Objectives (5 - 10 minutes)

1. Understanding the Importance of Nature: The objective is for students to understand the importance of nature for human survival and how human work relates to it. This will be done through classroom discussions and practical activities involving observation and interaction with nature.

2. Identifying Transformations in Nature Caused by Human Work: The objective is for students to be able to identify and describe the transformations that human work causes in nature. This will be done through observation activities and group discussions.

3. Stimulating Critical Thinking: The objective is for students to be able to think critically about how human work can affect nature, and how this, in turn, can affect human life. This will be done through open-ended questions and activities that encourage reflection and expression of opinions.

Additional Objectives:

• Fostering Respect for Nature and Environmental Awareness: The objective is for students to develop a sense of respect and appreciation for nature, and to begin to understand the importance of caring for the environment. This will be done through practical activities involving conservation and care for nature.
• Promoting Active and Playful Learning: The objective is for students to learn actively and playfully, through practical and interactive activities that stimulate curiosity and interest in the topic.

Introduction (10 - 15 minutes)

1. Reviewing Previous Content: The teacher starts the lesson by briefly reviewing the concepts of work and nature that were studied earlier. He can ask simple questions like "What is work?" and "What is nature?" to stimulate student participation and ensure that everyone is on the same page.

2. Problem Situations: The teacher proposes two problem situations that will engage students with the lesson topic:

   • "Have you ever seen an empty lot that used to be full of trees and flowers, but is now all empty? What do you think happened there?"
   • "Have you heard of global warming? Did you know that the way we work can influence it? How do you think this happens?"

3. Contextualization: The teacher explains that, just like the students, people in different times and places also needed to work to live. He can briefly talk about how people hunted, fished, farmed, and built homes in the past, and how these activities affected the nature around them. He can also mention present examples, such as agriculture and city construction, to show how human work continues to shape nature.

4. Capturing Students' Attention: To spark students' interest, the teacher can share some curiosities or stories related to the topic:

   • "Did you know that, in the past, people depended directly on nature to survive? They needed to hunt animals for food, collect fruits and plants to eat, and use wood to build their houses. Nowadays, even with all our machines and technology, we still depend on nature for many things, like the air we breathe and the water we drink!"
   • "Have you heard of the Amazon Rainforest? It is a very important place for our planet, as it produces oxygen, helps regulate the climate, and is home to many animals. But did you know that, because of deforestation, it is in danger? This shows how human work, when not done responsibly, can harm nature."

By the end of the introduction, students should have a basic understanding of the relationship between work and nature, and be curious to learn more. The introduction should also have established the importance of the topic and the relevance of studying history to better understand the world around us.

Development (20 - 25 minutes)

In this stage, some practical activity suggestions will be presented to develop students' understanding of the relationship between work and nature. The teacher can choose one or more activities, depending on the available time and the class's needs.

1. Nature Trail

   • The teacher can prepare a trail at the school, where at each stop there is an activity related to nature and human work. Each stop can represent a different environment (forest, field, city) and the activities can be suitable for each environment.
   • For example, at the "forest" stop, students can collect different types of leaves and compare their characteristics. This can be used to discuss how nature provides different materials for our work (wood for building, leaves for writing, etc.).
   • At the "field" stop, students can plant some seeds and discuss how agriculture is an example of human work that depends on nature.
   • At the "city" stop, students can observe the different construction materials and discuss how city construction can affect the environment.

2. Nature Memory Game

   • The teacher can prepare a memory game with cards that have images of natural elements (trees, rivers, animals) and cards that have images of products we use in our daily work (books, pencils, clothes).
   • Students should play the memory game and, when they make a pair of cards, they should explain how that natural element is related to its use in human work.
   • For example, if a student makes a pair of cards with a tree and a book, they can explain that the book's paper is made from the tree's pulp.

