Objectives (5 minutes)

1. Familiarize students with the concept of 'housing' by exploring what a house is, how it is built, and what are the different types of housing around the world.

2. Introduce the concepts of 'toys' and 'clothing', exploring the importance of these items in children's daily lives and how they can vary according to culture and environment.

3. Address the theme of 'furniture and everyday objects', explaining the function of each in our routine and how they can be different in each home and culture.

Secondary objectives:

• Stimulate students' curiosity and imagination through practical and interactive activities related to daily life.

• Develop communication and oral expression skills, allowing students to share their ideas and knowledge on the subject.

• Promote cultural awareness and appreciation of diversity, showing students that there are different ways of living and organizing in the world.

Introduction (10 - 15 minutes)

1. Recalling Contents: The teacher starts the lesson with a brief review of previous contents, reminding students about the different landscapes they have learned in geography class, such as the city, the beach, the countryside, etc. This serves as a basis for introducing the new content, as the idea is to show how these different landscapes are formed by housing, objects, and the culture of each place.

2. Problem Situations:

   • The teacher proposes the following situation: 'Have you ever imagined what a child's house in another country looks like? Are their toys the same as ours? And the clothes, are they similar?'. This instigates students' curiosity and makes them think about cultural diversity and the importance of respecting differences.

   • Another proposed situation is: 'Have you ever thought about why we have different types of houses, clothes, and toys? Does this have to do with the place where we live?'. This question encourages students to reflect on how the environment, culture, and human needs influence the way we organize and live.

3. Contextualization:

   • The teacher can contextualize the theme by explaining that geography is not only about maps and distant places, but also about our daily lives and how we live. He can give simple examples, such as the fact that we choose clothes according to the weather, or that we play with toys that entertain us. This helps students understand the relevance of the theme to their daily lives.

   • Another aspect that can be highlighted is the importance of valuing diversity and respecting differences. The teacher can explain that by knowing different ways of living, playing, and dressing, we can learn to respect and value cultural diversity, which is very important for coexistence in society.

4. Capturing Students' Attention:

   • The teacher can start by telling a curiosity, for example, about how people in the past did not have houses like ours, but lived in caves or houses made of straw. This can surprise students and spark their interest in the subject.

   • Another strategy is to show images of different types of housing around the world, of old and modern toys, and of clothes from different cultures. This helps students visualize what is being discussed and engage more with the subject.

Development (20 - 25 minutes)

1. Activity 1: 'House of the Future' (10 - 15 minutes)

   • The teacher divides the class into small groups and provides each group with materials such as paper, colored pencils, glue, scissors, old magazines, etc.

   • Each group will have the task of drawing the 'house of the future', a housing that meets the needs and desires of people in the future. Students should be encouraged to use their imagination and creativity, considering aspects such as sustainability and accessibility.

   • While the groups work on their drawings, the teacher circulates around the room, observing and guiding the students when necessary. He can ask questions to promote reflection and critical thinking, such as: 'Why did you choose this form for the house?' or 'How would this house help people live better?'.

   • At the end of the activity, each group presents their drawing to the class, explaining their choices and justifying why they believe this would be a good house for the future. The teacher can use the presentations to reinforce the concepts discussed in the introduction, such as the importance of respecting differences and valuing diversity.

2. Activity 2: 'Bird's Eye View' (10 - 15 minutes)

   • Again in groups, students will receive a large sheet of paper and some crayons or colored pencils.

   • The task consists of collectively drawing a large map of the neighborhood where the school is located, including the main houses, school, square, etc. It is important for the teacher to have a model or previous map to help students orient themselves.

   • While students draw, the teacher can go to each group, encouraging communication and collaboration among students, and helping them identify and locate the different elements on the map.

   • After all groups finish their maps, the teacher can lead a whole group discussion, asking students to point out the differences and similarities between the maps. The teacher can ask questions like: 'Why did you choose to place the school in this part of the map?' or 'What do you think is important to have in a neighborhood?'.

   • This activity helps reinforce students' understanding of space and environmental organization, and also develop collaboration and communication skills.

3. Activity 3: 'Culture and Traditions' (10 - 15 minutes)

   • For this activity, the teacher prepares a series of cards with images of different types of housing, clothing, and toys from various cultures.

