Objectives (5 - 7 minutes)

1. Main Objective:
   • Introduce the concept of maps and photographs as tools that help us understand and represent the world around us.
2. Secondary Objective:
   • Develop observation and analysis skills through the comparison between maps and photographs of different geographical regions.
   • Stimulate students' curiosity and interest in geography, encouraging them to explore the world in a more active and conscious way.

Each objective will be explained and reinforced with practical examples and fun activities throughout the lesson. These objectives are designed to provide a solid foundation for understanding the content and to promote active student participation.

Introduction (10 - 12 minutes)

1. Review of Previous Content:

   • The teacher will start by reminding students of the geography content already learned, such as the cardinal points (north, south, east, and west) and the notions of space and place. This review is important so that students can better understand the concept of maps and photographs that will be presented.

2. Problem Situations:

   • The teacher will then present two problem situations to arouse students' curiosity:
     1. "Have you ever imagined how our neighborhood would look from above, like on a map?"
     2. "And if we could see the Sahara Desert or the Amazon Rainforest without leaving the classroom, how do you think that would be possible?"

3. Contextualization:

   • The teacher will explain that maps and photographs are two different ways of representing the world around us.
   • He will give examples of how we use maps in our daily lives, such as to find a place in the city, and how photographs help us "see" places we cannot visit in person.
   • The teacher may also share some curiosities, such as the fact that the oldest maps were hand-drawn by cartographers and that the first photographs were taken in the 19th century.

4. Capturing Students' Attention:

   • To spark students' interest, the teacher may share two curiosities:
     1. "Did you know that Google Maps uses aerial and satellite photographs to create the maps we use on our phones?"
     2. "And that the first explorers, like Christopher Columbus, used maps and (hand-painted) photographs to discover new lands?"

5. Introduction to the Topic:

   • The teacher will finally introduce the topic of the lesson, explaining that they will learn more about maps and photographs, how they are made, and how they can help us better understand the world.
   • He will emphasize that they will also have the opportunity to make their own maps and explore places through photographs.

This introduction is designed to engage students and prepare them for the lesson content. By connecting the topic to everyday life and real experiences, the teacher helps make learning more meaningful and interesting.

Development (20 - 25 minutes)

1. Theory Presentation:

   • The teacher will start by explaining that a map is a simplified graphic representation of the Earth's surface or a part of it. It is made to help us understand the location and relationship between different places. The teacher can use a globe and a world map to illustrate this idea.

   • Next, the teacher will introduce the concept of photography, explaining that it is an image that captures a moment in time. He can show some photographs of different places and ask students what they can learn about these places just by looking at the photos.

   • To facilitate students' understanding, the teacher can use examples of real situations where we use maps and photographs. For example, he can show a map of the city and ask students how they would go from point A (the school) to point B (the park). Similarly, he can show a photo of a famous monument and ask students if they recognize the place.

2. "Treasure Hunt" Activity:

   • This activity aims to have students explore the use of maps and photographs in a playful and practical way. The teacher should prepare before the lesson a series of maps and photographs of familiar locations for students, such as the school, the neighborhood, or the city.

   • Divided into groups, students will receive one map and one photograph at a time and will have to compare the features of the map with the location depicted in the photograph. They will need to identify similarities and differences, such as the presence of streets, trees, buildings, etc.

   • The teacher should guide students during this activity, encouraging them to discuss among themselves and to argue about their observations. In the end, each group will present their conclusions to the class.

3. "Cartographic Drawing" Activity:

   • This activity is an opportunity for students to create their own maps, developing observation, representation, and spatial orientation skills.

   • The teacher should provide papers, colored pencils, and markers for each group of students. Each group will be tasked with drawing a map of a place they know well, such as the classroom or the schoolyard.

   • The teacher should instruct students to include important elements of the place on the map, such as doors, windows, tables, chairs, trash cans, etc. They should also remember to use the cardinal points and the scale to make the drawing as accurate as possible.

