Looking for educational activities to work story with students from 2 year of elementary School? So you're in the right place, we do education and transformation, we selected several suggestions from History Activities 2 year, check out:
Index
Lots of fun suggestions from history activities for the 2nd yearo to work inside and outside the classroom. Check out:
How about knowing a little more about your family? So let's play reporter!
Choose someone to interview. Follow the script.
1) When and where were you born?
2) What were your parents called?
3) Where did you spend your childhood?
4) How was your childhood?
5) What did you like to play with?
6) What was your school called?
7) How long did you study?
8) Did you have many friends?
9) Tell us something funny or interesting that happened to you and your friends.
10) Share something you enjoyed doing when you were young.
11) When and how did you meet your husband (or wife)?
12) When did you get married?
13) Do you have children?
14) Tell us something you like to do.
The purpose of this history activity is to sensitize the student about the family structure that differs from society to other types of society.
The purpose of this activity it is to show that there are several types or levels of identity: individual, familial and social.
The objective of this activity is to provide the student with the experience of discovering how games are inserted in History, in a playful way. The experience of contact with historical knowledge requires active imagination from elementary school students, rather than traditional reflective work. This activity also allows students to broaden their vision of their social reality, from contact with children performing the same type of playful activity, in another time and place. Provide students with a deeper contact with a work of art, based on their own experiences.
Reproduction of Bruegel's Children's Plays, 1560.
First step: Display the board in a way that engages the student's interest. For this, it is important to leave technical information aside, and expose the picture through its symbolic bias. Say just the general theme of the board, and point out the fact that these people lived nearly five hundred years ago, or approximately twenty-five generations of parents and children.
Allow them to discover the actions and objects present in the work. Draw attention to the details. Where are they? What are they doing? Do they all do the same thing or do different activities? Is it cold or hot?
Second stage: Ask the children to identify which characters are playing and which are not.
"How do you know these are kidding and these others aren't?"
"Can you only play with toys?"
“What are toys? How can an object that is not a toy become a toy?”
Third step: Ask students to identify games similar to the ones they know on the board. Ask the student to explain the rules.
Then ask students to observe some weird joke on the board whose rules they cannot identify. Ask them to figure out what the rules of that game would be. Does a game have only one rule? Imagine different rules for the same game.
Fourth step: The teacher will be able to lead a workshop for creating toys depicted on the board. The teacher should forward the activity so that students create not only the object, but mainly the rules with which this object is used.
Fifth step: Ask students to record the rules of play on a sheet of paper, either in writing or with drawings. If you prefer, the teacher himself can write the rules that each one created, and post them in the classroom so that everyone can see the games created by everyone.
Emphasize the fact that we can only know the games of these children from 500 years ago, because someone, in this case the painter, took the trouble to record them so that they would not be forgotten. Thus, people from future times could get to know them. In the same way, the register made by the students' games gains greater importance, a historical importance. If they keep the rules of their new games, other children in the future will be able to play the same way they do.
Answer the activities:
How about recording your life?
Make an album with the sheets below. Ask your relatives for various photos to gather in the album: photos of your grandparents, uncles, parents, siblings, friends, pets – whatever you can.
If you can, also put the date or at least the year of the photo.
Once you've finished the album, have fun showing it to family and friends.
1. Read the text, filling in the blanks with the words on the board.
| siblings – parents – fighting – friends – days – name – happy – years – age – playing – sad |
My __________________ is Pedro. My ____________________ is 7 ________.
It was my ______________ who chose this name. What I like to do the most is
__________________ with my _______________. What I least like to do is
_________________. It's been 30 ________ ___________ I've been going to school.
When I meet my colleagues I feel _________________.
When someone fights with me I feel _____________. I share my room with
three more _________________.
2. Who are you? Rewrite the previous text, exchanging Pedro's information for yours.
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
3. Below is a list of different activities. Read with attention.
a) In the table, mark Y for the activities that can be practiced by the children and N for the
activities that cannot.
b) After filling in the table, circle the name of your favorite activity and draw it in the placeholder.
( ) to play
( ) work
( ) to have a bath
( ) take care of kids
( ) to study
( ) Living alone
( ) eat well
( ) make money
( ) have children
( ) have friends
4. Read the list of documents. Only a few are true.
Number the actual documents in the order they are taken by people.
Write beside each true document what it is for.
( ) School card: __________________________________
( ) ID card: _______________________________
( ) Wallet: _________________________________
( ) Health card: ___________________________________
( ) Vaccination card: ________________________________
( ) Playcard: ________________________________
( ) Birth certificate: _______________________________
( ) Certificate of Sentiment: ________________________________
( ) Certificate of growth: _______________________________
5. What is a document?
__________________________________________________________________
__________________________________________________________________
_________________________________________________________________
__________________________________________________________________
6. Why is it important to have documents?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
7. In which situations is it necessary to present documents?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
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