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Identify a system and ask:

What are the parts of the system?

Who are the people connected to the system?

How do the people in the system interact with each other and with the parts of the system?

How does a change in one element of the system affect the various parts and people connected to the system?

Parts, Purposes, and Complexities

What Kind of Thinking Does This Routine Encourage?

This thinking routine helps students slow down and look closely at a system. In doing so, young people are able to situate objects within systems and recognize the various people who participate-either directly or indirectly-within a particular system. Students also notice that a change in one aspect of the system may have both intended and unintended effects on another aspect of the system. When considering the parts, people, and interactions within a system, young people begin to notice the multitude of subsystems within systems. This thinking routine helps stimulate curiosity, raises questions, surfaces areas for further inquiry, and introduces systems thinking.

When and How Can This Routine Be Used?

This thinking routine can be used to explore any system. This routine can be used on its

own, or in combination with another routine. Here are some ideas and considerations for

putting this thinking routine into practice:

Before beginning this routine, it may be helpful to lead your students towards a firm understanding of what a system is. Definitions are helpful, but we've found that concrete examples (e.g., subway systems, town recycling systems, the lunch line system at school, etc.) work best.

In order to engage in this thinking routine, your students will have to identify a system to explore. One way to do this is to have your students situate an object within a broader system. For example, a postage stamp can be situated within the broader postal system and a bicycle helmet can be situated within a broader transportation system.

Encourage your students to name the systems they would like to explore. This can be tricky for some students and it may be helpful for you to reorient them to an agreed upon definition of a system, or a concrete example that you shared earlier. You can then ask your students if their system meets the criteria for a system you'd discussed previously.

Systems are made up of subsystems, and are themselves parts of broader systems. In order to avoid going down the rabbit hole of everything is connected to everything, it may be helpful for you to encourage your students to define the boundaries of their system.

Working in groups, it is helpful for young people to first make a list of all of the parts, and people involved in a system, and then to map out their system on chart paper to make the interactions between all of the parts and people in their system visible.

Already use this Thinking Routine?

We want to hear about it. Post examples of your work on Twitter using the hashtag #PZThinkingRoutines and be sure to tag @ProjectZeroHGSE.

Projects

Related Project Resources

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Identify a system and ask: What are the parts of the system? Who are the people connected to the system? How do the people in the system interact with each other and with the parts of the system? How does a change in one element of the system affect the various parts and people connected to the system?

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Thinking routine 1

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Step inside a system:

Choose a variety of people within a system and then step inside each person's point of view. As you think about what you know about the system, consider what each person might think, feel, and care about:

Think: How does this person understand this system and their role within it?

Feel: What is this person's emotional response to the system and to their position within it?

Care: What are this person's values, priorities, or motivations with regard to the system? What is important to this person?

What Kind of Thinking Does This Routine Encourage?

This routine encourages students to consider the different and diverse perspectives held by the various people who interact within a particular system. The goal of this routine is to help students understand that the variety of people who participate in a system think, feel, and care differently about things based on their positions in the system. This routine fosters perspective taking, raises questions, and surfaces areas for further inquiry.

When and How Can This Routine Be Used?

This thinking routine can be used to explore the perspective of any person within a particular system. This routine can be used on its own, or in combination with another routine. Here are some ideas and considerations for putting this thinking routine into practice:

Working as individuals or in small groups, it may be helpful for you to have students sketch out a small monologue or scene that contains some of the different people who participant in a particular system. They can then assume the role of various people in their system, and act out a small scene, with each student portraying a different person's perspective.

Once students portray a person in their system in one way, ask them how they might portray the same person in an entirely different way. This will prompt your students to understand that even within particular groups of people, there is no one perspective, but rather an array of perspectives that different and unique people may hold.

Students should be encouraged to consider how what people think, feel, and care about may be in alignment within a particular system, or misaligned. When misalignments emerge, ask your students how these tensions are dealt with or negotiated within the system? Discussions about unequal power structures within a system may arise.