   • Students will be divided into groups and each group will receive a set of cards. They will have to classify the cards into three categories: 'Housing', 'Clothing', and 'Toys'.

   • During the activity, the teacher can circulate around the room, observing the groups' discussions and clarifying doubts if necessary.

   • At the end, each group presents their categories and explains the reasons for their choices. The teacher can then reinforce the idea that culture and the environment influence how people live and organize, and that it is important to respect and value differences.

Return (10 - 15 minutes)

1. Group Discussion (5 - 7 minutes)

   • The teacher gathers all students in a large circle to facilitate group discussion. He then asks students questions, such as: 'What did you learn today about housing, toys, clothing, and everyday objects?' or 'How do you think culture and the environment influence how people live?'.

   • During the discussion, the teacher should value all answers, encouraging students to share their opinions and learnings. He can also reinforce the most important concepts, correcting any misunderstandings and connecting the ideas discussed with the practice carried out during the lesson.

2. Connection with Theory (3 - 5 minutes)

   • The teacher asks students to reflect on the activities they carried out and make connections with the theory. He can ask questions like: 'How does the 'House of the Future' activity connect with what we learned about housing?' or 'How did the 'Bird's Eye View' activity help us understand spatial organization?'.

   • The goal is to make students realize the relevance and applicability of what they learned in the lesson, and to be able to transfer this knowledge to other situations.

3. Final Reflection (2 - 3 minutes)

   • The teacher suggests that students make a final reflection on what they learned in the lesson. He can ask two simple questions to guide this reflection: 'What surprised you the most today about housing, toys, clothing, and everyday objects?' and 'Why is it important to know and respect the different ways of living and organizing?'.

   • Students can share their answers with the class, or they can simply reflect internally. The important thing is that they have the opportunity to consolidate what they learned and develop a critical awareness of the subject.

4. Closure (1 minute)

   • To end the lesson, the teacher thanks everyone for their participation, reinforces the importance of what was learned, and gives a brief preview of what will be studied in the next lesson. For example, he can say: 'In the next lesson, we will continue exploring our daily lives, but this time we will talk about our food and the different types of food that exist around the world. Have you ever thought about what a child's lunch in China would be like, for example?'.

   • The teacher can also suggest that students research more about the lesson's topic at home, to further enrich their learning.

Conclusion (5 - 10 minutes)

1. Summary of Contents (2 - 3 minutes)

   • The teacher starts the conclusion by recalling the main points covered during the lesson. For example, he can say: 'Today, we learned about housing and how it can be different around the world. We also talked about the importance of toys and clothes for our daily lives, and how the objects we use at home are important for our routine.'

   • He emphasizes the central idea that geography is not only about distant places, but also about our daily lives and how we live.

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

   • The teacher explains that today's lesson was structured to connect theory, presented in the introduction, with practice, carried out during the group activities.

   • He mentions that the activities, such as creating the 'House of the Future', the collective drawing of the 'Bird's Eye View', and the classification of cards in the 'Culture and Traditions' activity, allowed students to apply what they learned in a creative and playful way.

3. Importance of the Subject for Daily Life (1 - 2 minutes)

   • The teacher highlights the relevance of the subject for students' daily lives, explaining that understanding how people live in different parts of the world, and how culture and the environment influence how we organize, is essential to develop cultural awareness and respect for differences.

   • Furthermore, he reinforces that geography is a discipline that is not limited to books and maps, but is present in all our daily activities, from the moment we wake up to the time we go to sleep.

4. Extra Materials (1 - 2 minutes)

   • To complement students' learning, the teacher suggests some extra materials they can explore at home. This may include children's books that address the theme of housing and culture, educational videos available online, or even virtual visits to museums with exhibitions on the subject.

   • He emphasizes that research and exploration of new materials are important to deepen knowledge and stimulate students' curiosity.

5. Closure (1 minute)

   • The teacher concludes the lesson by thanking everyone for their participation and reinforcing the importance of what was learned. For example, he can say: 'Remember, children, that geography is everywhere, and that knowing and respecting the different ways of living and organizing is essential to be conscious and respectful global citizens.'