Objectives (5 - 7 minutes)

1. Understand the concept of citizenship: Students should be able to understand what it means to be a citizen, including their rights and responsibilities within the community and the country. This includes the idea of respect for others, participation in collective activities, and the importance of complying with laws for the well-being of all.

2. Identify citizen attitudes in daily life: Students should be able to recognize and identify daily situations in which citizenship is exercised. This may include participating in school cleaning activities, respecting coexistence rules, helping a classmate in difficulty, among other actions that demonstrate care and respect for the collective.

3. Value the importance of citizenship for living in society: Students should be encouraged to reflect on the importance of citizenship for good social interaction. They should understand that by exercising their rights and duties responsibly, they are contributing to building a better world.

Introduction (10 - 12 minutes)

1. Recalling previous content: The teacher should start the lesson by recalling the concepts of community and society, which were previously addressed in Geography classes. This can be done through questions such as 'Who can tell me what a community is?' or 'Who are the people that are part of our community?'. These questions aim to draw students' attention to the idea that we all are part of a community and, as such, have rights and responsibilities.

2. Problem situations: The teacher should then propose two situations to the students. The first situation could be: 'Imagine that one day, when you arrive at school, the classroom is very dirty. What would you do?'. The second situation could be: 'Imagine you are playing in the playground and see a classmate being mistreated. What would you do?'. These situations aim to awaken in students the notion of citizenship and the importance of acting responsibly and in solidarity towards the collective.

3. Contextualization: The teacher should then explain that these situations are directly related to the concept of citizenship, which is the theme of the lesson. He can contextualize by saying: 'Just like you, there are many other people in our community, in our city, in our country, and even in the world. And all these people have rights and responsibilities, just like you. And that's what we call citizenship.'

4. Capturing students' attention: To arouse students' interest and engage them with the topic, the teacher can share some curiosities. For example, he can say: 'Did you know that in Brazil, from the age of 18, everyone has the right and duty to vote?' or 'Did you know that, in addition to our rights, citizenship also involves our responsibilities, such as respecting laws and helping others?'. The teacher can also show images of people performing citizen actions, such as voting, helping in a food donation campaign, etc.

Development (20 - 25 minutes)

1. Theory Presentation: (8 - 10 minutes)

   The teacher will present the concept of citizenship in a simplified and age-appropriate way for the students. He can start by explaining that citizenship is a set of rights and duties that everyone has as members of a community, city, state, and country. The teacher can use simple language and examples from students' daily lives to facilitate understanding. For example, he can say: 'You have the right to participate in school activities and must respect the class rules. This is a way of exercising citizenship at school.'

   Next, the teacher should address in more detail the topics of citizen rights and duties.

   • Citizen Rights: The teacher should explain that, as citizens, everyone has rights. They can mention some basic rights, such as the right to life, freedom, equality, education, health, housing, food, leisure, culture, work, security, vote, among others. The teacher can emphasize that these rights are equal for everyone, regardless of color, religion, gender, etc.

   • Citizen Duties: The teacher should explain that, along with rights, come duties. Some examples of duties that can be mentioned are: respecting laws, voting as an adult, helping others, respecting the environment, taking care of public property, respecting differences, among others. The teacher can highlight that fulfilling duties is essential for the good functioning of the community and society.

   • What it means to be a good citizen: At the end of the theory presentation, the teacher should emphasize that being a good citizen is not only about exercising rights but also fulfilling duties. He can reinforce the importance of attitudes such as respect, solidarity, cooperation, honesty, among others, for the formation of good citizens.

2. Interactive Activity - Creation of a Rights and Duties Chart: (10 - 12 minutes)

   • The teacher will divide the class into small groups of 4 to 5 students.

   • Each group will receive a cardboard, colored pens, and stickers.

   • The task will be to create a chart with two titles respectively, 'Our Rights' and 'Our Duties'.

   • Under the teacher's guidance, students will discuss and list the rights and duties they consider important, taking into account their daily lives at school and at home.

   • The teacher will circulate around the classroom, assisting and encouraging participation and dialogue among students.

   • After completing the chart, each group will present to the class the items they selected and justify the reason for their choice. The teacher may initially select two or three groups to present, depending on the available time. This step is important for content retention and knowledge exchange among students.

