Exploring History, Geography & Science through Time
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Exploring History, Geography & Science through Time

Grade 1MathScienceEnglishSocial StudiesHistoryGeographyForeign Language46 days
★★★★★
5.0 (1 rating)
This project-based learning experience for first graders, titled 'Exploring History, Geography & Science through Time,' integrates multiple subjects, including math, science, English, social studies, history, geography, and foreign language, over a 46-day period. Students explore significant historical events, geographical environments, cultural diversity, and environmental impacts to enhance critical thinking and problem-solving skills. Through activities such as community mapping, migration storytelling, and creating cultural contribution collages, students learn to appreciate global art and culture while addressing environmental challenges and understanding historical timelines.
HistoryGeographyCultural DiversityEnvironmental ImpactCritical ThinkingProblem SolvingGlobal Art and Culture
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Inquiry Framework

Question Framework

Driving Question

The overarching question that guides the entire project.How can we explore significant historical events, geographical environments, cultural diversity, and environmental impacts to understand and appreciate global art and culture while enhancing our critical thinking and problem-solving skills in everyday life?

Essential Questions

Supporting questions that break down major concepts.
  • What are the significant events in human history, and how have they shaped civilizations?
  • How can understanding our geographical environment improve community life?
  • In what ways do internal migrations affect the cultural and social landscape of Brazil?
  • How do different populations in Brazil contribute to its cultural diversity?
  • What are the environmental impacts of human activities, and what solutions can we propose to mitigate them?
  • How can critical thinking be utilized to appreciate global art and culture?
  • What criteria differentiate educational movies from those made for entertainment?
  • How can descriptive and expository texts enhance our understanding of cinema history?
  • In what ways can reading strategies improve our critical analysis of texts?
  • Why is proper punctuation and orthography important in communication?
  • How can we illustrate and create cinema objects and settings?
  • What are the differences between past and present cinema?
  • How does understanding time measurement help us in daily activities and historical analysis?
  • What data analysis skills are necessary to create Oscar-nominated genre charts and tables?
  • How can organizing dates and events help in understanding historical timelines?
  • What problem-solving strategies can be applied to mathematical operations related to time and events?

Standards & Learning Goals

Learning Goals

By the end of this project, students will be able to:
  • Students will be able to identify and discuss major milestones in human history and their effects on civilizations.
  • Students will understand and explain the significance of social and spatial organization in enhancing community life.
  • Students will explore the dynamics of internal migration in Brazil and its cultural and social implications.
  • Students will recognize and appreciate the cultural diversity of Brazil's population groups.
  • Students will investigate environmental impacts caused by human actions and propose viable solutions.
  • Students will develop critical thinking skills to differentiate between educational and entertainment content in cinema.
  • Students will enhance reading comprehension by analyzing descriptive and expository texts related to the history of cinema.
  • Students will apply proper punctuation and orthography in written communication to improve clarity.
  • Students will create illustrations and settings for cinematic objects displaying understanding of past and present cinema.
  • Students will comprehend and apply time measurement in daily activities and historical contexts.
  • Students will collect and analyze data to create charts and tables of Oscar-nominated genres, understanding trends and patterns.
  • Students will develop strategies to solve complex problems involving mathematical operations related to time and events.

Base Nacional Comum Curricular

BNCC.HIS1
Primary
Identificar mudanças e permanências ao longo do tempo, discutindo os sentidos dos grandes marcos da história da humanidade.Reason: This project involves students in exploring significant events in history and analyzing their impacts, aligning closely with the standard's requirement to identify changes and continuities over time.
BNCC.GEO1
Primary
Compreender a importância da organização social e espacial para a vida em comunidade.Reason: Understanding geographical environments and their role in community is integral to the project, fulfilling this standard's focus on social and spatial organization.
BNCC.GEO2
Primary
Reconhecer as dinâmicas migratórias internas e seus impactos no território brasileiro.Reason: The project aims to investigate internal migrations and their cultural impacts, directly aligning with this standard.
BNCC.GEO3
Primary
Identificar os principais grupos populacionais do Brasil, compreendendo sua diversidade cultural e social.Reason: By exploring Brazil's cultural diversity and various populations, the project supports this standard on understanding demographic diversity.
BNCC.CIE1
Primary
Investigar os impactos ambientais causados por ações humanas e propor soluções.Reason: The project includes looking at environmental impacts of human actions, which aligns well with this standard focused on environmental investigation and solution generation.

