Objectives (5 - 7 minutes)

1. Identify and differentiate natural and urban landscapes: Students will be able to distinguish the characteristics of a natural landscape (such as mountains, rivers, forests) from an urban landscape (such as buildings, streets, urban parks).

2. Recognize elements of natural and urban landscapes: Students will be able to identify the elements that make up natural and urban landscapes, such as animals, plants, people, buildings, vehicles, among others.

3. Understand human action in the transformation of landscapes: Students will realize that urban landscapes are shaped by human action, while natural landscapes are formed by nature, with little or no human interference.

Secondary Objectives:

• Stimulate observation and critical thinking: Students will be encouraged to observe the landscapes around them and to think critically about how these landscapes were formed and the role that people play in their transformation.

• Develop oral language and expression skills: Students will be encouraged to describe the landscapes they observe and to express their ideas and thoughts clearly and coherently.

Introduction (10 - 15 minutes)

1. Recalling previous content: The teacher will start the lesson by reminding students of what they have already learned in previous geography classes, such as the difference between city and countryside, types of housing (houses, apartments), and means of transportation (car, bus, bicycle). These concepts will be important for understanding the current topic.

2. Problem situations: The teacher will present two situations to arouse students' curiosity and introduce the topic:

   • First situation: "Have you ever stopped to think why we see so many buildings, cars, and people when we are in the city, but when we go to a more remote area, like a park or a forest, we see more trees, birds, and animals?"
   • Second situation: "Have you ever imagined how our neighborhood or our city would be if there were no people to build houses, streets, or parks?"

3. Contextualization: The teacher will explain that the study of natural and urban landscapes is important for us to understand the world around us. He will mention that, just as artists paint landscapes in their paintings, geographers study landscapes to understand how people live and interact with the environment.

4. Capturing students' attention: To arouse students' interest, the teacher will present some curiosities and fun facts related to the topic:

   • Curiosity 1: "Did you know that most of the Earth's surface is covered by water? This is called an aquatic natural landscape."
   • Curiosity 2: "And that cities can also have green areas, such as parks and gardens? These are called green urban landscapes and help make cities more beautiful and pleasant for people."

The goal of this introduction is to arouse students' curiosity, making them interested in the subject and eager to learn more about natural and urban landscapes. In addition, the review of previous content and the problem situations help prepare the ground for understanding the topic.

Development (20 - 25 minutes)

1. Theory about Natural and Urban Landscapes: (10 - 12 minutes)

   • The teacher will start the theory session by explaining in a clear and accessible way what natural landscapes and urban landscapes are.

   • Natural landscapes: The teacher will show examples of natural landscapes, such as mountains, rivers, forests, and fields, emphasizing that these landscapes are formed by nature, without direct human interference.

   • Urban landscapes: Next, the teacher will present examples of urban landscapes, such as cities, neighborhoods, squares, and urban parks. He will explain that urban landscapes are shaped by human action, with constructions of houses, buildings, streets, avenues, as well as the presence of vehicles and people.

   • Characteristics of each type of landscape: The teacher will highlight the main characteristics that differentiate natural landscapes from urban landscapes, emphasizing the presence of natural elements (such as trees, animals, rivers) in natural landscapes and the predominance of elements built by humans (such as buildings, roads, vehicles) in urban landscapes.

2. Activity 1 - "Landscapes Word Search": (5 - 6 minutes)

   • To reinforce the theoretical content, the teacher will propose a playful activity: the "Landscapes Word Search".

   • The teacher will distribute an activity sheet that contains a grid with scrambled letters and a list of words related to natural and urban landscapes.

   • Students will have to find the words in the grid and, when they find them, they should circle them. The words may include: river, beach, city, park, mountain, house, road, forest, building, among others.

   • The teacher will walk around the room to help students, clarify doubts, and reinforce learning.

3. Activity 2 - "Building a Landscape": (10 - 12 minutes)

   • The teacher will explain the second activity, "Building a Landscape", explaining that students will have the opportunity to create their own natural and urban landscapes.

   • For this, the teacher will distribute materials such as paper, colored pencils, crayons, glue, scissors, magazines, among others.

   • Students will be divided into groups of up to 5 students, and each group will receive a large sheet of paper and the materials for construction.

   • Each group will have the task of drawing a natural landscape and an urban landscape, using the available materials. They should include as many elements as possible in each landscape, such as trees, animals, buildings, vehicles, people, among others.

   • The teacher will monitor the groups' work, guiding them, encouraging collaboration and creativity.

