Objectives (5 minutes)

1. Understand the concept of cultural diversity: Students should be able to understand what cultural diversity is and how it manifests in different regions of Brazil and the world. They should learn to value and respect the cultural differences among peoples.
2. Identify and locate different peoples and cultures on the map: Students should be able to identify and locate on the map different peoples and cultures from Brazil and the world. They should learn about the geographical distribution of peoples and how geography influences their cultures.
3. Understand the influence of territory on culture: Students should be able to understand how territory influences a people's culture. They should learn about how climate, vegetation, terrain, and geographical location affect the way of life and culture of different peoples.

Introduction (10 - 15 minutes)

1. Review of contents: The teacher starts the lesson by reminding students about the concepts of map, territory, and culture, which were addressed in previous classes. He can use images or drawings to illustrate these concepts and ensure that all students are familiar with them.
2. Problem situations: Next, the teacher presents two problem situations to arouse the interest and curiosity of the students. First, he can ask: 'Have you ever stopped to think why people from different places in Brazil or the world have such different customs, clothing, foods, and dances?' Second, he can ask: 'Did you know that there are more than 200 indigenous languages spoken in Brazil? How do you think Brazil's geography influences this linguistic diversity?'
3. Contextualization: The teacher explains to the students that understanding cultural diversity and the influence of territory on culture is very important to respect and value the differences among people. He can cite examples from everyday life, such as the variety of foods in a buffet restaurant, made possible by cultural diversity, or the importance of knowing and respecting the culture of classmates who may have different backgrounds.
4. Engaging students' attention: To capture students' attention, the teacher can share geographical and cultural curiosities. For example, he can mention that Brazil is the country with the greatest diversity of peoples and cultures in the world, with more than 300 indigenous ethnicities and influences from immigrants from various countries. Another curiosity could be that there are places in the world where people live in floating houses, like in the Brazilian Venice, Recife, or on stilts, as in some regions of the Amazon. The teacher can also show images of these places to spark students' interest.

Development (20 - 25 minutes)

1. 'Cultural Journey' Activity
   • The teacher divides the class into groups and provides each group with a map of Brazil and the world, along with materials such as colored pencils, pens, and blank sheets of paper.
   • Each group also receives a list of cultures to identify and locate on the map, such as indigenous, African, European, Asian, among others, as well as cultural characteristics like dances, typical foods, spoken languages, etc.
   • The objective of the activity is for the students, together, to identify and mark on the map the regions where these cultures are predominant, as well as to draw or write on paper the cultural characteristics found.
   • During the activity, the teacher circulates around the room, assisting the groups, addressing doubts, and encouraging teamwork.
2. 'Adventure in the Territory' Activity
   • The class is divided into groups, and each group receives a box with objects representing the culture of a specific people (for example, indigenous, African, Asian, etc. objects).
   • The students must then, with the help of these objects, create a small 'city' on the classroom floor, representing what life would be like in that region, considering the climate, vegetation, terrain, among other geographical factors.
   • The activity aims to stimulate students' perception of how territory influences a people's culture. During the activity, the teacher should circulate around the room, guiding and mediating the groups' discussions.
3. 'Building Cultures' Activity
   • Students are divided into groups, and each group receives a box with various materials (paper, fabrics, seeds, among others).
   • The proposal is for the students to use these materials to build objects that represent the culture of a specific people, such as musical instruments, clothing, houses, etc.
   • During the activity, the teacher should circulate around the room, guiding and mediating the groups' discussions, and at the end, each group should present what they have built, explaining the meaning of the objects in the represented culture.

The teacher can choose one of the above activities to carry out in the classroom according to the availability of materials and the dynamics of the class. The important thing is that students have the opportunity to explore the theme in a playful and interactive way, applying and deepening the concepts addressed in the lesson introduction.

Return (10 - 15 minutes)

1. Group discussion: The teacher gathers all students in a large circle and asks each group to share their discoveries and creations. They should explain what they learned about cultural diversity and the influence of territory on culture through the activities they carried out. During the presentations, the teacher should ask questions to stimulate critical thinking and reflection among students, such as 'Do you think a people's culture is influenced only by the territory where they live? Why?' or 'Did you notice any similarities between the cultures you studied? And any differences? Why?'. The teacher should ensure that all students have the opportunity to speak and that there is an environment of respect and appreciation for different opinions and perspectives.
2. Connection with theory: After the presentations, the teacher revisits the concepts discussed in the lesson introduction and connects them with the practical activities. For example, he can ask, 'How do the activities we did today help us better understand what cultural diversity is and how territory influences culture?' or 'Can you identify on the map of Brazil or the world the regions that represent the cultures we studied?'. The teacher should summarize the main points discussed, reinforcing the importance and relevance of the topic.
3. Individual reflection: To conclude the lesson, the teacher proposes that students make a brief reflection on what they have learned. He can ask two simple questions, which students can answer mentally or in writing:
   • Question 1: 'What caught your attention the most about the cultures we studied today and why?'
   • Question 2: 'How can you apply what you learned today about cultural diversity and territory in your daily life?'.

The return is an important stage to consolidate learning and evaluate the effectiveness of the lesson. The teacher should pay attention to students' responses and group discussions to identify possible comprehension difficulties and plan future activities that can address these points.

Conclusion (5 - 10 minutes)

1. Recapitulation: The teacher begins the conclusion by recalling the main points covered during the lesson. For example, he can ask students, 'Who can tell me what cultural diversity is and how territory influences a people's culture?'. He should give space for students to share their answers and, if necessary, complement the information.
2. Connection between theory and practice: Next, the teacher highlights how the activities carried out in the classroom helped deepen students' understanding of the topic. He can say, 'Through the 'Cultural Journey', 'Adventure in the Territory', and 'Building Cultures' activities, you had the opportunity to apply what we learned in theory and to explore in a practical way how cultural diversity and territory are related. Were you able to identify on the map the regions where these cultures are predominant? And did you understand how territory influences the life and culture of a people?'.
3. Suggestion of additional materials: The teacher can suggest extra materials for students who wish to deepen their knowledge on the subject. He can recommend books, videos, educational websites, documentaries, or even virtual visits to museums or communities with diverse cultures. For example, he can suggest the website of the Socioenvironmental Institute (https://pib.socioambiental.org/pt/Main_Page) which contains a vast amount of material about Brazilian indigenous peoples, or Google Arts & Culture (https://artsandculture.google.com/) which allows virtual visits to museums around the world.
4. Importance of the topic: Finally, the teacher emphasizes the relevance of what was learned for students' daily lives. He can say, 'Understanding and respecting cultural diversity is very important, as we live in an increasingly globalized world, where we have contact with people from different cultures all the time. Furthermore, knowing the importance of territory in shaping a culture helps us better understand the world around us and value our own culture.
5. Closure: To conclude the lesson, the teacher can propose that students reflect for a minute on what they have learned and how it can be applied in their lives. He can ask two simple questions to guide this reflection:
   • Question 1: 'What do you think the world would be like if everyone had the same culture?';
   • Question 2: 'What can you do to value cultural diversity and contribute to a more inclusive world?'.

The conclusion is an important stage to consolidate learning, reinforce the relevance of the topic, and stimulate students' reflection. The teacher must ensure that all students understand the main concepts and feel motivated to explore the subject further.