5 year Geography Activities – Education and Transformation

We prepared for you in this post several Geography Activities 5th year of elementary school, ready to print and apply on sclassroom or homework.

Geography is a science that aims to study the Earth's surface and the spatial distribution of significant phenomena in the landscape. It also studies the reciprocal relationship between man and the environment.

5 year Geography Activities

Check out some suggestions for Activities for 5 Year Geography:

Forces from within the Earth.

Homework: The forces of nature: the forces of the Earth's interior for download at WORD:

continents and oceans

Mini 5 year geography assessment for download in WORD:

Solar system

Floods and Droughts (drought)

Check all the procedures of this educational activitiess of geography for students of fifth year of elementary school:

• In groups of up to five people;
• Prepare a questionnaire on rainfall (the amount of rainwater that falls on the site), using the rain gauge;
• Discover the largest rivers or tributaries in the region and what their situation is;
• Ask relatives what was the biggest/last big flood or drought in the region;
• Discover how to avoid wasting water or floods;
• Research about droughts in the Northeast Region of Brazil;
• Debate on the issue of drought in the Northeast and the transposition (alteration/transfer of the banks) of the São Francisco River;
• Oral presentation and the elaboration of a mural assembled with the result of the proposed questions.

Information for the teacher

• The research work is very simple and can be done through interviews with relatives, with data obtained from the pluviometer.
• It should be emphasized that natural phenomena such as earthquakes, tsunamis, cyclones and hurricanes must be studied, but our biggest problem is the lack or excess of water in a certain period/region. Floods or droughts cause everything from environmental degradation to migratory movements.

See too: Geography Activities 1 year.

my ecosystem

This activity has as main objective to work the concept of ecosystem through research of the different items that constitute an ecosystem and through local identification; discuss existing ecosystems in Brazil; exercise observation, trying to pinpoint the ecosystem where I live.

Material:

• Notebook
• Pencil.

Procedures

• Research the items that make up an ecosystem: vegetation, climate, water regime, vegetation, animal species and minerals;
• Once you know what each item means, answer the table below:

What is the predominant vegetation in my region?

What is the predominant climate in my region?

what is the water regime predominant in my region?

What is the predominant vegetation in my region?

what species of animals are predominant in my region?

What is the predominant vegetation in my region?

What minerals are predominant in my region?

Teacher Information:

• This is a typical research job. Possibly they will have some difficulty in seeking this information, so ask them to seek the information through textbooks and the internet and later, for the writing of the table through Note.
• They can even know what the region's ecosystem is, as they are located in a specific location. But try to encourage them to think about whether this ecosystem in the region can be noticed where it lives.
• Whether the ecosystem description is valid for the city or just for the countryside.
• How to know all this if I live in a city. Reasons why many children have no idea of ​​the ecosystem in the region where they live.

We also recommend: 2 Year Geography Activities.

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our soil

The main objective of this 5 year Geography Activities is::

• Provide documentation of soil types found in the student's region.
• Provide the start of research activities, providing knowledge for land use and maintenance of its fundamental characteristics.

Material to be used

• Disposable wooden, cardboard or plastic cups; pen; notebook.

Procedures:

• Divide the room into groups of no more than four members;
• Ask them to collect materials such as stones, earth, that are in natural condition, ie, that are not buildings.
• Each container collected must have a number and they must write the number in the notebook, describe what the material is and where they took it from.
• Ask him to describe physical characteristics such as hardness, permanence, moisture, color, and even smell.
• Ask them to present material by material for the room, explain where they took it, what their characteristics are and try to describe to what it serves, what are the purposes of that material (e.g. some of them may say that sand is used for constructions, but others for the production of glass).

Teacher Information:

• Understanding the world around us is very essential at their age.
• Encourage them to seek information from their surroundings that understands the ground they are standing on, whether it is productive or not. That they understand the basic characteristics and what they can do with these materials, with this soil.
• Remind them that this is the beginning of the scientific procedure, which is to observe the world around them and extract information.
• It is often for lack of information that we do not produce or fail to produce as we could.

Geography Diverse Activities 5 year

The world map:

Climate in Brazil: Climate is the set of weather variations in a given region.

Transport network in Brazil:

Read the information and check the box below, according to the captions, if the statement is right or wrong.

Model of a Factory – Group work.

Import and export.

Agriculture

Weather Types: Look at the map with weather divisions. Identify weather types on the map and complete the legend:

Researching: Research labor rights by taking into account the items below and note the information found in your notebook.

Cruza América – The American continent is formed by the three Americas: North, Central and South America;

Fill in the crossword as indicated.

Tips for Geography Assessment

• The central theme is to think about the "forces of nature", understanding the "natural" process of movements of Earth and other planets, climatic zones, seasons, water cycle and phenomena climatic. These processes are described in the book unit as almost unchanged processes, with which man must learn to live.
• The magnitude of these processes and how man tries to adapt to them should be highlighted;
• In an attempt to adapt, man ends up creating new phenomena that are extremely harmful to the environment;
• It should be tried to convey to students that most discoveries in astronomy resulted from observations, often without the use of tools;
• Students must work on aspects relevant to their regions, such as droughts and floods;
• In the case of droughts and floods, alternatives must be worked out to minimize events.

We also recommend this other 4 Year Geography Activities.