   • At the end of the activity, each group will present their landscape to the class, explaining the elements they included and why. The teacher will take advantage of these presentations to reinforce the concepts learned and assess students' understanding.

This stage of the lesson plan aims to provide active learning, involving students in practical activities that reinforce the theoretical concepts presented. Through the activities "Landscapes Word Search" and "Building a Landscape", students will be able to identify and differentiate natural and urban landscapes, recognize their elements, and understand human influence in the transformation of landscapes.

Return (10 - 15 minutes)

1. Group Discussion: (5 - 6 minutes)

   • The teacher will gather all students in a large circle to promote a group discussion about the activities carried out. Each group will have the opportunity to present the landscape they created and explain the elements they included and why.

   • During the presentations, the teacher will encourage students to ask questions to their peers, express their opinions, and compare the landscapes created with those they observe in their daily lives.

   • The teacher will ask questions to stimulate students' reflection and understanding, such as: "Why do you think you included more buildings than trees in the urban landscape?" or "Do you think our city could have more green areas, like parks and gardens? Why?".

2. Connection with Theory: (3 - 4 minutes)

   • After the presentations, the teacher will provide a brief recapitulation of the theoretical concepts discussed at the beginning of the lesson, reinforcing the difference between natural and urban landscapes and the role of human action in the transformation of landscapes.

   • The teacher will make connections between the practical activities and the theory, highlighting how students applied what they learned when drawing their landscapes and discussing them.

3. Final Reflection: (2 - 3 minutes)

   • To conclude the lesson, the teacher will propose a moment of individual reflection. Students will be invited to think about what they learned in the lesson and to answer two simple questions:

     • Question 1: "What did you enjoy learning most about natural and urban landscapes today and why?"
     • Question 2: "How can you use what you learned today to better understand the landscapes you see around you?"

   • The teacher will give a minute for students to think about the answers. Then, some volunteers will be invited to share their reflections with the class.

This moment of return is essential to consolidate learning, allowing students to reflect on what they have learned and make connections between theory, practical activities, and the real world. In addition, group discussion and individual reflection stimulate critical thinking and oral expression skills, fundamental skills for their academic and personal development.

Conclusion (5 - 7 minutes)

1. Lesson Summary: (2 - 3 minutes)

   • The teacher will start the conclusion of the lesson by giving a brief summary of the main points covered in the lesson. He will remind students about the difference between natural and urban landscapes, the elements that make up each type of landscape, and the human influence in the transformation of landscapes.

   • The teacher may use the illustrations of the landscapes created by students during the "Building a Landscape" activity to reinforce the concepts and make the review more playful and interactive.

2. Connection between Theory, Practical Activities, and Applications: (1 - 2 minutes)

   • Next, the teacher will explain how the lesson connected theory, practical activities, and applications. He will emphasize that by learning about natural and urban landscapes, students not only acquired theoretical knowledge but also developed practical skills, such as observation, critical thinking, and oral expression.

   • The teacher will highlight that understanding natural and urban landscapes is an important skill to comprehend the world around us and to make conscious decisions regarding the environment and urban planning.

3. Extra Materials: (1 minute)

   • The teacher will suggest some extra materials for students who wish to deepen their knowledge on the subject. These materials may include children's books on the topic (such as "The City and the Countryside" by Ruth Rocha), educational videos available on the internet (such as those from the "Mundo Bita" channel, which address the topic of landscapes in a playful way), and interactive games (such as the game "Green City", available on various educational websites).

   • The teacher will remind students that learning is not limited to the classroom and that they can continue exploring and learning about natural and urban landscapes in their homes, neighborhoods, and cities.

4. Importance of the Subject: (1 - 2 minutes)

   • Finally, the teacher will emphasize the importance of the subject for students' daily lives. He will explain that by understanding natural and urban landscapes, students will be able to better appreciate the beauty and diversity of the world around them and understand the importance of preserving natural landscapes and planning city growth in a sustainable manner.

   • The teacher will also mention that the knowledge acquired in the lesson can be applied in other subjects, such as Science (when studying ecosystems), Arts (when creating drawings and paintings of landscapes), and Portuguese Language (when describing landscapes in texts).

This concluding moment is essential to consolidate learning, reinforce the importance of the topic, and motivate students to continue exploring and learning. In addition, by connecting theory, practical activities, and applications, the teacher helps students realize the relevance and usefulness of what they have learned, encouraging them to become autonomous and motivated learners.