Objectives (5 - 7 minutes)

1. Understand the geography of everyday life: Students must be able to identify and describe the different elements of the geography of everyday life, such as housing, toys, clothing, furniture, and everyday objects. They should be able to perceive how these elements are part of their daily lives and their culture.

2. Identify the relationship between man and geographic space: Students must be able to understand how man relates to geographic space through the elements of everyday life. They must be able to perceive how the choice of housing, toys, clothing, furniture, and everyday objects is influenced by geographic space and culture.

3. Develop observation and description skills: Students should be able to observe and describe the elements of the geography of everyday life clearly and accurately. They should be encouraged to use appropriate geographic vocabulary and express their ideas coherently.

Introduction (10 - 12 minutes)

1. Concept review: The teacher begins the class by reminding students of geographic concepts already learned, such as cardinal points, the location of their country, state, and city, and the importance of geographic space in their daily lives. This can be done through oral questions and group answers.

2. Problem situations: The teacher proposes two problem situations for the students. The first is to ask them to imagine what their daily lives would be like without their home, toys, clothing, furniture, and everyday objects. The second is to ask them to imagine what the house, toys, clothing, furniture, and everyday objects of a child who lives in another country or continent would be like.

3. Contextualization: The teacher explains to the students that they will learn about the geography of everyday life, that is, how geography is present in their daily lives. He/she can use simple examples, such as the fact that the choice of house is influenced by climate and terrain, and the choice of toys and clothes is influenced by culture and environment.

4. Gaining students' attention: The teacher presents two curiosities to arouse students' interest. The first is that houses and everyday objects can be very different in other parts of the world. For example, in some countries, houses are made of different materials, such as clay or ice. The second curiosity is that toys and clothes can also be very different. For example, in some places, children play with dolls made of leaves and clothes made of animal skins.

Development (20 - 25 minutes)

1. Theory with illustrations and examples (10 - 12 minutes)

   • The teacher starts the presentation by explaining that the geography of everyday life encompasses various elements that are part of our daily lives, such as housing, toys, clothing, furniture, and various objects.
   • For each item, the teacher should provide a brief explanation of its origin and its relationship to geographic space. For example, housing can be influenced by climate, terrain, and availability of building materials; toys can reflect the culture and natural resources of the place; clothing can vary depending on climate and culture; furniture can be adapted to lifestyle and climate.
   • For each element, the teacher should present images and/or real objects that exemplify the diversity of these items around the world, encouraging students to observe the differences and similarities.

2. Geography of Everyday Life Memory Game (5 - 7 minutes)

   • The teacher prepares cards with images or drawings representing different elements of the geography of everyday life: housing, toys, clothing, furniture, and various objects.
   • The students are divided into small groups and each group receives a set of shuffled cards.
   • The objective of the game is to find pairs of cards that represent the same type of element of the geography of everyday life.
   • Each time a pair is formed, the student who found it must briefly explain the relationship between that element and geographic space.
   • The game continues until all cards have been paired and discussed.

3. Drawing Activity: "The House of My Dreams" (5 - 6 minutes)

   • The teacher suggests that students draw "The House of My Dreams". In this drawing, they should consider the geography of the place where they are and their culture, so as to reflect these characteristics in the construction of the house.
   • The teacher should circulate around the room, offering assistance and asking questions to encourage students to think about the geographic and cultural aspects of their choices.
   • At the end, students are invited to share their drawings with the class, explaining the choices they made and the relationships they see with geography.

4. Cutting and Pasting Activity: "My Favorite Toy" (5 - 6 minutes)

   • The teacher suggests that students create a toy using recycled materials available in the classroom.
   • Students should think about the type of toy they would like to create and how it relates to the geography and culture of the place where they are.
   • After creating the toy, the students are invited to present them to the class, explaining the relationships they see with geography and culture.
   • The teacher should praise the students' creativity and reinforce the importance of considering geography in their daily activities.