While this routine asks students to step inside the role of a character and to imagine how they may think, feel, and what they might care about from that point of view, it is important to remember that students can never really know and understand someone else's perspective. When engaging in this thinking routine, it is important for students to push beyond stereotypes and to try to imagine the lived experiences of particular people. Encourage your students to develop specific people to play (e.g., Julia, a migrant worker, John, a used car salesman, and Martin, a Republican senator) as opposed to types of people (e.g., a migrant worker, a used car salesman, and a Republican senator).

When perspective taking, students will likely draw on their assumptions about the various types of people represented in their system. As they do so, you may lead students in a discussion that addresses where these assumptions come from. You can encourage students to challenge their assumptions by asking them what they really know about someone else's perspective, and what they may need to do (e.g., conduct interviews, speak with a grandparent, etc.) in order to find out more about someone else's perspective.

Already use this Thinking Routine?

We want to hear about it. Post examples of your work on Twitter using the hashtag #PZThinkingRoutines and be sure to tag @ProjectZeroHGSE.

Projects

Related Project Resources

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Step inside a system: Choose a variety of people within a system and then step inside each person's point of view. As you think about what you know about the system, consider what each person might think, feel, and care about: Think: How does this person understand this system and their role within it?

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An overview of the 7 Essential Project Design Elements in the PBLWorks model for Gold Standard PBL. Adapted from "Gold Standard PBL: The Essential Project Design Elements" white paper by John Larmer and John Mergendoller (2015).
Gold Standard Project Based Learning

Project Based Learning is a powerful and transformative pedagogy that-when done well-can help all of our students learn and thrive. But what are the features that differentiate Project Based Learning (PBL) from other instructional approaches, and how can teachers ensure that they are implementing PBL in ways that will be most impactful for their students? In order to help teachers do PBL effectively, PBLWorks has developed a comprehensive, research-informed model for PBL - a "gold standard" to help teachers, schools, and organizations to reflect on and grow their practice. Our framework for Gold Standard PBL is designed to meet the needs of all learners, and includes several key components:

Essential Project Design Elements: These seven elements (the focus of this article) are the characteristics that differentiate a Gold Standard project from other forms of instruction- the key features that are evident in the design of an effective project.

Project Based Teaching Practices: These practices are the instructional moves teachers make to bring a project to life in the classroom. Many of them are familiar practices to teachers, but they look different in the context of a project. In addition to focus areas such as scaffolding and assessment, these teaching practices include the intentional practices teachers use to build a culture of interdependence in the classroom. (Learn more.)

An Equity-Centered Vision for PBL: In addition to knowing the nuts and bolts of PBL pedagogy, effective PBL teachers hold a clear vision for how their project design and implementation will meet the needs of all of their learners. This includes attending to four "levers" for equitable PBL- knowledge of students, cognitive demand, literacy, and shared power- and regularly using these levers to reflect on and refine practice. (Learn more.)

Each component of the Gold Standard frameworks is intended to support all students in deep learning of meaningful and relevant learning goals, so let's begin our discussion there.

Student Learning Goals

Student learning of academic content and skill development are at the center of any well-designed project. Like the lens of a camera, our framework puts the focus of PBL on helping students gain the knowledge, understanding, and success skills they need to thrive:

Key Knowledge and Understanding: Gold Standard PBL teaches students the important content standards, concepts, and in-depth understandings that are fundamental to school subject areas and academic disciplines. In good projects, students learn how to apply knowledge to the real world, and use it to solve problems, answer complex questions, and create high-quality products.

Key Success Skills: Content knowledge and conceptual understanding, by themselves, are not enough. In school and college, in the workplace, as community members, and in their lives generally, people need to be able to think critically and solve problems, work well with others, and communicate effectively. They also need to manage projects and approach novel tasks with creativity and innovation. We call these kinds of competencies "success skills." They are also known as "College and Career Readiness Skills" and are often seen in "Graduate Profiles" created by schools and districts.

It's important to note that success skills can only be taught through the acquisition of content knowledge and understanding. For example, students don't learn critical thinking skills in the abstract, isolated from subject matter; they gain them by thinking critically about math, science, history, English, career/tech subjects, the arts, and so on.

We recommend that each project explicitly teach and assess one or two specific success skills, even though students may learn other skills as well. Projects can also help students to develop and strengthen other personal qualities (such as perseverance and compassion), rooted in the needs and values of students and their local community.