Entry Events

Events that will be used to introduce the project to students

A Day at the Cinematic Museum: Exploration Through Stories and Sciences

Students walk into a 'pop-up museum' in the school gym, featuring interactive exhibits that blend geographical discoveries, historical timelines, and cinematic breakthroughs. They’ll journey through various stations allowing them to inquire about environmental changes, societal structures, and cultural narratives displayed as films. Each station promotes critical thinking and encourages creative storytelling.
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Portfolio Activities

Portfolio Activities

These activities progressively build towards your learning goals, with each submission contributing to the student's final portfolio.
Activity 1

Community Mapping Project

Students map their local community to understand geographical and social organization.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Explore the local community by taking a guided walk or studying maps.
2. Identify key social and geographical features such as schools, parks, and rivers.
3. Create a map highlighting these features, explaining their importance to community life.

Final Product

What students will submit as the final product of the activityA detailed community map showing social and geographical organization.

Alignment

How this activity aligns with the learning objectives & standardsBNCC.GEO1 - Understands the importance of social and spatial organization for community life.
Activity 2

Migration Storytelling

Through storytelling, students explore the dynamics of internal migrations within Brazil.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Research stories of internal migration in Brazil, focusing on reasons and impacts.
2. Interview family members or community figures who have migrated internally if feasible.
3. Craft a narrative or multimedia presentation illustrating a migration story, highlighting cultural and social impacts.

Final Product

What students will submit as the final product of the activityA narrative or presentation highlighting the causes and effects of internal migration.

Alignment

How this activity aligns with the learning objectives & standardsBNCC.GEO2 - Recognizes internal migration dynamics and their impacts on Brazilian territory.
Activity 3

Cultural Contributions Collage

Students create collages representing the cultural diversity and contributions of different populations in Brazil.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Research Brazil's diverse population groups and their cultural contributions.
2. Collect images, text, and symbols representing different cultures within Brazil.
3. Assemble a collage that visually represents the diversity and cultural richness of Brazil.

Final Product

What students will submit as the final product of the activityA collage depicting the cultural diversity and social contributions of Brazil's populations.

Alignment

How this activity aligns with the learning objectives & standardsBNCC.GEO3 - Identifies the main population groups in Brazil, understanding their cultural and social diversity.
Activity 4

Environmental Impact Investigation

Students investigate and propose solutions to environmental impacts caused by human actions.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Research major environmental issues affecting the local or global community, such as pollution or deforestation.
2. Identify the human actions contributing to these environmental issues.
3. Develop and propose feasible solutions or action plans to mitigate these environmental impacts.

Final Product

What students will submit as the final product of the activityA report or presentation outlining environmental issues and proposed solutions.

Alignment

How this activity aligns with the learning objectives & standardsBNCC.CIE1 - Investigates environmental impacts of human actions and suggests solutions.
Activity 5

Historical Milestone Timeline

Students create a timeline showcasing significant historical events that have impacted civilizations.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Research various milestones in human history, such as the invention of the wheel, industrialization, or the digital age.
2. Select five major milestones that have shaped human civilization and gather facts about each.
3. Create a visual timeline using card stock or digital tools, placing the events chronologically and adding brief descriptions.

Final Product

What students will submit as the final product of the activityA colorful timeline displaying the selected historical events with descriptions.

Alignment

How this activity aligns with the learning objectives & standardsBNCC.HIS1 - Identifies changes and continuities over time, discussing impacts of historical milestones.
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Rubric & Reflection

Portfolio Rubric

Grading criteria for assessing the overall project portfolio

Integrated Historical and Cultural Exploration

Category 1

Historical Understanding and Analysis

Assesses the depth of understanding and articulation of significant historical milestones and their impacts on civilizations.
Criterion 1

Interpretation of Historical Milestones

Ability to accurately identify, interpret, and articulate the significance of historical milestones.

