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Easter Project for Elementary School

Easter is coming, Easter is a Christian celebration celebrated annually on Sunday, known as Easter Sunday. In this post we selected for you some templates ready for your Easter Project for Elementary School, check out:

Excellent Easter project for Elementary School with the duration of 2 classes of approximately 50 minutes;

Moment 1

Talk to children about Easter. Ask questions like:

  • What do you know about Easter?
  • What is the animal that appears at this time?
  • What does he bring?
  • Where do you think chocolate eggs come from?
  • Where are they produced?

After an informal conversation, present and read the book: “The bunny that wasn't Easter” by Ruth Rocha.

The Easter Bunny

Ruth rock

Vivinho was a white, round, fluffy bunny. Every day Vivinho went to school with his brothers. I learned to jump, I learned to run… I learned the best cabbage to eat. The bunnies grew, it was time to choose a profession. The Viinho brothers had already decided:
-I'll be an Easter bunny, like my father.
-I'll be an Easter bunny, like my grandfather.


-I'll be an Easter bunny, like my great-grandfather.
And everyone wanted to be Easter bunnies, like great-great-grandfather, great-great-grandfather, like all grandparents. Only Vivinho didn't say anything. The parents asked, the brothers asked:
-And you, Vivinho? Is that you?
-Well – Vivinho said – I don't know what I want to be. But I know what I don't want: to be an Easter bunny.
Vivinho's father was startled, his mother was scandalized:
-OOOOOHHHHH!!!
Vivinho made a lot of friends: the hummingbird Florindo, Julieta, the butterfly, and the bee Melinda. The time has passed. Easter was coming. Papa and Mama Rabbit went to buy the eggs to distribute. But the factories had many orders. There were no more eggs to sell. The Coelho couple went to everything that was a factory in the forest. Mr. Antão, Mr. João, Mr. Simão, Mr. Veloso, Mr. Matoso, Mr. Cardoso, Mr. Tonio, Mr. Petrônio, Mr. Sinfrônio. But the answer was always the same:
-All sold, Mr. Rabbit, all sold… The two returned home discouraged.
-Well, that never happened...
-We can't disappoint the children...
-But we've been to all the factories. There's no way, no… The bunny's brothers were sad:
-Our first distribution… Oh, what a sadness in my heart!… Vivinho was arriving with Melinda.
-Why don't we make the eggs ourselves?
-It's just that we don't know. Easter Bunny knows how to distribute eggs. He doesn't know how to do it.
"I know," said Vivinho. -I know.
-Does he know? – said the father.
-He said he knows - said the brothers.
-He knows, he knows! – said the mother.
-And who did you learn from? – everyone asked.
-With my friends. Didn't I say I was learning a trade? Well, I learned how to remove pollen from flowers with Juliet and Florindo. And Melinda is the biggest baker in the world. She taught me to make everything sweet…
The Coelho family house became a real factory. everyone helped: Papa Rabbit, Mama Rabbit, the bunnies… And the friends too: Florindo the hummingbirds, Julieta, the butterfly, and Melinda, the greatest confectioner in the world… And it was alive that commanded the work. And when Easter came they were all ready. The egg baskets were ready. And Vivinho's parents were happy. Vivinho's mother said:
-Now our son has a profession. And Vivinho's father said:
-Each one must follow their vocation.

  • Observation: This book is authored by “Ruth Rocha” – To purchase this book legally, check the following link and buy:CLICK HERE

Moment 2

Make an oral interpretation of the story. To ask:

  • Who was Vivinho?
  • Was he like his brothers?
  • What was different about him?
  • Is there a problem with being different or liking different things?
  • Was it good for Vivinho to be different? Because?

Moment 3

  • After the oral interpretation, the teacher will distribute a letter sheet or notebook to the students and ask them to each child produces a text and a drawing recounting the story, but creating a different ending for the same.
  • Example: How else could Vivinho solve the egg problem?
  • At the end of this activity, the children will present the ending created for the story to their classmates.

Moment 4

From the students' presentation, the teacher should highlight the different solutions presented, stating that as it happened in the book, people are different, each one thinks in a different way and we need to respect this diversity. Make the children reflect that it is good for everyone to have a goal. Give examples:

  • Imagine if all people were teachers? What would it be like when someone got sick? Where were the doctors?
  • What if everyone were doctors? When a place caught fire, where would the firefighters be?

Clarify that often there is no right or wrong, but it is important to respect each person's opinion, whether in a joke, a choice, or a decision.

Assessment

  • Observe student participation during the listening activity.
  • Analyze the understanding of the story in front of the questions presented.
  • Analyze whether the student knew how to express himself in writing with creativity and imagination.
  • Analyze if it presented coherence in the ideas when producing the continuation of the story.
  • Identify progress in relation to the student's written code.
  • Observe if, based on this work, the students will be respecting the existing differences among themselves.

