Brazil Teacher Resources
Find Brazil educational ideas and activities
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Students research Brazil's history and note the changes that take place over time in Brazil's history. They analyze reasons for changes in Brazil's history and compare and contrast Brazil's history with that of the United States in cooperative groups.
Students describe Brazil's geographic features and tell where in Brazil they are located. They develop an awareness of the relationship between Brazil's geography and the lifestyles of Brazil's people and Brazil's economy.
Students appreciate the diversity of people. They compare the lives of the people of Brazil with the lives of people in the United States and appreciate the contributions made by people of Brazil.
Students appreciate the gifts of natural resources on our planet and foster ways to protect them. They develop an awareness of the natural resources that are found in Brazil and use the Internet to research Brazil's resources.
Sixth graders develop an annotated list of sights to visit in Brazil including a description of what to see and do there. They name and locate cities within Brazil. They place textual and graphic information on the web.
Students see that a country's economic system influences all of the people in terms of their ability to find jobs, have goods to buy, and earn the income to buy these goods. They see how goods are produced and how income is earned in Brazil.
Students compare and contrast the American system of government with that of Brazil. They research how the Brazilian govenment functions.
In this geography activity, students read about the history and development of Brazil. Students take notes and answer 4 short answer comprehension questions as they read the selection.
Sixth graders research the geography, culture, race, religion, history, and language of Brazil in order to create a classroom presentation.
Students discuss what they believe the most dangerous animal is. In groups, they match new vocabulary words with their defintions. They read an article about a rabid bat attacking humans in Brazil and answer questions.
Young scholars examine the progress of Brazil as a major power in the world. They examine its environment and culture. They discuss how progress for some can be a disaster for others.
Sixth graders examine the features of the country of Brazil. In this Geography lesson, 6th graders complete a graphic organizer on the geography of Brazil.
The preparations being made for the 2016 Olympics in Rio de Janeiro can provide many learning opportunities for students.
Students evaluate the impact of a changing environment on a society and its culture. They deal with the environmental questions which are part of the larger controversy.
Fourth graders examine how the geographical and topographical factors result in change of climate from place to place. They research climate in Brazil, and create and share presentations.
Fifth graders create a class virtual travel brochure. Roles include: researchers who find information using Web sites chosen by the teacher, a recorder who sets down the information found by the researchers, illustrators who locate online photos, or create illustrations researched by the group, reporters who share the information with the class in oral and written reports, and web designers who place the textual information and graphics onto a site for the virtual brochure.
In this social studies worksheet, students find the words that are used to describe Brazil and the answers are found by clicking the link at the bottom of the page.
More scientifically known as granular convection. the brazil nut effect is the phenomenon in which solid granules sort themselves according to particle size when shaken. In this brief video clip, Mr. VandenHeuvel discusses where this is a problem in industry, and he demonstrates it by shaking up a box of raisin nut bran, pouring a bowlful, and repeating the process a few times. In each consecutive pouring, fewer raisins appear. Watch this video to see how it's done, and then serve up some breakfast for your physical scientists!
Young scholars discuss the influence of foreign languages in their everyday speech after reading an article from The New York Times on language legislation in Brazil. Students are divided into 4 groups in order to research languages spoken in an assigned country, what percentage speaks that language and whether or not their assigned country has discussed language legislation.
Students explore the benefits and drawbacks of free trade from the perspective of the United States, Canada, Brazil, Argentina, Venezuela, Chile and Mexico. For homework, they each write a letter to the editor expressing their personal viewpoint on trade.