FOSSILS PROJECT SUBJECT: Social sciences and natural sciences COURSE: Level 4 of Primary Education We have been working for 2 weeks with fossils project with students from the fourth level of Primary Education. Our pupils had to make a mass with flour, salt and hot water. They were mixing the materials until they got a uniform mass. Once it was warm, they were drawing some shapes, steps, pictures using different kinds of materials such as plastic forks, stones, leaves, shells, toys which they had at home…Once they were decorated or drawn, they put the mass in the oven at 100 degrees. When the mass was cold they could understand how a step or a rest of an animal could be kept for long time. Here we can see an example of a fossil stone that students made in the project. After creating them, they had to write on their social sciences notebook the process they were following to and some conclusions they got about the way some animals, plants, objects, mater...

Activity title: Spanish historical figures in the XIX Century Webquest Objectives: -       To surf on the links provided to complete a Wikipedia page about the main figures of the XIX. -       To create a Wikipedia page with the main information of these characters. Then they will give an oral presentation about these historical figures. -       To revise the main historical facts of the XIX period in Spain Resources: Webpage:  https://sites.google.com/view/spanishhistoryinxix/p%C3%A1gina-principal Wikipedia Presentation https://drive.google.com/file/d/144cBqgbqJSE-xsdJKULmv7MCZ9ivkwGi/view M.Carmen Martín

Activity shared by Beatriz Lastra Click on the picture to download the task.

Activity shared by Cruz M. Hernández Click on the picture to download the task.

Level: A2-B1 Aim: To be able to trade in using the vocabulary and Present and Past Tenses Skills: Speaking, Listening, the revision of Present Simple, Present Continuos, Past Simple. Cultural contents: To learn about the way the trade took place in ancient Greece, enact it. Number of people involved: 5-7 people Duration: 10-15 minutes (20 with the quiz included) Materials: cut and previously prepared Ancient Greek paper coins Contents: The presenter gives some general historical, geographic information about Ancient Greeks’ manner of trading in, introducing the main characters, who are going to be the sales assistants working in different stalls and the buyers. The actors need to enact the real scenes of the trade, display their capacity for negotiation and coming to some agreement. Later on this activity could be modified into a further quiz with the students that have been only spectators, checking out what facts they remember about Ancient Greece trad...

WHO HAS BETTER ROADS? The idea of ​​ this project is to compare the current ways of communication and transport with those used by the ancient Romans. Students receive (or they can search on the Internet) maps of the current roads in Spain and of the ancient Roman roads. They must compare both maps and think about the differences and similarities they find. We can provide them with some questions to help them in the process: Which cities do the roads connect? Which roads are better distributed? Which current roads coincide with the ancient Roman paths? Which cities do you think were important during the Roman times? Why? With the result of their investigation they can elaborate a presentation using PowerPoint, for example, or they can perform an oral presentation as well. Javier García

Share a History project or activity which brings History into the classroom. If you want to use any other images teaching a geographical or historical process feel free to use it. Project: Roman cities Level: 3 rd course of Primary Education This project is closely related to Unit 7 in which we have learnt about modern cities and how they are distributed (modern district, historical centre and suburbs) and so, we can compare the differences between the buildings and streets in roman times and nowadays (size, shape, materials…). First of all, we are going to watch next video in which it is said how the roman empire was founded and there is a brief explanation about roman cities. After watching the video, I will divide the class in groups of four or five. Along two weeks, we are going to elaborate different roman cities with recycled materials such as, tetrapacks, empty bottles, containers, tins, cardboards, papers… To do that, I have prepared a Powerpoint for the ...

Activity shared by Javier García. Click on the picture to download the task.

At the end of years 5 and 6 we always like to create projects that get children closer to Art through Social Sciences, and one of the activities that we are doing with our students at the moment is the recreation of Art paintings and sculptures that we have studied previously, but this time they will do it at home. Even though we are going through moments of extreme difficulties, there are still ways to engage with art through virtual museum tours and social media. This is why we asked our students to recreate their favorite works of art using everyday items around their homes. The results can be varied, creative, and are going to last on our students´ memories forever as a funny way of living art. This is a way of combining knowledge, concepts and methodology from two different areas such as Social Science (history) and Arts and Crafts. Learning about famous artists can be lots of fun and a great opportunity for children to explore different techniques and mediums, a...

In my opinion, a fantastic way of introducing History in the class in the Social Science Area is by bringing their own personal history to the class. It is a way of raising awareness in the students about what the concept of time and history really implies. We usually do it in two different ways and through two different activities. In the first activity the kids will have to design, complete and decorate their own personal time line. They have to think about their own past, and about the most important events that have happened throughout this (short) period of time. Then they will post these ideas on a poster and explain them marking the events on the timeline. The second activity is the creation of a poster or display about an old loved person in their family, which is usually a grandfather or grandmother. This way they can contrast the differences between two periods of time, about the characteristics that each period have and the differences in education, culture, f...