Indigenous Day Class Plan for Elementary School

O Indian's day is celebrated annually on April 19th. In schools across the country, Kindergarten and Elementary School teachers work this date in the classroom and to help you in this process we have selected several tips and ideas for your Indigenous Day Class Plan for Elementary School.

Other features:

Song for the Indian's Day:

The little indian:

Party Favor Suggestions:

• Indian Day party favors with molds
• Indium Headdress Molds
• Indian Day Party Favors on EVA
• Gift Ideas and Templates for the Indian Day

Activity Suggestions:

• Indian Day Activities
• Reading, writing and counting – Os Indiozinhos
• Activities for the Indian Day – 1st and 2nd year
• Indian Day Activities for Elementary School

Indigenous Day Lesson Plan for Elementary and High School in PDF

• Download in PDF

Indigenous Day Lesson Plan for Elementary School: Living the Indigenous Day at School

What the student can learn from this class

Duration of activities

• The proposals will be divided into 3 stages, which may be on alternate days.

Class Strategies and Resources

SECOND STAGE: “Let's get to know a little about the Indians!”

Duration: Approximately 2 hours.

Local: In the classroom or in another environment of the Institution where children can build objects quietly and comfortably.

Material: Feathers, stones, enough sisal rope for the number of children in the group.

Proposal: The teacher must gather the group in a circle to talk about the requested research, so that everyone has the opportunity to comment and comment on what they researched. He must be aware to be able to contribute with the information.

After the reports and conversations, the teacher makes an invitation: “Let's get to know a little more about the Indians!”

Invitation accepted, the teacher talks about an indigenous artifact, the headdress and its importance for those who wear it. He will invite children to build a “headdress of power!”,

The teacher will explore about this object and its importance for the Indians, proposing that in a similar way, it will be important for the children if they build their artifacts using their inner strength, giving wings to their imagination, which is very peculiar in this range of age. The teacher should put an enigmatic, mystical and challenging tone in the conversations about this proposal so that the children “immerse themselves” in their proposal.

The teacher will be able to prepare the necessary materials for this construction with the children searching in nature for “things” necessary to compose the headdress. This moment can be organized in a trip to a park, woods, square, etc. It will be important to visit the place beforehand and hide feathers, stones, pieces of sisal rope along the way, so that each child will have their own piece and access to different materials. In case of impossibility, the teacher will hide the materials necessary for the construction of the headdress for each child in the institution and will ask them to look for it. Both, after in possession of the ropes and artifacts of nature collected, in case you do not leave the Institution, the teacher, in the same way, will leave in the way things that he himself will have to collect previously before the class. It is the pedagogical “will” having to be activated again. Once you have all the materials at hand, “let's get to work!”.

THIRD STEP: "Shall we build a headdress?"

Duration: An hour approximately.

Local: At the institution or outdoors.

Material: Materials collected from nature, pieces of sisal rope, hot glue and glue gun, colored paper with a stronger texture to attach to the head.

Proposal: This proposal can be made at the institution or in the surroundings, as long as favorable and comfortable weather conditions are observed.

The teacher should invite the children to a circle and propose a laze thinking about the animals, which could be the cat and the dog. Afterwards, the teacher will ask the children to use the ropes, measuring the head of each one of them, at forehead height. Once this is done, he will tie a knot so that when putting it on his head, the rope can stay tight. After this stage is completed, the teacher will ask the children to attach the ornaments collected from nature to their headdresses. Depending on the material, the teacher can fix them with hot glue (which will be used only by the adult and with the proper security organization, so that children do not have access, but can follow the process).

The teacher should make a varied selection of indigenous sounds that are pleasant to the environment of this “workshop”.

At the end, the teacher will ask the children to show their headdresses, sort of “parading” each one in their own way to the liveliest indigenous sound.

Assessment

Indigenous Day Class Plan for Elementary School - Maternal to 2nd Year

Indigenous Day Class Plan for Elementary School - Maternal to 2nd Year

Main goal:

• Promote theoretical and practical activities concerning the Indian day.

Specific objectives:

• Know a little of the history of the Indians;
• Demonstrate to students the importance of the Indian in our culture;
• Know and value indigenous habits and customs;
• Develop logical reasoning, oral and bodily expression, motor coordination, auditory and visual perception of the child;
• Stimulate imagination and creativity;
• Differentiate the indigenous culture from other cultures;
• Encourage the celebration of “Indian Day”.

Methodological Proposal:

• Engage in a discussion of indigenous culture using photos, videos, music and the vast literature of indigenous tales. “Being an Indian is not being naked or painted, it's not something you wear. Indigenous culture is part of the essence of the person. You don't stop being an Indian by living in contemporary society”.
• Show students that indigenous peoples no longer live as they did in 1500. Today, many have access to technology, the university and everything the city offers. However, they are indigenous and preserve their culture and customs.
• Discuss what we can learn from these people. In relation to sustainability, for example, how could we learn to feel part of the land and take better care of it, as indigenous societies do and value?