Essential Project Design Elements

So what characterizes an effective project? Based on an extensive literature review and the distilled experience of the many educators we have worked with over the past several decades, we believe the following Essential Project Design Elements outline what is necessary for an effective project that maximizes student learning and engagement.

Challenging Problem or Question

The What: The heart of a project - what it is "about" - is a problem to investigate and solve, or a question to explore and answer. This question should be aligned to learning goals and, as much as possible, should connect to students' interests, identities, and communities. The challenge could be concrete (the school needs to do a better job of recycling waste) or abstract (deciding if and when war is justified). When teachers design and conduct a project, we suggest they (sometimes with students) write the central problem or question in the form of an open-ended, student-friendly "driving question" that focuses their task, like a thesis focuses an essay (e.g., "How can we improve our school's recycling system, so we can reduce waste?" or "Should the U.S. have fought the Vietnam War?"). Note that this problem or question should not be simple to answer, but should be cognitively demanding for students and require them to engage in deep and original thought.
The Why: A well-designed problem or question makes learning meaningful for students. They are not just gaining knowledge to remember it; they are learning because they have a real need to know something, so they can use this knowledge to solve a problem or answer a question that matters to them. This also helps students develop a problem-solving disposition, and creates the context for building skills and confidence that students can apply to other challenges in their lives, communities, and work.

Sustained Inquiry

The What: To inquire is to seek information or to investigate - it's a more active, in-depth process than just "looking something up" in a book or online. The inquiry process takes time, which means a Gold Standard project lasts more than a few days. In PBL, inquiry is iterative; when confronted with a challenging problem or question, students ask questions, find and use resources and other learning experiences to help develop answers to those questions, then ask deeper questions - and the process repeats. Projects can incorporate different modes of seeking answers, mixing the traditional idea of "research" - reading a book or searching a website - with other learning experiences such as labs, field trips, or interviews with experts and end-users.

The Why: Learning through sustained inquiry helps students engage with the world from a place of curiosity. Students who do inquiry-based projects develop the capacity to ask meaningful questions and the agency to effectively seek answers to those questions. Sustained inquiry also helps content and skills "stick:" students are not just passively receiving knowledge, they are actively seeking and co-constructing it.

Authenticity

The What: When people say something is authentic, they generally mean it is real or genuine, not fake or contrived. In education, the concept has to do with how "real-world" the learning or the task is. A project can be authentic in several ways, often in combination. It can have an authentic context, such as when students solve problems like those faced by people in the world outside of school (e.g., entrepreneurs developing a business plan, engineers designing a bridge, or advisors to the City Council recommending policy). It can involve the use of real-world processes, tasks and tools, and performance standards, such as when students plan an experimental investigation or use digital editing software to produce professional quality videos. It can have a real impact on others, such as when students address a need in their school or community (e.g., designing and building a school garden, improving a community park, providing support to local immigrant families) or create a product or service that will be used or experienced by others. Finally, a project can have personal authenticity when it speaks to students' own concerns, interests, cultures, identities, and issues in their lives.

The Why: When a project is designed with authenticity in mind, students are engaged in learning for a purpose. Their motivation increases because they see why what they are learning matters. Students also understand how to transfer their learning, as they apply the concepts and skills from the standards to life beyond the classroom. Finally, designing projects with authenticity in mind helps to bridge the gap between school and home, and provides an opportunity for students to use and share the knowledge and skills they bring into the classroom (including cultural competency, community wisdom, place-based knowledge, and language skills).

Student Voice & Choice

The What: Gold Standard projects include opportunities for students to make their voices and perspectives heard, within and beyond the classroom. Students are invited to speak in their own ways and to express their own opinions, rather than speak in ways they think the teacher wants.

Effective projects are also shaped by student choice: students can have input and (some) control over many aspects of a project, from the questions they generate, to the resources they will use to find answers to their questions, to the tasks and roles they will take on as team members, to the products they will create. More advanced students may go even further and select the topic and nature of the project itself; they can write their own driving question and decide how they want to investigate it, demonstrate what they have learned, and how they will share their work.

