﺣﻤﺪان‬ ‫ﻟﺟﯾن ﺟﻣﺎل راﺷد‬ ‫ﺻﻮره ‪2‬‬

‫ﻟﺟﯾن ﺟﻣﺎل راﺷد‬ ‫ﺻﻮره ‪3‬‬ ‫‪ ‬ﻛﻨﺪا اﺳﺎﻣﺔ‬ ‫اﺑﺘﺴﺎم اﻟﺤﻮري‪������‬‬ ‫اﺑﺘﺴﺎم اﻟﺤﻮري‪������‬‬ ‫ﻋﺮﯾﻦ اﺑﻮ اﻟﺤﺴﻦ‪������‬‬

‫اﺑﺘﺴﺎم اﻟﺤﻮري‪������‬‬ ‫‪ ‬إﯾﻨﺎس ﺣﺴﯿﻦ اﻟﻐﺰاوي‬ ‫‪ ‬ﻧﺪى ﻣﺎﺟﺪ‬

‫‪ ‬إﯾﻨﺎس ﺣﺴﯿﻦ اﻟﻐﺰاوي‬ ‫اﻟﺳﺎدس‪/‬اﻟﻠﻐﺔ اﻟﻌرﺑﯾﺔ‬ ‫ﺗﺤﻮﯾ ُﻞ ﺛﻤﺎ ِر اﻟﺰﯾﺘﻮ ِن إﻟﻰ زﯾﺘﻮ ٍن ﻣﺨﻠ ٍﻞ ﻋﻤﻠﯿﺔٌ ﻗﺪﯾﻤﺔٌ‪ ،‬ﻧﺤﺼ ُﻞ ﻓﯿﮭﺎ ﻋﻠﻰ طﻌﺎ ٍم ﻟﺬﯾ ٍﺬ ذي ﻣﺬا ٍق ﻣﺎﻟ ٍﺢ‪،‬‬ ‫ﻋﻠ ًﻤﺎ أ ﱠن اﺧﺘﯿﺎ َر طﺮﯾﻘ ِﺔ اﻟﺘﺨﻠﯿ ِﻞ ﻟﮭﺎ‬ ‫ﻋﻼﻗﺔٌ ﺑﻨﻮ ٍع اﻟﺰﯾﺘﻮ ِن اﻟﻤﺘﻮاﻓ ِﺮ‪ .‬أﻧﺎﻗ ُﺶ أﺣ َﺪ أﻓﺮا ِد أﺳﺮﺗﻲ ﻓﻲ طﺮﯾﻘ ِﺔ ﻋﻤ ِﻞ ﻣﺨﻠ ِﻞ اﻟﺰﯾﺘﻮ ِن‪ ،‬وأھ ﱢﻢ‬ ‫‪.‬اﻟﻤﻜﻮﻧﺎ ِت اﻟﺘﻲ ﻧﺤﺘﺎ ُﺟﮭﺎ ﻟﺬﻟ َﻚ‬ ‫رؤى ﺣﺴﯿﻦ ﻣﻨﯿﺮ ﻣﻄﺮ‬ ‫‪audio.mp3‬‬ ‫‪0:31 audio‬‬ ‫‪PADLET DRIVE‬‬

‫أﻗرأُ اﻟﻧ ﱠص اﻵﺗ َﻲ ﻋ ْن ﻋﻣﺎ َن ﻓﻲ اﻷرﺑﻌﯾﻧﯾﺎ ِت ﻗراء ًة ﺟﮭرﯾ ًﺔ‬ ‫ﺳﻼﻣ َﺔ‬ ‫ﺻﺣﯾﺣ ًﺔ وﻣﻌﺑر ًة ﻋﻠﻰ ﻣﺳﻣ ِﻊ‬ ‫ﺛ ﱠم أﻧﻔ ُذ‬ ‫أﺣ ِد أﻓرا ِد أﺳرﺗﻲ‪ ،‬ﻣﻠﺗز ًﻣﺎ‬ ‫اﻟﻠﻐ ِﺔ‪،‬وﻋﻼﻣﺎ ِت اﻟﺗرﻗﯾ ِم‪،‬‬ ‫وھﻣزﺗﻲ اﻟوﺻ ِل واﻟﻘط ِﻊ‪،‬‬ ‫‪:‬اﻟﻣطﻠو َب ﻣﻧﻲ ﯾﻠﯾ ِﮫ‬ ‫إذا ﻧﻈ َﺮ اﻹﻧﺴﺎ ُن إﻟﻰ ﻋﻤﺎ َن ﻓﻲ أواﺧ ِﺮ أﯾﺎ ِم اﻟﺮﺑﯿ ِﻊ‪ ،‬وﻗ ْﺪ ﻏﻄّ ِﺖ اﻟﺪواﻟﻲ ﻛﺜﯿ ًﺮا ﻣ َﻦ اﻟﺒﯿﻮ ِت اﻟﺘﻲ ﺗﺒﺪو‬ ‫‪audio.mp3‬‬ ‫ﻣﺘﺪرﺟﺔً ﻣﺘﻼﺣﻘﺔً ﻛﺄﻧﮭﺎ ﻏﯿﻤﺎت‬ ‫‪3:16 audio‬‬ ‫ﺧﻀﺮا ُء‪ ،‬ﻓﻐﻄّ ْﺖ ﻗﺴﺎوةَ اﻟﺤﺠ ِﺮ اﻟﺬي ﻛﺎ َن وﺣ َﺪهُ ﯾﺒﺪو أﻛﺜ َﺮ اﻷﺷﯿﺎ ِء وﺿﻮ ًﺣﺎ ﻓﻲ ﻓﺼﻞ اﻟﺸﺘﺎ ِء‪ .‬إ ﱠن‬ ‫ﻋﻤﻠﯿﺎ ِت اﻟﺒﯿ ِﻊ واﻟﺸﺮا ِء ﻓﻲ ﻓﺼ ِﻞ‬ ‫‪PADLET DRIVE‬‬ ‫اﻟﺮﺑﯿ ِﻊ رﻏ َﻢ أﻧﮭﺎ ﺻﻐﯿﺮةٌ‪ ،‬إﻻّ أﻧﮭﺎ ﺗﻤﻨ ُﺤﻨﺎ ﺷﻌﻮ ًرا ﺑﺎﻟﺮﺿﺎ‪ ،‬وﺗﺠﻌ ُﻞ ﻛﺜﯿﺮﯾ َﻦ ﯾﻨﺴﻮ َن ﻣﺼﺎﻋ َﺐ أﯾﺎ ِم‬ ‫اﻟﺸﺘﺎ ِء‪ .‬واﻟﺤﺼﺎ ُد ﻓﻲ ﻋﻤﺎ َن اﺣﺘﻔﺎ ٌل‬ ‫أﻓ ّﺴ ُﺮ ﻣﻌﺎﻧ َﻲ اﻟﻤﻔﺮدا ِت اﻵﺗﯿ ِﺔ ﻣ َﻦ اﻟﺴﯿﺎ ِق‪ُ :‬ﺣ َﺰ ٌم‪ ،‬ﺗُﮭﯿﱠﺄُ‪ ،‬ﻣﺘﺨﺜﺮةٌ‪ ،‬ﻣﻠ ّﺤﺔٌ‪ ،‬ﯾﺘﻜ ّﻮ ُم‪ ،‬اﻟﻤﺄﻟﻮﻓﺔُ‪ ،‬‬ ‫‪.‬ﯾﻘﺼ ُﺪهُ‬ ‫ﻛﺒﯿ ٌﺮ‪ ،‬ﻓﺎﻟﺤﻤ ُﺺ اﻟﺬي ﯾﻜﻮ ُن أو َل ﻧﺘﺎﺟﺎ ِت اﻟﻤﻮﺳ ِﻢ اﻟﺰراﻋ ﱢﻲ‪ ،‬ﻻ ﯾﻜﺎ ُد ﯾﻨﻀ ُﺞ ﺣﺘﻰ ﯾﺼﺒ َﺢ اﻟﺘﺴﻠﯿﺔَ‬ ‫أﺿﺒﻂُ أواﺧ َﺮ اﻟﻜﻠﻤﺎ ِت اﻵﺗﯿ ِﺔ اﻟﺘﻲ ورد ْت ﻣﻠﻮﻧﺔً ﻓﻲ اﻟﻨ ﱢﺺ‪ :‬ﻏﯿﻤﺎت‪ ،‬ﻓﺼﻞ‪ ،‬ﯾﻜﺘﻤﻞ‪ ،‬‬ ‫ﻟﻜﺜﯿﺮﯾ َﻦ ﻓﻲ ﻋﻤﺎ َن‪ .‬أﻣﺎ اﻟﻘﻤ ُﺢ ﻗﺒ َﻞ أ ْن‬ ‫‪.‬اﻟﻌﻨﺐ‪ ،‬اﻟﺒﯿﺖ‬ ‫ﯾﻜﺘﻤﻞ ﺟﻔﺎﻓُﮫُ‪ ،‬ﻓﻜﺎ َن ﯾُﻘ َﻄ ُﻒ ﻣﻨﮫُ ﺣﺰ ٌم ﻛﺜﯿﺮةٌ‪ ،‬ﻟﻜ ْﻲ ﺗُﮭﯿﱠﺄَ ﻣﻨﮫُ اﻟﻔﺮﯾﻜﺔُ‪ ،‬وﻣﺎ ﻛﺎ َد اﻟﺴﻠﯿ ُﻖ ﯾﻨﺰ ُل ﻋ ِﻦ‬ ‫‪:‬أذﻛ ُﺮ ﻣﻔﺮ َد اﻟﻜﻠﻤﺎ ِت اﻵﺗﯿ ِﺔ‪ :‬ﻧﺘﺎﺟﺎ ٌت‪ :‬اﻷﺳﻄ ُﺢ‪ :‬ﻗﺮى‪ :‬أﻣﻜﻨﺔٌ‬ ‫اﻷﺳﻄ ِﺢ‪ ،‬ﺣﺘﻰ ﺗﻤﺘﻠ َﺊ ﻣ ْﻦ ﺟﺪﯾ ٍﺪ ﺑﺎﻟﺒﻨﺪور ِة‬ ‫ﺑﯿّ َﻦ اﺧﺘﯿﺎ ُر اﻟﻜﺎﺗ ِﺐ اﻟﺼﻮ َر واﻷﻟﻔﺎظَ ﻣﻈﺎھ َﺮ اﻟﺮﺑﯿ ِﻊ ﻓﻲ ﻋﻤﺎ َن ﻗﺪﯾ ًﻤﺎ‪ .‬أﺳﺘﻨﺘ ُﺞ اﻟﻔﻜﺮةَ ﻓﻲ‪ ‬‬ ‫اﻟﻤﻌﺼﻮر ِة‪ ،‬اﻟﺘﻲ ﺗﺸﺒﮫُ ﺑﺤﯿﺮا ِت د ٍم ﺻﻐﯿﺮةً ﻣﺘﺨﺜﺮةً‪ ،‬ﺗﻨﺘﺸ ُﺮ ﻓﻲ ﻛ ﱢﻞ ﻣﻜﺎ ٍن ﺗﺤ َﺖ ﺷﻤ ِﺲ ﻋﻤﺎ َن‪ .‬أﻣﺎ‬ ‫‪:‬ﻛ ﱢﻞ ﻋﺒﺎر ٍة ﻣ َﻦ اﻟﻌﺒﺎرا ِت اﻵﺗﯿ ِﺔ‬ ‫‪،‬اﻟﺬﯾ َﻦ ﺟﺎؤوا ﻣ َﻦ اﻟﻘﺮى وﺳﻜﻨﻮا ﻋﻤﺎ َن‬ ‫‪.‬ﻏﻄّ ِﺖ اﻟﺪواﻟﻲ ﻛﺜﯿ ًﺮا ﻣ َﻦ اﻟﺒﯿﻮ ِت ‪1 -‬‬ ‫‪.‬ﻛﺎﻧَ ِﺖ ﺗﺒﺪو ﻣﺘﺪرﺟﺔً ﻣﺘﻼﺣﻘﺔً ﻛﺄﻧﮭﺎ ﻏﯿﻤﺎت ﺧﻀﺮا ُء ‪2 -‬‬ ‫ﻓﻈﻠ ْﺖ ﻋﻼﻗﺎﺗُﮭ ْﻢ ﺑﻘﺮاھ ْﻢ ﻣﺴﺘﻤﺮةً‪ ،‬ﻛﺎ َن ﻛﺜﯿﺮو َن ﻣ ْﻦ ﺳﻜﺎ ِن ﺷﺎر ِع ﻣﻨﻜﻮ‪ ،‬ﻣﺜ ًﻼ‪ ،‬ﯾﻐﺎدرو َن إﻟﻰ اﻟﺴﻠ ِﻂ‪،‬‬ ‫‪.‬اﻣﺘﻸ ِت اﻷﺳﻄ ُﺢ ﺑﺎﻟﺒﻨﺪور ِة اﻟﻤﻌﺼﻮر ِة اﻟﺘﻲ ﺗﺸﺒﮫُ ﺑﺤﯿﺮا ٍت د ٍم ﺻﻐﯿﺮةً ﻣﺘﺨﺜﺮةً ‪3 -‬‬ ‫واﻟﻔﺤﯿ ِﺺ‪ ،‬وﻣﺎﺣ َﺺ‪ ،‬وھﻨﺎ َك ﯾﻘﻀﻮ َن‬ ‫أذﻛ ُﺮ ﻣ َﻦ اﻟﻨ ﱢﺺ ﻏﺬا ًء ﯾﺤﺘﻮي ﺣﻤ ًﻀﺎ‪ ،‬وﻏﺬا ًء ﯾُﺴﺘﺨ َﺪم ﻛﺎﺷﻔًﺎ‪ ،‬ﻣﺴﺘﻔﯿ ًﺪا ﻣﻤﺎ درﺳﺘُﮫُ‪ ‬‬ ‫اﻟﺼﯿ َﻒ ﻛﻠﱠﮫُ‪ ،‬وﺗﺼﺒ ُﺢ ﻋﻮدةُ اﻟﻤﺴﺎﻓﺮﯾ َﻦ ﻣﻠ ّﺤﺔً ﺣﯿ َﻦ ﯾﻨﻀ ُﺞ اﻟﻌﻨﺐ واﻟﺘﯿ ُﻦ ﻓﻲ ھ ِﺬ ِه اﻟﻤﺪ ِة إﻋﻼﻧًﺎ ﻋ ْﻦ‬ ‫‪.‬ﻓﻲ ﻣﺒﺤ ِﺚ اﻟﻌﻠﻮ ِم‬ ‫أﺳﺘﻨﺘ ُﺞ ﻣ َﻦ اﻟﻨ ﱢﺺ ﻣﺜﺎل ًاﻋﻠﻰ ﻛ ﱟﻞ ﻣﻤﺎ ﯾﺄﺗﻲ‪ :‬ﻣﻌﺘﻘﺪا ٌت وﻋﺎدا ٌت ﻣﺎزا َل ﺑﻌ ُﺾ اﻟﻨﺎ ِس‬ ‫ﻛﺮ ِم اﻟﻄﺒﯿﻌ ِﺔ‪ ،‬ﻓﯿﺮﺳ ُﻞ اﻟﻌﺎﺋﺪو َن ﻟﻠﺠﯿﺮا ِن‬ ‫ﯾﻔﻌﻠُﮭﺎ‪ ،‬ﺿﺮورﯾﺎ ُت اﻟﺤﯿﺎ ِة‪ ،‬ﻟﻔﻈﺔٌ ﻋﺎﻣﯿﺔٌ‪ ،‬ﺗﺮﻓﯿﮫٌ وﺗﺴﻠﯿﺔٌ‪ ،‬اﻗﺘﺼﺎ ٌد‪ .‬ﺛ ﱠﻢ أﺻﻨﻔُﮭﺎ ﻓﻲ‬ ‫ﻋﺠﻠ ِﺔ اﻟﺜﻘﺎﻓ ِﺔ اﻟﻤﺠﺎور ِة ﻋﻠﻰ ورﻗ ٍﺔ ﺟﺎﻧﺒﯿ ٍﺔ‪ ،‬وأﻧﺎﻗ ُﺶ ﻣﺠﻤﻮﻋﺔً ﻣ ْﻦ زﻣﻼﺋﻲ أ ْو أﺣ َﺪ أﻓﺮا ِد‬ ‫اﻟﻌﻨ َﺐ واﻟﺮﻣﺎ َن‪ .‬وﻣ َﻦ اﻟﻤﺸﺎھ ِﺪ اﻟﻤﺄﻟﻮﻓ ِﺔ ﻓﻲ ﻋﻤﺎ َن ﺧﻼ َل اﻷرﺑﻌﯿﻨﯿﺎ ِت‪ ،‬اﻟﺒﺮﺗﻘﺎ ُل اﻟﯿﺎﻓﺎوي اﻟﺬي ﻛﺎ َن‬ ‫‪.‬أﺳﺮﺗﻲ ﻓﻲ ﻣﻀﻤﻮﻧِﮭﺎ‪ ،‬ﻣﺒﺪﯾًﺎ رأﯾﻲ ﻓﯿﮭﺎ ﺷﻔﻮﯾًّﺎ ﻣ َﻊ ﺑﯿﺎ ِن ﺳﺒ ِﺐ اﺧﺘﯿﺎ ِرھﺎ‬ ‫أﺻ ُﻒ طﺮﯾﻘﺔَ ﺻﻨﺎﻋ ِﺔ اﻟﺨﺒ ِﺰ ﻓﻲ ﻋ ّﻤﺎ َن‪ ،‬وأذﻛ ُﺮ اﻟﻤﻜﻮﻧﺎ ِت اﻟﺘﻲ ﻧﺤﺘﺎ ُﺟﮭﺎ ﻓﻲ ﺻﻨﺎﻋﺘِ ِﮫ‪،‬‬ ‫ﯾﺘﻜ ّﻮ ُم ﻓﻲ ﺳﻮ ِق اﻟﺨﻀﺎ ِر وﻓﻲ أﻣﻜﻨ ٍﺔ‬ ‫ﻣﻘﺎرﻧًﺎ ﺑﯿ َﻦ ﺻﻨﺎﻋ ِﺔ اﻟﺨﺒ ِﺰ ﻗﺪﯾ ًﻤﺎ وﺣﺪﯾﺜًﺎ‪ ،‬ﺛ ﱠﻢ أﻧﺎﻗ ُﺶ‬ ‫ﻋﺪﯾﺪ ٍة أﺧﺮى‪ ،‬ﺣﯿ َﻦ ﺗﺼ ُﻞ اﻟﺸﺎﺣﻨﺎ ُت وﺗﻔﺮ ُغ ﺣﻤﻮﻟﺘَﮭﺎ ﻣ َﻦ اﻟﺒﺮﺗﻘﺎ ِل ﺑﺮاﺋﺤﺘِ ِﮫ اﻟﻠﺬﯾﺬ ِة‪ ،‬وﻟﻮﻧِ ِﮫ اﻷﺻﻔ ِﺮ‬ ‫‪.‬أﺣ َﺪ أﻓﺮا ِد أﺳﺮﺗﻲ ﻓﯿﮭﺎ‬ ‫‪.‬اﻟﺬھﺒ ﱢﻲ‬ ‫أﻣﺎ اﻟﻜﮭﺮﺑﺎ ُء‪ ،‬ﻓﻠ ْﻢ ﺗﺼ ْﻞ إﻟﻰ ﻛﺜﯿ ٍﺮ ﻣ َﻦ اﻟﺒﯿﻮ ِت؛ ﻧﻈ ًﺮا ﻟﻠﺘﻜﻠﻔ ِﺔ اﻟﻌﺎﻟﯿ ِﺔ‪ ،‬ﻟﺬﻟ َﻚ ﻓﺈ ﱠن اﻟﺒﯿﺖ اﻟﺬي ﺗﻨﯿ ُﺮهُ‬ ‫اﻟﻜﮭﺮﺑﺎ ُء وﻓﯿ ِﮫ ِﻣﺬﯾﺎ ٌع‪ ،‬ﻻ ﺑ ﱠﺪ ﻣ ْﻦ أ ْن‬ ‫ﯾﻘ ُﺼ َﺪهُ ﻛﺜﯿ ٌﺮ ﻣ َﻦ اﻷﻗﺎر ِب واﻟﺠﯿﺮا ِن‪ .‬واﻟﺸﺎ ُي اﻟﺬي ﻛﺎ َن اﻟﻨﺎ ُس ﯾﻠﻘّﻤﻮ َن ﺑ ِﮫ اﻹﺑﺮﯾ َﻖ اﻟﺼﻐﯿ َﺮ ﻣﺮا ٍت‬ ‫ﻋﺪﯾﺪةً ﻣﺎ اﻣﺘﺪ ْت ﺑﮭ ُﻢ اﻟﺴﮭﺮةُ‪ .‬واﻟﺨﺒ ُﺰ‬ ‫اﻟﺬي ﻛﺎ َن ﻣ َﻦ اﻟﻘﻤ ِﺢ وأﻗﺮ َب إﻟﻰ اﻟﺒﯿﺎ ِض ﻣﺎ ﻟﺒ َﺚ أ ْن دﺧﻠَﮫُ اﻟﺸﻌﯿ ُﺮ؛ ﻻ ﺿﻄﺮا ِر اﻟﻨﺎ ِس إﻟﻰ ﺧﻠ ِﻄ ِﮫ‬ ‫ﻟﻤﻮاﺟﮭ ِﺔ اﻟﺼﻌﻮﺑﺎ ِت ﺑﺴﺒ ِﺐ ارﺗﻔﺎ ِع‬ ‫اﻷﺳﻌﺎ ِر‪ ،‬وﻛﺎﻧَ ِﺖ اﻟﻌﺎﺋﻼ ُت ﺗﮭﯿ ُﺊ اﻟﻌﺠﯿ َﻦ ﻓﻲ اﻟﺒﯿﻮ ِت‪ ،‬و ﻻﺑ ﱠﺪ ﻣ ْﻦ أ ْن ﯾُﻐﻄﻰ اﻟﻌﺠﯿ ُﻦ ﺟﯿ ًﺪا ﻟﻜ ْﻲ ﯾﺘﺨﻤ َﺮ‪،‬‬ ‫ﻓﺈذا أﺻﺒ َﺢ اﻟﻌﺠﯿ ُﻦ ﺟﺎھ ًﺰا‪ ،‬ﯾُﺨﺒّ ُﺰ‬ ‫‪.‬ﻓﻲ اﻟﺒﯿ ِﺖ أ ْو ﯾﺤﻤ ُﻞ إﻟﻰ اﻟﻔﺮ ِن‬ ‫ﻣ ْﻦ ﻛﺘﺎ ِب \"ﺳﯿﺮةُ ﻣﺪﯾﻨ ٍﺔ\" ﻋﻤﺎ ُن ﻓﻲ اﻷرﺑﻌﯿﻨﺎ ِت\" ﻟﻌﺒﺪ اﻟﺮﺣﻤﻦ ﻣﻨﯿﻒ‪ ،‬ﺑﺘﺼﺮ ٍف‬