Activity suggestions:

• Retelling of the history of the Indians;
• Songs about the Indians;
• Records through texts and drawings;
• Making a mural;
• Researches;
• Conversations on the topic;
• Confection of headdress and rattle;
• Face Painting;
• Drawings to color;

Planning suggestions:

• Language: production of verbal and non-verbal texts, vocabulary used by the Indians;
• Mathematics: Numbers, quantity, major and minor, high and low, short and long, addition, and so on.
• Nature and Society: The life of the Indians (Hunting, Fishing, Where they live, Food, etc.)

Resources:

• Paper sheets;
• Crayons and colored pencils;
• Toys;
• Pointless scissors;
• Double-sided paper;
• Puppets;
• children's story books
• Songs;
• Videos;
• Sound;
• Gouache;

Culmination:

• Music Presentation: O indiozinho (João Colares) with characterized students and other songs related to the theme. Exhibition of activities, productions and creations made, photos, and so on.

Assessment:

• The Evaluation will be procedural through the development of the project, observing the participation, enthusiasm, collaboration in the proposed activities.

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Indigenous Day Class Plan for Elementary School

AREAS OF KNOWLEDGE INVOLVED

• Portuguese language.
• Math.
• Physical and Natural World.
• History and geography.
• Religious education.
• Art.
• PE.
• Song.
• Dance.
• Computing.
• English language.
• Kaingang language.

GOALS

• Knowing and reflecting on the history of the Kaingang Indians;
• Knowing, analyzing and debating the habits and customs of indigenous peoples;
• Knowing and valuing indigenous culture – habits, customs and arts;
• Recognize indigenous culture as an integral part of our culture;
• Valuing the racial diversity of the Brazilian people and providing respect for racial and cultural differences;
• Knowing and valuing the contact and the relationship of respect for Nature, typical of the indigenous culture, encouraging preservation of the environment;
• Valuing the wisdom of the elderly in the transmission of knowledge through orality;
• Make the learning process in the school environment enjoyable.

JUSTIFICATION

According to the PCN, the student must know and value the plurality of Brazilian sociocultural heritage, as well as sociocultural aspects of other peoples and nations, taking a stand against any discrimination based on cultural, social class, belief, sex, ethnic or other individual characteristics and social.

This project aims to awaken children to the importance of valuing indigenous culture. It is important that children discover that, after all, there is no single way to live, feel, eat and speak and that a large part of our habits today are heritage of the indigenous culture which is an integral part of our roots. In contact with the indigenous universe, we will also take an important step towards moving away from prejudice towards those who seem different to us in addition to giving the little ones the opportunity to better see the characteristics of our own culture.

When the student comes into contact with the content in a pleasurable way, he can develop better in the teaching-learning process, or that is, it ceases to be a passive student to become a participatory, critical-reflective student raising hypotheses in relation to the object of study.

Thus, the school has a fundamental role in bringing the student to the knowledge of the main cultural manifestations existing in their environment, relating to them in a respectful way. In this way, it is up to the school institution to address this theme, providing relevant information to its students so that they can expand their knowledge.

METHODOLOGY

• Survey of children's knowledge on the subject, proposing to students a dialogue about the indigenous descendants who reside in our municipality: what ethnicity they represent, where they came from. Seeking to encourage everyone to give their opinion. In a second moment, list on a poster the knowledge that the students already have on the subject (Previous Knowledge).
• Encourage students to express themselves, ask questions and register on a poster. Soon after, on another poster, list the students' provisional doubts, that is, ask what want to know about the topic and still don't know, again provoke the students to launch their doubts.
• Propose that students illustrate the posters with photos and drawings.

RESOURCES

• School supplies for daily use, print media, technological resources, school transport, etc.

ASSESSMENT

• The assessment will be done through student records by the teacher, against both individual and collective activities during the development of the project.
• It will be observed by the teacher the creativity and knowledge achieved, the critical sense and the organization of materials by students during the proposed activities in the classroom.

Suggested Activities for the Indian Day Class Plan for Elementary School

"The achievement of the necklace"

The class divided into 4 teams must answer questions, by drawing lots, on a subject already taught in class. For each correct answer, the team will receive material to make the necklace (pieces of string or nylon thread and assorted beads, which must be the color of each team – up to 8 beads per student).

Questions

• Who were the inhabitants of Brazil before the arrival of the whites? The Indians.
• How was the social organization of these peoples? They lived in tribes.
• Where did they live? They lived in taba, indigenous villages.
• What was the Indian's house like? It was the hollow or the hut.
• Who ruled them? The head of the tribe was the chief and the religious head was the page.
• How did they survive? From hunting, fishing and gathering in the woods.
• What animals did they hunt? Tapirs, monkeys, deer, wild pigs.
• What did they plant? Cassava, corn and beans.
• What language did they speak? The Tupi-Guarani.
• What were your main weapons? The bow, the arrow, the club.
• What was their religion like? They worshiped many gods. The main ones were Tupã (sun) and Jaci (moon).
• Were they afraid of something? Of thunder. They believed that Tupa was angry.
• How do the Indians live today?
• What do you do to survive?

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