The Why: Having a say in a project creates a sense of ownership in students; they care more about- and bring more of themselves to- the project. When student voices are centered in projects, they are able to learn from one another, and they learn that their voices and ideas matter.

Creating opportunities for student choice in a project also increases student engagement and ownership. Additionally, students learn how to evaluate options and strategically approach challenges- critical skills that will support their leadership and agency within and well beyond the classroom walls.
Finally, both voice and choice within a project contribute to a culture of shared power- students learn to recognize their own power and that of their peers, and learn to use that power responsibly to benefit each other and the larger community.

Reflection

The What: John Dewey, whose ideas continue to inform our thinking about PBL, pointed out that we do not learn from experience. We learn from reflecting on experience. Throughout a project, students - and the teacher - should reflect on what they're learning, how they're learning, and why they're learning, as well as how they are changing as learners. Reflection can occur informally, as part of classroom culture and dialogue, but should also be an explicit part of project journals, scheduled formative assessment, discussions at project checkpoints, and public presentations of student work.

The Why: Reflection on the content knowledge and understanding gained helps students solidify what they have learned and think about how it might apply elsewhere, beyond the project. Reflection on the project itself - how it was designed and implemented - helps students decide how they might approach their next project, and helps teachers improve the quality of their PBL practice. And reflection on their own growth as learners- including in the area of success skill development- helps students to take ownership of their learning, celebrate success, and identify new goals for continued growth.

Critique & Revision

The What: High quality student work is a hallmark of Gold Standard PBL, and such quality is attained through thoughtful critique and revision. Students should be taught how to give and receive constructive peer feedback that will improve project processes and products, guided by rubrics, models, and formal feedback/critique protocols. In addition to peers and teachers, outside adults and experts can also contribute to the critique process, bringing an authentic, real-world point of view.

The Why: Giving and receiving purposeful feedback helps students build a shared understanding of what quality work looks like with regard to the targeted content and skills. It also expands responsibility for formative assessment and collective learning from the teacher alone to the whole class, helping to create a culture of interdependence and investment in collective learning. Finally, regularly engaging in critique and revision processes helps students to develop a growth mindset- moving from a paradigm in which work is "right or wrong" to a paradigm in which work is always improving.

Public Product

The What: In Gold Standard PBL, students share the work they create with an audience beyond the classroom. This can take many forms: a tangible product that students design or build, or the presentation of a solution to a problem or an answer to a driving question. A public product can be complex- the launch of a large-scale event, website, or change effort in the community- or simple- a video conference with classroom family members or a presentation to another class in the school. What's important is that someone beyond the teacher will see students' work and hear about their learning.

Many PBL schools and districts reinforce this message by repurposing the traditional "open house" into an exhibition of project work, which helps build understanding and support for PBL among stakeholders. When the public sees what high-quality products students can create, they're often surprised - and eager to see more.

The Why: There are three major reasons for creating a public product in Gold Standard PBL. First, like authenticity, a public product adds greatly to PBL's motivating power and encourages high-quality work. When students have to present or display their work to an audience beyond the classroom, the stakes- and the bar for student performance- are raised.

Second, by creating a product, students make what they have learned tangible and thus, when shared publicly, discussible. Instead of only being a private exchange between an individual student and teacher, the social dimension of learning becomes more important. This has an impact on classroom and school culture, helping create a "learning community," where students and teachers discuss what is being learned, how it is learned, what are acceptable standards of performance, and how student performance can be made better.

Finally, making student work public is an effective way to communicate with families, community members, and the wider world about what PBL is and what it does for students. When a classroom, school, or district opens itself up to public scrutiny, the message is, "Here's what our students can do - we're about more than test scores."

The Essential Project Design Elements are designed to serve as guideposts for teachers when planning Gold Standard projects for their classrooms. They are also intended to be developed over time- not all Elements will be strong in a teacher's first project, but they will become more evident as teachers and their students gain experience and confidence with the project process. What's most important as teachers begin to work with the Essential Project Design Elements is that they do so with a focus on the transformative impact that PBL can have for all students.

Yes, we provide PBL training for educators!

PBLWorks offers a variety of PBL workshops, courses and services for teachers, school and district leaders, and instructional coaches - whether you're just getting started or advancing your practice.