‫ﺷﮭد ﻋﻣﺎد اﺑواﻟراﻏب❤‬ ‫‪audio.mp3‬‬ ‫ﺷﮭد ﻋﻣﺎد اﺑواﻟراﻏب❤‬ ‫‪2:07 audio‬‬ ‫‪PADLET DRIVE‬‬ ‫ﺻﻧﺎﻋﺔ اﻟﺧﺑز‬ ‫‪___________.mp4‬‬ ‫‪2:20 video‬‬ ‫‪PADLET DRIVE‬‬

‫ﻋﺮﯾﻦ اﺑﻮ اﻟﺤﺴﻦ❤‬ ‫ﻋﺮﯾﻦ اﺑﻮ اﻟﺤﺴﻦ❤‬ ‫‪ ‬ﻛﻨﺪا اﺳﺎﻣﺔ ﺑﻼل‬

‫‪ ‬ﻛﻨﺪا اﺳﺎﻣﮫ ﺑﻼل‬ ‫ﺳﺪﯾﻦ اﺷﺮف ﻣﺤﻤﺪ ﺻﻼح‪������‬‬ ‫ﺳﺪﯾﻦ اﺷﺮف ﻣﺤﻤﺪ ﺻﻼح‪������‬‬ ‫ﺳﺪﯾﻦ اﺷﺮف ﻣﺤﻤﺪ ﺻﻼح‪������‬‬

‫ﻓﻲ أﺛﻨﺎ ِء دراﺳ ِﺔ ﯾﺎرا وراﻣ ٍﺰ اﻷﻣﻼ َح ﺑﺼﻮر ٍة ﻋﺎﻣ ٍﺔ وأھ ﱠﻢ اﺳﺘﺨﺪاﻣﺎ ِت أﻣﻼ ِح اﻟﺒﺤ ِﺮ اﻟﻤﯿ ِﺖ ﺑﺼﻮر ٍة‬ ‫ﺧﺎﺻ ٍﺔ ﻓﻲ اﻟﺤﯿﺎ ِة اﻟﯿﻮﻣﯿ ِﺔ‪ ،‬وﺟﺪا‬ ‫اﺳﺘﺨﺪاﻣﺎ ٍت ﻛﺒﯿﺮةً ﻟﮭﺎ‪ ،‬ﺧﺎﺻﺔً ﻓﻲ اﻟﻤﺠﺎ ِل اﻟﻄﺒ ﱢﻲ ﻋﻼ ًﺟﺎ ﻣﻔﯿ ًﺪا ﻟﻜﺜﯿ ٍﺮ ﻣ َﻦ اﻷﻣﺮا ِض‪ ،‬وﻛﺬﻟ َﻚ ﺟﺒﺎﺋ َﺮ‬ ‫ﻟﻠﻜﺴﻮ ِر‪ ،‬وﺻﻨﺎﻋﺔَ ﺑﻌ ِﺾ أﻧﻮا ِع‬ ‫‪.‬اﻷدوﯾ ِﺔ‪ ،‬وﻓﻲ ﻣﺠﺎ ِل اﻷﺳﻤﺪ ِة اﻟﺰراﻋﯿﺔَ‪ ،‬وﻛﺜﯿ ٍﺮ ﻣ َﻦ اﻟﻤﺠﺎﻻ ِت اﻟﺤﯿﺎﺗﯿ ِﺔ اﻷﺧﺮى‬ ‫‪ ....‬رؤى ﺣﺴﯿﻦ ﻣﻄﺮ‬ ‫‪audio.mp3‬‬ ‫‪0:37 audio‬‬ ‫‪PADLET DRIVE‬‬ ‫وﺑﻌ َد زﯾﺎر ِﺗﮭﻣﺎ‪ ،‬ﻣﺗﺟ ًرا ﻣﺗﺧﺻ ًﺻﺎ ﯾﺑﯾ ُﻊ ﻣﻧﺗﺟﺎ ِت اﻟﺑﺣ ِر اﻟﻣﯾ ِت‪ ،‬د ﱠوﻧﺎ‬ ‫‪:‬ﺑﻌ َض اﻟﻣﻼﺣظﺎ ِت ﺣولَ اﻟﻣوﺿو ِع‬ ‫‪.‬ﯾﺘﻮاﻓ ُﺮ ﻟﺪى اﻟﻤﺘﺠ ِﺮ ) ‪ (15‬ﻋﺒﻮةٌ ﻣ ْﻦ ﻣﻠ ِﺢ ﻛﻠﻮرﯾﺪ اﻟﻤﻐﻨﯿﺴﯿﻮم‪ ،‬ﻛ ﱡﻞ ﻋﺒﻮ ٍة ﺗﺤﺘﻮي ) ‪( 125.8‬ﻏﺮام•‬ ‫‪.‬ﯾﺘﻮاﻓ ُﺮ ﻟﺪى اﻟﻤﺘﺠ ِﺮ )‪ ( 573.56‬ﻏﺮام ﻣ ْﻦ أﻣﻼ ِح اﻟﺼﻮدﯾﻮم اﻟﻨﻘﯿ ِﺔ•‬ ‫‪.‬ﺳﻌ ُﺮ اﻟﻜﯿﻠﻮﻏﺮام اﻟﻮاﺣ ِﺪ ﻣ ْﻦ أﻣﻼ ِح اﻟﻜﺎﻟﺴﯿﻮم ) ‪( 12.2‬دﯾﻨﺎ ٍر•‬ ‫‪.‬ﯾﺴﺘﮭﻠ ُﻚ ﻣﺼﻨ ُﻊ اﻟﻮط ِﻦ ﻟﻸﺳﻤﺪ ِة)‪( 54.775‬ﻛﯿﻠﻮﻏﺮام ﻣ ْﻦ ﻣﻠ ِﺢ ﻛﻠﻮرﯾﺪ اﻟﺒﻮﺗﺎﺳﯿﻮم ﯾﻮﻣﯿًّﺎ•‬ ‫اﻟﺳﺎدس‪/‬اﻟرﯾﺎﺿﯾﺎت ‪9‬‬

‫أرا َد راﻣ ٌﺰ ﺗﻮزﯾ َﻊ أﻣﻼ ِح اﻟﺼﻮدﯾﻮم اﻟﻨﻘﯿ ِﺔ اﻟﻤﺘﻮاﻓﺮ ِة ﻟﺪى اﻟﻤﺘﺠ ِﺮ ﻋﻠﻰ )‪ (6‬أوﻋﯿ ٍﺔ ﺻﻐﯿﺮ ٍة‬ ‫ﺑﺎﻟﺘﺴﺎوي‪ .‬أﺳﺎﻋ ُﺪ راﻣ ًﺰا ﻋﻠﻰ ﺗﺤﺪﯾ ِﺪ ﻛﻤﯿ ِﺔ أﻣﻼ ِح‬ ‫‪.‬اﻟﺼﻮدﯾﻮم اﻟﻨﻘﯿ ِﺔ ﺑﺎﻟﻐﺮاﻣﺎ ِت ﻓﻲ ﻛ ﱢﻞ وﻋﺎ ٍء‪ ،‬ﺛ ﱠﻢ أﺗﺤﻘ ُﻖ ﻣ ْﻦ ﺻﺤ ِﺔ اﻟﺤ ﱢﻞ‬ ‫‪audio.mp3‬‬ ‫‪audio.mp3‬‬ ‫‪0:46 audio‬‬ ‫‪0:18 audio‬‬ ‫‪PADLET DRIVE‬‬ ‫‪PADLET DRIVE‬‬ ‫أرا َد راﻣ ٌﺰ ﻣﻌﺮﻓﺔَ إﺟﻤﺎﻟ ﱢﻲ ﻛﻤﯿ ِﺔ ﻣﻠ ِﺢ ﻛﻠﻮرﯾﺪ اﻟﻤﻐﻨﯿﺴﯿﻮم اﻟﻤﻮﺟﻮد ِة ﻓﻲ اﻟﻤﺘﺠ ِﺮ‪ .‬أﺳﺎﻋ ُﺪ‪ ‬‬ ‫‪.‬راﻣ ًﺰا ﻋﻠﻰ ذﻟ َﻚ‪ ،‬ﻣﻮﺿ ًﺤﺎ طﺮﯾﻘﺔَ اﻟﺤ ﱢﻞ‬ ‫أرا َد ﺻﺎﺣ ُﺐ ﻣﻨﺘﺠ ٍﻊ ﻋﻼﺟ ﱟﻲ ﺷﺮا َء ﻛﻤﯿ ٍﺔ ﻣ ْﻦ أﻣﻼ ِح اﻟﻜﺎﻟﺴﯿﻮم ﺑﻤﺒﻠ ِﻎ ) ‪ ( 128.1‬دﯾﻨﺎر‪ ،‬‬ ‫ﻓﺴﺄ َل ﯾﺎرا ﻋ ْﻦ ﻛﻤﯿ ِﺔ أﻣﻼ ِح اﻟﻜﺎﻟﺴﯿﻮم ﺑﺎﻟﻜﯿﻠﻮﻏﺮاﻣﺎ ِت‬ ‫اﻟﺘﻲ ﯾﺴﺘﻄﯿ ُﻊ ﺷﺮا َءھﺎ ﺑﮭﺬا اﻟﻤﺒﻠ ِﻎ‪ .‬أﺷﺎر ُك أﺣ َﺪ أﻓﺮا ِد أﺳﺮﺗﻲ أ ْو أﺣ َﺪ زﻣﻼﺋﻲ ﻓﻲ اﻟﺼ ﱢﻒ ﻓﻲ ﻣﺴﺎﻋﺪ ِة‬ ‫ﯾﺎرا ﻋﻠﻰ ﺗﺤﺪﯾ ِﺪ ھ ِﺬ ِه اﻟﻜﻤﯿ ِﺔ‪ .‬أﻧﺎﻗ ُﺶ‬ ‫‪.‬زﻣﻼﺋﻲ ﻓﻲ إﺟﺎﺑﺘﻲ‪ ،‬ﻣﻮﺿ ًﺤﺎ طﺮﯾﻘﺔَ اﻟﺘﻮﺻ ِﻞ إﻟﻰ اﻹﺟﺎﺑ ِﺔ‪ ،‬ﺛ ﱠﻢ أﺗﺤﻘ ُﻖ ﻣ ْﻦ ﺻﺤ ِﺔ اﻟﺤ ﱢﻞ‬ ‫‪audio.mp3‬‬ ‫‪0:12 audio‬‬ ‫‪PADLET DRIVE‬‬ ‫ﺗﺴﺎءﻟَ ْﺖ ﯾﺎرا‪ :‬ﻣﺎ ﻛﻤﯿﺔُ ﻣﻠ ِﺢ ﻛﻠﻮرﯾﺪ اﻟﺒﻮﺗﺎﺳﯿﻮم اﻟﺘﻲ اﺳﺘﮭﻠ َﻜﮭﺎ ﻣﺼﻨ ُﻊ اﻟﻮط ِﻦ ﻟﻸﺳﻤﺪ ِة‬ ‫‪audio.mp3‬‬ ‫ﺧﻼ َل ( ‪ ) 12.5‬ﯾﻮ ًﻣﺎ؟ أﺷﺎر ُك أﺣ َﺪ أﻓﺮا ِد أﺳﺮﺗﻲ أ ْو‬ ‫‪0:34 audio‬‬ ‫أﺣ َﺪ زﻣﻼﺋﻲ ﻓﻲ اﻟﺼ ﱢﻒ ﻓﻲ إﺟﺎﺑ ِﺔ ھﺬا اﻟﺴﺆا ِل‪ ،‬أﻧﺎﻗ ُﺶ زﻣﯿﻠﻲ ﻓﻲ إﺟﺎﺑﺘﻲ‪ ،‬ﻣﻮﺿ ًﺤﺎ طﺮﯾﻘﺔَ اﻟﺘﻮﺻ ِﻞ‬ ‫‪PADLET DRIVE‬‬ ‫‪.‬إﻟﻰ اﻹﺟﺎﺑ ِﺔ‬

‫ﺷﮭد ﻋﻣﺎد اﺑواﻟراﻏب❤‬ ‫ﻟﯿﻨﺎ ﺣﻤﺪان‬ ‫‪ ‬اﺳﻤﺎء ﺳﻮﺳﺎن‬ ‫ﻛﻨﺪا اﺳﺎﻣﮫ‬ ‫اﻟﺮﯾﻀﯿﺎت‬

‫ﻋﺮﯾﻦ اﺑﻮ اﻟﺤﺴﻦ‪������‬‬ ‫ﺳﺪﯾﻦ اﺷﺮف ﻣﺤﻤﺪ ﺻﻼح‪������‬‬ ‫ﺳﺪﯾﻦ اﺷﺮف ﻣﺤﻤﺪ ﺻﻼح‪������‬‬ ‫اﻟﺳﺎدس‪/‬اﻟﻠﻐﺔ اﻹﻧﺟﻠﯾزﯾﺔ‬ ‫‪Audio for Text‬‬ ‫‪audio.mp3‬‬ ‫‪0:59 audio‬‬ ‫‪PADLET DRIVE‬‬

Yara and Ramez are sixth grade twins  who always feel excited when autumn comes along. This is because they will help grandma and grandpa in storing food for winter. Their grandparents also enjoy sharing the work with their grandchildren. It means that they are teaching Yara and Ramez family recipes that have been followed for many years, and in this way their recipes will continue to move across generations. Their grandparents hope that Yara and Ramez will teach their own children how to preserve food for winter. Audio for Text Audio for Activity audio.mp3 audio.mp3 0:50 audio 0:48 audio PADLET DRIVE PADLET DRIVE Activity ‫ اﻟﻌﻠوم‬/‫اﻟﺳﺎﺑﻊ‬ 1. First, let’s look up the word “preserve” in the dictionary. Then, ،‫ واﻷﻣﯿﺒﺎ‬،‫ واﻟﺒﺮاﻣﯿﺴﯿﻮم‬،ُ‫ واﻟﺨﻤﯿﺮة‬،ُ‫ )اﻟﺒﻜﺘﯿﺮﯾﺎ اﻟﺤﻠﺰوﻧﯿّﺔ‬:‫أﺧﺘﺎ ُر ﺛﻼﺛﺔً ﻣ َﻦ اﻟﻜﺎﺋﻨﺎ ٍت اﻟﺤﯿّ ِﺔ اﻵﺗﯿ ِﺔ‬ let’s help Yara and Ramez make a list of all the ‫ وأﺛﺮﯾﺎت اﻟﯿﻨﺎﺑﯿ ِﻊ اﻟﺤﺎر ِة‬،‫ واﻟﺒﻨﺴﯿﻠﯿﻮم‬،‫ وطﺤﺎﻟ ُﺐ‬،‫ وﻓﻄﺮﯾﺎ ُت ﺳﻌﻔ ِﺔ اﻟ ّﺮأ ِس‬،‫)واﻟﻤﺸﺮو ُم‬،  food that can be preserved for the winter. You can use the ‫ وأطﺒّ ُﻖ ﻋﻠ ْﯿﮭﺎ ﻧﻤﻮذ َج‬KWL ، ‫ ﻛﯿ َﻒ ﺗﺘﻐ ّﺬى؟ أﯾ َﻦ‬،‫ )ﺗﺼﻨﯿﻔُﮭﺎ‬:‫أﻛﺘ ُﺐ ﻣﺎ أﻋﺮﻓُﮫُ ﻋ ْﻨﮭﺎ‬ internet, a book or ask a family member to help. Write ‫ ﺛ ﱠﻢ أﻛﺘ ُﺐ ﻣﺎ أرﯾ ُﺪ أ ْن أﺗﻌﻠﱠ َﻤﮫُ ﻋ ْﻨﮭﺎ‬،(‫ ﺷﻜﻠُﮭﺎ‬،‫ﺗﻌﯿ ُﺶ؟ ﻓﻮاﺋ ُﺪھﺎ وأﺿﺮا ُرھﺎ إ ْن ُوﺟ َﺪ ْت‬. this list in your notebook. 2. Find recipes for preserving food and write it on a paper to share with friends or family members. You can swap recipes with other students so that you can all learn new recipes. You may use the template below to help you write the recipe.

‫‪audio.mp3‬‬ ‫‪audio.mp3‬‬ ‫‪0:40 audio‬‬ ‫‪0:40 audio‬‬ ‫‪PADLET DRIVE‬‬ ‫‪PADLET DRIVE‬‬ ‫أﺳﺘﻌﯿ ُﻦ ﺑﻤﻌﻠّﻤﻲ‪ ،‬وأرﺟ ُﻊ إﻟﻰ ﻣﺼﺎد ِر اﻟﻤﻌﺮﻓ ِﺔ‪) :‬اﻟﻜﺘﺎ ُب اﻟﻤﺪرﺳ ﱡﻲ‪ ،‬واﻹﻧﺘﺮﻧﺖ إ ْن ﺗﻮاﻓ َﺮ‪ ،‬واﻟ ّﺮﻣ ُﺰ ‪-‬‬ ‫‪.‬ﻷﺗﻌﻠّ َﻢ ﻣﺎ ﻻ أﻋﺮﻓُﮫُ ﻋ ِﻦ اﻟﻜﺎﺋﻨﺎ ِت اﻟﺤﯿّ ِﺔ اﻟّﺘﻲ اﺧﺘﺮﺗُﮭﺎ )‪ QR Code‬ﺳﺮﯾ ُﻊ اﻻﺳﺘﺠﺎﺑ ِﺔ‬ ‫أﺗﺒﺎد ُل ﻣ َﻊ أﺣ ِﺪ زﻣﻼﺋﻲ اﻟﻤﻌﻠﻮﻣﺎ ِت اﻟّﺘﻲ ﺗﻮ ّﺻ ْﻠﻨﺎ إﻟ ْﯿﮭﺎ ﺣﻮ َل اﻟﻜﺎﺋﻨﺎ ِت اﻟّﺘﻲ اﺧﺘﺎ َرھﺎ ﻛ ﱞﻞ ﻣﻨّﺎ‪- ،‬‬ ‫وﻧﻨﺎﻗ ُﺸﮭﺎ‪ ،‬وﻧﺤ ّﺪ ُد أﯾًّﺎ ﻣ ْﻨﮭﺎ ﯾﻨﺘﻤﻲ إﻟﻰ )اﻟﻔﻄﺮﯾّﺎ ِت‪ ،‬أواﻟﻄﻼﺋﻌﯿّﺎ ِت‪ ،‬أو‬ ‫‪.‬اﻟﺒﻜﺘﯿﺮﯾﺎ‪ ،‬واﻷﺛﺮﯾﺎت(‪ ،‬ﻧﻌﺮ ُض ﻣﺎ ﺗﻮ ّﺻ ْﻠﻨﺎ إﻟ ْﯿ ِﮫ ﻋﻠﻰ ﻣﻌﻠّ ِﻤﻨﺎ‪ ،‬وﻧﻘ ّﻮ ُم ﻣ ًﻌﺎ ﻣﺎ ﺗﻮ ّﺻ ْﻠﻨﺎ إﻟ ْﯿ ِﮫ‬ ‫أﺳﺘﻌﯿ ُﻦ ﺑﻤﻌﻠّﻤﻲ‪ ،‬وأرﺟ ُﻊ إﻟﻰ ﻣﺼﺎد ِر اﻟﻤﻌﺮﻓ ِﺔ‪) :‬اﻟﻜﺘﺎ ُب اﻟﻤﺪرﺳ ﱡﻲ‪ ،‬واﻹﻧﺘﺮﻧﺖ إ ْن ﺗﻮاﻓ َﺮ‪ ،‬واﻟ ّﺮﻣ ُﺰ ‪-‬‬ ‫‪.‬ﻷﺗﻌﻠّ َﻢ ﻣﺎ ﻻ أﻋﺮﻓُﮫُ ﻋ ِﻦ اﻟﻜﺎﺋﻨﺎ ِت اﻟﺤﯿّ ِﺔ اﻟّﺘﻲ اﺧﺘﺮﺗُﮭﺎ )‪ QR Code‬ﺳﺮﯾ ُﻊ اﻻﺳﺘﺠﺎﺑ ِﺔ‬ ‫أﺗﺒﺎد ُل ﻣ َﻊ أﺣ ِﺪ زﻣﻼﺋﻲ اﻟﻤﻌﻠﻮﻣﺎ ِت اﻟّﺘﻲ ﺗﻮ ّﺻ ْﻠﻨﺎ إﻟ ْﯿﮭﺎ ﺣﻮ َل اﻟﻜﺎﺋﻨﺎ ِت اﻟّﺘﻲ اﺧﺘﺎ َرھﺎ ﻛ ﱞﻞ ﻣﻨّﺎ‪- ،‬‬ ‫وﻧﻨﺎﻗ ُﺸﮭﺎ‪ ،‬وﻧﺤ ّﺪ ُد أﯾًّﺎ ﻣ ْﻨﮭﺎ ﯾﻨﺘﻤﻲ إﻟﻰ )اﻟﻔﻄﺮﯾّﺎ ِت‪ ،‬أواﻟﻄﻼﺋﻌﯿّﺎ ِت‪ ،‬أو‬ ‫‪.‬اﻟﺒﻜﺘﯿﺮﯾﺎ‪ ،‬واﻷﺛﺮﯾﺎت(‪ ،‬ﻧﻌﺮ ُض ﻣﺎ ﺗﻮ ّﺻ ْﻠﻨﺎ إﻟ ْﯿ ِﮫ ﻋﻠﻰ ﻣﻌﻠّ ِﻤﻨﺎ‪ ،‬وﻧﻘ ّﻮ ُم ﻣ ًﻌﺎ ﻣﺎ ﺗﻮ ّﺻ ْﻠﻨﺎ إﻟ ْﯿ ِﮫ‬ ‫‪audio.mp3‬‬ ‫‪0:40 audio‬‬ ‫‪PADLET DRIVE‬‬ ‫‪:‬اﻷﺷﻨﺎ ُت‬ ‫اﺷﺘﺮ َك أﺣﻤ ُﺪ ﻓﻲ رﺣﻠ ٍﺔ ﻣﺪرﺳﯿ ٍﺔ إﻟﻰ ﻣﻨﻄﻘ ِﺔ دﺑﯿ َﻦ‪ ،‬وﻻﺣﻆَ ﻓﻲ أﺛﻨﺎ ِء ﺳﯿ ِﺮ ِه وﺟﻮ َد ﻛﺎﺋﻨﺎ ٍت ﺻﻔﺮا ِء‬