3. Extra Activity - Memory Game of Rights and Duties: (5 - 7 minutes)

   • If time allows, the teacher can propose an extra activity to reinforce the concepts learned. He will distribute to each student a set of cards that he made himself, with each card containing a citizen right or duty written on it.

   • Students, in a memory game format, will flip the cards, one at a time, trying to find the matches between rights and duties.

   • The teacher can ask questions about the matches found to check students' understanding of the topic. For example, 'Why do you think the right to education and the duty to study are related?' or 'Why are the right to health and the duty to take care of our body together?'.

   • This activity is playful and fun, and besides reinforcing the content, it stimulates students' concentration, memory, and logical reasoning.

Return (8 - 10 minutes)

1. Group Discussion: (3 - 4 minutes)

   The teacher should propose a group discussion, where each team will have the opportunity to share their findings and solutions. Solutions may include identified rights and duties, as well as actions that students believe are important to exercise citizenship. The teacher should encourage the participation of all students, asking questions that stimulate reflection and dialogue, such as 'Why do you think this is an important right/duty?' or 'How can you exercise this right/duty at school/in the community?'.

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

   After the groups' presentations, the teacher should revisit the concepts discussed in the theory, reinforcing the relationship between rights, duties, and citizenship. He can do this by asking questions like 'How are the actions you listed related to citizen rights and duties?' or 'How do these rights and duties influence our community life?'.

3. Final Reflection: (3 - 4 minutes)

   To conclude the lesson, the teacher should propose that students reflect for a minute on what they learned in class. He can ask two simple questions to guide this reflection:

   • Question 1: 'Which citizen right or duty did you enjoy learning about the most today and why?'

   • Question 2: 'How can you exercise citizenship at school and at home from now on?'

   The teacher should give a minute for students to reflect on these questions, and then can ask for volunteers to share their answers with the class. This final step serves to consolidate learning, stimulate self-reflection, and promote interaction among students.

4. Feedback: (1 minute)

   At the end of the lesson, the teacher should thank everyone for their participation and express that all answers and ideas shared are valid and important. He can also provide positive feedback on students' participation and effort during the lesson, reinforcing the importance of the topic and the relevance of what was discussed for everyone's daily lives. This feedback moment serves to boost students' confidence, value their contributions, and motivate them for the upcoming lessons.

Conclusion (5 - 7 minutes)

1. Summary of Contents: (2 - 3 minutes)

   The teacher should start the conclusion of the lesson by summarizing the main points covered. He can review the definition of citizenship, which involves rights and duties, and highlight some examples of each. The teacher can also reinforce the importance of acting responsibly and in solidarity to build a fairer and more balanced society.

2. Connection between Theory and Practice: (1 - 2 minutes)

   Next, the teacher should emphasize how the lesson managed to connect theory to practice. He can mention how the activity of creating the rights and duties chart allowed students to apply the concept of citizenship in the context of school and their lives. Additionally, the teacher can highlight how the problem situations and practical activities helped students understand that citizenship is not something abstract, but rather something that manifests in concrete actions in daily life.

3. Additional Materials: (1 minute)

   The teacher can then suggest some extra materials for students to deepen their knowledge on the topic. These materials may include children's books on citizenship, educational videos available on the internet, interactive games that address the subject, among others. For example, he can say: 'I suggest the book 'The Little Citizen', which tells the story of a boy who discovers what it means to be a citizen. Also, you can watch the show 'Sesame Street', which has several episodes that talk about citizenship in a fun and easy-to-understand way.'

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

   Finally, the teacher should reinforce the relevance of the subject for students' daily lives. For example, he can say: 'Now, you already know that being a citizen is not just about having rights, but also having duties. This means that, just as you have the right to play in the playground, you also have the duty to take care of it. That's citizenship! And this civic awareness you are developing will help make our school, our community, and our country a better place for everyone to live.'

5. Closure: (1 minute)

   To conclude the lesson, the teacher should thank everyone for their participation and attention, and say that he is available to clarify any doubts students may have. He can also reinforce that citizenship is a topic that will continue to be discussed throughout the year, and that students will have many opportunities to exercise their citizenship at school and in their lives.