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Gold Standard PBL: Essential Project Design Elements

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An overview of the 7 Essential Project Design Elements in the PBLWorks model for Gold Standard PBL. Adapted from "Gold Standard PBL: The Essential Project Design Elements" white paper by John Larmer and John Mergendoller (2015).

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4A Classic Expert PBL project 2 - The value of Money

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4A Classic Expert PBL project 2 - The value of Money

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No curso Classic Expert, o aluno consolida os seus conhecimentos da língua inglesa. Além do aperfeiçoamento das suas habilidades de fala, o aluno expande o seu conhecimento em aspectos mais formais e aprimora sua compreensão e produção de textos orais e escritos mais complexos em diversos gêneros.

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FuturED - Reconstruindo Comunidades de Aprendizagem em Ambientes Digitais

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LiveZAÇO - FuturED - Casa Thomas Jeferson

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A nova nota de R$ 200 começa a circular nesta quarta-feira (2/9) no Brasil - passando a ser a maior denominação da moeda nacional. Esta é a primeira vez desde 1994, quando o real foi implementado, que o Brasil cria uma nova nota máxima, superando em valor a atual de R$ 100 lançada por Fernando Henrique Cardoso há 26 anos.

A mudança pode causar alguma dor de cabeça para consumidores e lojistas, em um país em que muitas vezes comerciantes sequer têm troco para uma simples nota de R$ 20 ou R$ 50.

Mas quando comparada com outros países, a nova nota - que estampa um lobo-guará em tons de cinza - ainda está longe de representar um enorme poder de compra.

Nota de R$ 200: por que agora e qual a razão de tanta polêmica

As consequências de curto, médio e longo prazo da queda recorde do PIB brasileiro

'Do zero aos R$ 100 mil': 5 dicas do Favelado Investidor em meio a crise da covid-19

No Brasil, são necessárias três das novas notas de R$ 200 para pagar o auxílio emergencial concedido pelo governo durante a pandemia de coronavírus.

Já na Europa, a maior nota de euro em circulação vale mais do que três salários mínimos brasileiros (a de 500 euros vale R$ 3.290). Elas raramente são usadas no dia-a-dia e é provável que a maioria dos europeus sequer tenha visto uma - sobretudo com meios de pagamentos eletrônicos desempenhando um papel cada vez maior na economia hoje em dia.

Nos Estados Unidos, a maior nota do dólar americano em circulação (a de US$ 100) equivale atualmente a quase R$ 550 reais.

'Nota de R$ 740 milhões'

Dificilmente alguma nota de dinheiro no mundo vai superar o valor da "titã", como é apelidada uma famosa nota de 100 milhões de libras emitida pelo Banco da Inglaterra. Com a cotação recente, ela equivale a cerca de R$ 740 milhões.

Com o tamanho de uma folha A4 de impressora (29,7 cm por 21 cm) e imagem estampada da Britânia (a personificação feminina do Reino Unido), as notas de titã são guardadas a sete chaves nos cofres do Banco da Inglaterra, em Londres.

Junto a elas, estão notas "menores" de libra esterlina, as "gigantes", com valor nominal de um milhão de libras esterlinas (cerca de R$ 7,4 milhões).

Apesar de não estarem disponíveis para saques em caixas, essas notas desempenham um papel fundamental na economia do país. A Irlanda do Norte e a Escócia - duas nações que fazem parte do Reino Unido, junto com a Inglaterra e o País de Gales - emitem suas próprias notas de dinheiro.

Essas notas possuem o mesmo valor que a libra esterlina, que circula na Inglaterra e no País de Gales, mas são impressas por bancos comerciais diferentes, com cores e símbolos distintos.

Para poderem manter a cotação da libra esterlina, cada nota escocesa e norte-irlandesa impressa precisa ter um equivalente em libra depositada no Banco da Inglaterra.

Seria impraticável manter milhões de notas no Banco da Inglaterra para garantir esse lastro, já que a nota máxima disponível em circulação comum no Reino Unido é de apenas 50 libras (R$ 370).