‫اﻟﻠﻮ ِن ﺗﻨﻤﻮ ﻋﻠﻰ اﻟﺸﺠ ِﺮ‪ ،‬وﺳﺄ َل ﻣﻌﻠ َﻤﮫُ ﻋﻨﮭﺎ‪ ،‬ﻓﻘﺎ َل اﻟﻤﻌﻠ ُﻢ‪ :‬ھﻲ‬ ‫ﻣﺨﻠﻮﻗﺎ ٌت ﺣﯿّﺔٌ ﻣﻜ ّﻮﻧﺔٌ ﻣ ْﻦ طﺤﻠ ٍﺐ وﻓﻄ ٍﺮ ﯾﻌﯿﺸﺎ ِن ﻣﻌﯿﺸﺔً ﺗﻜﺎﻓﻠﯿّﺔً؛ ﻓﺎﻟ ﱡﻄﺤﻠ ُﺐ ﯾﻘﻮ ُم ﺑﻌﻤﻠﯿّ ِﺔ اﻟﺒﻨﺎ ِء‬ ‫‪ ‬اﻟ ّﻀﻮﺋ ﱢﻲ وإﻧﺘﺎ ِج اﻟﻤﻮا ﱢد‬ ‫اﻟﻌﻀﻮﯾﱠ ِﺔ اﻟ ّﻼزﻣ ِﺔ ﻟﻠﻔﻄ ِﺮ‪ ،‬واﻟﻔﻄ ُﺮ ﯾﻤﺘ ﱡﺺ اﻟﻤﺎ َء واﻷﻣﻼ َح؛ ﻟﯿﻤ ﱠﺪ ﺑﮭﺎ اﻟ ﱡﻄﺤﻠ َﺐ‪ .‬وﺗﻌ ﱡﺪ اﻷﺷﻨﺎ ُت ﻣﺼﺪ ًرا‬ ‫‪، ‬ﻟﻤﺨﺘﻠ ِﻒ اﻟﻤﺮ ّﻛﺒﺎ ِت اﻟﻜﯿﻤﯿﺎﺋﯿّ ِﺔ اﻟّﺘﻲ ﺗُﺴﺘﺨﺪ ُم ﻓﻲ اﻷدوﯾ ِﺔ‬ ‫وﻓﻲ اﻟ ّﺮواﺋ ِﺢ واﻟ ّﺼﺎﺑﻮ ِن‪ ،‬ﻛﻤﺎ ﺗُﺴﺘﺨﺪ ُم ﻏﺬا ًء ﻟﻺﻧﺴﺎ ِن وﺑﻌ ِﺾ اﻟﺤﯿﻮاﻧﺎ ِت‪ ،‬وﺗﻌﻤ ُﻞ ﻋﻠﻰ ﺗﻔﺘﯿ ِﺖ‬ ‫‪، ‬اﻟ ّﺼﺨﻮ ِر اﻟّﺘﻲ ﺗﻨﻤﻮ ﻋﻠ ْﯿﮭﺎ‬ ‫‪.‬ﻓﺘﺴﺎﻋ ُﺪ ﻋﻠﻰ زﯾﺎد ِة ﺧﺼﻮﺑ ِﺔ اﻟﺘّﺮﺑ ِﺔ‬ ‫ﻛﻤﺎ ﺗﻤﺘ ﱡﺺ اﻷﺷﻨﺎ ُت ﻛ ﱠﻞ ﻣﺎ ﯾﺼﺎدﻓُﮭﺎ ﻓﻲ اﻟﺒﯿﺌ ِﺔ اﻟﻤﺤﯿﻄ ِﺔ ﻣ ْﻦ ﻣﻮا ﱠد‪ ،‬وﺗﻌﺘﻤ ُﺪ ﻛﺜﯿ ًﺮا ﻋﻠﻰ اﻻﻣﺘﺼﺎ ِص‬ ‫ﻣ َﻦ اﻟﮭﻮا ِء‪ ،‬وﻗ ِﺪ اﻛﺘﺸ َﻒ اﻟﻌﻠﻤﺎ ُء ﺷ ّﺪةَ ﺣﺴﺎﺳﯿ ِﺔ اﻷﺷﻨﺎ ِت ﻟﻠﻤﻠ ّﻮﺛﺎ ِت‬ ‫ﻓﻲ اﻟﮭﻮا ِء ﻣﻨ ُﺬ اﻟﻘﺮ ِن اﻟﺜّﺎﻣ َﻦ ﻋﺸ َﺮ اﻟﻤﯿﻼد ﱢي‪ ،‬واﺳﺘﺨﺪﻣﻮھﺎ ﻟﻼﺳﺘﺪﻻ ِل ﻋﻠﻰ ﺣﺪو ِث اﻟﺘّﻠ ّﻮ ِث ﻓﻲ‬ ‫‪.‬اﻟﻤﻨﻄﻘ ِﺔ اﻟّﺘﻲ ﺗﺨﺘﻔﻲ ﻣ ْﻨﮭﺎ‬ ‫‪audio.mp3‬‬ ‫‪0:39 audio‬‬ ‫‪PADLET DRIVE‬‬ ‫اﻟﻛﺎﺋﻧﺎت اﻟﺣﯾﺔ‬ ‫‪audio.mp3‬‬ ‫‪1:18 audio‬‬ ‫‪PADLET DRIVE‬‬

_______________.mp4 3:32 video PADLET DRIVE Esraa almasri‫ع‬ ‫ﻋﻠﻮم‬ Esraa almasri ‫ﻋﻠﻮم‬ Esraa almasri ‫ﻋﻠﻮم‬

‫‪Esraa almasri‬‬ ‫اﻟﺳﺎﺑﻊ‪ /‬اﻟﻠﻐﺔ اﻟﻌرﺑﯾﺔ‬ ‫ﻋﻠﻮم‬ ‫ﺟﻧﻰ ﺟﺎﺳر ﻧﺎﺻر اﻟﺷﻼﻟدة‬ ‫ﺷﮭ َﺪ اﻟﻌﺎﻟ ُﻢ ﻓﻲ اﻟ ّﺴﻨﻮا ِت اﻷﺧﯿﺮ ِة اﺟﺘﯿﺎ ًﺣﺎ وﺑﺎﺋﯿًّﺎ ﺷﻨﱠ ْﺘﮫُ أﻧﻮا ٌع ﻣﺨﺘﻠﻔﺔٌ ﻣ َﻦ اﻟﻔﯿﺮوﺳﺎ ِت ﻛﺒّ َﺪ ْﺗﻨﺎ ﺧﺴﺎﺋ َﺮ‬ ‫‪ ‬ﺑﺸﺮﯾّﺔً وﻣﺎدﯾّﺔً ﻓﻲ ﻛ ﱢﻞ‬ ‫ﻣﻌﺮﻛ ٍﺔ ﻟَﮭﺎ ﻣ َﻌﻨﺎ‪ِ ،‬ﻣ ْﻦ ھ ِﺬ ِه اﻟﮭﺠﻤﺎ ِت ﻣﺎ ُﻋﺮ َف ﺑﺎﺳ ِﻢ إﻧﻔﻠﻮﻧﺰا اﻟﻄّﯿﻮ ِر‪ ،‬وﯾﺴﺒّﺒُﮫُ ﻧﻮ ٌع ﻣ َﻦ اﻟﻔﯿﺮوﺳﺎ ِت‬ ‫ﯾﺼﯿ ُﺐ اﻟﻄّﯿﻮ َر‪ ،‬ﻻ ﺳﯿّﻤﺎ‬ ‫‪،‬اﻹو ﱡز واﻟﺤﺒ ُﺶ واﻟﺒ ﱡﻂ واﻟ ّﺪﺟﺎ ُج‪ ،‬وﯾﺘﻄ ّﻮ ُر ﻓﻲ أﺟﺴﺎ ِﻣﮭﺎ‪ ،‬وإذا اﻧﺘﻘ َﻞ إﻟﻰ اﻹﻧﺴﺎ ِن‪ ‬‬ ‫‪.‬ﻓﺈﻧﮫُ ﯾﺘﻄ ّﻮ ُر داﺧ َﻞ ﺟﺴ ِﻤ ِﮫ‪ ،‬وﯾﻨﺘﻘ ُﻞ ﻣ ْﻨﮫُ إﻟﻰ اﻵﺧﺮﯾ َﻦ ﺑﺎﻟﻌ ْﺪوى‪ ‬‬ ‫وﻣﻨﮭﺎ اﻹﻧﻔﻠﻮﻧﺰا اﻟﻤﻮﺳﻤﯿﺔُ‪ ،‬اﻟﺘﻲ ﯾُﺴﺒّﺒُﮭﺎ َﻣﺰﯾ ٌﺞ ﻣ َﻦ اﻟﻔﯿﺮوﺳﺎ ِت اﻟﻮارد ِة ﻣ َﻦ اﻟﺨﻨﺎزﯾ ِﺮ واﻟﻄّﯿﻮ ِر‬ ‫واﻟﺒﺸ ِﺮ؛ وﻷ ﱠن أﻋﺪا ًدا ھﺎﺋﻠﺔً ﻣ َﻦ اﻟﻨّﺎ ِس أُﺻﯿﺒَ ْﺖ ﺑﻌﺪواھﺎ ﻓﻲ ﺳﻨ ِﺔ ‪ ،2009‬ﻓﻘ ْﺪ أﻋﻠَﻨَ ْﺖ ُﻣﻨﻈّﻤﺔُ اﻟ ّﺼ ّﺤ ِﺔ‬ ‫وﺑﺎ ٌء ﻋﺎﻟَ ِﻤ ﱡﻲ‪ .‬وﻓﻲ آ َب ﻋﺎ َم ‪ ، 2010‬أَ ْﻋﻠَﻨَ ْﺖ ﻣﻨﻈّﻤﺔُ اﻟ ّﺼ ّﺤ ِﺔ ‪ H1N1‬اﻟﻌﺎﻟﻤﯿّﺔُ أ ﱠن إﻧﻔﻠﻮﻧﺰا ﻓﯿﺮو ِس‬ ‫‪.‬اﻟﻌﺎﻟﻤﯿّ ِﺔ‪  ‬اﻧﺘﮭﺎ َء ھﺬا اﻟﻮﺑﺎ ِء اﻟﻌﺎﻟﻤ ﱢﻲ‬ ‫وﻗ ِﺪ اﻛﺘُ ِﺸ َﻒ ﻧﻮ ٌع ﺟﺪﯾ ٌﺪ ﻣ َﻦ اﻟﻔﯿﺮوﺳﺎ ِت‪ُ ،‬ﻣ َﺴﺒﱢ ٌﺐ اﻧﺘﺸﺎ َر أﺣ ِﺪ اﻷﻣﺮا ِض اﻟّﺘﻲ ﺑﺪأَ ْت ﻓﻲ اﻟ ّﺼﯿ ِﻦ ﻋﺎ َم‬ ‫‪ . 2019‬وﯾُﺴ ّﻤﻰ اﻟﻤﺮ ُض اﻟﻨّﺎﺗ ُﺞ ﻋ ْﻨﮫُ ﻣﺮ َض )ﻛﻮﻓﯿﺪ ‪ .( 19‬وﻗ ْﺪ أﻋﻠﻨَ ْﺖ ﻣﻨﻈّﻤﺔُ اﻟ ّﺼ ّﺤ ِﺔ اﻟﻌﺎﻟﻤﯿّﺔُ أﻧﱠﮭﺎ‬ ‫‪ ‬ﺻﻨّﻔَ ْﺖ‬ ‫‪.‬ﻣﺮ َض ﻓﯿﺮو ِس ﻛﻮروﻧﺎ ‪) 2019‬ﻛﻮﻓﯿﺪ ‪ (19‬ﺟﺎﺋﺤﺔً‪ ،‬وﻻ ﺗﺰا ُل ﻣﻌﺮﻛﺘُﻨﺎ ﻗﺎﺋﻤﺔً ﻣ َﻌﮫُ‬ ‫‪ ‬‬ ‫‪audio.mp3‬‬ ‫‪1:40 audio‬‬ ‫‪PADLET DRIVE‬‬

‫‪.‬أو ًﻻ‪ :‬أﻗﺮأُ اﻟﻨّ ﱠﺺ ﻗﺮاءةً ﺻﺎﻣﺘﺔً ﻓﺎھﻤﺔً‪ ،‬ﺛ ﱠﻢ أﻓ ّﺴ ُﺮ ارﺗﺒﺎطَ اﻟﻌﻨﻮا ِن ﺑﺎﻟﻨّ ﱢﺺ‬ ‫ﺛﺎﻧﯿًﺎ‪ :‬أﻟﻌ ُﺐ ﻣ َﻊ زﻣﯿﻠﻲ أ ْو أﺣ ِﺪ أﻓﺮا ِد أﺳﺮﺗﻲ ﻟﻌﺒﺔَ اﻟﻘﺮاء ِة اﻟﺠﮭﺮﯾّ ِﺔ اﻵﺗﯿﺔَ‪ :‬أذﻛ ُﺮ أﻧﺎ ﻓﻜﺮةً ﻓﺮﻋﯿّﺔً ﻓﻲ‬ ‫‪ ‬اﻟﻨّ ﱢﺺ ﺑﻠﻐﺘﻲ اﻟﺨﺎ ّﺻ ِﺔ‪ ،‬وﻋﻠ ْﯿ ِﮫ ھ َﻮ أ ْن ﯾﺠ َﺪھﺎ ﺧﻼ َل ‪ 15‬ﺛﺎﻧﯿﺔً‪  ،‬وﯾﻘﺮأَ اﻟﺠﺰ َء‬ ‫اﻟ ّﺪا ﱠل ﻋﻠﯿﮭﺎ ﻓﻲ اﻟﻨّ ﱢﺺ‪ ،‬ﻓﯿﺤﺼ َﻞ ﻋﻠﻰ ﻧﻘﻄ ٍﺔ إ ْن وﺟ َﺪھﺎ‪ ،‬وأﺣﺼ َﻞ أﻧﺎ ﻋﻠﻰ ﻧﻘﻄ ٍﺔ إ ْن ﻟ ْﻢ ﯾﺘﻤ ّﻜ ْﻦ ﻣ ْﻦ‬ ‫إﯾﺠﺎ ِدھﺎ ﻓﻲ اﻟﻮﻗ ِﺖ اﻟﻤﺤ ّﺪ ِد‪ ،‬ﺛ ﱠﻢ ﻧﺘﺒﺎد َل اﻷدوا َر‪ .‬اﻟﻔﺎﺋ ُﺰ ﻣﻨّﺎ‬ ‫‪َ .‬ﻣ ْﻦ ﯾﺠﻤ ُﻊ اﻟﻌﺪ َد اﻷﻛﺒ َﺮ ﻣ َﻦ اﻟﻨّﻘﺎ ِط‪ ‬‬ ‫‪audio.mp3‬‬ ‫‪1:13 audio‬‬ ‫‪PADLET DRIVE‬‬ ‫‪audio.mp3‬‬ ‫‪Esraa alnasri‬‬ ‫‪0:42 audio‬‬ ‫ﻋﺮﺑﻲ‬ ‫‪PADLET DRIVE‬‬ ‫ﺛﺎﻟﺜًﺎ‪ :‬أﻋﯿ ُﺪ ﺑﻨﺎ َء اﻟﻨّ ﱢﺺ ﻣ َﻊ ﻣﺠﻤﻮﻋﺘﻲ‪ ،‬ﺑﺤﯿ ُﺚ ﯾﺼﺒ ُﺢ ﻋﻠﻰ ﺷﻜ ِﻞ ﻣﺴﺮﺣﯿّ ٍﺔ ﻗﺼﯿﺮ ٍة‪ ،‬أﺑﻄﺎﻟُﮭﺎ اﻟﻔﯿﺮوﺳﺎ ُت‬ ‫اﻟﺜّﻼﺛﺔُ اﻟﻤﺬﻛﻮرةُ ﻓﻲ اﻟﻨّ ﱢﺺ‪ ،‬ﯾﺘﺤﺎورو َن ﻓﻲ ﻣﺎ ﺑﯿﻨَﮭﻢ‪ ،‬ﻣﻌ ّﺮﻓﯿ َﻦ‬ ‫ﺑﺄﻧﻔ ِﺴﮭﻢ وﺑﻤﺎ ﺗﺴﺒّﺒﻮا ﺑ ِﮫ ﻟﻠﺒﺸﺮﯾّ ِﺔ‪ .‬أﺳﺘﻄﯿ ُﻊ أ ْن أﻋﻮ َد إﻟﻰ اﻹﻧﺘﺮﻧﺖ‪ ،‬أ ْو إﻟﻰ اﻟ ّﺮﻣ ِﺰ ﺳﺮﯾ ِﻊ اﻻﺳﺘﺠﺎﺑ ِﺔ؛‬ ‫ﻟﺠﻤ ِﻊ ﻣﺰﯾ ٍﺪ ﻣﻦ اﻟﻤﻌﻠﻮﻣﺎ ِت‪ .‬ﯾُﻤﻜﻨُﻨﺎ أ ْن ﻧﺒﺪأَ ﺑﺎﻟﻌﺒﺎر ِة اﻵﺗﯿ ِﺔ‪) :‬ﻓﻲ أﺣ ِﺪ اﻟﻤﺨﺘﺒﺮا ِت اﻟﻌﻠﻤﯿّ ِﺔ اﻟﺨﺎ ّﺻ ِﺔ ﺑﻌﺎﻟ ٍﻢ‬ ‫‪،‬ﻣﺘﺨ ّﺼ ٍﺺ ﺑﺪراﺳ ِﺔ اﻟﻔﯿﺮوﺳﺎ ِت‬ ‫‪: ...).‬اﺟﺘﻤ َﻌ ْﺖ ﺛﻼﺛﺔُ ﻓﯿﺮوﺳﺎ ٍت ودا َر ﺑﯿﻨَﮭﺎ اﻟﺤﻮا ُر اﻵﺗﻲ‬ ‫راﺑ ًﻌﺎ‪ :‬أﺗﺪ ﱠر ُب ﻣ َﻊ ﻣﺠﻤﻮﻋﺘﻲ ﻋﻠﻰ أدا ِء اﻟﻨّ ﱢﺺ اﻟﻤﺴﺮﺣ ﱢﻲ اﻟّﺬي أﻋ َﺪ ْدﻧﺎهُ‪ ،‬وﻧﺠﺮي اﻟﺘّﻌﺪﯾﻼ ِت اﻟﻤﻨﺎﺳﺒﺔَ‪،‬‬ ‫ﺛ ﱠﻢ ﻧﻌﺮ ُض أدا َءﻧﺎ ﻋﻠﻰ ﻣﻌﻠّ ِﻤﻨﺎ وزﻣﻼﺋِﻨﺎ إ ْن أﻣﻜ َﻦ‪  ،‬ﻣ َﻊ ﻣﺮاﻋﺎ ِة ﺗﻮظﯿ ِﻒ ﻣﺎ ﺗﻌﻠﱠ ْﻤﻨﺎهُ واﻛﺘَ َﺴ ْﺒﻨﺎهُ‬ ‫ﻣ ْﻦ ﻣﻔﺮدا ٍت وﻣﻔﺎھﯿ َﻢ وﺗﺮاﻛﯿ َﺐ وأﺳﺎﻟﯿ َﺐ ﻟﻐﻮﯾ ٍﺔ‪ ،‬ﯾﻤﻜﻨُﻨﺎ ﺗﺼﻮﯾ ُﺮ اﻟﻤﺴﺮﺣﯿّ ِﺔ ﻋﻠﻰ‬ ‫‪.‬ھﺎﺗ ٍﻒ ﻧﻘّﺎ ٍل ﺑﻌ َﺪ اﻻﺳﺘﺌﺬا ِن ﻣ ْﻦ أھﻠِﻨﺎ‪ ،‬وإرﺳﺎ ُل اﻟﻤﻘﻄ ِﻊ اﻟﻤﺼ ّﻮ ِر إﻟﻰ ﻣﻌﻠّ ِﻤﻨﺎ وزﻣﻼﺋِﻨﺎ‬ ‫ﺟﻨﻰ ﺟﺎﺳﺮ ﻧﺎﺻﺮ اﻟﺸﻼﻟﺪة‬