Easter Project for Elementary School in PDF

Always thinking of making it easy for you, we decided to make the Easter Project for Elementary School, available to copy above, for download in PDF. To access this material, check the following link:

  • Download in PDF

Easter Project for Elementary School and Early Grades

Easter Project for Elementary School

Easter is a date loved by children, who eagerly await the rabbit and chocolate eggs. So that everything has a meaning, I carry out the project of an Easter full of symbols, stories, games, art.

Main goal:

  • Contribute so that children can expand their knowledge about the meaning of "Easter".

Specific objectives:

  • Know the meaning of “Easter”;
  • Highlight the Easter symbols and the concept of each one;
  • Experience, value and respect the true meaning of Easter in your life;
  • Stimulate children's imagination and dramatization;
  • Promote and encourage oral language;
  • Develop attention and fine and broad motor coordination;
  • Remembering colors through games and games;
  • Match numbers to quantity.

Contents:

  • Affection and solidarity;
  • Fine and broad motor skills;
  • Body language;
  • Graphic expressions: drawing, painting, basting, assembly;
  • Notions of colors – blue, yellow and red;
  • Notion and visualization of quantities;
  • Serialization;
  • Stories and arts.

Methodology:

  • Informal conversation, oral dialogue and questioning through a poster, pictures and reports on the subject;
  • Visualization of Easter symbols through tokens;
  • Dramatized songs related to Easter: Easter Bunny, O bunny,.
  • Creation of a mural about Easter;
  • Graphics – take the rabbit to its hole, take the rabbit to its carrot;
  • Basting, collage, paint painting;
  • Story in sequence;
  • Stories: “The rabbit that wasn't from Easter”, Ruth Rocha;
  • Games with figures and memory;
  • Guided activities: egg hunting, Hop… Hop… Bunny, bunny comes out of the hole, where are the eggs, The Easter bunny said… ,;
  • Face paint;
  • The search for the rabbit's nest.

Culmination: face painting and the delivery of Easter party favors.

Assessment:

  • Assessment will be continuous, through daily observation of the child in the performance of their activities, in the relationship with peers and with the teacher.

Don't miss:

  • Math Activities for Easter
  • Easter card to print and color
  • Printable Portuguese Activities – Easter

Easter Project for Elementary School - Symbols and Meanings

Easter Project for Elementary School - Symbols and Meanings

Easter Project for Elementary School - Symbols and Meanings

Goals:

  • Know some meanings of Easter through a search
  • Know the Easter symbols and the concept that each represents
  • Systematize spelling through activities involving Easter symbols
  • Associate words and pictures related to Easter

prior knowledge

  • Be included in the literacy and literacy process

Class Strategies and Resources

Moment 1

  • Through an informal conversation, the teacher should ask the children if they know any meaning about Easter. After the answers have been obtained, the teacher must explain that Easter brings different meanings, some religious, others by tradition... She will ask each child to do a brief survey at home with the family about the meaning of Easter and the symbols they know about the theme. This research will serve as an introduction to the study of Easter.

Moment 2

  • Present to the class the results of the research carried out by the students.

Moment 3

  • From the experiences brought by the students, the teacher should present the most common meanings and symbols of Easter.
  • Explain that the Passover has a religious origin, as Christians commemorate Jesus' resurrection. The figure of the rabbit is symbolically related to this commemorative date, as this animal represents fertility. The rabbit reproduces quickly and in large numbers. Among ancient peoples, fertility was synonymous with preservation of the species and better living conditions, at a time when the mortality rate was extremely high. In Ancient Egypt, for example, the rabbit represented birth and the hope of new lives. Currently, Easter also has a commercial significance, where people have the tradition of giving chocolate eggs to friends, family, and especially children. Other symbols are also common to this theme.

Easter symbols and their meanings:

Easter Activities for Elementary School

Don't miss: Story the non-Easter egg

Easter Activities for Elementary School

The symbols of the Christian Easter

Easter Activities for Elementary School

These sheets with the Easter symbols can be shown or given to the children to stick in their notebooks.

Moment 4

  • Distribute a sheet (previously photocopied) to each student and ask them to associate the words and pictures by cutting and pasting them in the appropriate space.

From the symbols and words studied, the teacher should divide the room into small groups. Each group will have a cardboard on which they must draw one or more symbol(s) studied and write some sentence(s) on it. It is important that the teacher puts at least one alphabetic child in each group to help the classmates, making an interaction between children of all levels of writing.

Note: These symbols are used by Christianity and, therefore, the teacher must be aware of the religious diversity of his students, not interfering with beliefs or conceptions.

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