Objectives (5 - 10 minutes)

1. Understand the concept of landmarks and historical records: The main objective of this lesson is for students to understand what landmarks and historical records are. Students should be able to define these concepts in their own words and understand their importance for the study of history.

2. Identify examples of landmarks and historical records: In addition to understanding the concept, students should be able to identify examples of landmarks and historical records. They should be able to recognize that these examples can vary widely, from monuments and important dates to diaries and letters.

3. Analyze the importance of landmarks and historical records: Finally, students should be able to analyze the importance of landmarks and historical records. They should understand that these landmarks and records are like clues that help us understand the past and that, without them, history would be much more difficult to uncover.

The teacher should ensure that students understand these objectives and are prepared to deepen their knowledge during the lesson.

Introduction (10 - 15 minutes)

1. Review of Previous Content: The teacher should start by reminding students about what history is. Questions like 'What is history?' and 'Why do we study history?' can be asked to start the discussion. Additionally, the teacher can ask students to remember any historical event they have already learned about.

2. Problem Situations:

   • The teacher can ask students: 'How would you know when your birthday is if there were no historical records?' This question will help students understand the importance of historical records in their own lives.

   • Next, the teacher can propose the following situation: 'Imagine you found an old object in your house and don't know what it is. How would you find out more about this object?' This will lead students to think about how archaeologists and historians use landmarks and historical records to learn about the past.

3. Contextualization: The teacher should then explain to students that, just as they use landmarks and records in their daily lives, historians use landmarks and records to study history. Additionally, the teacher should mention some examples of landmarks and historical records, such as the Great Pyramid of Giza in Egypt and Anne Frank's diary.

4. Introduction to the Topic:

   • The teacher can start introducing the topic by telling an interesting story about a historical landmark, such as the construction of the Great Wall of China. This can help spark students' interest in the topic.

   • Next, the teacher can show students an image of an ancient object, such as a stone tool used by cavemen, and ask: 'What do you think this is? How do you know?' This will help students understand the importance of landmarks and historical records in identifying and interpreting artifacts from the past.

Development (20 - 25 minutes)

1. 'Junior Archaeologists' Activity

   • The teacher will divide the class into groups of 4 to 5 students and explain that they will become 'junior archaeologists' for a day.

   • Each group will receive an 'excavation' (a sandbox, for example) containing various buried 'artifacts' (toys, household utensils, etc.). These 'artifacts' can be objects that students are already familiar with at home, as long as they are safe and appropriate for the classroom.

   • The challenge for the 'junior archaeologists' is to discover what these 'artifacts' were used for, who they belonged to, and when they may have been used.

   • To do this, each group must use tools (brushes, plastic spoons, etc.) to 'excavate' the artifacts, recording their 'discoveries' on a piece of paper. They should note characteristics such as size, shape, color, etc., and make educated guesses about the use and age of the artifacts.

2. 'Historical Landmarks in Play-Doh' Activity

   • The teacher will divide the class into groups and give each group a piece of Play-Doh.

   • The task for each group is to create a 'historical landmark' using the Play-Doh and describe what their 'landmark' represents and why it is important.

   • The 'historical landmarks' can vary widely, from pyramids and castles to statues of famous people or historical events. The goal is for students to use their creativity to visually represent a landmark or historical event.

   • Each group will have the opportunity to present their creation to the class, explaining what it is and why it is a historical landmark. This activity helps reinforce the concept of historical landmarks and their importance in the study of history.

3. 'Timeline of Events' Activity

   • The teacher will prepare a series of cards with important historical events, shuffle the cards, and distribute them to the groups.

   • The task for each group is to organize the events in chronological order, discussing and justifying their decisions.

   • After all groups have finished, they will present their 'timelines' to the class, and the teacher will discuss the correct answers.

   • This activity helps reinforce the concept of historical records and how they are used to organize and understand history. Additionally, students will have the opportunity to practice critical thinking and collaboration skills.

Return (10 - 15 minutes)

1. Group Discussion: After the activities, the teacher should gather all students in a large group. Each group will have the opportunity to share their findings and conclusions. Students can show the 'artifacts' they found during the 'Junior Archaeologists' activity, the 'historical landmarks' they created, and the 'timeline of events' they organized. During the discussion, the teacher should encourage students to explain their decisions and justify their answers, promoting critical thinking and effective communication.

2. Connection to Theory: After discussing the activities, the teacher should revisit the theoretical concepts of landmarks and historical records. The teacher can ask: 'How do the activities we did today connect with what we learned about landmarks and historical records?' This question will help students reflect on how the practical activities reinforced the theoretical concepts.

3. Individual Reflection: To conclude the lesson, the teacher should propose that students reflect individually on what they have learned. Two simple questions can be asked:

   • 'What was the most interesting part of today's activities and why?'

   • 'What did you learn today that you can use in your daily life?'

   The teacher should give students a minute to think about these questions and then may ask some students to share their answers with the class. This final reflection will help consolidate students' learning and highlight the relevance of landmarks and historical records in their lives.

4. Teacher Feedback: During the group discussion and individual reflection, the teacher should provide feedback to students, praising their contributions, answers, and reflections. The teacher can also identify any areas for improvement and provide constructive suggestions for the next step. Teacher feedback is an important part of the learning process as it helps students understand what they are doing well and what they can improve.

Conclusion (5 - 10 minutes)

1. Summary and Recap: The teacher should start the conclusion by recalling the main points discussed in the lesson. They can give a brief summary of what landmarks and historical records are, their importance, and how they are used by historians. The teacher can also recap the main conclusions from the practical activities, highlighting students' discoveries and learnings.

2. Connection between Theory and Practice: Next, the teacher should emphasize how the lesson connected theory with practice. They can explain that by carrying out the 'Junior Archaeologists' activity, 'Historical Landmarks in Play-Doh' activity, and 'Timeline of Events' activity, students applied the theoretical concepts of landmarks and historical records in a practical and meaningful way. This approach helps consolidate learning and make it more relevant to students.

3. Extra Materials: The teacher can suggest some extra materials for students who want to deepen their understanding of landmarks and historical records. These materials may include books, videos, educational websites, and interactive games. For example, the teacher can recommend the book 'Around the World in 80 Tales' by Neil Philip, which presents a variety of historical events and landmarks from around the world in an accessible way for children. Additionally, the teacher can mention the website 'Kids Past' (www.kidspast.com), which offers games, quizzes, and informative articles on various historical topics for children.

4. Importance of the Subject: Finally, the teacher should emphasize the importance of the subject for students' everyday lives. They can explain that by understanding the importance of landmarks and historical records, students will be able to better appreciate the history around them. Additionally, they will be able to understand and respect cultural diversity and differences in time and space better. For example, when visiting a museum or a historical site, students will be able to appreciate the importance and meaning of these places in a deeper way.

5. Closure: The teacher should end the lesson by thanking everyone for their participation and reinforcing the importance of continuous learning. They can say something like: 'Remember, history is a fascinating adventure that never ends. Every discovery we make leads us to new questions and a deeper understanding of the world we live in. So, keep exploring and learning!'.