‫ اﻟﻠﻐﺔ اﻹﻧﺟﻠﯾزﯾﺔ‬/‫اﻟﺳﺎﺑﻊ‬ audio.mp3 0:44 audio PADLET DRIVE Activity - How to avoid diseases caused by bacteria? 1. I will change the words in bold to form imperative verbs and use them in my poster. (You need to add more sentences). • Getting the suitable vaccine before travelling. • Staying home when you are sick of bacterial infection. • Cooking, and storing food at a safe temperature. 2. I will prepare a poster, to give suggestions and advice on how to avoid diseases caused by bacteria. Bacteria can be de ned as unicellular microorganisms, characterised by their small size; so that they are not seen with the  naked eye and this type of living  organisms lives in a variety of environments; some may exist inside the human body, while others exist outside it, and undoubtedly there are different types of bacteria; some may be useful to humans, while others cause harm and diseases. Bacteria can adapt to different conditions. How to avoid diseases caused by bacteria? Audio for Text

Audio for Activity ‫ﺟﻨﻰ ﺟﺎﺳﺮ ﻧﺎﺻﺮ اﻟﺸﻼﻟﺪة‬ audio.mp3 0:21 audio PADLET DRIVE Esraa ALMASRI ‫ا‬ ‫اﻧﺠﻠﯿﺰي‬ ‫اﻟرﯾﺎﺿﯾﺎت‬/‫اﻟﺳﺎﺑﻊ‬

‫‪.‬أﺣ ﱡﻞ ﻛ ﱠﻞ ﻣﻌﺎدﻟ ٍﺔ‪ ،‬وأﺳﺘﺨﺪ ُم اﻹﺟﺎﺑﺔَ ﻓﻲ اﻟﺘﻨﻘّ ِﻞ ﻋﺒ َﺮ اﻟﻤﺘﺎھ ِﺔ ﻟﻠﻮﺻﻮ ِل إﻟﻰ اﻟﻨّﮭﺎﯾ ِﺔ‬ ‫أُو ّﺿ ُﺢ ﺧﻄﻮا ِت ﺣﻠّﻲ ﻓﻲ ﻛ ﱢﻞ ﻣﻌﺎدﻟ ٍﺔ‪ ‬‬ ‫‪.‬ﻛﺘﺎﺑﺔً‪ ،‬وأﻧﺎﻗ ُﺶ زﻣﯿﻠﻲ‪ ،‬أ ْو أﺣ َﺪ أﻓﺮا ِد أﺳﺮﺗﻲ ﺑﻤﺎ ﻗُ ْﻤ ُﺖ ﺑﮫَ‪ ،‬ﺛ ﱠﻢ أﺗﺤﻘّ ُﻖ ﻣ ْﻦ ﺻ ّﺤ ِﺔ اﻟﺤ ﱢﻞ‬ ‫أﺣﺘﻔﻆُ ﺑﺎﻹﺟﺮاءا ِت اﻟّﺘﻲ ﻗﻤ ُﺖ ﺑﮭﺎ ﻟﺤﻞ‬ ‫‪.‬اﻟﻤﻌﺎدﻻ ِت‪ ،‬وأﺷﺎر ُﻛﮭﺎ ﻣ َﻊ ﻣﻌﻠّﻤﻲ‬ ‫‪audio.mp3‬‬ ‫‪Esraa ALMASRI‬‬ ‫‪0:28 audio‬‬ ‫‪ ‬رﯾﺎﺿﯿﺎت‬ ‫‪PADLET DRIVE‬‬ ‫ﺟﻨﻰ ﺟﺎﺳﺮ ﻧﺎﺻﺮ اﻟﺸﻼﻟﺪة‬

‫اﻟﺛﺎﻣن‪/‬ﻋﻠوم‪ /9‬ﻋﺎﻟم ﺻﻐﯾر‬ ‫أﻓﻜ ُﺮ‪ :‬ﻟﻤﺎذا ﻻ ﺗﻮﺟ ُﺪ أ ﱡي ﻣﺮ ّﻛﺒﺎ ٍت ﺗﺤﺘﻮي ﻋﻨﺼﺮ ِي اﻟﮭﯿﻠﯿﻮم أ ِو اﻟﻨﯿﻮ ِن؟‬ ‫أﺗﻮاﺻ ُﻞ‪ :‬أﺷﺎر ُك زﻣﯿﻠﻲ أ ْو أﺣ َﺪ أﻓﺮا ِد أﺳﺮﺗﻲ ﻓﻲ ﻛﺘﺎﺑ ِﺔ اﻟﺘﻮزﯾ ِﻊ اﻹﻟﻜﺘﺮوﻧ ﱢﻲ ﻟﻌﻨﺼ ِﺮ اﻟﻨﯿﻮ ِن ‪-‬‬ ‫ﺑﺮﻣﻮ ِز \" ﻟﻮﯾﺲ\"‪ ،‬ﻋﻠ ًﻤﺎ أ ًّن ﻋﺪ َدهُ اﻟﺬر ﱠي ‪ 10‬ﻛﻤﺎ ھ َﻮ ﻣﻮﺿ ٌﺢ ﻓﻲ ﻣﺜﺎ ِل ذر ِة اﻟﮭﯿﻠﯿﻮم‪ ،‬وأوﺿ ُﺢ ﻋﺪ َد‬ ‫‪.‬اﻹﻟﻜﺘﺮوﻧﺎ ِت ﻓﻲ اﻟﻐﻼ ِف اﻷﺧﯿ ِﺮ‪ ،‬ﺛ ﱠﻢ أﻓﺴ ُﺮ اﺳﺘﻘﺮا َر ذ ّرﺗ ِﻲ اﻟﮭﯿﻠﯿﻮم واﻟﻨﯿﻮ ِن‬ ‫أﻓﻜ ُﺮ‪ :‬ﻣﺎذا ﯾﺤﺪ ُث ﻋﻨ َﺪﻣﺎ ﺗﻘﺘﺮ ُب ذرةُ اﻟﻜﻠﻮ ِر ﻣ ْﻦ ذر ِة اﻟﺼﻮدﯾﻮم؟‬ ‫أﺗﻮاﺻ ُﻞ‪ :‬أﺷﺎر ُك زﻣﯿﻠﻲ أ ْو أﺣ َﺪ أﻓﺮا ِد أﺳﺮﺗﻲ ﻓﻲ اﻟﺤﻮا ِر ﺑﯿ َﻦ ذرا ِت‪ :‬اﻟﻨﯿﻮ ِن‪ ،‬واﻟﺼﻮدﯾﻮم‪ ،‬واﻟﻜﻠﻮ ِر‪،‬‬ ‫‪audio.mp3‬‬ ‫وأﻛﺘ ُﺐ اﻟﻜﻠﻤﺎ ِت اﻟﻤﻨﺎﺳﺒﺔَ )اﻹﻟﻜﺘﺮوﻧﺎ ِت‪ ،‬ﻧﺒﯿ ٌﻞ‪ ،‬اﻟﺒﺮوﺗﻮﻧﺎ ِت‪ ،‬ﻣﺴﺘﻘ ﱟﺮ‪ ،‬أﯾﻮﻧﯿﺔٌ‪ ،‬ﺗﻔﻘ َﺪ‪ ،‬أﯾﻮﻧﯿﺔٌ‪ ،‬ﻣﺴﺘﻘ ًّﺮا‪،‬‬ ‫‪0:41 audio‬‬ ‫‪.‬ﻛﻠﻮرﯾﺪ اﻟﺼﻮدﯾﻮم‪ ،‬اﻹﻟﻜﺘﺮو َن( ﻓﻲ اﻟﻔﺮاﻏﺎ ِت‬ ‫‪PADLET DRIVE‬‬ ‫‪.‬اﻟﻨﯿﻮ ُن‪ :‬اﻟﺴﻼ ُم ﻋﻠﯿﻜ ْﻢ أﺻﺪﻗﺎﺋﻲ‬ ‫‪audio.mp3‬‬ ‫‪3:43 audio‬‬ ‫اﻟﺼﻮدﯾﻮ ُم‪ :‬وﻋﻠﯿﻜ ُﻢ اﻟﺴﻼ ُم ﺻﺪﯾﻘﻲ ذرةَ اﻟﻨﯿﻮ ِن‪ .‬ﻟﻤﺎذا ﺗﺒﺪو داﺋ ًﻤﺎ ﺳﻌﯿ ًﺪا؟‬ ‫‪ ……………….. .‬اﻟﻨﯿﻮ ُن‪ :‬طﺒ ًﻌﺎ ﻷﻧﻨﻲ ﻋﻨﺼ ٌﺮ‬ ‫‪PADLET DRIVE‬‬ ‫اﻟﺼﻮدﯾﻮ ُم‪ :‬أﻧﺎ ذرةٌ ﯾﺘﺴﺎوى ﻋﺪ ُد ………… ﻣ َﻊ ﻋﺪ ِد ……………؛‬ ‫ﻟﺬﻟ َﻚ أﻧﺎ ﻣﺘﻌﺎد ٌل ﻛﮭﺮﺑﺎﺋﯿًّﺎ‪ ،‬وﻣ َﻊ ذﻟ َﻚ‪ ،‬ﻓﺄﻧﺎ ﻏﯿ ُﺮ ………‪.‬؛ ﻷ ﱠن ﻏﻼﻓﻲ اﻷﺧﯿ َﺮ ﯾﺤﺘﻮي إﻟﻜﺘﺮوﻧًﺎ واﺣ ًﺪا‪،‬‬ ‫ھ ْﻞ ﯾﻤﻜﻨُ َﻚ أ ْن ﺗﺴﺎﻋ َﺪﻧﻲ ﻷﺻﺒ َﺢ ﻣﺴﺘﻘ ًّﺮا ﻣﺜﻠَ َﻚ؟‬ ‫‪ ………. .‬اﻟﻨﯿﻮ ُن‪ :‬اﻋﺬ ْرﻧﻲ ﺻﺪﯾﻘﻲ‪ ،‬ﻓﺈﻧﻨﻲ ﻏﯿ ُﺮ ﻗﺎد ٍر ﻋﻠﻰ اﻻرﺗﺒﺎ ِط ﺑ َﻚ؛ ﻷﻧﻨﻲ ﻋﻨﺼ ٌﺮ‬ ‫‪.‬اﻟﺼﻮدﯾﻮ ُم‪ :‬أﻧﺎ ﺣﺰﯾ ٌﻦ‪ ،‬وأﻓﻜ ُﺮ ﻛﯿ َﻒ ﯾﻤﻜﻨُﻨﻲ أ ْن أﺻﺒ َﺢ ﻋﻨﺼ ًﺮا ﻣﺴﺘﻘ ًّﺮا ﻣﺜﻠَ َﻚ ﯾﺎ ﺻﺪﯾﻘﻲ اﻟﻨﯿﻮ َن‬ ‫‪.‬اﻟﻨﯿﻮ ُن‪ :‬ﻻ ﺑ ﱠﺪ ﻟ َﻚ ﯾﺎ ﺻﻮدﯾﻮ ُم أ ْن ﺗﻔﻘ َﺪ…………‪ .‬اﻟﻤﻮﺟﻮ َد ﻓﻲ ﻏﻼﻓِ َﻚ اﻷﺧﯿ ِﺮ؛ ﻟﺘﺼﺒ َﺢ ﻣﺴﺘﻘ ًّﺮا‬ ‫اﻟﻜﻠﻮ ُر‪ :‬ﻟﻘ ْﺪ ﺳﻤ ْﻌ ُﺖ ﺣﺪﯾﺜَ ُﻜﻤﺎ‪ ،‬وأو ﱡد أ ْن أﺳﺎﻋ َﺪ اﻟﺼﻮدﯾﻮ َم‪ .‬ﻣﺎ رأﯾُ َﻚ أﯾﮭﺎ اﻟﺼﻮدﯾﻮ ُم أ ْن أرﺗﺒ َﻂ ﺑ َﻚ؟‬ ‫اﻟﺼﻮدﯾﻮ ُم‪ -:‬ﻛﯿ َﻒ ﺗﺮﺗﺒﻂُ ﺑﻲ ﯾﺎ ﻛﻠﻮ ُر؟‬ ‫اﻟﻜﻠﻮ ُر‪ :‬ﻣﺎ رأﯾُﻚ ﯾﺎ ﺻﻮدﯾﻮ ُم أ ْن ………‪ ..‬اﻹﻟﻜﺘﺮو َن اﻟﻤﻮﺟﻮ َد ﻓﻲ ﻏﻼﻓِ َﻚ اﻷﺧﯿ ِﺮ‪ ،‬وﺑﺬﻟ َﻚ ﺗﺼﺒ ُﺢ‬ ‫‪ ،..………… ………..‬وﺳﺄﻛﺴ ُﺐ ھﺬا اﻹﻟﻜﺘﺮو َن وأﺿ ُﻌﮫُ ﻓﻲ ﻏﻼﻓﻲ اﻷﺧﯿ ِﺮ وأﺻﺒ ُﺢ‬ ‫‪ …………… .‬اﻟﻨﯿﻮ ُن‪ :‬ﻣﻤﺘﺎ ٌز‪ ،‬ﻟﻘ ْﺪ أﺻﺒ َﺢ ﺑﯿﻨَﻜﻤﺎ راﺑﻄﺔٌ‬ ‫‪ ………………….. .‬اﻟﻜﻠﻮ ُر‪ :‬ﻧﻌ ْﻢ‪ ،‬ﻟﻘ ْﺪ أﺻﺒ ْﺤﻨﺎ ﻣﺮ ّﻛﺒًﺎ أﯾﻮﻧﯿًّﺎ اﺳ ُﻤﮫُ‬ ‫‪.‬اﻟﺼﻮدﯾﻮ ُم‪ :‬ﻻ ﺗﻨ َﺲ ﯾﺎ ﻧﯿﻮ ُن أﻧﻨﻲ أﺻﺒ ْﺤ ُﺖ أﺷﺒﮭُ َﻚ؛ ﻓﺄﻧﺎ أﯾﻮ ٌن ﻣﺴﺘﻘ ﱞﺮ‪ .‬وﻛﺬﻟ َﻚ ﺻﺪﯾﻘﻲ أﯾﻮ ُن اﻟﻜﻠﻮ ِر‬ ‫أﻓﻜ ُﺮ‪ :‬ﻣﺎ اﻟﻄﺮﯾﻘﺔُ اﻟﻔﻀﻠﻰ ﻟﻠﺘﻌﺒﯿ ِﺮ ﻋ ِﻦ اﻻرﺗﺒﺎ ِط اﻟﺬي ﺣﺪ َث ﺑﯿ َﻦ اﻟﻜﻠﻮ ِر واﻟﺼﻮدﯾﻮم؟ ﻟﻤﺎذا اﺳﺘﺨﺪ ْﻣﻨﺎ‬ ‫ھ ِﺬ ِه اﻟﻄﺮﯾﻘﺔَ؟‬ ‫أﺗﻮاﺻ ُﻞ‪ :‬أﻣﺜ ُﻞ ﻣﻌﺎدﻟﺔَ ارﺗﺒﺎ ِط اﻟﻜﻠﻮ ِر ﻣ َﻊ اﻟﺼﻮدﯾﻮم ﺑﺮﻣﻮ ِز \" ﻟﻮﯾﺲ\"‪ ،‬ﺛ ﱠﻢ أﻋ ّﺮ ُف اﻟﺮاﺑﻄﺔَ اﻷﯾﻮﻧﯿﺔَ‪،‬‬ ‫‪.‬ﻣﻮﺿ ًﺤﺎ ذﻟ َﻚ ﺑﺎﻻﺳﺘﻌﺎﻧ ِﺔ ﺑﺎﻟﺸﻜ ِﻞ اﻟﺴﺎﺑ ِﻖ‬ ‫أﻓﻜ ُﺮ‪ :‬ﻛﯿ َﻒ ﯾﺮﺗﺒﻂُ اﻟﻜﻠﻮ ُر ﺑﺎﻟﻤﻐﻨﯿﺴﯿﻮم؟ وﻛﯿ َﻒ ﯾﺮﺗﺒﻂُ اﻷﻛﺴﺠﯿ ُﻦ ﺑﺎﻷﻟﻤﻨﯿﻮم؟ ﻣﺎ اﻟﻔﺮ ُق ﻓﻲ اﻟﺤﺎﻟﺘ ْﯿ ِﻦ‪،‬‬ ‫وﻣﺎ اﻟﻔﺮ ُق ﺑﯿ َﻦ ﻋﺪ ِد اﻟﺬرا ِت اﻟﻤﺮﺗﺒﻄ ِﺔ ﻣ ْﻦ ﻛ ﱢﻞ ﻧﻮ ٍع؟‬ ‫أﺗﻮاﺻ ُﻞ‪ :‬أﺷﺎر ُك زﻣﯿﻠﻲ أ ْو أﺣ َﺪ أﻓﺮا ِد أﺳﺮﺗﻲ ﻓﻲ ﺗﻮﺿﯿ ِﺢ ارﺗﺒﺎ ِط اﻟﻜﻠﻮ ِر ﺑﺎﻟﺼﻮدﯾﻮم ﺑﻤﻌﺎدﻟ ٍﺔ ‪-‬‬ ‫ﻛﯿﻤﯿﺎﺋﯿ ٍﺔ ﻣﻮزوﻧ ٍﺔ‪ ،‬ﻣﻮﺿ ًﺤﺎ ﻋﻠﯿﮭﺎ أﺳﻤﺎ َء اﻟﻌﻨﺎﺻ ِﺮ اﻟﺪاﺧﻠ ِﺔ واﻟﻨﺎﺗﺠ ِﺔ ﻣ َﻦ اﻟﺘﻔﺎﻋ ِﻞ‪ ،‬وﻋﺪ َدھﺎ‪ ،‬وﺣﺎﻟﺘَﮭﺎ‬ ‫‪.‬اﻟﻔﯿﺰﯾﺎﺋﯿﺔَ‬ ‫أﺗﻮاﺻ ُﻞ‪ :‬أﺷﺎر ُك زﻣﯿﻠﻲ أ ْو أﺣ َﺪ أﻓﺮا ِد أﺳﺮﺗﻲ ﻓﻲ ﺗﻮﺿﯿ ِﺢ ارﺗﺒﺎ ِط ﻋﻨﺼ ِﺮ اﻟﻜﻠﻮ ِر ﺑﺎﻷﻟﻤﻨﯿﻮم‪- ،‬‬ ‫وارﺗﺒﺎ ِط ﻋﻨﺼ ِﺮ اﻷﻛﺴﺠﯿ ِﻦ ﺑﺎﻟﻤﻐﻨﯿﺴﯿﻮم ‪ 2‬ﺑﺎﻟﺮﻣﻮ ِز‪ ،‬ﻣﻮﺿ ًﺤﺎ ﻋﺪ َد اﻹﻟﻜﺘﺮوﻧﺎ ِت اﻟﻤﻔﻘﻮد ِة واﻟﻤﻜﺘﺴﺒ ِﺔ‪.‬‬ ‫‪.‬وأﻛﺘ ُﺐ اﻟﺼﯿﻐﺔَ اﻟﻜﯿﻤﯿﺎﺋﯿﺔَ ﻟﻠﻤﺮﻛﺒﯿ ِﻦ اﻟﻨﺎﺗﺠﯿ ِﻦ‬

‫‪______________________________________________________________________________________.mp4‬‬ ‫‪11:45 video‬‬ ‫‪PADLET DRIVE‬‬ ‫اﺳﺮاء اﻟﺨﻠﻒ‬ ‫‪audio.mp3‬‬ ‫‪3:43 audio‬‬ ‫‪PADLET DRIVE‬‬ ‫ﺣﻼ ﻋﻠﻲ ﻋﺒﺪﷲ ﻋﯿﺪ * اﻟﻌﻠﻮم‬ ‫‪ ‬ﺣﻼ ﺛﺎﺋﺮ اﻟﻌﺸﻲ اﻟﻌﻠﻮم‬

‫‪ ‬ﻋﻤﻞ ﺟﻤﺎﻋﻲ ﺑﺎﻟﻤﺪرﺳﺔ ﻟﻠﻄﺎﻟﺒﺎت اﻟﻤﺘﻤﯿﺰات‬ ‫ھﻨﺎء‬ ‫‪ ‬روان‬ ‫اﺳﺮاء‬ ‫‪ ������‬ﻣﻲ ﻣﻧﻰ‪������‬‬ ‫ﺗﺎﻻ ﺟﻧﯾد اﺣﻣد اﻟﺟﻧﯾدي‬ ‫‪������������‬ﻋﻠﻮم‬

