Objectives (5 minutes)

1. Understand the notion of geographical space: Students should be able to understand the nature and organization of different geographical spaces, including their physical and human characteristics. They should learn to identify and describe the differences between these spaces.

2. Recognize and compare different places: Students should learn to identify different places and compare their characteristics. They should be able to recognize that each place has unique characteristics, including aspects such as climate, terrain, flora, fauna, and human activities.

3. Develop observation and description skills: Through practical activities, students should develop their observation and description skills. They should learn to observe carefully, identify characteristics, and describe in their own words what they see.

Introduction (10 - 15 minutes)

1. Review of previous contents: The teacher starts the lesson by reminding students of previous geography contents, such as the difference between city and countryside, and the basic characteristics of each of these places. This will serve as a basis for introducing the new topic, 'Different Places'.

2. Problem situation 1: The teacher proposes the following situation: 'Imagine you are in a dense forest, full of tall trees and many animals. Now, imagine you are in a city, with many buildings, cars, and people everywhere. What are the differences between these two places?' This situation aims to arouse students' curiosity and encourage them to think about the distinct characteristics of different places.

3. Problem situation 2: The teacher then proposes another situation: 'Now, imagine you are on a beach, with sand, sea, and lots of sun. And then, you are on a mountain, with many rocks, trees, and a cooler climate. What are the differences between these two places?' This situation aims to stimulate students to think about the differences between places based on characteristics such as climate and terrain.

4. Contextualization of the subject's importance: The teacher explains that it is important to know and understand the differences between places because it helps us better understand the world we live in. He may mention examples of how the characteristics of a place influence how people live and the activities they carry out. For example, in a forest, people may live off hunting and fruit picking, while in a city, activities are more focused on commerce and services.

5. Introduction of the topic: The teacher introduces the lesson topic, 'Different Places', explaining that they will explore and learn more about the characteristics of different places, such as forests, beaches, cities, and mountains. He may share some curiosities or brief stories about these places to arouse students' interest. For example, he may talk about the different animals that live in the forest, the activities people do at the beach, the constructions and movement of people in the city, and the natural beauty of mountains.

Development (20 - 25 minutes)

In this stage, the teacher can choose from three practical activities to assist in understanding the concepts of geographical space, recognition and comparison of different places, and develop observation and description skills.

1. Activity 'My Drawing of a Place':

   • The teacher divides the class into small groups.
   • Each group receives a large sheet of paper and colored pencils.
   • The teacher suggests that each group draws a place they like or wish to visit, such as a beach, a forest, a mountain, or a city.
   • During the activity, the teacher circulates around the room, asking questions to guide students' observations and encourage them to describe what they are drawing.
   • At the end, each group presents their drawing to the class, describing the characteristics of the place they chose and comparing it to where they live.

2. Activity 'Geographical Treasure Hunt':

   • The teacher hides small objects representing different places around the classroom.
   • Students, divided into groups, must find the objects and associate them with the corresponding place (e.g., shells for the beach, rocks for the mountain, miniature buildings for the city, plants for the forest).
   • After finding and associating the object, students must describe the object's characteristics and the corresponding place, discussing in groups and comparing with the places they know.

3. Activity 'Memory Game of Places':

   • The teacher prepares cards with images of different places (beach, mountain, city, forest) and their respective descriptions.
   • Students, divided into groups, must play the 'Memory Game', trying to find pairs of cards with the same image and description.
   • After finding a pair, the group must read the description aloud and discuss the characteristics of the place, comparing it with the others.
   • The game continues until all cards are found. The group that has found the most pairs is the winner.

Throughout all activities, the teacher should encourage students to express themselves, listening to their opinions, responses, and descriptions. He can ask questions to help students reflect on what they are drawing, finding, or reading. At the end of the activities, the teacher should summarize, reinforcing the concepts learned and the differences and similarities between the places.

Return (10 - 15 minutes)

1. Group discussion (5 minutes): The teacher gathers all students in a large circle for a group discussion. Each group is invited to briefly share what they learned during the activities. They should describe the place they drew, the objects they found, or the cards they turned over, and the main characteristics they identified. The teacher should encourage students to compare the differences between places and the similarities they noticed. He should also ask questions to stimulate critical thinking and students' reflection, such as: 'What caught your attention the most in the places you drew/found/turned over? Why do you think these places are different/similar?'.

2. Connection with theory (3 minutes): After the group discussion, the teacher should make the connection between the practical activities and the theory presented at the beginning of the lesson. He can reinforce that each place has unique characteristics and that these characteristics are defined by factors such as climate, terrain, flora, fauna, and human activities. The teacher can use the descriptions and comparisons made by students during the activities to exemplify these concepts. For example, if a group described a beach as a place with lots of sand, sun, and sea, the teacher can explain that these are the characteristics of a coastal area.

3. Individual reflection (2 - 3 minutes): The teacher suggests that students reflect individually on what they learned in the lesson. To do this, he asks two simple and direct questions that students should answer mentally. The questions are:

   • 'What is the main difference you noticed between the places you drew/found/turned over and the place where you live?'
   • 'What do you think makes each place unique and special?'

4. Sharing reflections (2 - 3 minutes): After a minute of reflection, the teacher invites some students to share their answers with the class. This final step serves to reinforce learning, allow students to hear different perspectives, and promote an environment of respect and appreciation for each other's opinions.

The teacher should end the lesson by thanking everyone for their participation and reinforcing that by knowing and respecting the differences between places, we are contributing to building a more diverse and plural world.

Conclusion (5 - 10 minutes)

1. Lesson Summary (2-3 minutes): The teacher gives a brief summary of the main points discussed during the lesson. He reinforces the idea that each place has its unique characteristics, influenced by factors such as climate, terrain, flora, fauna, and human activities. The teacher may refer to the drawings, objects found, and cards turned over during the practical activities to illustrate these concepts. He can also recall the problem situations proposed at the beginning of the lesson and how students were able to identify and compare the differences between places.

2. Connection between Theory and Practice (1-2 minutes): The teacher highlights how the lesson connected theory and practice. He explains that through the practical activities, students were able to apply the theoretical concepts discussed, observe and describe the characteristics of different places, and compare these characteristics. The teacher can reinforce that learning geography is not just about memorizing maps and place names, but about understanding the world around us and the relationships between different geographical spaces.

3. Extra Materials (2-3 minutes): The teacher suggests some extra materials for students to deepen their knowledge on the topic. These materials may include:

   • History and geography books with images and information about different places around the world.
   • Documentaries or educational videos about the nature and diversity of places.
   • Interactive websites that allow virtual exploration of different places, such as national parks, museums, and historic cities.
   • Online educational games that help learn about geography in a fun and interactive way.

4. Importance of the Subject (1 minute): Finally, the teacher emphasizes the importance of the subject for students' daily lives. He explains that understanding the characteristics of different places helps us comprehend the world we live in and the differences and similarities between people and cultures. The teacher may mention how the characteristics of a place influence how people live and the activities they carry out. For example, he can talk about how climate and terrain determine the vegetation and fauna of a region, influencing agriculture, livestock farming, and tourism. He can also mention how human activities, such as city construction and natural resource exploitation, can alter the characteristics of a place and impact the environment.

The teacher concludes the lesson by reinforcing the invitation for students to explore and learn more about the different places in the world, and to observe and appreciate the unique characteristics of the place where they live. He reminds that geography is all around us, in every landscape, climate, culture, and activity we encounter, and that understanding it helps us be more conscious and engaged citizens.