4 Year Geography Activities – Education and Transformation

O education and transformation prepared a set of tasks / geography activities aimed at students of the 4th year of elementary school.

At 4 year geography activities, can be used by teachers in the classroom or by those who want to recall the apprenticeship.

4 Year Geography Activities – To print

If you are a parent or teacher and are looking for attractive activities geography for 4 year classes is in the right place.

Here's a list of some ready-to-print suggestions.

Note the words on the board and fit into the rectangles below:

Brazilian Regions – Brazil is organizing by regions. Create a legend for each region and paint the map.

 See too:

• Geography Activities 1 year
• 2 Year Geography Activities
• 3 year Geography Activities

4 Year Geography Activities

Check out all the activities below:

Sun Clock

Hard and pliable material for building a shape like this, 30 x 20 cm:

• A hard, clear foundation measuring 30 x 30 cm;
• Glue;
• Scissors;
• Pen.

Procedures

• Place the base, on a horizontal surface, in the sun. The lowest part of the triangle should indicate the North direction; the south will be indicated by the high point.
• To find the North/South direction, use the compass;
• Check on an ordinary watch that your sundial reads 12:00 in the middle of the base.
• Later, you will find that your sundial will not be “official time”, but that is the next job to be done later.
• Then write down which materials were selected for your compass, highlighting whether they belong to the primary or secondary sector.

Information for the teacher

• This is a complex exercise, although it seems quite simple, mainly because people think that the sundial marks the conventional time.
• You should remind your student that his sundial will mark a “local time” according to the position of the Sun in that location (he has already studied a little about the Sun and the stars).
• The exercise was formatted to achieve two other goals: the "description" of the materials needed was made only reporting the characteristics necessary for their choice, not the materials in themselves. In this way we can encourage observation, which is indispensable in scientific matters; the other point is to fix the content on the origin of raw materials and their appropriation/transformation by man. Thus, help students with the selection of materials, but do not give the list to them, make them observe what can be used in making the experiment.
• Remind them that this was a first experience and that it should be appreciated, even if the results are not as expected. In scientific thinking there is error, and there are several ways to overcome it.

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Compass

Material to be used

• Metallic needle (can be sewing or knitting);
• Base for this needle (the base should be a thin, light material, depending on the choice of needle, usually larger than the needle. The important thing is that the base is not metallic);
• A non-metallic container with water (can be of any size, always according to the choice of needle and base, that is, never smaller than both);

Procedures

• Magnetize the needle (for this you need a piece of wool or flannel: just run the needle through the fabric a few times, as if you were cleaning the needle, only faster and harder);
• Glue or attach the needle to the base;
• Place the base with the needle in the water and observe where the needle will point and stay;
• See if all the experiments in the room point to the same location (north).
• Then write down which materials were selected for your compass, highlighting whether they were materials belonging to the Primary or Secondary Sector. Tertiary is the provision of services, so it does not appear as material.

Information for the teacher:

This is always a very interesting exercise to be developed in this age group, as the concept of magnetism and poles is very difficult to explain and demonstrate. Magnetism really exerts a very strong force on children's curiosity.

The exercise was formatted to think of two other objectives: the “description” of the necessary materials was made only reporting the characteristics necessary for their choice, and not the materials in themselves. In this way we can encourage observation, which is indispensable in scientific matters; the other point is to fix the content on the origin of raw materials and their appropriation/transformation by man.

Thus, guide students with the selection of materials, but do not give the list to them, make them observe what can be used in making the experiment.