Exemplary
4 Points

Demonstrates exceptional understanding of multiple historical milestones, articulating their impacts on civilizations with depth and insight.

Proficient
3 Points

Interprets historical milestones accurately and articulates their impacts on civilizations clearly.

Developing
2 Points

Identifies historical milestones with basic understanding and limited articulation of impacts.

Beginning
1 Points

Shows minimal understanding of historical milestones with little to no articulation of impacts.

Criterion 2

Chronological Representation

Ability to construct a coherent chronological timeline of historical events.

Exemplary
4 Points

Creates an exceptionally organized and accurate chronological timeline with detailed descriptions and visuals.

Proficient
3 Points

Constructs a coherent and accurate chronological timeline with adequate descriptions and visuals.

Developing
2 Points

Attempts to construct a timeline with some inaccuracies and limited descriptions.

Beginning
1 Points

Shows difficulty in organizing a chronological timeline, with many inaccuracies and minimal descriptions.

Category 2

Geographical and Social Organization

Assesses understanding and representation of local community mapping and internal migration dynamics in Brazil.
Criterion 1

Community Mapping Accuracy

Ability to identify and map key geographical and social features within the local community.

Exemplary
4 Points

Produces an accurate and detailed community map with comprehensive explanations of features.

Proficient
3 Points

Produces an accurate community map with clear explanations of most features.

Developing
2 Points

Produces a basic community map with limited explanations of features.

Beginning
1 Points

Struggles to produce an accurate community map, with few explanations.

Criterion 2

Migration Impact Analysis

Ability to analyze and narrate the dynamics and impacts of internal migrations in Brazil.

Exemplary
4 Points

Provides an insightful narrative or presentation with detailed analysis of migration dynamics and impacts.

Proficient
3 Points

Presents a clear narrative or presentation with good analysis of migration dynamics.

Developing
2 Points

Attempts to present a narrative with basic analysis, lacking depth.

Beginning
1 Points

Provides a minimal narrative with poor analysis of migration dynamics.

Category 3

Cultural Diversity and Environmental Impact

Evaluates understanding and representation of Brazil's cultural diversity and proposed solutions to environmental issues.
Criterion 1

Cultural Representation

Ability to creatively represent Brazil's diverse cultures and their contributions.

Exemplary
4 Points

Assembles an innovative collage, strongly representing diverse cultural contributions with clarity and creativity.

Proficient
3 Points

Creates a clear and accurate collage representing cultural contributions.

Developing
2 Points

Produces a basic collage, covering only some cultural aspects.

Beginning
1 Points

Struggles to represent cultural diversity, with minimal coverage in the collage.

Criterion 2

Environmental Solution Proposals

Ability to propose actionable solutions for environmental issues identified.

Exemplary
4 Points

Develops well-thought-out and feasible solutions, demonstrating deep understanding of environmental issues.

Proficient
3 Points

Proposes feasible solutions with clear understanding of environmental issues.

Developing
2 Points

Suggests basic solutions, with limited feasibility and understanding.

Beginning
1 Points

Struggles to propose solutions, showing minimal understanding of issues.

Reflection Prompts

End-of-project reflection questions to get students to think about their learning
Question 1

Reflect on your experience of mapping your local community. How did this project help you understand the social and geographical organization of your community?

Text
Required
Question 2

On a scale of 1 to 5, how much do you think your understanding of internal migration in Brazil has improved after creating a migration story?

Scale
Required
Question 3

What cultural contributions did you find most interesting while working on your Cultural Contributions Collage, and why?

Text
Required
Question 4

Select the option that best represents your confidence level in proposing solutions to environmental issues after the Environmental Impact Investigation project.

Multiple choice
Required
Options
Not confident
Somewhat confident
Neutral
Confident
Very confident
Question 5

Describe a historical milestone you found intriguing during the Historical Milestone Timeline project. What makes it significant to you?

Text
Required