Lesson plan of Change in Life in the Countryside and the City

Objectives (5 - 7 minutes)

1. To provide students with a basic understanding of the differences between life in the countryside and in the city, exploring how these environments develop and influence the way people live.
2. To develop students' ability to identify and describe the changes that occur in life in the countryside and in the city over time, highlighting how factors such as technology, urbanization and migration can affect these changes.
3. To stimulate students' curiosity and promote active learning through practical and fun activities that involve comparing life in the countryside and in the city, encouraging them to think critically and express their ideas clearly and cohesively.

Introduction (10 - 15 minutes)

1. Recalling Content: The teacher begins the lesson by reminding students about what they learned in previous lessons about the differences between the countryside and the city, highlighting points such as vegetation, buildings, commerce, transportation, among others. This serves as a basis for introducing the new content.
2. Problem Situations: Next, the teacher presents two problem situations to engage students and arouse their curiosity.

• First, he asks students what life would be like for a farmer who lives in the countryside if, suddenly, all the crops were destroyed by a plague. How would this affect his life and that of his community?
• Then, he asks what life would be like for a merchant who lives in the city if, suddenly, all his customers moved to the countryside. How would this affect his life and that of his community?

3. Contextualization: The teacher explains that the problem situations are just examples of how life in the countryside and in the city can change over time. He then contextualizes the subject, explaining that in the past most people lived in the countryside and depended on agriculture for survival, but over time, many people moved to the cities in search of jobs and better living conditions. This change, called urbanization, brought many changes to life in the countryside and in the city.
4. Introduction of the Topic: To arouse students' interest, the teacher can share some curiosities about the subject. For example, he can say that in the past, people in the countryside needed to plant their own food, raise their own animals and make their own clothes, while in the city, people could buy everything they needed. In addition, he can mention that nowadays, with technology, many people can work from home, which is changing the way we live both in the countryside and in the city.

Development (20 - 25 minutes)

Activity 1: "The Migrant's Life"

1. Preparation: The teacher will need two distinct play areas - one representing life in the countryside and one representing life in the city. Simple drawings on the floor or tables with Lego pieces can be used to create these scenarios. In addition, some objects that represent the typical ways of life in each environment will be needed, such as miniature trees and animals for the countryside, and miniature buildings, cars and people for the city.
2. Description of the Game: Students will be divided into groups and each group will receive a "migrant", a doll or figure that represents a person who is moving from the countryside to the city. The task of the groups will be to help the migrant adapt to the new life.
3. Execution: The groups start in the countryside scenario. They must help the migrant grow food, care for animals and perform other typical countryside activities. After a few minutes, the teacher announces that a large company is hiring people in the city and that the migrant has decided to try his luck there.
4. Transition: The groups then move to the city scenario and help the migrant find a home, get a job, shop and other typical city life activities.
5. Final Reflection: At the end of the game, the teacher guides students to reflect on the differences they observed between life in the countryside and in the city. He can ask questions such as: "What were the main differences you noticed between life in the countryside and in the city?"; "What were the difficulties faced by the migrant when moving from the countryside to the city?"; "What were the facilities encountered by the migrant when moving from the countryside to the city?".

Activity 2: "The Transformations in My City"

1. Preparation: The teacher will need sheets of paper, colored pencils and crayons for each group of students. A simple map of the city, which can be drawn by the teacher, will also be needed.
2. Game Description: Students will be divided into groups and each group will receive a map of the city. The task of the groups will be to mark the changes that have occurred in their respective areas of the city over time.
3. Execution: The groups start by drawing the city as it is today, with the help of the teacher to ensure that the important places are included. Next, they are instructed to think about what the city was like 10, 20 or 50 years ago, and mark the changes on the map.
4. Transition: The teacher circulates around the room assisting the groups and encouraging discussions about the changes identified.
5. Final Reflection: After a few minutes, the teacher stops the activity and asks each group to share the changes they identified. Finally, he asks questions such as: "What were the most surprising changes you identified in your areas of the city?"; "Do you think the changes were positive or negative? Why?"; "What changes do you think could occur in the future?".

Feedback (8 - 10 minutes)

1. Group Discussion: The teacher gathers all students in a large circle to discuss the solutions and conclusions found by each group. He encourages students to share their observations and reflections on the practical activities, allowing them to learn from each other. The teacher can ask questions such as: "What were the biggest difficulties faced by the migrant when adapting to life in the city?"; "What were the main changes you identified in your areas of the city?"; "Do you think the changes in life in the countryside and in the city are good or bad? Why?". During the discussion, the teacher reinforces the key concepts of the lesson, ensuring that students understand the importance of what they have learned.
2. Connection with Theory: After the discussion, the teacher makes the connection between the practical activities and the theory. He reinforces the concepts of life in the countryside and in the city, and how these environments change over time. He also highlights the importance of urbanization and migration for changes in life in the countryside and in the city. The teacher can say: "Did you notice how different life is in the countryside and in the city? These differences are due to several factors, such as technology, urbanization and migration. When people move from the countryside to the city, or vice versa, they bring with them their traditions, customs and ways of life, which end up modifying the environment where they live".
3. Individual Reflection: Finally, the teacher proposes that the students reflect individually on what they learned in class. He asks two simple questions to guide the reflection:
   • First, "What have you learned about the difference between life in the countryside and in the city?".
   • Second, "How do you think life in the countryside and in the city might change in the future?".
4. Reflection Record: The teacher gives the students a minute to think about their answers and then invites them to share their reflections with the class. He can randomly call on a few students to speak or ask them to raise their hands to share their ideas. The teacher values all answers, reinforcing the importance of critical thinking and oral expression. To close the lesson, the teacher thanks everyone for their participation and reinforces that learning is a continuous and fun process. He suggests that students continue to explore the topic at home, talking to their family members and observing the differences between the countryside and the city in their own lives.

Conclusion (5 - 7 minutes)

1. Summary of Content: The teacher begins the conclusion by recapping the main points learned in class. He reinforces the differences between life in the countryside and in the city, highlighting how urbanization and migration can lead to changes in these environments. He also reminds students of the practical activities carried out, such as the "Migrant's Life" game and the city change mapping activity.
2. Connection between Theory and Practice: Next, the teacher explains how the lesson connected theory to practice. He emphasizes that, through playful activities, students were able to concretely experience the differences between life in the countryside and in the city, and the changes that can occur over time. He reinforces that the theory learned during the discussion and the practice of the activities complement each other for a better understanding of the subject.
3. Extra Materials: The teacher suggests some extra materials for students who want to deepen their learning. He can recommend children's books that address the topic, such as "From the Countryside to the City" by Maria José Nóbrega or "City and Countryside" by Darcy Ribeiro. In addition, he can suggest that students talk to their family members about life in the countryside and in the city, and observe the differences in their own neighborhoods and communities.
4. Importance of the Subject: Finally, the teacher highlights the importance of the subject, explaining that understanding the differences between life in the countryside and in the city and the changes that occur in these environments is essential for understanding history and society. He mentions that the knowledge acquired in class can help students better understand the world around them, value diversity and understand the importance of respecting and preserving the environment.
5. Closing: The teacher ends the lesson by reinforcing that learning is a continuous process and that students should continue exploring and questioning the world around them. He encourages them to observe the changes in the city, in the countryside and in their own lives, and to reflect on how these changes can affect the future. He thanks everyone for their participation and says goodbye with a smile, offering to clarify any questions that may arise.