   • In the end, each group will present their "map" to the class, explaining their choices of representation and orientation. The teacher can take advantage of this activity to reinforce concepts, correct errors, and praise students' effort and creativity.

The teacher should choose one of the activities above, depending on the available time and the characteristics of the class. It is important for students to have the opportunity to manipulate maps and photographs, discuss in groups, and create their own representations. This way, they can consolidate learning in a meaningful and enjoyable way.

Return (8 - 10 minutes)

1. Group Discussion:

   • The teacher will gather all students in a large circle and create space for a group discussion. Each group will have the opportunity to share their findings and conclusions from the "Treasure Hunt" and "Cartographic Drawing" activities.
   • During the discussion, the teacher will ask questions to stimulate students' reflection, such as "Why do you think these map features resemble those in the photograph?" or "What did you learn from drawing the map of our schoolyard?".
   • The teacher will also encourage students to ask each other questions, promoting interaction and mutual respect.

2. Connection with Theory:

   • After the discussion, the teacher will recap the main points of the lesson, connecting the theory presented with the activities carried out.
   • For example, he may reinforce the idea that a map is a simplified representation of a place, explaining that students did the same thing when drawing the schoolyard map.
   • The teacher may also highlight the importance of observing details and using the scale and cardinal points when looking at a map or a photograph.

3. Individual Reflection:

   • To conclude the lesson, the teacher will propose a moment of individual reflection, where students will have a minute to think about what they learned in the lesson.
   • He will ask two simple questions to guide students' reflection:
     1. "What did you find most interesting about maps and photographs?"
     2. "How can you use what you learned today in your daily life?"
   • The teacher will encourage students to share their answers, emphasizing that each one may have a different perspective and that all ideas are valid.

4. Learning Verification:

   • During the individual reflection, the teacher will have the opportunity to observe students' understanding of the subject by listening to their answers and comments.
   • This moment also serves as an informal assessment of learning, allowing the teacher to identify possible difficulties and plan future lessons accordingly.

The return is a crucial stage of the lesson plan, as it allows the teacher to verify students' learning, reinforce key concepts, and promote reflection and application of knowledge. By encouraging active student participation and valuing their opinions and contributions, the teacher helps build a positive and collaborative learning environment.

Conclusion (5 - 7 minutes)

1. Lesson Summary:

   • The teacher will summarize the main points covered during the lesson. He will recall the definition of maps and photographs, their importance, and how they help represent the world around us.
   • He will also recap the activities carried out, highlighting the main discoveries and conclusions of the students.

2. Connection between Theory and Practice:

   • The teacher will explain how the lesson connected theory (concepts of maps and photographs) with practice (comparison of maps and photographs, map creation).
   • He will emphasize that students had the opportunity not only to learn about maps and photographs but also to use them actively and creatively.

3. Extra Materials:

   • The teacher will suggest some extra materials for students who wish to deepen their knowledge on the subject. These materials may include geography books, educational websites, online games, or interactive map apps.
   • For example, he may recommend a website where students can explore old maps from different parts of the world, or a game that challenges them to find places on a map using visual clues.

4. Importance of the Subject for Daily Life:

   • To conclude, the teacher will explain the importance of the subject for students' daily lives. He will reinforce that maps and photographs are tools we all use regularly, whether to navigate in a new place or to learn about distant locations.
   • He will also remind students that they themselves created a map of their school environment, which can help them feel more connected and aware of their surroundings.

5. Lesson Closure:

   • The teacher will end the lesson by thanking everyone for their participation and effort. He will encourage students to continue exploring and learning about the world around them, whether through maps, photographs, or their own observations.
   • He will also remind students that geography is everywhere, and that every discovery we make helps us better understand our place in the world.

The conclusion is an important stage of the lesson plan, as it allows the teacher to reinforce the concepts learned, connect theory to practice, and encourage continuous learning. By highlighting the relevance of the subject to students' daily lives, the teacher helps consolidate learning and motivates students to continue exploring the world actively and curiously.