- To allow students to go into and analyze a person’s daily/weekly and life cycle.
- To support students to organize the learning process in the knowledge consolidation phase.
Results, hints and inspirations from the experimentation
Click on the following boxes, each one will show you the results of project experimentation in each country (and useful suggestions for your implementation).
12-15 years old
The teacher to introduce the activity used a fragment of a documentary “Australian Aborigines”.
Students, after watching the documentary, were invited to make a plan of a daily schedule individually on the work to be done, then at group level they agreed on a weekly plan.
Then, they presented, argued, compared the common and different in nowadays and prehistory (see next paragraph).
How did the teachers implement the activity?
The teacher adapted the activity to the topic of the lesson of history, deepening and analyzing the lifestyle of prehistorical and modern human beings – their daily, weekly and life-long cycle, how the plans, workload, future and the whole life is structured based on interests and needs.
At the end of the activity participants were able to:
- work in groups
- get to know each other
- get acquainted with formation of the daily life structure, connection and dependence from nature
- discuss about rhythm of the life, fulfilment then and now
Moreover, this activity was used to acquire information regarding a topic related to WW1 trigger, the context and reasons. This has been a useful introduction to a discussion about an impact of the individual`s actions, why, the role of terrorism etc…
How did students react to the activity?
Students were really involved in the activity, acquiring the necessary information at the basis of the lesson.
The chosen activity helped to organize the learning process in the knowledge consolidation phase.