3. Dramatization of Creating a Village

   • The teacher can divide students into groups and propose that each group creates a small village in a designated area of the classroom.
   • Students should use provided materials (paper, colored pencils, modeling clay) to represent the different elements of the village - houses, school, park, river, etc.
   • During the activity, the teacher can stimulate discussion about how these elements depend on nature and human work.
   • For example, students can discuss how houses are made of natural materials (wood, bricks), how the school needs books and pencils (which come from trees), and how the park and river are part of the natural environment that people in the village can enjoy thanks to responsible human work.

By the end of this stage, it is expected that students will have a clearer understanding of the relationship between work and nature, and that they will have developed a sense of respect and appreciation for nature, as well as an awareness of how human work can impact the environment.

Return (10 - 15 minutes)

1. Group Discussion: The teacher gathers all students in a large circle and promotes a group discussion about the activities that were carried out. Each group can share their findings and conclusions, and students are encouraged to ask questions and make comments. The teacher should ensure that the dialogue is respectful and inclusive, valuing the different perspectives and experiences of the students.

2. Connection with Theory: After the discussion, the teacher revisits the main points of the lesson, reinforcing the connection between the practical activities and the theoretical concepts. For example, the teacher can remind students how the nature trail activity helped illustrate how human work depends on nature, and how the nature memory game highlighted the interdependence between human work and nature.

3. Individual Reflection: The teacher suggests that students engage in a brief individual reflection on what they learned in the lesson. He can ask two simple questions to guide students' reflection:

   • "What do you think is the most important thing you learned today about the relationship between work and nature?"
   • "How can you use what you learned today to better care for nature in your daily life?"

4. Sharing Reflections: The teacher gives the opportunity for some students to share their reflections with the class. This not only reinforces individual learning but also allows students to learn from each other and see different ways to interpret and apply what they have learned.

5. Closure: To conclude the lesson, the teacher reinforces the importance of respect for nature and environmental awareness, and encourages students to continue exploring and learning about the topic at home and in the community. He also emphasizes that, although the lesson focused on the relationship between work and nature, this is only a part of studying history, and that there are many other interesting and important stories to discover.

By the end of this stage, it is expected that students will have consolidated their understanding of the relationship between work and nature, and that they will be more aware of the importance of caring for the environment. Additionally, it is expected that students will have developed reflection and critical thinking skills, which are essential for continuous learning and for being active citizens.

Conclusion (5 - 10 minutes)

1. Summary of Contents: The teacher begins the conclusion by summarizing the main points covered during the lesson. He reinforces the importance of nature for human life, the way human work transforms nature, and the need for conscious and responsible human work to preserve the environment.

2. Connection between Theory and Practice: The teacher explains how the practical activities carried out during the lesson helped illustrate and reinforce the discussed theoretical concepts. He highlights that the nature trail, the nature memory game, and the dramatization of creating a village allowed students to visually and experientially understand the interaction between work and nature.

3. Suggestions for Additional Materials: The teacher suggests some extra materials for students who wish to deepen their knowledge on the subject. This may include books, documentaries, online educational games, and visits to parks or nature reserves. Some examples of materials could be:

   • Book: "The Man Who Planted Trees" by Jean Giono
   • Documentary: "The World According to Monsanto" (available on YouTube)
   • Online game: "Planet Earth: Sustainability Adventure" (available on the Ministry of the Environment website)

4. Relevance of the Subject to Daily Life: The teacher emphasizes the importance of the topic for students' daily lives. He explains that by understanding the relationship between work and nature, students can make more conscious and responsible decisions in their own lives, contributing to the preservation of the environment. For example, students can start thinking about the origin of the products they consume (such as food, clothes, and toys) and the impact that the production of these products can have on the environment.

5. Closure: To conclude the lesson, the teacher congratulates the students for their good work and enthusiasm shown during the activities. He encourages them to continue exploring and learning about the topic, reminding them that history is full of fascinating and important stories about the relationship between humans and the world around them.

By the end of this stage, it is expected that students will have consolidated their understanding of the relationship between work and nature, and that they will be more aware of the importance of caring for the environment. Additionally, it is expected that students will have developed reflection and critical thinking skills, which are essential for continuous learning and for being active citizens.