‫ﻣﺎﺳﺔ اﺑﻮرﻣﺎن❤ ‪������‬‬ ‫روان ﻣﺤﻤﺪ‬ ‫روان ﻣﺤﻤﺪ‬ ‫‪20201217_125748.mp4‬‬ ‫‪0:02 video‬‬ ‫‪PADLET DRIVE‬‬ ‫ﻣﺎﺳﺔ اﺑﻮرﻣﺎن‪������ ������‬‬ ‫‪Esraa ALMASRI‬‬ ‫‪.‬اﻟﻨﯿﻮ ُن‪ :‬اﻟﺴﻼ ُم ﻋﻠﯿﻜ ْﻢ أﺻﺪﻗﺎﺋﻲ‬ ‫رﯾﺎﺿﯿﺎت‬ ‫اﻟﺼﻮدﯾﻮ ُم‪ :‬وﻋﻠﯿﻜ ُﻢ اﻟﺴﻼ ُم ﺻﺪﯾﻘﻲ ذرةَ اﻟﻨﯿﻮ ِن‪ .‬ﻟﻤﺎذا ﺗﺒﺪو داﺋ ًﻤﺎ ﺳﻌﯿ ًﺪا؟‪ ‬‬ ‫‪) .‬اﻟﻨﯿﻮ ُن‪ :‬طﺒ ًﻌﺎ ﻷﻧﻨﻲ ﻋﻨﺼ ٌﺮ)ﻧﺒﯿﻞ‪ ‬‬ ‫اﻟﺼﻮدﯾﻮ ُم‪ :‬أﻧﺎ ذرةٌ ﯾﺘﺴﺎوى ﻋﺪ ُد)اﻹﻟﻜﺘﺮوﻧﺎت( ﻣ َﻊ ﻋﺪ ِد)اﻟﺒﺮوﺗﻮﻧﺎت(؛‪ ‬‬ ‫ﻟﺬﻟ َﻚ أﻧﺎ ﻣﺘﻌﺎد ٌل ﻛﮭﺮﺑﺎﺋﯿًّﺎ‪ ،‬وﻣ َﻊ ذﻟ َﻚ‪ ،‬ﻓﺄﻧﺎ ﻏﯿ ُﺮ)ﻣﺴﺘﻘﺮ(؛ ﻷ ﱠن ﻏﻼﻓﻲ اﻷﺧﯿ َﺮ ﯾﺤﺘﻮي إﻟﻜﺘﺮوﻧًﺎ واﺣ ًﺪا‪ ،‬‬ ‫ھ ْﻞ ﯾﻤﻜﻨُ َﻚ أ ْن ﺗﺴﺎﻋ َﺪﻧﻲ ﻷﺻﺒ َﺢ ﻣﺴﺘﻘ ًّﺮا ﻣﺜﻠَ َﻚ؟‬ ‫‪).‬اﻟﻨﯿﻮ ُن‪ :‬اﻋﺬ ْرﻧﻲ ﺻﺪﯾﻘﻲ‪ ،‬ﻓﺈﻧﻨﻲ ﻏﯿ ُﺮ ﻗﺎد ٍر ﻋﻠﻰ اﻻرﺗﺒﺎ ِط ﺑ َﻚ؛ ﻷﻧﻨﻲ ﻋﻨﺼ ٌﺮ)ﻣﺴﺘﻘﺮا‪ ‬‬ ‫‪.‬اﻟﺼﻮدﯾﻮ ُم‪ :‬أﻧﺎ ﺣﺰﯾ ٌﻦ‪ ،‬وأﻓﻜ ُﺮ ﻛﯿ َﻒ ﯾﻤﻜﻨُﻨﻲ أ ْن أﺻﺒ َﺢ ﻋﻨﺼ ًﺮا ﻣﺴﺘﻘ ًّﺮا ﻣﺜﻠَ َﻚ ﯾﺎ ﺻﺪﯾﻘﻲ اﻟﻨﯿﻮ َن‪ ‬‬ ‫‪.‬اﻟﻨﯿﻮ ُن‪ :‬ﻻ ﺑ ﱠﺪ ﻟ َﻚ ﯾﺎ ﺻﻮدﯾﻮ ُم أ ْن ﺗﻔﻘ َﺪ)اﻻﻟﻜﺘﺮون(اﻟﻤﻮﺟﻮ َد ﻓﻲ ﻏﻼﻓِ َﻚ اﻷﺧﯿ ِﺮ؛ ﻟﺘﺼﺒ َﺢ ﻣﺴﺘﻘ ًّﺮا‪ ‬‬ ‫اﻟﻜﻠﻮ ُر‪ :‬ﻟﻘ ْﺪ ﺳﻤ ْﻌ ُﺖ ﺣﺪﯾﺜَ ُﻜﻤﺎ‪ ،‬وأو ﱡد أ ْن أﺳﺎﻋ َﺪ اﻟﺼﻮدﯾﻮ َم‪ .‬ﻣﺎ رأﯾُ َﻚ أﯾﮭﺎ اﻟﺼﻮدﯾﻮ ُم أ ْن أرﺗﺒﻂَ ﺑ َﻚ؟‪ ‬‬ ‫اﻟﺼﻮدﯾﻮ ُم‪ -:‬ﻛﯿ َﻒ ﺗﺮﺗﺒﻂُ ﺑﻲ ﯾﺎ ﻛﻠﻮ ُر؟‪ ‬‬ ‫اﻟﻜﻠﻮ ُر‪ :‬ﻣﺎ رأﯾُﻚ ﯾﺎ ﺻﻮدﯾﻮ ُم أ ْن)ﺗﻔﻘﺪ(اﻹﻟﻜﺘﺮو َن اﻟﻤﻮﺟﻮ َد ﻓﻲ ﻏﻼﻓِ َﻚ اﻷﺧﯿ ِﺮ‪ ،‬وﺑﺬﻟ َﻚ‪ ‬‬ ‫‪). ‬ﺗﺼﺒ ُﺢ)ﻣﻮﺟﺐ(‪ ،‬وﺳﺄﻛﺴ ُﺐ ھﺬا اﻹﻟﻜﺘﺮو َن وأﺿ ُﻌﮫُ ﻓﻲ ﻏﻼﻓﻲ اﻷﺧﯿ ِﺮ وأﺻﺒ ُﺢ)ﺳﺎﻟﺐ‬ ‫)اﻟﻨﯿﻮ ُن‪ :‬ﻣﻤﺘﺎ ٌز‪ ،‬ﻟﻘ ْﺪ أﺻﺒ َﺢ ﺑﯿﻨَﻜﻤﺎ راﺑﻄﺔٌ)آﯾﻮﻧﯿﺔ‪ ‬‬ ‫‪).‬اﻟﻜﻠﻮ ُر‪ :‬ﻧﻌ ْﻢ‪ ،‬ﻟﻘ ْﺪ أﺻﺒ ْﺤﻨﺎ ﻣﺮ ّﻛﺒًﺎ أﯾﻮﻧﯿًّﺎ اﺳ ُﻤﮫُ)ﻛﻠﻮرﯾﺪ اﻟﺼﻮدﯾﻮم‪ ‬‬ ‫اﻟﺼﻮدﯾﻮ ُم‪ :‬ﻻ ﺗﻨ َﺲ ﯾﺎ ﻧﯿﻮ ُن أﻧﻨﻲ أﺻﺒ ْﺤ ُﺖ أﺷﺒﮭُ َﻚ؛ ﻓﺄﻧﺎ أﯾﻮ ٌن ﻣﺴﺘﻘ ﱞﺮ‪ .‬وﻛﺬﻟ َﻚ ﺻﺪﯾﻘﻲ أﯾﻮ ُن اﻟﻜﻠﻮ ِر‪ ‬‬

‫ﻟﻤﯿﺲ ﻧﺎﺻﺮ ﻣﺤﻔﻮظ ﻟﻤﻮﺳﮫ ‪ ‬رﻏﺪ‪������������‬‬ ‫ﻟﻣﯾس ﻧﺎﺻر ﻣﺣﻔوظ ﻟﻣوﺳﮭﮫ‪������������‬‬ ‫‪ ‬ھﻨﺎء ﺟﻤﻌﺔ‬

‫ھﻨﺎء ﺟﻤﻌﺔ‪������‬‬ ‫اﯾﻤﺎن اﻟﺪواﻟﻲ‪������ ‬‬ ‫‪ ‬اﻟﻠﻐﺔ اﻟﻌﺮﺑﯿﺔ‬ ‫اﻻﺳﻢ اﯾﻤﺎن اﻟﺪواﻟﻲ‪������‬‬ ‫‪ ‬اﻟﻤﺎدة ﻋﻠﻮم‬

‫‪������������Eman dawali‬‬ ‫‪.‬ﻟﺘﺤﻀ َﺮ ﺛﻤﻨَﮫُ‪ ،‬وﺗﺘﺤﻘ َﻖ ﻓﻲ اﻟﻮﻗ ِﺖ ﻧﻔ ِﺴ ِﮫ ﻣ ْﻦ ﺻﺪ ِق ﻣﺎ ﺣﺪﺛﺘُ َﻚ ﺑ ِﮫ‬ ‫‪English ‬‬ ‫اﺑﺘﮭ َﺞ ﺣﺴﯿ ٌﻦ ﺑﻤﺎ ﺳﻤ َﻊ‪ ،‬وﻟ ْﻢ ﯾﺘﺮد ْد ﻓﻲ ﻗﺒﻮ ِل اﻗﺘﺮا ِﺣ ِﮫ‪ ،‬وﻣﺎ ﻛﺎ َد ﺣﺴﯿ ٌﻦ واﻟﺪﻻ ُل ﯾﺴﺘﻘﺮا ِن ﻋﻠﻰ اﻟﺒﺴﺎ ِط‪،‬‬ ‫ﺣﺘﻰ طﺎ َر ﺑﮭﻤﺎ ﻓﻲ اﻟﻔﻀﺎ ِء‪ ،‬وﺑﻠ َﻎ اﻟﻤﻜﺎ َن ﻓﻲ ﻟﻤﺤ ِﺔ اﻟﺒﺼ ِﺮ‪ ،‬وﻟ ْﻢ ﯾﻜﺘ ِﻒ ﺣﺴﯿ ٌﻦ ﺑﺪﻓ ِﻊ ﺛﻼﺛﯿ َﻦ ﻛﯿ ًﺴﺎ ﺛﻤﻨًﺎ‬ ‫ﻟﻠﺒﺴﺎ ِط‪ ،‬ﺑ ْﻞ ﻣﻨ َﺤﮫُ ﻛﯿ ًﺴﺎ آﺧ َﺮ ﻣ َﻦ اﻟﺬھ ِﺐ‪ ،‬ﻟﯿﺜﺒ َﺖ ﻟَﮫُ إﻋﺠﺎﺑَﮫُ ﺑﻤﺎ أظﻔ َﺮهُ ﺑ ِﮫ‪ ،‬ﻓﺸﻜ َﺮهُ اﻟﺪﻟّ ُﻞ ﻋﻠﻰ ﻋﻄﺎﺋِ ِﮫ‪،‬‬ ‫وﻗﺎ َل ﻟَﮫُ وھ َﻮ ﯾﻮ ّد ُﻋﮫُ‪ :‬ﺣﺬا ِر ﯾﺎ ﺳﯿﺪي أ ْن ﺗﺘﮭﺎو َن ﺑﮭﺬا اﻟﺒﺴﺎ ِط؛ ﻓﺈﻧﱠﮫُ ﺛﻤﺮةُ ﺟﮭﻮ ٍد ﺟﺒﺎر ٍة ﻓﻲ اﻛﺘﺴﺎ ِب‬ ‫ﺧﺎﺻﯿ ِﺔ اﻟﻘﺪر ِة ﻋﻠﻰ اﻟﻄﯿﺮا ِن‪ ،‬وإﻧﱠﮫُ ﻋﻼﻣﺔٌ ﻧﺎدرةٌ ﻓﻲ ﻣﺠﺎ ِل اﻻﺧﺘﺮا ِع واﻻﺑﺘﻜﺎ ِر‪ ،‬وﻗ ْﺪ أﺻﺒ َﺢ اﻵ َن‬ ‫‪\".‬ﻣﻠ َﻚ ﯾﺪ ْﯾ َﻚ‪ ،‬ﻓﺎﺟﻌ ِﻞ اﻟﻤﺤﺎﻓﻈﺔَ ﻋﻠﯿ ِﮫ ﻧﺼ َﺐ ﻋﯿﻨ ْﯿ َﻚ‬ ‫ﻗﺼﺔُ \"ﺑﺴﺎطُ اﻟﺮﯾ ِﺢ\" ﻟﻜﺎﻣﻞ ﻛﯿﻼﻧﻲ‪ ،‬ﺑﺘﺼﺮ ٍف‬ ‫‪audio.mp3‬‬ ‫‪3:31 audio‬‬ ‫‪PADLET DRIVE‬‬ ‫اﻟﺛﺎﻣن‪/‬اﻟﻠﻐﺔ اﻟﻌرﺑﯾﺔ‬ ‫أﺗﺄﻣ ُﻞ اﻟﻌﺒﺎرةَ اﻵﺗﯿﺔَ‪ ،‬ﺛ ﱠﻢ أﺗﺤﺪ ُث أﻣﺎ َم ﻣﺠﻤﻮﻋ ٍﺔ ﻣ ْﻦ زﻣﻼﺋﻲ أ ْو أﺣ ِﺪ أﻓﺮا ِد أﺳﺮﺗﻲ ﻓﻲ ﻣﻮﺿﻮ ِع اﻟﺨﯿﺎ ِل‬ ‫أﻓ ّﺴ ُﺮ ﻣﻌﺎﻧ َﻲ اﻟﻤﻔﺮدا ِت اﻵﺗﯿ ِﺔ ﻣ َﻦ اﻟﺴﯿﺎ ِق‪ ،‬أ ْو ﺑﺎﺳﺘﺨﺪا ِم اﻟﻤﻌﺠ ِﻢ‪ :‬اﻟﺪﻟّ ُﻞ‪ ،‬اﻟﻨﻔﺎﺋ ُﺲ‪ ،‬ﯾﻐﻠﻮ‪ ،‬ﯾﺘﻜﺎﻓﺄُ‪،‬‬ ‫اﻟﻌﻠﻤ ﱢﻲ‪ ،‬وﺗﺄﺛﯿ ِﺮ ِه ﻓﻲ اﻟﺒﺸ ِﺮ ﻓﻲ ﺣﺪو ِد ) ‪ (٤ -٣‬دﻗﺎﺋ َﻖ‪ُ ،‬ﻣﺘَ ّﻮ ﱢﺧﯿًﺎ ﺳﻼﻣﺔَ اﻟﻠﻐ ِﺔ‪ ،‬ﻋﺎر ًﺿﺎ أﻓﻜﺎري ﺑﺼﻮر ٍة‬ ‫‪.‬اﻟﺸﺎﻣﺨﺎ ُت‪ ،‬ﺗﺘﺤ ّﺮى‪ ،‬ﺣﻮزةٌ‪ ،‬ﻧُ ْﺼ َﺐ‬ ‫‪:‬واﺿﺤ ٍﺔ ﻣﻨﻈّﻤ ٍﺔ‬ ‫ﺑ َﻢ أوﺣﻰ ﻟﻲ ﻋﻨﻮا ُن اﻟﻘﺼ ِﺔ )ﺑﺴﺎطُ اﻟﺮﯾ ِﺢ( ﺣﯿ َﻦ ﻗﺮأﺗُﮫُ؟ ‪-‬‬ ‫‪)\".‬ﻋﻼﻣﺔُ اﻟﻌﺒﻘﺮﯾ ِﺔ اﻟﻤﺆﻛﺪ ِة‪ ،‬ﻟﯿﺴ ِﺖ اﻟﻤﻌﺮﻓﺔَ ﺑ ِﻞ اﻟﺨﯿﺎ َل )آﯾﻨﺸﺘﺎﯾﻦ\" ‪-‬‬ ‫ھ ْﻞ ﺗﻌ ﱡﺪ ھ ِﺬ ِه اﻟﻘﺼﺔُ ﻣ ْﻦ ﻗﺼ ِﺺ اﻟﻮاﻗ ِﻊ أ ِو اﻟﺨﯿﺎ ِل؟ ﻟﻤﺎذا؟ ‪-‬‬ ‫‪ - ١‬أﻗﺮأُ ﻗ ّﺼﺔَ )ﺑﺴﺎطُ اﻟﺮﯾ ِﺢ( اﻵﺗﯿﺔَ ﻗﺮاءةً ﺟﮭﺮﯾﺔً ﻣﻌﺒﺮةً‪ ،‬ﻣﻘﯿ ًﻤﺎ أداﺋﻲ ﻋ ْﻦ طﺮﯾ ِﻖ اﻟﻤﻌﺎﯾﯿ ِﺮ اﻵﺗﯿ ِﺔ‪:‬‬ ‫أﺑﯿّ ُﻦ رأﯾﻲ ﻓﻲ اﻟﻌﺒﺎر ِة اﻵﺗﯿ ِﺔ‪ ،‬ﻣﻮﺿ ًﺤﺎ ﻋﻼﻗﺘَﮭﺎ ﺑﺎﻟﻘﺼ ِﺔ اﻟﺘﻲ ﻗﺮأﺗُﮭﺎ‪\" .‬اﻟﺨﯿﺎ ُل أو ُل ﺧﻄﻮ ٍة ﻟﺒﻠﻮ ِغ ‪-‬‬ ‫ﺳﺮﻋﺔُ اﻟﻘﺮاء ِة اﻟﻤﻨﺎﺳﺒﺔُ‪ ،‬اﻟﺘﺰا ُم اﻟﺰﻣ ِﻦ اﻟﻤﺤﺪ ِد‪ ،‬ﺳﻼﻣﺔُ اﻟﻠﻐ ِﺔ‪ ،‬اﻟﺘﺰا ُم ﻋﻼﻣﺎ ِت اﻟﺘﺮﻗﯿ ِﻢ‪ ،‬ﺛ ﱠﻢ أﻧﻔ ُﺬ‬ ‫‪\".‬اﻟﻮاﻗ ِﻊ‬ ‫‪:‬اﻟﻤﻄﻠﻮ َب ﻣﻨﻲ ﯾﻠﯿﮭﺎ‬ ‫ﻟ ْﻮ أر ْد ُت أ ْن أﺿﯿ َﻒ ﺷﺨﺼﯿﺔً ﺟﺪﯾﺪةً إﻟﻰ اﻟﻘﺼ ِﺔ‪ ،‬ﻣ ْﻦ ﺗﻜﻮ ُن ھ ِﺬ ِه اﻟﺸﺨﺼﯿﺔُ؟ ﻣﺎ دو ُرھﺎ ﻓﻲ اﻟﻘﺼ ِﺔ؟ ‪-‬‬ ‫ذھ َﺐ ﺣﺴﯿ ٌﻦ ﺻﺒﺎ ًﺣﺎ إﻟﻰ اﻟﻤﺪﯾﻨ ِﺔ ﯾﻤﺸﻲ ﻓﻲ أﺳﻮاﻗِﮭﺎ‪ ،‬وﯾﺘﺤ ّﺮى ﻋ ْﻦ ﻧﻔﺎﺋ ِﺴﮭﺎ اﻟﺠﺪﯾ َﺪ‪ ،‬وإذا ﺻﻮ ٌت ﯾﺪ ّوي‬ ‫‪.‬أﺳﻨ ُﺪ اﻟﻔﻌ َﻞ )اﺑﺘﮭ َﺞ( إﻟﻰ اﻟﻀﻤﺎﺋ ِﺮ‪ ،‬وأﻛﺘ ُﺐ اﻹﺟﺎﺑﺔَ ﻋﻠﻰ ورﻗ ٍﺔ ﺟﺎﻧﺒﯿ ٍﺔ ‪-‬‬ ‫ﻓﻲ اﻟﺴﻮ ِق ﻣﻨﺎدﯾًﺎ‪ .‬اﻟﺘﻔ َﺖ إﻟﻰ ﻣﺼﺪ ِر اﻟﺼﻮ ِت‪ ،‬ﻓﺮأى د ّﻻ َل اﻟﻨﻔﺎﺋ ِﺲ ﯾﺤﻤ ُﻞ ﻓﻲ ﯾ ِﺪ ِه ﺑﺴﺎطًﺎ‪ .‬اﺷﺘ ﱠﺪ ﻋﺠ ُﺐ‬ ‫‪:‬أﺣﻮ ُل اﻟﺠﻤﻠﺘﯿ ِﻦ اﻵﺗﯿﺘﯿ ِﻦ ﻣ َﻦ اﻟﻤﺒﻨ ﱢﻲ ﻟﻠﻤﻌﻠﻮ ِم إﻟﻰ اﻟﻤﺒﻨ ﱢﻲ ﻟﻠﻤﺠﮭﻮ ِل‪ ،‬ﻣﻐﯿ ًﺮا ﻣﺎ ﯾﻠﺰ ُم ‪-‬‬ ‫ﺣﺴﯿ ٍﻦ ﺣﯿ َﻦ رأى ﺑﺴﺎطًﺎ ﻣﺮﺑ ًﻌﺎ ﻻ ﯾﻜﺎ ُد ﯾﺒﻠ ُﻎ اﻟﻤﺘﺮﯾ ِﻦ‪ ،‬ﯾﻐﻠﻮ دﻻّﻟُﮫُ ﻓﻲ ﺛﻤﻨِ ِﮫ‪ ،‬ﻓﯿﻘ ّﻮ ُﻣﮫُ ﺛﻼﺛﯿ َﻦ ﻛﯿ ًﺴﺎ ﻣ َﻦ‬ ‫………أﻣﺴ َﻚ ﺣﺴﯿ ٌﻦ اﻟﺒﺴﺎ َط………‪ ……… ……....‬ﯾﻌﺮ ُض اﻟﺪﻟّ ُﻞ اﻟﺒﺴﺎ َط ﻋﻠﻰ ﺣﺴﯿ ٍﻦ‬ ‫اﻟﺬھ ِﺐ‪ ،‬وﻗﺎ َل ﻓﻲ ﻧﻔ ِﺴ ِﮫ‪ :‬ﻻ ﺷ ﱠﻚ ﻓﻲ أ ﱠن ھﺬا اﻟﺪ ّﻻ َل أﺑﻠَﮫُ أ ْو أﺣﻤ ُﻖ ﻻ ﯾﺪري ﻣﺎذا ﯾﻘﻮ ُل‪ ،‬ﻓﺄﻗﺒ َﻞ ﻋﻠﯿ ِﮫ‬ ‫اﻟﺪ ّﻻ ُل ﯾﻨﺎدﯾ ِﮫ‪ ،‬وطﻠ َﺐ إﻟﯿ ِﮫ أ ْن ﯾﻌﺮ َض ﻋﻠﯿ ِﮫ ذﻟ َﻚ اﻟﺒﺴﺎطَ‪ ،‬ﻓﺄﻣﺴ َﻜﮫُ ﺣﺴﯿ ٌﻦ‪ ،‬وظ ﱠﻞ ﯾﺘﺄﻣﻠُﮫُ‪ ،‬ﻟﻌﻠﱠﮫُ ﯾﻌﺮ ُف‬ ‫ﺣﻘﯿﻘﺔَ أﻣ ِﺮ ِه‪ ،‬ﺛ ﱠﻢ ﺳﺄﻟَﮫُ‪ :‬أ ﱡي ﻣﯿﺰ ٍة ﻓﯿ ِﮫ ﺗﻐﺮي ﻣ ْﻦ ﯾﻘﺘﻨﯿ ِﮫ؟ ﻓﻘﺎ َل ﻟَﮫُ اﻟﺪ ّﻻ ُل‪ :‬ﻟ ْﻮ َﻋﻠ ْﻤ َﺖ ﻣﺎ ﺗﻤﯿ َﺰ ْت ﺑ ِﮫ ھ ِﺬ ِه‬ ‫اﻟﻨﻔﯿﺴﺔُ ﻣ ْﻦ ﻏﯿ ِﺮھﺎ ﻣ ْﻦ ﻧﻔﺎﺋ ِﺲ اﻟﻌﺎﻟَ ِﻢ‪ ،‬ﻷدر ْﻛ َﺖ أ ﱠن ﻛ ﱠﻞ ﺛﻤ ٍﻦ ﯾﺒﺬ ُل ﻓﯿﮭﺎ ﻻ ﯾﺘﻜﺎﻓﺄُ ﻣ َﻊ ﻗﯿﻤﺘِﮭﺎ؛ ﻟﻨﺪرﺗِﮭﺎ‬ ‫وﻧﻔﺎﺳﺘِﮭﺎ‪ .‬ﻗﺎ َل ﺣﺴﯿ ٌﻦ‪ :‬إ ﱠن ﻣﺎ أﺳﻤ ُﻌﮫُ ﻣﻨ َﻚ ﻟﻐ ٌﺰ ﻣﺠﮭﻮ ٌل‪ ،‬ﻓﺄﺟﺎﺑَﮫُ اﻟﺪ ّﻻ ُل‪ :‬إ ﱠن ھﺬا اﻟﺒﺴﺎ َط ﺗﺤﻔﺔُ اﻟﺘﺤ ِﻒ‬ ‫وﻣﺜﺎ ُر اﻟﺪھﺸ ِﺔ واﻟﻌﺠ ِﺐ‪ ،‬إﻧﱠﮫُ ﺑﺴﺎطُ اﻟﺮﯾ ِﺢ‪ ،‬ﯾﻄﯿ ُﺮ ﺑ َﻚ ﻓﻲ اﻟﻔﻀﺎ ِء‪ ،‬وﯾﺤﻤﻠُ َﻚ إﻟﻰ ﺣﯿ ُﺚ ﺗﺸﺎ ُء‪ ،‬وﯾﻨﻘﻠُ َﻚ‬ ‫ﻣ ْﻦ أﻗﺼﻰ اﻟﺪﻧﯿﺎ إﻟﻰ أدﻧﺎھﺎ ﻓﻲ ﻟﺤﻈﺎ ٍت‪ ،‬ﻻ ﺗﻌﻮﻗُﮫُ اﻟﻌﻮاﺋ ُﻖ‪ ،‬وﻻ ﺗﻘ ُﻒ دو َن ﻏﺎﯾﺘِ ِﮫ اﻟﺠﺒﺎ ُل اﻟﺸﺎﻣﺨﺎ ُت‪.‬‬ ‫ﺗﺬﻛ َﺮ ﺣﺴﯿ ٌﻦ ﻣﺎ ﺳﻤ َﻌﮫُ ﻋ ْﻦ ﻣﮭﺎر ِة أھ ِﻞ ھ ِﺬ ِه اﻟﻤﺪﯾﻨ ِﺔ ﻓﻲ اﺳﺘﺨﺮا ِج ﺳﻮاﺋ َﻞ طﯿّﺎر ٍة ﻣ َﻦ اﻷزھﺎ ِر‬ ‫واﻟﺮﯾﺎﺣﯿ ِﻦ‪ ،‬وﺳﺄ َل ﻧﻔ َﺴﮫُ‪ :‬ھ ِﻞ اﻛﺘﺴ َﺐ ھﺬا اﻟﺒﺴﺎطُ ﺧﺎﺻﯿﺔَ اﻟﻘﺪر ِة ﻋﻠﻰ اﻟﻄﯿﺮا ِن‪ ،‬ﺑﻔﻀ ِﻞ اﺣﺘﻮاﺋِ ِﮫ ذﻟ َﻚ‬ ‫اﻟﺘﺮﻛﯿ َﺐ اﻟﻌﺠﯿ َﺐ‪ ،‬اﻟﺬي ﻗﯿ َﻞ ﻟﻲ إﻧﱠﮫُ إذا ﻣ ﱠﺲ ﺷﯿﺌًﺎ‪ ،‬أﻣﻜ َﻦ أ ْن ﯾﺼﻌ َﺪ إﻟﻰ اﻟﻔﻀﺎ ِء‪ ،‬وﺗﺴﺮ َع ﺑ ِﮫ اﻟﺮﯾ ُﺢ ﻣ ْﻦ‬ ‫ﻣﻜﺎ ٍن إﻟﻰ آﺧ َﺮ؟ ﻓﻘﺎ َل ﻟَﮫُ اﻟﺪ ّﻻ ُل‪ :‬إ ﱠن ﻣﺎ أﻗﻮﻟُﮫُ ﻟ َﻚ ﺣ ﱞﻖ‪ ،‬وﻟ ْﻦ أﻗﺒ َﻞ ﻣﻨ َﻚ ﺷﯿﺌًﺎ ﻗﺒ َﻞ أ ْن ﺗﺠﺮ َب‪ ،‬وﺗﺘﺤ ّﺮى‬ ‫ﺻﺤﺔَ ﻣﺎ أﻗﻮ ُل‪ .‬وﻗ َﻒ ﺣﺴﯿ ٌﻦ ﻣﺘﻌﺠﺒًﺎ أﻣﺎ َم ﻣﺎ ﺳﻤ َﻌﮫُ‪ ،‬وﻻﺣ َﻆ اﻟﺪﻟّ ُﻞ ﺣﯿﺮﺗَﮫُ‪ ،‬ﻓﺄدر َك أﻧﱠﮫُ ﻋﺎﺟ ٌﺰ ﻋ ْﻦ دﻓ ِﻊ‬ ‫ﺛﻤ ِﻦ اﻟﺒﺴﺎ ِط‪ ،‬ﻓﻘﺎ َل ﻟَﮫُ‪ :‬أﻏﻠ ُﺐ اﻟﻈ ﱢﻦ أ ﱠن ﺛﻤﻨَﮫُ ﻟﯿ َﺲ ﻓﻲ ﺣﻮزﺗِ ِﻚ اﻵ َن‪ ،‬ﻓﻠﯿﺤﻤ ْﻠﻨﺎ ھﺬا اﻟﺒﺴﺎطُ إﻟﻰ ﺣﯿ ُﺚ ﺗﻘﯿ ُﻢ‬

