Social Studies · Grade 2

Active learning ideas

Global Games and Play

Active learning through play helps young students grasp cultural diversity in a tangible way. When children move, discuss, and create games, they connect abstract ideas about global communities to concrete experiences they can feel and remember.

• Ontario Curriculum Expectations
• ON: People and Environments: Global Communities - Grade 2

• 20–45 min
• Pairs → Whole Class
• 4 activities

Activity 01

• Experiential Learning
• 45 min · Whole Class

Whole Class: International Games Showcase

Invite guest speakers or use videos to demonstrate three games from different countries. Students watch, then play each one as a class with teacher-led adaptations for safety. Follow with a quick share-out on one similarity noticed.

Compare traditional games from different countries.

Facilitation Tip

During the International Games Showcase, assign each student one role: demonstrator, rule-keeper, or equipment manager to ensure everyone participates equally.

What to look for

Provide students with a graphic organizer divided into three sections: 'Game from Country A', 'Game from Country B', 'Our New Game'. Ask them to list one rule or piece of equipment for each and one way the new game combines elements from the other two.

• Apply
• Analyze
• Evaluate
• Self-Awareness
• Self-Management
• Social Awareness

Activity 02

• Experiential Learning
• 30 min · Small Groups

Small Groups: Game Comparison Webs

Provide cards with rules and photos of four global games. Groups draw concept webs linking similarities in purpose or skills, then present one connection to the class. Materials include yarn for visual links.

Explain how games reflect cultural values.

Facilitation Tip

In Game Comparison Webs, model how to turn similarities into connecting lines and differences into labeled branches to scaffold visual thinking.

What to look for

Pose the question: 'How might the way a game is played tell us something about the people who play it?' Encourage students to share examples from the games they have learned about, focusing on how rules or objectives relate to community needs like cooperation or problem-solving.

• Apply
• Analyze
• Evaluate
• Self-Awareness
• Self-Management
• Social Awareness

Activity 03

• Experiential Learning
• 40 min · Pairs

Pairs: Hybrid Game Invention

Pairs select rules from two cultural games studied, then prototype a new version using classroom items like hoops or balls. They test play with another pair and refine based on feedback.

Construct a new game inspired by global play traditions.

Facilitation Tip

For Hybrid Game Invention, provide a timer so pairs feel urgency to combine ideas before sharing with the class.

What to look for

During game play, circulate and ask small groups: 'What is one thing this game requires players to do together?' or 'What skill is most important to win this game?' Record student responses to gauge understanding of game mechanics and their connection to play aspects.

• Apply
• Analyze
• Evaluate
• Self-Awareness
• Self-Management
• Social Awareness

Activity 04

• Experiential Learning
• 20 min · Individual

Individual: Play Reflection Journal

Students draw or write about a game they played, noting cultural value it shows and one universal childhood aspect. Share select entries in a class gallery walk.

Compare traditional games from different countries.

Facilitation Tip

In the Play Reflection Journal, include sentence stems like 'I noticed that...' to guide students in linking play to cultural values.

What to look for

Provide students with a graphic organizer divided into three sections: 'Game from Country A', 'Game from Country B', 'Our New Game'. Ask them to list one rule or piece of equipment for each and one way the new game combines elements from the other two.

• Apply
• Analyze
• Evaluate
• Self-Awareness
• Self-Management
• Social Awareness

A few notes on teaching this unit

Start with familiar games like tag to build bridges to new ones, then move to tangible comparisons. Avoid overwhelming students with too many games at once. Research shows that hands-on play followed by structured reflection deepens understanding better than lectures about cultural differences.

Students will show understanding by comparing rules, equipment, and social roles across games, then applying their insights to invent a new hybrid game. Success looks like thoughtful discussions, clear comparisons, and creative collaboration.

---

Watch Out for These Misconceptions

• During International Games Showcase, watch for students claiming all games are just 'versions of tag.'

  Use the showcase as evidence: have students point to unique equipment or rules in games like mancala or kabaddi to show how materials and values shape play.

• During Game Comparison Webs, watch for students dismissing games as 'just for fun.'

  Guide students to look for shared goals like cooperation or agility, then ask them to find one way each game teaches a skill tied to community life.

• During Hybrid Game Invention, watch for students combining games without purpose.

  Have pairs explain how their new game reflects a cultural value, such as teamwork or problem-solving, before sharing with the class.

---

Methods used in this brief

• Experiential Learning