Por isso, foram criadas as titãs e gigantes, que existem desde 1908 e servem como lastro em libra esterlina. Hoje há mais de 4 mil dessas notas, totalizando um valor aproximado de 8 bilhões de libras (R$ 58 bilhões). A única forma de ver uma delas é visitando o museu do Banco da Inglaterra - há uma nota decorativa de gigante em exibição, assinada pela Rainha Elizabeth 2ª em 2012.

Caso haja uma crise no sistema bancário da Escócia ou da Irlanda do Norte, são as titãs e as gigantes que poderão garantir o valor das notas impressas nessas duas nações.

Mas grandes números nem sempre representam grandes valores.

Países que vivem um processo contínuo de hiperinflação estão constantemente imprimindo novas notas de dinheiro com valores nominais cada vez maiores.

Mas os preços gerais da economia sobem de forma mais acelerada do que os bancos centrais conseguem emitir dinheiro novo.

Portanto o valor real das notas, mesmo sendo alto, representa pouco poder de compra.

No ano passado, o governo da Venezuela lançou notas novas de 50 mil bolívares, mas que na prática valem menos de R$ 30.

Em 2008, o Zimbábue lançou uma nota de 100 trilhões de dólares zimbabuanos - na época equivalente a apenas 30 dólares americanos. Em poucos dias a nota já valia praticamente nada e era rejeitada por comerciantes. Um camelô chegou a dizer na época que usava notas de 100 trilhões de dólares zimbabuanos apenas como adubo no seu jardim.

A Alemanha também sofreu com problemas semelhantes. O marco alemão, que vigorou no século 20 antes da adoção do euro no país, foi durante muito tempo uma das moedas mais estáveis e valiosas do mundo.

Mas na década de 1920, no período entreguerras, o banco central alemão emitiu notas de 100 trilhões de marcos, que pouco valiam.

O Brasil também teve notas com valores nominais enormes. Em 1993 - apenas um ano antes da implementação do real - circulou uma nota de meio milhão de cruzeiros, que estampava o rosto do escritor Mario de Andrade em tons roxos e alaranjados.

Antes disso, no final do século 19, o país também teve a nota de um conto de réis, que na contabilidade da época significava "mil mil réis", ou um milhão de réis.

'Bin Ladens' e maletas

Ainda há notas com valores reais altos em circulação em diversos países.

A mais valiosa é a nota de 10 mil dólares do Brunei, um pequeno país de 400 mil habitantes na ilha de Bornéu, no Sudeste da Ásia.

Apenas uma nota dessas equivale a quase R$ 40 mil reais.

Singapura, uma economia maior e mais relevante, também possui uma nota de 10 mil dólares singapurianos, que tem valor semelhante ao dinheiro do Brunei.

No entanto, notas de altas denominações têm trazido mais dores de cabeça para as autoridades do que benefícios para os cidadãos.

Denominações altas permitem que pessoas ocultem dinheiro das autoridades, facilitando a sonegação, sobretudo para fins como terrorismo e crime organizado.

Em 2017, a Polícia Federal apreendeu R$ 51 milhões em espécie do ex-ministro Geddel Vieira Lima em um apartamento em Salvador - a maior apreensão do tipo na história do Brasil.

O dinheiro em cédulas de reais e dólares ocupava dezenas de caixas e malas no apartamento. Nas altas denominações do dólar de Brunei e de Singapura, bastariam 1,3 mil notas para se atingir o mesmo valor.

Um artigo de 2018 intitulado "Striking the right note" ("Tocando a nota certa"), publicado por uma revista do FMI, afirma que uma maleta de negócios com US$ 1 milhão apenas em notas de US$ 100 estaria com 70% de sua capacidade ocupada.

Usando as altas notas de dólar do Brunei ou de Singapura, apenas 1,5% da maleta seria ocupada.

Os R$ 51 milhões de Geddel apreendidos pela Polícia Federal em 2017 ocupariam menos de 15% de uma maleta.

Por isso, vários países estão deixando de emitir grandes denominações. Desde 2014, Singapura já parou de emitir notas de 10 mil dólares.