The activities proposed should be flexible, so that the teacher can choose those that best adapt to the dynamics of the class. The participation of all students should always be encouraged, respecting individual differences and promoting a playful and collaborative learning environment.

Feedback (8 - 10 minutes)

1. Group Discussion (4 - 5 minutes)

   • The teacher gathers all the students in a large circle and starts a group discussion. Each group should share the discoveries and conclusions they reached during the activities.
   • The teacher should ask directed questions to stimulate students' thinking and reasoning. For example: "Why do you think houses are so different in each country?" or "How does climate influence the choice of clothing and furniture?".
   • Students must be encouraged to express their opinions and to listen carefully to their colleagues' contributions. The teacher should mediate the discussion, ensuring that everyone has the opportunity to speak and that respect and empathy are maintained.

2. Connection with Theory (2 - 3 minutes)

   • After the group discussion, the teacher reviews the theoretical concepts presented at the beginning of the class and makes the connection with the students' discoveries and reflections. He/she can reinforce the idea that the geography of everyday life is influenced by factors such as climate, terrain, culture, and availability of natural resources.
   • The teacher can also highlight that, despite the differences, there are common elements in the geography of everyday life of different regions of the world, such as the need for shelter, clothing, and objects to facilitate daily activities.

3. Final Reflection (2 minutes)

   • To end the class, the teacher suggests that the students take a minute to reflect on what they have learned. He/she can ask two simple questions to guide their reflection: "What was the most interesting thing you learned about the geography of everyday life today?" and "How can you use what you learned today in your daily life?".
   • Students can share their reflections orally, out loud to the class, or in writing, in a notebook. The teacher should value all answers, reinforcing that every learning experience, however small, is important and valuable.

Feedback is a fundamental part of the lesson plan, as it allows the teacher to assess students' understanding of the content covered and the effectiveness of the teaching strategies used. In addition, it promotes the consolidation of learning, critical reflection, and the application of knowledge in real situations.

Conclusion (5 - 7 minutes)

1. Summary of Content (2 - 3 minutes)

   • The teacher summarizes the main points covered during the class, reinforcing the idea that the geography of everyday life encompasses various elements, such as housing, toys, clothing, furniture, and everyday objects, and that the choice of those elements is influenced by geographic space and culture.
   • He/she can ask quick questions to check students' understanding of the content. For example: "What is the relationship between housing and geographic space?" or "How does culture influence the choice of toys and clothing?".

2. Connection between Theory and Practice (1 - 2 minutes)

   • The teacher highlights how the activities carried out in the classroom allowed students to connect theory with practice. He/she can mention specific examples from the activities, such as the drawings of "The Houses of My Dreams" and the toys created in the cutting and pasting activity, to illustrate how students were able to apply the concepts learned.
   • He/she also reinforces the idea that learning is an ongoing process and that students should always try to apply what they learn in their daily lives.

3. Extra Materials (1 - 2 minutes)

   • The teacher suggests some extra materials for students who wish to deepen their knowledge of the geography of everyday life. These materials may include children's books that address the topic, documentaries about life in different parts of the world, online educational games that explore cultural and geographic diversity, among others.
   • He/she may also suggest that students observe and discuss the geography of everyday life in their own homes and communities, encouraging them to apply what they have learned autonomously.

4. Importance of the Subject (1 minute)

   • Finally, the teacher emphasizes the importance of the geography of everyday life for students' lives. He/she explains that understanding how geographic space influences their daily lives can help them value and respect different cultures and ways of life.
   • He/she also highlights the fact that the geography of everyday life is a practical and interesting way to apply the geographic concepts learned in the classroom, making the discipline more relevant and meaningful to students.

The conclusion is an essential part of the lesson plan, as it allows the teacher to review the content, connect theory with practice, suggest extra materials for study, and reinforce the importance of the subject for students' lives. It also helps to effectively end the class, consolidating learning and motivating students to continue exploring the subject.