2 Year Geography Activities – Education and Transformation

We have prepared a list with several suggestions for Geography Activities 2 year of Elementary School.

Subjects that can be worked on in the second year of elementary school:

Planet where we live:

The Earth (Day and Night)
The seasons of the year
the cardinal points
Natural landscape and cultural landscape
Landscapes seen from different points of view
Different places and ways of life: Arctic polar region / Sahara desert / Amazon rainforest

Sights:

Coast
Field
City (neighborhood/location.)
work in the city
work at the factory
buying and selling
city services
Relations between countryside and city

Transport and communications:

Means of transport
Media
The traffic
Environmental care:
Taking care of the place where you live
It is necessary to take care of the rivers
recycling garbage

2 Year Geography Activities

Always thinking of ways to make it easier for you, we do education and transformation, we selected some activities to work geography with your students, check:

Geography Activity 2 Year Home

1) Ask your parents, grandparents or other older people what games they enjoyed most when they were children.

Ask them to share with you what these games were like. Write the names of the games.

2) Draw a picture illustrating the game you found most interesting.

___

Identity

___

Assessment

The objective of this Geography evaluation is to verify if the student has awakened his/her gaze to social realities, different from his/her own life experience.

Procedures

First step: The teacher should form pairs among the students in the classroom.

Second stage: The teacher should explain that each one will draw a picture about their colleague's life, but, first, they should interview him, with the following questions: (The teacher can dictate the question and ask them to repeat it and answer one for the other)

What you enjoy doing?
What are the most interesting things you've done?
What would you like to do that you haven't done yet?

third step: Each will be given a blank sheet and drawing material. Ask them to draw their colleague's life from what he or she answered in the interview. During this stage, students will be able to consult freely if they feel the need to know details of each other's lives that contribute to making the drawing better.

fourth step: After drawings are completed, each student will be invited by the teacher to repeat their interview answers for the entire class. Then your colleague will show your drawing. Everyone will assess whether the drawing matches what the student said about his or her life.

See too: Geography Activities.

How to apply grades to this assessment

Motor skills are not the focus of the assessment. It is important that the teacher does not primarily assess the technical skills, but what the student wanted to mean with their own form of expression.
What must be evaluated is the ability to elaborate their own meanings based on the notions worked during the two-month period. In this sense, the student must be evaluated for their ability to understand the proposed activity as a whole and by its level of involvement (receptiveness to the proposed activity, concentration etc.).
The student must be evaluated not only for their ability to remember, but for establishing a creative relationship between her inner universe and the basic social notions developed in History.
Thus, grades should not only measure the knowledge produced nor whether the relationships that the student establishes are in accordance with some standardized way of thinking. The grade can be based on the student's degree of ability to transpose the social reality of the other, through the level of detail and clarity of the activities represented (games, works, symbols that allude to ways of occupying time), and not for the technical quality of representing a physical object.

2 Year Geography Activities: Developing Perception

The objective of this activity is to develop students' perception of different types of spatial representation, such as floor plans, and representation of different human activities.

Theater is a special resource to accomplish this purpose, as the student-actor must be able to guide in an agreed space, imagining activities corresponding to the most diverse types of environments. Theater requires a bodily engagement that allows the student-actor to experience a two-dimensional representation in three dimensions, such as a map or a floor plan.

To print:

Environment: working with clay

In order to develop the ability to idealize the object or environment and its implementation through the shapes given to the clay, this activity is an excellent resource for working with your students.

Material to be used

Clay
ice cream sticks
Newspaper
Material for drawing

Procedures

In a wide place, preferably lined with plastic or newspaper, the teacher will distribute pieces of clay to each student.
Each student must recreate an object from their school that is visible. The observation and modeling work will allow the teacher to assess the students' degree of apprehension as for the concepts studied throughout the bimester, such as front, back and side views, proportion etc.
During the elaboration of the objects, the teacher will be able to guide the students to perceive the details, surround the model objects, evaluate from various visual and tactile perspectives.
After creating the objects, each student must choose a position for their object and draw it on a sheet of paper.
After the execution of the drawings, each one must present their sculpture and painting to the whole class.

Teacher guidelines

What differentiates this clay modeling and drawing activity from the other common one is that during the execution the teacher will always lead the students' eyes to the technical aspects of representation space. It is expected that the student has been able to expand their expressive capacity in terms of proportions.

___

Where I am? Telescope Vision

The objective of this activity is to sensitize the student to the most diverse levels of spatial perception: corporal, individual, family, school, global and universal.

This activity also provides the observation and interaction of a more extensive network of relationships, between the student and the geographic space in which he is inserted.

___

Media

In order to recognize communications as a fast transmission system, identify the means of communication used in the past and today and also Understand the importance of conserving public media, it is geography educational activities it's wonderful, check it out:

Material to be used

Texts, photos, devices, telephone directories for media research.
Old media photos.
Newspaper clippings on current media issues.
Cardboard, pens, glue for posters.

Procedures

Conduct debates and research in groups:

How were the means of communication used in the past?
What are the current media?
What are they used for?
What is the resource used for information searches on the World Wide Web?
Divide the class into groups and take stock of media history. Look at the photos and research documents. Create a “Communications Timeline”, showing its evolution based on the conclusion of the survey, with texts, photos and dates, for a mural or exhibition.
Encourage debate and the raising of problems caused by the lack of communication devices. Develop with students suggestions for an awareness campaign to conserve collective media. Guide the creation of banners for the awareness campaign. Glue the pictures onto posters.