Os países europeus também não emitem mais, desde 2016, as notas de 500 euros, que eram conhecidas entre criminosos como "Bin Ladens", por serem amplamente usadas por grupos de criminosos e terroristas. Em ambos os casos, as notas que estão em circulação ainda são aceitas.

As atenções de autoridades e criminosos agora têm se voltado para a Suíça, que segue emitindo sua nota de 1 mil francos suíços, equivalente a quase R$ 6 mil.

Segundo o estudo publicado pelo FMI, é possível carregar US$ 1 milhão em notas de mil francos suíços ocupando apenas 8% de uma maleta executiva.

Apesar de pressões internacionais, a Suíça diz que não tem planos de abandonar a nota.

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Nota de R$ 740 milhões? Conheça a cédula de R$ 200 e as mais valiosas do mundo

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A nova nota de R$ 200 começa a circular nesta quarta-feira (2/9) no Brasil - passando a ser a maior denominação da moeda nacional. Esta é a primeira vez desde 1994, quando o real foi implementado, que o Brasil cria uma nova nota máxima, superando em valor a atual de R$ 100 lançada por Fernando Henrique Cardoso há 26 anos.

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A reprodução deste formato de vídeo não é compatível com seu dispositivo

Conheça a nova nota de R$ 200 e as cédulas mais valiosas do mundo

A nova nota de R$ 200 começou a circular no Brasil - passando a ser a maior denominação da moeda nacional. Esta é a primeira vez desde 1994, quando o real foi implementado, que o Brasil cria uma nova nota máxima, superando em valor a atual de R$ 100 lançada por Fernando Henrique Cardoso há 26 anos. Mas a verdade é que, considerando a inflação, o poder de compra da nota de R$ 100 em seu lançamento era bem maior que o da cédula de R$ 200 criada agora.

Neste vídeo, a repórter Laís Alegretti explica isso e outras curiosidades sobre notas altas no mundo - o que não necessariamente significa altos valores.

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Conheça a nova nota de R$ 200 e as cédulas mais valiosas do mundo - BBC News Brasil

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Conheça a nova nota de R$ 200 e as cédulas mais valiosas do mundo A nova nota de R$ 200 começou a circular no Brasil - passando a ser a maior denominação da moeda nacional.

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O governo lançou nesta sexta-feira (4) uma campanha sobre a nova nota de R$ 200 com um 'vira-lata caramelo'. O vídeo foi feito após internautas pedirem nas redes sociais que o cachorro, popular entre famílias brasileiras, estampasse a cédula.

A nova nota de R$ 200 entrou oficialmente em circulação na quarta-feira (2) e traz o lobo-guará como personagem.

As cores da nova cédula são cinza e sépia e ela tem 142 por 65 milímetros, exatamente o mesmo tamanho da nota de R$ 20. O custo de aquisição para o BC é de R$ 325 a cada mil unidades.

No vídeo, um cachorro vira-lata caramelo apresenta o 'caramelo do cerrado' e explica os itens de segurança que compõem a nota.

Segundo o Banco Central, serão produzidas 450 milhões de unidades até o fim do ano, o equivalente a R$ 90 bilhões. ​

A autoridade monetária informou que inicialmente as notas estão disponíveis nas dez capitais em que o BC tem representação: Belém (PA), Belo Horizonte (MG), Brasília (DF), Curitiba (PR), Fortaleza (CE), Porto Alegre (RS), Recife (PE), Rio de Janeiro, Salvador (BA) e São Paulo.

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Governo lança campanha para nota de R$ 200 com 'vira-lata caramelo'

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O governo lançou nesta sexta-feira (4) uma campanha sobre a nova nota de R$ 200 com um 'vira-lata caramelo'. O vídeo foi feito após internautas pedirem nas redes sociais que o cachorro, popular entre famílias brasileiras, estampasse a cédula. A nova nota de R$ 200 entrou oficialmente em circulação na quarta-feira (2) e traz o lobo-guará como personagem.

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Minimalismo: Um documentário sobre as coisas importantes

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O Baralho da Inteligência Maker é a nossa tecnologia de criação de aulas e atividade. Elaboramos este recurso para nos ajudar a construir uma aula maker juntando conceitos importantes do Framework instrucional do Project Zero de Harvard e nossa bagagem como educadores curiosos que bebem de diversas fontes, se inspiram e testam novas possibilidades. São cinco etapas básicas: Ativação, Olhar de Perto, Explorar a Complexidade, Achar Oportunidades e finalmente Registro e Compartilhamento.

