Lesson plan of City and Countryside

Objectives (5 - 7 minutes)

1. Understand the difference between city and countryside: Students should be able to identify and describe the main differences between an urban environment (city) and a rural environment (countryside), including physical characteristics, economic activities, infrastructure and population.

2. Recognize the importance of city and countryside in everyday life: Students should understand that both the city and the countryside play crucial roles in our daily lives. They should be able to identify how the city and the countryside provide different types of resources (food, housing, leisure, etc.) and how these resources are interdependent.

3. Apply knowledge to real-life situations: Students should be able to apply what they have learned about the city and the countryside to real-life situations, such as identifying where the food they eat comes from and the journey it takes from the countryside to the city.

Secondary objectives:

• Stimulate observation and curiosity: Students will be encouraged to observe the world around them, ask questions and express their ideas and opinions.
• Promote respect for diversity: By comparing the city and the countryside, students will be encouraged to value the diversity of environments and ways of life.

Introduction (10 - 12 minutes)

1. Reviewing previous content: The teacher will start the class by reviewing basic geography concepts that were previously learned, such as cardinal points and the notions of space and place. This is essential so that students can understand and contextualize the differences between the city and the countryside. (2 - 3 minutes)

2. Problem situations: The teacher will present two situations that will stimulate students to think about the importance of the city and the countryside in our daily lives:

   • Situation 1: The teacher will bring a box containing common objects, such as fruits, vegetables, clothes, toys, etc., and will ask students where they think these objects came from. (3 - 4 minutes)

   • Situation 2: The teacher will show images of different scenarios, such as a busy street with buildings, cars and people, and a farm with animals and crops. Students will be challenged to identify whether these images represent the city or the countryside and to explain why. (3 - 4 minutes)

3. Contextualization: The teacher will explain that understanding the difference between the city and the countryside is important for understanding how society and the economy work. For example, the city is where most people live and where most jobs, schools, hospitals, etc. are located. The countryside is where most of the food we eat is produced. (3 - 4 minutes)

4. Introducing the topic: To arouse students' interest, the teacher can share some curiosities about the city and the countryside:

   • Curiosity 1: The teacher can tell students that in the past, most people lived in the countryside, as agriculture was the main economic activity. However, with the Industrial Revolution, many people started to move to the city in search of jobs in factories. (2 - 3 minutes)

   • Curiosity 2: The teacher can mention that, despite living in the city, we depend a lot on the countryside. For example, most of the food we eat, such as rice, beans, fruits and vegetables, comes from the countryside. In addition, many people who live in the city work in activities related to the countryside, such as in food trade, in the food industry, etc. (2 - 3 minutes)

Development (20 - 25 minutes)

1. Activity 1: City and Countryside Game

   • The teacher will divide the class into two groups: City Group and Countryside Group.
   • Each group will receive a table with a model representing a city and another representing a countryside.
   • The teacher will provide the groups with a series of cards with images of elements that can be found in the city (buildings, cars, schools, hospitals, etc.) and in the countryside (animals, crops, barns, etc.).
   • The students, in turns, will have to position the cards on the model corresponding to their group.
   • At the end, the teacher will discuss with the students the choices made by each group, explaining the correct position of the images.
   • This activity aims to make students playfully experience the difference between the city and the countryside, stimulating observation and analysis. (10 - 12 minutes)

2. Activity 2: Interactive Map

   • The teacher will distribute to each group a sheet of large and colorful paper, felt-tip pens and a set of stickers with images of urban and rural elements.
   • Each group will have the task of drawing an interactive map of the city and the countryside, positioning the stickers according to their understanding of these two environments.
   • Parallel to the creation of the map, the teacher will ask questions to the students so that they reflect on why they positioned a certain element in a specific place on the map.
   • At the end, each group will present their map to the class, explaining their choices and learning.
   • This activity aims to stimulate students' creativity, collaboration and reflection on the city and the countryside. (10 - 12 minutes)