‫‪audio.mp3‬‬ ‫‪audio.mp3‬‬ ‫‪1:10 audio‬‬ ‫‪1:08 audio‬‬ ‫‪PADLET DRIVE‬‬ ‫‪PADLET DRIVE‬‬ ‫ﻛﺜﯿ ٌﺮ ﻣﻤﺎ ﻧﺮاهُ اﻟﯿﻮ َم ﻓﻲ ﺣﯿﺎﺗِﻨﺎ‪ ،‬ﻛﺎ َن اﻟﺬﯾ َﻦ ﻗﺒﻠَﻨﺎ ﯾﻌ ّﺪوﻧَﮫُ ﺧﯿﺎ ًل؛ وﻣﺜﺎ ُل ذﻟ َﻚ اﻟﻄﺎﺋﺮةُ اﻟﺘﻲ أﺻﺒ َﺤ ِﺖ‪2-‬‬ ‫اﺧﺗراع اﻟطﯾران‬ ‫اﻟﯿﻮ َم ﺑﻤﻨﺰﻟ ِﺔ ﺑﺴﺎ ِط اﻟﺮﯾ ِﺢ اﻟﻮار ِد ﻓﯿﺎﻟﻘﺼ ِﺔ‪ .‬أﺑﺤ ُﺚ ﻓﻲ اﻟﺸﺒﻜ ِﺔ اﻟﻌﺎﻟﻤﯿ ِﺔ ﻟﻠﻤﻌﻠﻮﻣﺎ ِت‪ ،‬أ ْو أﻧﺎﻗ ُﺶ أﺣ َﺪ أﻓﺮا ِد‬ ‫‪.‬أﺳﺮﺗﻲ ﻓﻲ اﺧﺘﺮاﻋﺎ ٍت ﺣﺪﯾﺜ ٍﺔ ﻣﻮﺟﻮد ٍة ﻓﻲ وﻗﺘِﻨﺎ اﻟﺤﺎﺿ ِﺮ‪ ،‬ﻛﺎ َن اﻟﻨﺎ ُس ﯾﺮوﻧَﮭﺎ ﻣ ْﻦ ﺑﺎ ِب اﻟﺨﯿﺎ ِل‬ ‫‪ - ٣‬ﻟ ْﻮ ﺗﻌﺎﻗ َﺪ ْت ﻣ َﻌ َﻚ ﺷﺮﻛﺔُ إﻧﺘﺎ ٍج ﺳﺘﺨﺮ ُج ﻗﺼﺔَ )ﺑﺴﺎطُ اﻟﺮﯾ ِﺢ(ﻓﻲ ﻓﯿﻠ ٍﻢ ﻗﺼﯿ ٍﺮ‪ ،‬وطﻠﺒَ ْﺖ ﻣﻨ َﻚ أ ْن‬ ‫ﺗﺼﻤ َﻢ إﻋﻼﻧًﺎ ﻟﻠﻔﯿﻠ ِﻢ‪ ،‬ﻓﻜﯿ َﻒ ﺳﯿﻜﻮ ُن إﻋﻼﻧُ َﻚ؟‬ ‫ﯾﻤﻜﻨُﻨﻲ أ ْن أﻧﻈ َﻢ ﻣ َﻊ زﻣﻼﺋﻲ ﻣﻌﺮ ًﺿﺎ اﻓﺘﺮاﺿﯿًّﺎ ﻟﻠﺮﺳﻮﻣﺎ ِت واﻟﺼﻮ ِر اﻟﺘﻲ ﺳﻨﺴﺘﺨﺪ ُﻣﮭﺎ ﻓﻲ اﻹﻋﻼ ِن‪،‬‬ ‫‪:‬ﺛ ﱠﻢ أﻋﺮ ُﺿﮫُ ﻣﺘﺒ ًﻌﺎ ﻣﺎ ﯾﺄﺗﻲ‬ ‫‪.‬أﻛﺘ ُﺐ ﻓﯿ ِﮫ ﻋ ْﻦ أھﻤﯿ ِﺔ اﻻﺑﺘﻜﺎرا ِت اﻟﻌﻠﻤﯿ ِﺔ ‪-‬‬ ‫‪.‬أوﺿ ُﺢ ﻓﯿ ِﮫ اﻟﻔﺮ َق ﺑﯿ َﻦ اﻟﺤﻘﯿﻘ ِﺔ واﻟﺨﯿﺎ ِل ‪-‬‬ ‫‪.‬أﻋﺮ ُض اﻹﻋﻼ َن‪ ،‬واﺻﻔًﺎ أﺛ َﺮ اﻟﻌﺎﻟَ ِﻢ اﻻﻓﺘﺮاﺿ ﱢﻲ ﻓﻲ ﺣﯿﺎﺗِﻨﺎ ‪-‬‬ ‫‪______________.mp4‬‬ ‫‪1:49 video‬‬ ‫‪PADLET DRIVE‬‬ ‫! ﺑﺳﺎط اﻟرﯾﺢ أﺻﺑﺢ ﺣﻘﯾﻘﺔ‬

‫‪________________________________________.mp4‬‬ ‫ﺣﻼ ﻋﻠﻲ ﻋﺑدﷲ ﻋﯾد‬ ‫‪0:40 video‬‬ ‫‪PADLET DRIVE‬‬ ‫ﻛﯾف أﺻﻣم إﻋﻼ ّﻧﺎ ؟‬ ‫‪_____________.mp4‬‬ ‫)ﺣﻼ ﺛﺎﺋﺮ اﻟﻌﺸﻲ )اﻟﻠﻐﺔ اﻟﻌﺮﺑﯿﺔ‬ ‫‪7:54 video‬‬ ‫‪PADLET DRIVE‬‬ ‫‪ :‬أھﻣﯾﺔ اﻟﺧﯾﺎل اﻟﻌﻠﻣﻲ‬ ‫‪_____________.mp4‬‬ ‫‪12:11 video‬‬ ‫‪PADLET DRIVE‬‬ ‫ﺣﻼ ﻋﻠﻲ ﻋﺑدﷲ ﻋﯾد‬ ‫)ﺣﻼ ﺛﺎﺋﺮ اﻟﻌﺸﻲ )اﻟﻠﻐﺔ اﻟﻌﺮﺑﯿﺔ‬

‫☺ ﻋﺮﺑﻲ‪������‬‬ ‫‪ ������‬ﻣﻲ ﻣﻧﻰ‪������‬‬ ‫ﻣﺎﺳﺔ اﺑﻮرﻣﺎن‪������ ������‬‬ ‫‪������‬اﻟﻤﻌﺎﻧﻲ‪������‬‬ ‫ان ﻣﻔﮭﻮم اﻟﺨﯿﺎل اﻟﻌﻠﻤﻲ ﻣﺮﺗﺒﻂ اﻟﻰ اﺣﺪ ﻛﺒﯿﺮ ﺑﺎﻟﺘﻄﻮر واﻟﺘﻜﻨﻮﻟﻮﺟﯿﺎ اﻟﺘﻲ ﺷﮭﺪت اﻟﺤﯿﺎه اﻻﻧﺴﺎﻧﯿﮫ‬ ‫ﻓﻲ اﻟﻤﺠﺎﻻت ﻛﺎﻓﮫ‪  ‬وھﻲ ﯾﻤﺰاج ﺑﯿﻦ اﻟﺘﻘﻨﯿﮫ اﻟﺤﺪﯾﺜﮫ واﻟﻤﺨﯿﻠﮫ اﻻﻧﺴﺎن اﻟﺬي ﯾﻠﺤﻖ اﻟﻲ ﺑﻌﯿﺪ ﻣﻦ‬ ‫‪. ‬اﻟﺪﻟﻞ‪:‬اﻟﺮﻋﺎﯾﺔ اﻟﻜﺜﯿﺮة)‪1‬‬ ‫اﻻﻓﻜﺎر اﻟﻐﯿﺮ ﻣﻨﺘﻈﻤﮫ ﯾﺘﻢ ﻓﺮﺿﮭﺎ ﻋﻠﻰ اﻟﻤﻮاﻗﻊ ﻣﻦ اﺟﻞ اﯾﺼﺎل ﻓﻜﺮه ﻣﻌﯿﻨﮫ او ﻣﺤﺎوﻟﮫ ﺗﻐﯿﯿﺮ واﻗﻊ‬ ‫‪. ‬اﻟﻨﻔﺎﺋﺲ‪:‬اﻷﻣﻮر اﻟﻘﯿﻤﺔ واﻟﻐﺎﻟﯿﺔ اﻟﺜﻤﻦ)‪2‬‬ ‫ﻟﯿﺶ ھﺎي اﻟﻤﻌﺎش اﻟﻰ واﻗﻊ اﻓﻀﻞ ﻣﻌﯿﺶ وﺗﻌﺪ ﻗﺼﺺ اﻟﺨﯿﺎل اﻟﻌﻠﻤﻲ ﺟﺰء ﻣﻦ واﻗﻊ اﻻﻧﺴﺎن ﻓﺮﻏﻢ‬ ‫‪. ‬ﯾﻐﻠﻮ‪:‬ﻣﻦ اﻟﻐﻼء‪ ،‬ﺑﺎھﻆ اﻟﺜﻤﻦ)‪3‬‬ ‫ان ھﺬه اﻟﻘﺼﺺ ﻻ ﺗﺘﺤﺪث وﻻ ﯾﻤﻜﻦ ﻟﮭﺎ ان ﺗﻨﻄﺒﻖ ﻋﻠﻰ اﻻرض اﻟﻮاﻗﻊ اﻻ اﻧﮭﺎ اﺻﺒﺤﺖ ﻣﻠﺼﻘﺎ‬ ‫‪.‬ﯾﺘﻜﺎﻓﺄ‪:‬ﯾﺘﻤﺎﺛﻞ)‪4‬‬ ‫‪. ‬اﻟﻤﺨﻠﻞ ﻣﺨﯿﻠﺘﻲ اﻻﻧﺴﺎن وﺣﻀﺮت ﻓﻲ ذھﻨﮫ اﻟﺪاﺋﻤﺎ‬ ‫‪. ‬اﻟﺸﺎﻣﺨﺎت‪:‬اﻟﻌﺎﻟﯿﺎت اﻟﻤﺮﺗﻔﻌﺎت)‪5‬‬ ‫‪. ‬ﺗﺘﺤﺮى‪:‬ﺗﺒﺤﺚ)‪6‬‬ ‫ﻣﻲ ﻣﻧﻰ ‪������‬ا‪������‬‬ ‫‪. ‬ﺣﻮزة‪:‬ﺷﻲء ﯾﻤﺘﻠﻜﮫ)‪7‬‬ ‫‪.‬ﻧﺼﺐ‪:‬اﺗﺠﺎه)‪8‬‬ ‫ﻣﻌﺎﻧﻲ ‪������ ������               ‬‬ ‫اﻟﺴﺆال اﻷول‪������ ������‬‬ ‫‪ ‬اﻟﺪﻟﻞ‪:‬رﻋﺎﯾﺔ ﻛﺜﯿﺮة‬ ‫اﻟﻨﻘﺎﺋﺶ ‪:‬اﻷﻣﻮر اﻟﻘﯿﻤﮫ وﻏﺎﻟﯿﮫ اﻟﺜﻤﻦ‬ ‫‪. ‬ﻋﻼء اﻟﺪﯾﻦ‬ ‫‪ ‬ﯾﻌﻠﻮ ‪:‬ﯾﺮﺗﻔﻊ اﻟﻤﻜﺎن‬ ‫‪ ‬ﺗﯿﻜﺎﻓﺄ ‪:‬ﯾﺠﺰى‬ ‫اﻟﺴﺆال اﻟﺜﺎﻧﻲ❤ ❤‬ ‫‪ ‬ﺗﺘﺤﺮى‪:‬ﯾﺒﺤﺚ‬ ‫‪. ‬ﺧﯿﺎل;ﻷﻧﮫ ﻻ وﺟﻮد ﻟﻠﺒﺴﺎط اﻟﻄﺎﺋﺮ‬ ‫اﻟﺴﺆال اﻟﺜﺎﻟﺚ‪������ ������‬‬ ‫‪. ‬ھﻮ ﺗﺨﯿﻞ اﻟﺸﻲء ﻟﺘﺤﻘﯿﻘﮫ واﻟﻮﺻﻮل إﻟﯿﮫ‬ ‫اﻟﺴﺆال اﻟﺮاﺑﻊ‪������ ������‬‬ ‫‪. ‬ﻣﺴﻚ اﻟﺒﺴﺎط‪/‬ﻋﺮض اﻟﺒﺴﺎط‬ ‫روان ﻣﺤﻤﺪ‬ ‫ﺳﺆال اﻻول❤ ❤‬ ‫روان ﻣﺤﻤﺪ‪������‬‬ ‫‪ ‬أوﺣﻰ إﻟﻰ ﻗﺼﺔ ﻋﻼء اﻟﺪﯾﻦ‬ ‫ﺳﺆال اﻟﺜﺎﻧﻲ‪������ ������‬‬ ‫ﺗﻌﺪ ﻣﻦ اﻟﻘﺼﺺ اﻟﺨﯿﺎﻟﯿﮫ؛ ﻻﻧﮭﺎ ﻻ ﯾﻮﺟﺪ ﺑﺴﺎط‪  ‬ﯾﻄﯿﺮ‬ ‫ﺳﺆال اﻟﺜﺎﻟﺚ‪������ ������‬‬ ‫‪ ‬اﺿﯿﻒ ﺻﺪﯾﻖ ﻟﺤﺴﻦ ﻟﻤﺴﺎﻋﺪﺗﮫ ﻓﻲ اﻛﺘﺸﺎف اﻟﺒﺴﺎط اﻛﺜﺮ‬ ‫ﺳﺆال اﻟﺨﺎﻣﺲ‪������ ������‬‬ ‫‪ ‬اﻣﺴﻚ اﻟﺒﺴﺎط _ﯾﻌﺮض اﻟﺒﺴﺎط ع ﺣﺴﯿﻦ‬ ‫ﺗﺎﻻ ﺟﻧﯾد اﺣﻣد اﻟﺟﻧﯾدي‬