Confira as cartas que desenvolvemos para cada etapa. Leia, brinque e análise onde cada carta se encaixa em seu contexto atual e como elas podem te ajudar no futuro! Seja um maker e crie algo de valor para voce mesmo, seus alunos e sua comunidade.

A etapa de ativação é onde devemos encantar nossos alunos. além de motivá-los e dar propósito para nossa atividade. Não precisa levar muito tempo, mas deve ter aquele efeito "uau"!

Vamos olhar de perto um sistema, objeto, pessoa etc para tirar nossas próprias conclusões, nos familiarizarmos e criarmos este contato inicial.

Após se tornar familiar ao olhar de perto, podemos começar a explorar as possibilidades a partir da nossa experimentação e imaginação.

Hora da ação! Vamos, a partir das possibilidades exploradas, encontrar formas de modificar, iterar, criar e transformar!

Vamos tornar o aprendizado visível? Todo tipo de atividade possui uma audiência e formas de multiplicar o conteúdo produzido!

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O Baralho da Inteligência Maker é a nossa tecnologia de criação de aulas e atividade. Elaboramos este recurso para nos ajudar a construir uma aula maker juntando conceitos importantes do Framework instrucional do Project Zero de Harvard e nossa bagagem como educadores curiosos que bebem de diversas fontes, se inspiram e testam novas possibilidades.

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Indoor Activities for Kids | The Royal Mint

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Welcome to our 'Kid's Hub' to help entertain and educate children (and grown-ups) at home! We've pulled together a host of quizzes, games and educational tools - brought to life through iconic coins, and popular children's characters such as The Gruffalo and Wallace and Gromit.

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TUDO SOBRE A NOTA DE 200 REAIS | NATH FINANÇAS

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Museu Casa da Moeda do Brasil

A Casa da Moeda do Brasil comemora a conclusão do restauro do Museu Casa da Moeda do Brasil, prédio tombado pelo Instituto do Patrimônio Histórico e Artístico Nacional (IPHAN) que abrigou o primeiro museu do Brasil. Aberto para a visitação pública desde 9 de março de 2018, o Museu ficou fechado por cerca de 30 anos.

No primeiro andar do Museu, o público vai encontrar a loja de colecionismo numismático do Clube da Medalha, a exposição "Quando nem tudo era gelo" do Museu Nacional, além de três mostras permanentes da Casa da Moeda: a do acervo histórico da CMB; a exposição "Do Réis ao Real", que conta a história do dinheiro brasileiro, homenageando os 25 anos do padrão monetário Real no Brasil; e a mostra "Nota Real", que apresenta os elementos de segurança das cédulas da segunda família do Real.

Vídeo não disponível para este navegador. Baixe o vídeo.

Vídeo da exposição "Quando nem tudo era gelo".

Tombado pelo IPHAN em 2016, o Museu é uma construção eclética, de traços neoclássicos, com feição palaciana do início do século XX, sem os traços originais da antiga sede do Museu, em estilo "barroco-brasileiro". As fachadas originais do prédio estão associadas ao período de transição que marcou a passagem da arquitetura da fase colonial para a neoclássica.

Com cerca de 200 anos de idade, o Museu Casa da Moeda do Brasil é um prédio de grande valor histórico.

Visite o Museu Casa da Moeda do Brasil

Endereço: Praça da República, 26, Centro
Entrada: Gratuita

Horário de Funcionamento

Terça a sábado, de 10h às 16h.

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Museu Casa da Moeda do Brasil - Casa da Moeda do Brasil

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A Casa da Moeda do Brasil comemora a conclusão do restauro do Museu Casa da Moeda do Brasil, prédio tombado pelo Instituto do Patrimônio Histórico e Artístico Nacional (IPHAN) que abrigou o primeiro museu do Brasil. Aberto para a visitação pública desde 9 de março de 2018, o Museu ficou fechado por cerca de 30 anos.