3. Activity 3: The Countryside in the City Game

   • The teacher proposes the following situation: "Imagine that you are in a city park and suddenly, you see several animals walking around loose. What would you do?"
   • The students will first describe their reactions and actions on a sheet of paper.
   • Then, in a second moment, the teacher will suggest that the students think about solutions to the situation presented, taking into consideration the characteristics of the countryside (where animals normally roam freely).
   • At the end, the students will share their answers with the class and the teacher will discuss the possible solutions to the situation presented.
   • This activity aims to stimulate students' reflection on the relationship between the city and the countryside, promoting understanding of the interdependence of these two environments. (10 - 12 minutes)

The teacher can choose from one of these activities or carry out all of them, depending on the time available and the students' interest. Always remembering that the objective is to promote learning in a playful and interactive way, respecting the pace and learning characteristics of each student.

Feedback (10 - 15 minutes)

1. Group discussion (5 - 7 minutes): The teacher will gather all the students in a large circle for a group discussion. Each group will have the opportunity to share what they have learned during the activities. The teacher will encourage students to explain their choices and to reflect on the solutions they have found. In addition, the teacher can ask questions to provoke students' reflection, such as "What did you find most interesting about the city? What about the countryside?" or "What is the importance of the countryside for the city and vice versa?" This group discussion will allow students to learn from each other and consolidate their understanding of the topic. (3 - 4 minutes)

2. Connection with the theory (3 - 5 minutes): After the group discussion, the teacher will make the connection between the practical activities and the theory. The teacher can, for example, reinforce the differences between city and countryside, highlight the importance of each one in everyday life and explain how the city and the countryside are interdependent. The teacher can also revisit the curiosities and problem situations presented in the introduction to check what the students have learned. (2 - 3 minutes)

3. Individual reflection (2 - 3 minutes): To conclude the class, the teacher will propose that the students make an individual reflection on what they have learned. The teacher will ask two simple questions to guide the students' reflection:

   • Question 1: "What did you most enjoy learning about the city and the countryside today?"
   • Question 2: "Why do you think it is important to understand the difference between the city and the countryside?"

   The students will have a minute to think about these questions and then, whoever wants to can share their answers with the class. This individual reflection will allow students to consolidate their learning and realize the relevance of what was taught. (2 - 3 minutes)

Conclusion (5 - 7 minutes)

1. Summary of the Lesson (2 - 3 minutes): The teacher will summarize the main points covered during the lesson. He/She will reinforce the differences between city and countryside, highlighting the physical characteristics, economic activities and infrastructure of each one. The teacher will also recall the interdependence between the city and the countryside, emphasizing how both are important for our daily lives. (1 - 2 minutes)

2. Connection between Theory and Practice (1 - 2 minutes): The teacher will explain how the activities carried out in the classroom connected theory with practice. He/She will emphasize how the games and the interactive map allowed students to apply what they have learned about the city and the countryside in a playful and interactive way. In addition, the teacher will highlight how the activity "The Countryside in the City Game" encouraged students to think critically and to seek solutions to a problem situation, relating the concepts of city and countryside to real life. (1 minute)

3. Suggestion of Extra Materials (1 - 2 minutes): The teacher will suggest complementary materials for students who wish to deepen their knowledge on the subject. These materials may include:

   • Children's books about city and countryside: There are several children's books that approach the theme in a playful and fun way, such as "The City and the Countryside" by Fernando Vilela and "The Boy in the Countryside and the Girl in the City" by Nilma Lacerda.

   • Educational videos: The teacher can recommend YouTube videos that explore the theme in an interesting and accessible way for children, such as the videos from the "Mundo Bita" or "Pequeno Cidadão" channels.

   • Visits to representative places: The teacher can suggest that students visit a city park and a farm or rural property, if possible, to observe the differences and similarities between the two environments.

   These extra materials will serve to enrich students' learning and stimulate their interest in the subject. (1 minute)

4. Importance of the Subject (1 minute): Finally, the teacher will reinforce the importance of understanding the difference between the city and the countryside, explaining that this knowledge is essential for understanding how our society and our economy work. In addition, the teacher will emphasize that the countryside is responsible for providing us with most of the food we consume in the city, which shows the importance of the interdependence between these two environments. (1 minute)