‫اﺳﺮاء اﻟﺨﻠﻒ‪������������‬‬ ‫‪������������Lamees nasser Lamosa‬‬ ‫ھﻧﺎء ﺟﻣﻌﺔ‬ ‫‪::‬اﻟﻤﻌﺎﻧﻲ‬ ‫اﻟﺪﻟﻞ‪ :‬اﻟﺮﻋﺎﯾﺔ اﻟﻜﺜﯿﺮه‪1-‬‬ ‫اﻟﻨﻔﺎﺋﺲ‪:‬اﻷﻣﻮر اﻟﻘﯿﻤﮫ وﻏﺎﻟﯿﺔ اﻟﺜﻤﻦ‪2-‬‬ ‫‪ ‬ﯾﻐﻠﻮ‪:‬ﻣﻦ اﻟﻐﻼء وھﻮ ﻛﺜﯿﺮ اﻟﺜﻤﻦ‪3-‬‬ ‫ﯾﺘﻜﺎﻓﺄ‪:‬ﯾﺘﻤﺎﺛﻞ‪4-‬‬ ‫اﻟﺸﺎﻣﺨﺎت‪:‬اﻟﻌﺎﻟﯿﺎت اﻟﻤﺮﺗﻔﻌﺎت‪5-‬‬ ‫ﺗﺘﺤﺮى‪:‬ﺗﺒﺤﺚ‪6-‬‬ ‫ﺣﻮزة‪:‬ﺷﻲء ﯾﻤﺘﻠﻜﮫ‪7-‬‬ ‫ﻧﺼﺐ‪:‬اﺗﺠﺎه‪8-‬‬ ‫‪ ‬اﻟﺴﺆال اﻻول‪::‬ﻋﻼء اﻟﺪﯾﻦ‬ ‫‪ ‬اﻟﺴﺆال اﻟﺜﺎﻧﻲ‪::‬ﺧﯿﺎل؛ﻻﻧﮫ ﻻ وﺟﻮد ﻟﻠﺒﺴﺎط اﻟﻄﺎﺋﺮ‬ ‫اﻟﺴﺆال اﻟﺜﺎﻟﺚ‪::‬ھﻮ ﺗﺨﯿﻞ اﻟﺸﻲء ﻟﺘﺤﻘﯿﻘﮫ واﻟﻮﺻﻮل اﻟﯿﮫ‬ ‫اﻟﺴﺆال اﻟﺮاﺑﻊ‪::‬ﻣﺴﻚ اﻟﺒﺴﺎط—ﻋﺮض اﻟﺒﺴﺎط‬ ‫اﺳﺮاء اﻟﺨﻠﻒ‪������������‬‬ ‫ھﻧﺎء ﺟﻣﻌﺔ‪������������‬‬ ‫‪ :‬اﻟﺴﺆال اﻟﺜﺎﻧﻲ‬ ‫‪. ‬إﻟﻰ ﻗﺼﺔ ﻋﻼء اﻟﺪﯾﻦ‬ ‫‪ :‬اﻟﺴﺆال اﻟﺜﺎﻟﺚ‬

‫ﻗﺼﺔ ﺧﯿﺎﻟﯿﺔ؛ ﻹﻧﮫ ﻣﻦ اﻟﻤﺴﺘﺤﯿﻞ وﺟﻮد ﺑﺴﺎط طﺎﺋﺮ‬.  ‫ اﻟﺴﺆال اﻟﺮاﺑﻊ‬:  ‫اﻟﺨﯿﺎل ﯾﻮﻟﺪ اﻹرادة واﻟﺴﻌﻲ إﻟﻰ ﺗﺤﻘﯿﻖ اﻷھﺪاف‬.  ‫ اﻟﺴﺆال اﻟﺨﺎﻣﺲ‬:  ‫ ﺳﺘﻨﺎل إﻋﺠﺎب ﺣﺴﯿﻦ ﻓﯿﮭﺪﯾﮫ اﻟﺒﺴﺎط‬،‫اﻟﺨﺎدم اﻟﺬﻛﻲ ﻟﺪى اﻟﺪﻻل‬.  ‫ اﻟﺴﺆال اﻟﺴﺎدس‬: ‫أﻧﺎ اﺑﺘﮭﺞ _ ﻧﺤﻦ ﻧﺒﺘﮭﺞ‬  ‫ اﻟﺴﺆال اﻟﺴﺎﺑﻊ‬: ‫اﻣﺴﻚ اﻟﺒﺴﺎط _ ﻋﺮض اﻟﺒﺴﺎط‬  ‫إﯾﻤﺎن اﻟﺪواﻟﻲ‬ ‫اﻟﻠﻐﺔ اﻟﻌﺮﺑﯿﺔ‬  2) Let’s read the text to learn more about Augmented Reality (AR). Playtime is more magical with Augmented Reality toys By Katharine Gammon, Tribune  Interactive, adapted by Newsela staff On the outside, Parker looks like a soft teddy bear. But inside he is different. He is part of a  smartphone app. Kids can see inside him. They can see his guts and bones. They can take his temperature. They can even see how happy he is. Parker is a new kind of toy. He uses  augmented reality, or AR. AR makes digital pictures. It adds them to what you see in the real world. It makes them seem as if they are right in front of you. \"Pokemon Go\" is an AR game. Augmented Helmets for kids Disney has a \"Star Wars\" Jedi helmet. It comes with a visor. The visor holds a smartphone inside it near a child's face. The phone uses a camera app. It can turn a living room oor into a battle eld. Hasbro has a helmet, too. It is of Iron Man. Lego has an app, too. It brings Lego brick creations to life. Kids looking at screens ‫اﻟﻠﻐﺔ اﻹﻧﺟﻠﯾزﯾﺔ‬/‫اﻟﺛﺎﻣن‬ Meredith Bak is a researcher. She thinks AR will be used by young children. They will look at screens more. This makes Pre-reading question researchers worry. They have done studies and looked at how screen time affects kids. They think it may be harmful. It may What do you think of toys that require smartphone apps to play make it hard for kids to make friends. with? Look at the picture below. Adding to playtime rather than taking away Imagine when you were younger that you played with this teddy bear that had to be connected to a smartphone app. Phoebe Hayman runs a toy company. Her company makes Parker. She says AR does not replace play. AR adds to play. Would you have enjoyed playing with it or not? Tell us your Children can play with Parker. They can also get new stories for reasons. him. Ms. Hayman says some AR toys will last. Some will not. Kids like toys they can hold. They also like stories. The best AR toys will have both.

Audio for Pre-Reading Question audio.mp3 2:39 audio audio.mp3 0:34 audio PADLET DRIVE PADLET DRIVE Activity Audio for Article 1) What do you think of Augmented Reality for toys? Do you think you would have enjoyed playing them when you were younger? Or would you have preferred playing with regular toys? Discuss with friends or family members.  2) Write About It! Using the article and the discussion you had with your peers or family members, write two to three paragraphs about your opinion. Do you agree or disagree that AR toys are harmful for children? Audio for Activity

audio.mp3 ������May_Muna ������ 0:37 audio PADLET DRIVE ������������Hala Ali Eid������������English ‫)ﺣﻼ ﺛﺎﺋﺮ اﻟﻌﺸﻲ )اﻟﻌﻠﻮم‬

������long time.   ������Lamees nasser lamosa ♥ Hana'a Mahmoud Joumaa I love smart phone games because they are fun, entertaining and develop our intelligence Eman dawali English  Rawan������������ ������ ������Masa Aburumman ❤I prefer playing with regular games, as it does not harm health if we play with it for a long time.   Yes, I agree, it is harmful to children if they play with it for a

‫اﻟﺛﺎﻣن‪/‬اﻟرﯾﺎﺿﯾﺎت‬ ‫اﻟﺗﺳﺟﯾل اﻟﺻوﺗﻲ ‪1‬‬ ‫در َس ﺳﺎﻣ ٌﺮ ﻓﻲ ﻣﺎد ِة اﻟﻌﻠﻮ ِم طﺒﯿﻌﺔَ ارﺗﺒﺎ ِط ذ ّرا ِت اﻷﻟﻤﻨﯿﻮم واﻟﻜﻠﻮ ِر؛ ﻟﺘﻜﻮﯾ ِﻦ ﻣﺮ ّﻛ ِﺐ ﻛﻠﻮرﯾ ِﺪ‬ ‫اﻷﻟﻤﻨﯿﻮم‪ ،‬ﻓﻮﺟ َﺪ أ ﱠن ﻛ ﱠﻞ ذ ّر ٍة ﻣ َﻦ اﻷﻟﻤﻨﯿﻮم‪ ،‬ﺗﺮﺗﺒﻂُ ﺑﺜﻼ ِث ذ ّرا ٍت ﻣ َﻦ اﻟﻜﻠﻮ ِر ﻟﺘﻜﻮﯾ ِﻦ ﻣﺮ ّﻛ ِﺐ ﻛﻠﻮرﯾ ِﺪ‬ ‫‪.‬اﻷﻟﻤﻨﯿﻮم‪ .‬ﻓﺄرا َد دراﺳﺔَ ھ ِﺬ ِه اﻟﻌﻼﻗ ِﺔ رﯾﺎﺿﯿًّﺎ‬ ‫أﻓﺘﺮ ُض أ ﱠن )س( ﯾﻤﺜّ ُﻞ ﻋﺪ َد ذ ّرا ِت اﻷﻟﻤﻨﯿﻮم و)ص( ﯾﻤﺜّ ُﻞ ﻋﺪ َد ذ ّرا ِت اﻟﻜﻠﻮ ِر ﻓﻲ ﻣﺮ ّﻛ ِﺐ ﻛﻠﻮرﯾ ِﺪ ●‬ ‫‪.‬اﻷﻟﻤﻨﯿﻮم‬ ‫‪)،‬أرا َد ﺳﺎﻣ ٌﺮ أ ْن ﯾﺤﺪ َد ﻋﺪ َد ذ ّرا ِت اﻟﻜﻠﻮ ِر )ص( ‪ ،‬إذا ﻋﺮ َف ﻋﺪ َد ذ ّرا ِت اﻷﻟﻤﻨﯿﻮم )س ●‬ ‫‪:‬ﻓﺼ ّﻤ َﻢ اﻟﺠﺪو َل اﻵﺗ َﻲ‬ ‫‪ - ١.‬أﺳﺎﻋ ُﺪ ﺳﺎﻣ ًﺮا ﻋﻠﻰ ﺗﺤﺪﯾ ِﺪ ذﻟ َﻚ ﻋ ْﻦ طﺮﯾ ِﻖ إﻛﻤﺎ ِل اﻟﺠﺪو ِل أﻋﻼهُ‬ ‫‪audio.mp3‬‬ ‫أﺷﺎر ُك أﺣ َﺪ أﻓﺮا ِد أﺳﺮﺗﻲ أ ْو أﺣ َﺪ زﻣﻼﺋﻲ ﻓﻲ اﻟﺼ ﱢﻒ ﻓﻲ ﻛﺘﺎﺑ ِﺔ ﻗﺎﻋﺪ ِة اﻻﻗﺘﺮا ِن اﻟﺬي ﯾﻤﺜ ُﻞ اﻟﻌﻼﻗﺔَ ‪2-‬‬ ‫‪0:46 audio‬‬ ‫ﺑﯿ َﻦ اﻟﻤﺘﻐﯿﺮﯾ ِﻦ‪) :‬س( ‪ ،‬و)ص(ة‪ ،‬ﻣﺎ ﻧﻮ ُع اﻻﻗﺘﺮا ِن اﻟﻨﺎﺗ ِﺞ؟‬ ‫‪PADLET DRIVE‬‬ ‫‪.‬أﻧﺎﻗ ُﺶ زﻣﯿﻠﻲ ﻣﻔﺴ ًﺮا اﻹﺟﺎﺑﺔَ‬ ‫اﻟﺗﺳﺟﯾل اﻟﺻوﺗﻲ ‪2‬‬ ‫‪.‬أﺳﺘﺨﺪ ُم اﻟﻤﺴﺘﻮى اﻟﺒﯿﺎﻧ ﱠﻲ اﻟﻤﺠﺎو َر ﻓﻲ ﺗﻤﺜﯿ ِﻞ اﻻﻗﺘﺮا ِن اﻟﺨﻄ ﱢﻲ اﻟﻨﺎﺗ ِﺞ ﺑﯿﺎﻧﯿًّﺎ ‪3 -‬‬ ‫أﺳﺘﺨﺪ ُم اﻟﺘﻤﺜﯿ َﻞ اﻟﺒﯿﺎﻧ ﱠﻲ ﻟﻼﻗﺘﺮا ِن اﻟﺨﻄ ﱢﻲ ﻓﻲ ﻣﺴﺎﻋﺪ ِة ﺳﺎﻣ ٍﺮ؛ ﻹﯾﺠﺎ ِد ﻋﺪ ِد ذ ّرا ِت اﻷﻟﻤﻨﯿﻮم )س( ‪4-‬‬ ‫‪.‬ﻋﻨ َﺪﻣﺎ ﯾﻜﻮ ُن ﻋﺪ ُد ذ ّرا ِت اﻟﻜﻠﻮ ِر )ص( ﯾﺴﺎوي )‪ ( ١٥‬ذ ّرةً‬ ‫ﻗﺮأَ ْت ﺳﻤ ُﺮ ﻗﺼﺔَ \"ﺑﺴﺎطُ اﻟﺮﯾ ِﺢ\"‪ ،‬ﻓﺘﺨﯿّﻠَ ْﺖ أﻧﮭﺎ ﻓﻲ رﺣﻠ ٍﺔ اﻓﺘﺮاﺿﯿ ٍﺔ ﻓﻮ َق ﺑﺴﺎ ِط اﻟﺮﯾ ِﺢ‪ ،‬ﺣﯿ ُﺚ ﺗﺰدا ُد ●‬ ‫‪:‬ﺳﺮﻋﺘُﮭﺎ ﺑﻤﻌ ّﺪ ٍل ﺛﺎﺑ ٍﺖ ﺑﻤﺮو ِر اﻟﺰﻣ ِﻦ‪ ،‬ﻓﻜ ّﻮﻧَ ِﺖ اﻻﻗﺘﺮا َن اﻵﺗ َﻲ‬ ‫ق)س( = ‪ ٤‬س ‪٣ +‬؛ ﺣﯿ ُﺚ أ ﱠن‪ :‬ق)س(‪ ،‬ﯾﻤﺜّ ُﻞ ﺳﺮﻋﺔَ ﺑﺴﺎ ِط اﻟﺮﯾ ِﺢ ﺑﺎﻟﻜﯿﻠﻮﻣﺘﺮا ِت ﻟﻜ ﱢﻞ دﻗﯿﻘ ٍﺔ ﺑﻌ َﺪ‬ ‫‪.‬ﻣﺮو ِر )س( ﻣ َﻦ اﻟﺪﻗﺎﺋﻖ‬ ‫أﺷﺎر ُك أﺣ َﺪ أﻓﺮا ِد أﺳﺮﺗﻲ أ ْو زﻣﻼﺋﻲ ﻓﻲ اﻟﺼ ﱢﻒ ﻓﻲ ﺗﻤﺜﯿ ِﻞ اﻻﻗﺘﺮا ِن‪ :‬ق)س( ﺑﯿﺎﻧﯿًّﺎ‪ ،‬ﺑﺎﺗﺒﺎ ِع ‪5-‬‬ ‫‪.‬ﺧﻄﻮا ِت ﺗﻤﺜﯿ ِﻞ اﻻﻗﺘﺮا ِن اﻟﺨﻄ ﱢﻲ ﺑﯿﺎﻧﯿًّﺎ‪ .‬أﻧﺎﻗ ُﺶ زﻣﯿﻠﻲ ﻓﻲ أﺛﻨﺎ ِء اﻟﻌﻤ ِﻞ اﻟﺜﻨﺎﺋ ﱢﻲ‬ ‫ﺗﺨﯿّﻠَ ْﺖ ﺳﻤ ُﺮ أ ﱠن ﺳﺮﻋﺘَﮭﺎ أﺻﺒ َﺤ ْﺖ ) ‪ ١٥‬ﻛﻢ‪/‬د( أﺳﺘﺨﺪ ُم اﻟﺘﻤﺜﯿ َﻞ اﻟﺒﯿﺎﻧ ﱠﻲ اﻟﺬي ﺣﺼﻠَ ْﺖ ﻋﻠﯿ ِﮫ ﻓﻲ ‪6-‬‬ ‫‪.‬إﺧﺒﺎ ِر ﺳﻤ َﺮ ﻋ ِﻦ اﻟﺰﻣ ِﻦ اﻟﺬي ﻣ ﱠﺮ ﻋﻠﯿﮭﺎ ﻣﻨ ُﺬ ﺑﺪاﯾ ِﺔ اﻟﺮﺣﻠ ِﺔ‬ ‫‪audio.mp3‬‬ ‫‪1:49 audio‬‬ ‫‪PADLET DRIVE‬‬ ‫ﺣﻼ ﻋﻠﻲ ﻋﺑدﷲ ﻋﯾد‬

‫ﺗﺎﻻ ﺟﻧﯾد اﺣﻣد اﻟﺟﻧﯾدي‬ ‫☺ رﯾﺎﺿﯿﺎت‪������‬‬ ‫روان ﻣﺤﻤﺪ‬ ‫روان ﻣﺤﻤﺪ‬

‫ﻟﻤﯿﺲ ﻧﺎﺻﺮ ﻣﺤﻔﻮظ ﻟﻤﻮﺳﮫ‪✨������������‬‬ ‫ﻣﺎﺳﺔ اﺑﻮرﻣﺎن‪������ ������‬‬ ‫ﻣﺎﺳﺔ اﺑﻮرﻣﺎن❤ ❤‬

‫‪ ������‬ﻣﻲ ﻣﻧﻰ‪������‬‬ ‫اﺳﺮاء اﻟﺨﻠﻒ‬ ‫اﺳﺮاء اﻟﺨﻠﻒ‪������������‬‬ ‫ھﻨﺎء ﺟﻤﻌﺔ‪������‬‬

‫إﯾﻤﺎن اﻟﺪواﻟﻲ❤ ❤‬ ‫رﯾﺎﺿﯿﺎت‬ ‫‪audio.mp3‬‬ ‫‪0:48 audio‬‬ ‫‪PADLET DRIVE‬‬ ‫ُﻋ ﱢﯾ ْﻧ َت ﻣﺳﺎﻋ ًدا ﻟﺣﺎرﺳ ِﺔ اﻟﺧﻠ ّﯾ ِﺔ؛ ُﺗﺷﺎ ِر ُﻛﮭﺎ ﻓﻲ ا ّﺗﺧﺎ ِذ اﻟﻘرا ِر ﻓﻲ ھ ِذ ِه‬ ‫‪.‬اﻟﻣﮭ ّﻣ ِﺔ اﻟﺣرﺟ ِﺔ ﻓﻲ ﺣﯾﺎ ِة اﻟﺧﻠ ّﯾ ِﺔ‬ ‫أﺳﺎﻋ ُﺪ ﺣﺎرﺳﺔَ اﻟﺨﻠﯿّ ِﺔ ﻋﻠﻰ اﺗّﺨﺎ ِذ اﻟﻘﺮا ِر ﻟﺪﺧﻮ ِل اﻟﻤﻮا ﱢد اﻵﺗﯿ ِﺔ اﻟّﺘﻲ ﺗﻄﻠ ُﺐ اﻟﻌﺒﻮ َر ﻣ َﻦ اﻟﺨﻠﯿّ ِﺔ وإﻟ ْﯿﮭﺎ‬ ‫‪.‬ﻋﺒ َﺮ اﻟﻐﺸﺎ ِء اﻟﺒﻼزﻣ ﱢﻲ‪ ،‬ﻣﺪ ّﻋ ًﻤﺎ ﻗﺮاري ﺑﺎﻷدﻟّ ِﺔ اﻟﻌﻠﻤﯿّ ِﺔ‬ ‫اﻟﺗﺎﺳﻊ‪/‬اﻟﻌﻠوم‪/9‬ﺣﺎرس اﻟﺧﻠﯾﺔ‬ ‫اﺗّﻔﻘَ ْﺖ ﻣﻨﺎ ُر وﺻﺪﯾﻘﺎﺗُﮭﺎ ﻣ َﻊ ﻣﻌﻠ ّﻤ ِﺔ اﻟﻌﻠﻮ ِم اﻟﺤﯿﺎﺗﯿ ِﺔ ﻋﻠﻰ ﺗﻤﺜﯿ ِﻞ اﻷﻧﺸﻄ ِﺔ اﻟﺨﻠﻮﯾّ ِﺔ ﻓﻲ ﻣﺴﺮﺣﯿّ ٍﺔ ﻋﻠﻤﯿّ ٍﺔ‬ ‫ﻣﻤﺘﻌ ٍﺔ‪ ،‬ﺗُﻘ ﱠﺪ ُم ﻋﻠﻰ ﻣﺴﺮ ِح اﻟﻤﺪرﺳ ِﺔ‪ ،‬ﺣﯿ ُﺚ ﺗﺆدي ﻣﻨﺎ ُر دو َر ﺣﺎر ِس اﻟﺨﻠﯿّ ِﺔ اﻟّﺬي ﯾﻤﺜّﻠُﮫُ اﻟﻐﺸﺎ ُء‬ ‫اﻟﺒﻼزﻣ ﱡﻲ‪ ،‬ﻓﺘﻘ ُﻒ ﺣﺎرﺳﺔً ﻋﻠﻰ اﻟﺒ ّﻮاﺑ ِﺔ‪ ،‬ﺗﺴﻤ ُﺢ ﺑﺪﺧﻮ ِل اﻟﻤﻮا ﱢد أ ْو ﺧﺮو ِﺟﮭﺎ ﻣ َﻦ اﻟﺨﻠﯿ ِﺔ أ ْو ﺗﻤﻨ ُﻌﮫُ؛ ﺣﻔﺎظًﺎ‬ ‫ﻋﻠﻰ ﺳﻼﻣﺘِﮭﺎ وﺗﻌﺰﯾ ًﺰا ﻟﻮظﺎﺋﻔِﮭﺎ اﻟﻤﮭ ّﻤ ِﺔ ﻓﻲ ﺣﯿﺎ ِة اﻹﻧﺴﺎ ِن‪ ،‬ﺑﺪأ ِت اﻟ ّﺼﺪﯾﻘﺎ ُت ﺑﺎﻟﻮﻗﻮ ِف أﻣﺎ َم اﻟﺤﺎ ِر َﺳ ِﺔ‪،‬‬ ‫وﻛ ﱡﻞ واﺣﺪ ٍة ﻣﻨﮭ ﱠﻦ ﺗُﻤﺜّ ُﻞ إﺣﺪى اﻟﻤﻮا ﱢد اﻟّﺘﻲ ﺳﺘﻤ ﱡﺮ ﻣ َﻦ اﻟﺨﻠﯿّ ِﺔ وإﻟ ْﯿﮭﺎ‪ ،‬ﻓﻜﯿ َﻒ ﺳﺘﺴﻤ ُﺢ ﻣﻨﺎ ُر ﻟﻜ ﱟﻞ ِﻣ ْﻨﮭﺎ‬ ‫ﺑﺎﻟﻌﺒﻮ ِر؟‬ ‫‪audio.mp3‬‬ ‫‪0:22 audio‬‬ ‫‪PADLET DRIVE‬‬

‫ﻓﻲ إﺣﺪى اﻟﻠّﯿﺎﻟﻲ اﻟﺒﺎرد ِة‪ ،‬ﻧﺎ َﻣ ْﺖ ﻣﻨﺎ ُر ﻋﻨ َﺪ ﺟ ّﺪﺗِﮭﺎ‪ ،‬وﻓﻲ ﻣﻨﺘﺼ ِﻒ اﻟﻠّﯿ ِﻞ اﺳﺘﯿﻘ َﻈ ْﺖ ﻣ َﻦ اﻟﻨّﻮ ِم وھ َﻲ‬ ‫ﺗﻌﺎﻧﻲ اﻟﺘﮭﺎﺑًﺎ ﻓﻲ اﻟﺤ ْﻠ ِﻖ‪ ،‬ﻓﻨﺼ َﺤ ْﺘﮭﺎ ﺟ ّﺪﺗُﮭﺎ ﺑﻮﺻﻔ ٍﺔ ﺷﻌﺒﯿّ ٍﺔ ﺗﺴﺎﻋ ُﺪھﺎ ﻋﻠﻰ اﻟ ّﺸﻔﺎ ِء‪ ،‬وﺗُﺨﻔّ ُﻒ آﻻ َﻣﮭﺎ‪،‬‬ ‫ﻓﺄﺣﻀﺮت ﻟﮭﺎ ﻛﻮ َب ﻣﺎ ٍء داﻓ ٍﺊ وأذاﺑ ْﺖ ﻓﯿ ِﮫ ﻣﻠﻌﻘﺔً ﺻﻐﯿﺮةً ﻣ َﻦ اﻟﻤﻠ ِﺢ‪ ،‬وطﻠﺒَ ْﺖ إﻟﯿﮭﺎ اﻟﻐﺮﻏﺮةَ ﺑﮭ ِﺬ ِه‬ ‫اﻟﻮﺻﻔ ِﺔ ﻣ ّﺮا ٍت ﻋﺪةً‪ .‬ﻧﺎ َﻣ ْﺖ ﻣﻨﺎ ُر ﺗﻠ َﻚ اﻟﻠّﯿﻠﺔَ‪ ،‬وﻋﻨ َﺪﻣﺎ ذھﺒَ ْﺖ إﻟﻰ اﻟﻤﺪرﺳ ِﺔ ﺑﻌ َﺪ ﺷﻔﺎﺋِﮭﺎ‪ ،‬أﺧﺒ َﺮ ْت‬ ‫ﺻﺪﯾﻘﺎﺗِﮭﺎ وﻣﻌﻠّﻤﺘَﮭﺎ ﻋ ْﻦ ھ ِﺬ ِه اﻟﺨﻠﻄ ِﺔ اﻟﻨّﺎﺟﻌ ِﺔ‪ .‬أﺛﻨَ ِﺖ اﻟﻤﻌﻠّﻤﺔُ ﻋﻠﻰ ھ ِﺬ ِه اﻟﻮﺻﻔ ِﺔ اﻟ ّﺸﻌﺒﯿّ ِﺔ اﻟّﺘﻲ ﯾﺆﯾّ ُﺪھﺎ‬ ‫‪.‬اﻷطﺒّﺎ ُء‪ ،‬وطﻠﺒَ ِﺖ اﻟﻤﻌﻠّﻤﺔُ إﻟﻰ اﻟﻔﺘﯿﺎ ِت ﺗﻔﺴﯿ َﺮ ذﻟ َﻚ‬ ‫‪audio.mp3‬‬ ‫‪0:21 audio‬‬ ‫‪PADLET DRIVE‬‬ ‫دﻧﯾﺎ ﻋﻣر ھزاع‬ ‫‪،‬اﻟﻐﺮﻏﺮة ﺑﺎﻟﻤﺎء اﻟﻤﺎﻟﺢ اﻟﺪاﻓﺊ ﯾﻤﻜﻦ أن ﯾﺴﺎﻋﺪ ﻓﻰ ﺗﮭﺪﺋﺔ اﻟﺤﻠﻖ‬ ‫ﻓﯿﻌﻤﻞ اﻟﻤﻠﺢ ﻋﻠﻰ ﺳﺤﺐ اﻟﻤﺨﺎط ﻣﻦ اﻷﻧﺴﺠﺔ اﻟﻤﻠﺘﮭﺒﺔ اﻟﻤﺘﻮرﻣﺔ وﯾﺴﺎﻋﺪ ﻋﻠﻰ ﺗﺨﻔﯿﻒ اﻵﻧﺰﻋﺎج‬ ‫‪audio.mp3‬‬ ‫دﻧﯾﺎ ﻋﻣر ھزاع‬ ‫‪0:47 audio‬‬ ‫اﻟﺨﺎﺻﯿﺔ اﻷﺳﻤﻮزﯾﺔ‬ ‫‪PADLET DRIVE‬‬ ‫ھﻞ ﺗﺴﺎءﻟﺖ ﻣﻦ ﻗﺒﻞ ﻛﯿﻒ \"ﯾﺸﺮب\" اﻟﻨﺒﺎت اﻟﻤﯿﺎه ﻣﻦ اﻟﺘﺮﺑﺔ؟ ﺗُﻌﺪ ﻋﻤﻠﯿﺔ اﻣﺘﺼﺎص اﻟﻤﺎء ﻓﻲ اﻟﻨﺒﺎﺗﺎت‬ ‫أُﻓ ّﺴ ُﺮ دو َر اﻟﻤﺎ ِء اﻟﻤﺎﻟ ِﺢ ﻓﻲ ﺗﻘﻠﯿ ِﻞ اﻟﻤﺨﺎ ِط واﻟﺘّﻮ ّر ِم ﻓﻲ اﻟﺤﻠ ِﻖ‪ ،‬ﻣﺴﺘﻌﯿﻨًﺎ ﺑﺎﻷﻓﻜﺎ ِر اﻟّﺘﻲ‬ ‫ﻋﻤﻠﯿﺔً ﻣﻌﻘﺪةً إﻟﻰ ﺣ ﱟﺪ ﻣﺎ؛ ﻓﮭﻨﺎك ﻋﻤﻠﯿﺔٌ ﺗُﺴ ﱠﻤﻰ ﺑﺎﻟﻌﻤﻠﯿﺔ اﻷﺳﻤﻮزﯾﺔ ﺗﺴﺎﻋﺪ ﻓﻲ اﻧﺘﻘﺎل اﻟﻤﺎء ﻣﻦ اﻟﺘﺮﺑﺔ‬ ‫‪.‬ﺗﻌﻠّﻤﺘُﮭﺎ ﺣﻮ َل آﻟﯿّﺎ ِت اﻟﻨّﻘ ِﻞ اﻟﺨﻠﻮ ﱢي‬ ‫‪.‬إﻟﻰ ﺟﺬور اﻟﻨﺒﺎت ﺛﻢ إﻟﻰ ﺧﻼﯾﺎه‬ ‫أﺟﺮي ﺗﺠﺮﺑﺔً ﻋﻠﻰ أﺣ ِﺪ اﻷﻧﺴﺠ ِﺔ اﻟﺨﻠﻮﯾّ ِﺔ‪ ،‬ﻣﺜ ِﻞ اﻟﻨﺒﺎ ِت؛ ﻷو ّﺿ َﺢ ﻋﻤﻠﯿًّﺎ أﺛ َﺮ اﻟﻤﺎ ِء اﻟﻤﺎﻟ ِﺢ‬ ‫‪.‬ﻓﯿﮭﺎ ﺑﺎﻟﺘﻌﺎو ِن ﻣ َﻊ أﺣ ِﺪ أﻓﺮا ِد أﺳﺮﺗﻲ‬ ‫ﻣﻌﻈﻢ اﻟﻤﯿﺎه اﻟﻤﻮﺟﻮدة ﻓﻲ اﻷرض ﻟﯿﺴﺖ ﻣﯿﺎھًﺎ ﺧﺎﻟﺼﺔ‪ ،‬ﺑﻞ ﻋﺎدةً ﻣﺎ ﺗﺤﺘﻮي ﻋﻠﻰ أﻣﻼح ﻣﻌﺪﻧﯿﺔ‬ ‫ُﻣﺬاﺑﺔ‪ .‬وﺗﺤﺘﺎج اﻟﺤﯿﻮاﻧﺎت واﻟﻨﺒﺎﺗﺎت إﻟﻰ ھﺬه اﻷﻣﻼح اﻟﺘﻲ ﺗﺸﻤﻞ‬ ‫) اﻟﻜﺎﻟﺴﯿﻮم واﻟﻤﻐﻨﺴﯿﻮم واﻟﺒﻮﺗﺎﺳﯿﻮم واﻟﺼﻮدﯾﻮم‪ ،‬اﻟﺬي ﻟﻌﻠﻚ ﺗﻌﺮﻓﮫ ﻋﻠﻰ أﻧﱠﮫ ﻣﻠﺢ اﻟﻄﻌﺎم (‪ ‬‬ ‫ﻟﺘﻨﻤﻮ وﺗﻜﺒﺮ وﺗﺒﻘﻰ ﻓﻲ ﺻﺤ ٍﺔ ﺟﯿﺪة‪ .‬وﺗﺤﻤﻞ ﻣﺼﺎدر اﻟﻤﯿﺎه اﻟﻤﺨﺘﻠﻔﺔ ﻛﻤﯿﺎ ٍت ﻣﺨﺘﻠﻔﺔً ﻣﻦ ھﺬه‪ ‬‬ ‫اﻷﻣﻼح‪ .‬ﻟﻜ ﱠﻦ اﻟﻄﺒﯿﻌﺔ ﺗﻤﯿﻞ إﻟﻰ ﺧﻠﻖ ﺗﻮاز ٍن ﻓﻲ اﻷﻧﻈﻤﺔ ﻏﯿﺮ اﻟﻤﺘﻮازﻧﺔ‪ .‬وﻟﺬﻟﻚ‪ ،‬ﻓﺈذا ﻣﺰﺟﺖ ﻛﻤﯿﺔ‬ ‫ﻣﯿﺎه ذات ﺗﺮﻛﯿ ٍﺰ ﻣﻌﯿﻦ ﻣﻦ اﻟﻤﻠﺢ ﻣﻊ ﻛﻤﯿ ٍﺔ أﺧﺮى ذات ﺗﺮﻛﯿﺰ ﻣﺨﺘﻠﻒ ﻣﻦ اﻟﻤﻠﺢ‪ ،‬ﻟﻦ ﯾﺒﻘﻰ ﻣﻠﺢ ﻛ ﱟﻞ‬ ‫ﻣﻨﮭﻤﺎ ﻣﻨﻔﺼ ًﻼ ﻋﻦ اﻵﺧﺮ‪ ،‬ﺑﻞ ﺳﯿﻨﺘﺸﺮ ﺑﺎﻟﺘﺴﺎوي ﺧﻼل اﻟﻤﺤﻠﻮل‪ ،‬ﺣﺘﻰ ﯾﺼﺒﺢ ﺗﺮﻛﯿﺰ اﻟﻤﻠﺢ ﻓﻲ‬ ‫اﻟﻤﺤﻠﻮل ﻛﻠﮫ ﻣﺘﺴﺎوﯾًﺎ‬ ‫دﻧﯾﺎ ﻋﻣر ھزاع‬ ‫وﺗُﺴ ﱠﻤﻰ ﻋﻤﻠﯿﺔ ﻣﺮور اﻟﻤﺎء ﻋﺒﺮ اﻟﻐﺸﺎء ﺷﺒﮫ اﻟ ُﻤﻨﻔِﺬ ﺑﺎﻟﻌﻤﻠﯿﺔ اﻷﺳﻤﻮزﯾﺔ‪ .‬وﺗﺴﺘﻔﯿﺪ اﻟﻨﺒﺎﺗﺎت ﻣﻦ ھﺬه‬ ‫اﻟﻌﻤﻠﯿﺔ ﻓﻲ اﻣﺘﺼﺎص اﻟﻤﺎء‪ ،‬إذ ﺗﺨﻠﻖ اﻟﻨﺒﺎﺗﺎت ﺑﯿﺌﺔً ذات ﺗﺮﻛﯿ ٍﺰ ﻋﺎ ٍل ﻣﻦ اﻷﻣﻼح ﻓﻲ ﺧﻼﯾﺎ ﺟﺬورھﺎ‬ ‫اﻟﻤﻼ ِﻣﺴﺔ ﻟﻠﺘﺮﺑﺔ‪ ،‬وﺗﻌﻤﻞ ﺟﺪران اﻟﺨﻼﯾﺎ ﺑﻤﻨﺰﻟﺔ أﻏﺸﯿﺔ ﺷﺒﮫ ُﻣﻨﻔِﺬة ﻻ ﺗﺴﻤﺢ إ ﱠﻻ ﺑﻤﺮور اﻟﻤﺎء‪ .‬وﻧﻈ ًﺮا‬

‫إﻟﻰ أ ﱠن اﻟﻤﺎء اﻟﻤﻮﺟﻮد ﺧﺎرج ﺧﻼﯾﺎ اﻟﺠﺬور ﯾﺤﺘﻮي ﻋﻠﻰ ﺗﺮﻛﯿ ٍﺰ أﻗﻞ ﻣﻦ اﻟﻤﻠﺢ‪ ،‬ﯾﺒﺪأ اﻟﻤﺎء ﻓﻲ اﻻﻧﺘﻘﺎل‬ ‫إﻟﻰ ﺧﻼﯾﺎ اﻟﺠﺬور ﺑﺴﺒﺐ اﻟﺨﺎﺻﯿﺔ اﻷﺳﻤﻮزﯾﺔ‪ ،‬ﺛﻢ ﯾﻤﻸ اﻟﻤﺎء اﻟﺪاﺧﻞ إﻟﻰ اﻟﻨﺒﺎت ﺗﻠﻚ اﻟﺨﻼﯾﺎ‪،‬‬ ‫وﯾﺼﺒﺢ ﺑﺈﻣﻜﺎﻧﮫ اﻻﻧﺘﻘﺎل إﻟﻰ ﺑﻘﯿﺔ أﺟﺰاء اﻟﻨﺒﺎت‪ .‬ﻏﯿﺮ أ ﱠن اﻟﺨﺎﺻﯿﺔ اﻷﺳﻤﻮزﯾﺔ ﺗﻌﻤﻞ ﻓﻲ ﻛﻼ‬ ‫اﻻﺗﺠﺎھﯿﻦ‪ .‬وﻟﺬﻟﻚ‪ ،‬إذا وﺿﻌﺖ ﻧﺒﺎﺗًﺎ ﻓﻲ ﻣﺎ ٍء ﯾﺤﺘﻮي ﻋﻠﻰ ﻣﻠ ٍﺢ ﺗﺮﻛﯿﺰه أﻋﻠﻰ ﻣﻦ ﺗﺮﻛﯿﺰ ﻣﻠﺢ اﻟﻤﺎء‬ ‫اﻟﻤﻮﺟﻮد داﺧﻞ ﺧﻼﯾﺎ اﻟﻨﺒﺎت‪ ،‬ﻓﺴﯿﻨﺘﻘﻞ اﻟﻤﺎء إﻟﻰ ﺧﺎرج اﻟﻨﺒﺎت ﻟﺘﺤﻘﯿﻖ اﻟﺘﺴﺎوي ﺑﯿﻦ اﻟﺘﺮﻛﯿﺰﯾﻦ‪.‬‬ ‫وﻧﺘﯿﺠﺔً ﻟﺬﻟﻚ‪ ،‬ﯾﻨﻜﻤﺶ اﻟﻨﺒﺎت وﯾﻤﻮت ﻓﻲ اﻟﻨﮭﺎﯾﺔ‬ ‫ﺷﮭد اﻟﻣﺻري‬ ‫ﺷﮭﺪ اﻟﻤﺼﺮي‬ ‫ﺷﮭﺪ اﻟﻤﺼﺮي‬

‫‪ .‬ﺑﺘﻮل أﺑﻮ اﻟﺤﺴﻦ‬ ‫ﺗﻮرﻛﺎن اﻟﺒﺨﺎري‬ ‫‪ .‬ﺑﺘﻮل أﺑﻮ اﻟﺤﺴﻦ‬ ‫ﻟﺘﻨﺎﺿﺢ أو اﻟﺨﺎﺻﯿﺔ اﻷﺳﻤﻮزﯾﺔ أو اﻟﺤﻠﻮل أو اﻟﺘﻨﺎﻓﺬ أو اﻷزﻣﻮزﯾﺔ أو اﻟﺘﻨﺎﻓﺬ اﻟﻐﺸﺎﺋﻲ أو اﻷﺳﻤﻮزﯾﺔ‬ ‫أو اﻻﻧﺘﻀﺎح أو اﻻﻧﺘﺸﺎر اﻟﻐﺸﺎﺋﻲ ‪ ،‬ھﻲ ﺻﺎﻓﻲ ﺣﺮﻛﺔ اﻧﺘﻘﺎل ﺟﺰﯾﺌﺎت اﻟﻤﺎء ﻋﺒﺮ ﻏﺸﺎء ﻧﺼﻒ ﻧﺎﻓﺬ‬ ‫ﻣﻦ ﻣﻨﻄﻘﺔ ذات ﻛﺜﺎﻓﺔ ﻣﺎﺋﯿﺔ ﻣﺮﺗﻔﻌﺔ إﻟﻰ ﻣﻨﻄﻘﺔ ذات ﻛﺜﺎﻓﺔ ﻣﺎﺋﯿﺔ ﻣﻨﺨﻔﻀﺔ دون اﻟﺤﺎﺟﺔ ﻻﺳﺘﮭﻼك‬ ‫طﺎق‬ ‫اﻻﺳم‪ :‬ﻟﯾن اﻟﺣﻠﯾﻘﺎوي‬ ‫♥ﻧﻮر ﻣﺤﻤﺪ اﺳﻤﺎﻋﯿﻞ اﻟﻤﺤﻤﺪ‬

‫ﻧﻮر ﻣﺤﻤﺪ اﺳﻤﺎﻋﯿﻞ اﻟﻤﺤﻤﺪ‪������‬‬ ‫ﻧور ﻣﺣﻣد اﺳﻣﺎﻋﯾل اﻟﻣﺣﻣد‬ ‫‪ ‬ﻣﻨﮫ ﻣﺤﻤﺪ ﺻﺒﺢ ﻋﺒﺪاﻟﻤﻨﻌﻢ اﻟﻤﻼح‪ ‬‬ ‫ﻧور ﻣﺣﻣد اﺳﻣﺎﻋﯾل اﻟﻣﺣﻣد‪������‬‬