Objectives (5 - 10 minutes)

1. Introduce the concept of city growth in a playful and interactive way, sparking students' interest in the topic.
2. Encourage observation and understanding of the changes that have occurred in the urban environment over time, using practical and familiar examples for the students.
3. Promote the ability to identify and describe basic characteristics of a city, such as buildings, streets, squares, parks, and social spaces.

Secondary Objectives:

1. Stimulate students' curiosity about the world around them, encouraging them to ask questions and seek answers.
2. Develop oral expression skills and interaction with peers through group activities.
3. Promote environmental awareness, emphasizing the importance of urban planning and the preservation of public spaces.

Through these objectives, it is expected that students understand the concept of city growth, comprehend the changes that occur in the urban environment, and develop a critical view on urban planning and space preservation.

Introduction (10 - 15 minutes)

1. Review of Previous Content: The teacher starts the lesson by reminding students about what they have learned regarding different types of environments (rural and urban) and their main characteristics. He may ask questions like: 'What is a city?' and 'What elements do we find in a city?'. The intention is to activate students' prior knowledge and prepare them for the new content.
2. Problem Situation: The teacher then proposes two problem situations for the students:
   • The first is to ask students to imagine that the city where they live keeps growing, with more and more houses, buildings, roads, and businesses being built. He can ask: 'What do you think could happen if the city kept growing?'.
   • The second situation is to ask what they would do if they were mayors for a day and had to decide how the city should grow. The teacher can ask: 'What kinds of places would you like to have in the city? And where should these places be built?'.
3. Contextualization: The teacher explains that city growth is a phenomenon that occurs worldwide and it is important to understand how it happens so that cities can be planned to ensure the quality of life of their inhabitants. He can give examples of famous cities and how they have grown over time, such as São Paulo, Rio de Janeiro, New York, Paris, etc.
4. Introduction to the Theme: To spark students' interest, the teacher can share some curiosities about city growth:
   • Curiosity 1: 'Did you know that São Paulo, which is the largest city in Brazil, started as a small village with just a few houses around a church? Today, it has over 12 million inhabitants and is one of the largest cities in the world!'
   • Curiosity 2: 'Have you noticed that cities have different types of places, like squares, parks, commercial streets, hospitals, schools, etc.? This is called urban planning and it is very important for everyone to live well in the city.'

With these curiosities and problem situations, students are encouraged to think critically and reflect on city growth, which will facilitate their understanding of the content and active participation in practical activities.

Development (20 - 25 minutes)

The teacher has the freedom to choose between one of the two practical activities below, or even adapt them if necessary to better meet the needs and dynamics of the class. Both activities focus on promoting a deeper understanding of city growth and changes in the urban environment, in a playful way and with the active participation of students.

Activity 1: 'City Under Construction'

1. Materials Needed:

   • Cardboard or poster board
   • Colored paper
   • Cardboard
   • Scissors
   • Glue
   • Crayons or colored pencils
   • Old magazines and newspapers
   • Ruler

2. Preparation:

   • The teacher divides the class into groups of 4 to 5 students.
   • Each group will receive a large sheet of cardboard or poster board, which will serve as the base for building the city. Then, the teacher distributes the rest of the materials to the groups.

3. Execution:

   • The teacher explains that each group will be responsible for building a miniature city. Students should use the available materials to create the different elements that make up a city, such as houses, buildings, streets, parks, squares, schools, hospitals, etc.
   • While students are building, the teacher can move around the room, talking to the groups, asking questions, and offering guidance when needed.
   • During the construction process, the teacher can encourage students to think about city planning, asking where they would like certain places to be located, and why. This way, students will be applying the concept of urban planning in a practical way.

4. Discussion:

   • After the construction is completed, the teacher invites each group to present their city to the class. During the presentations, the teacher can guide the discussion by asking questions like: 'Why did you decide to place the school near the square?' or 'How did you plan the streets so that people can move easily around the city?'.

Activity 2: 'Mapping Our City'

1. Materials Needed:

   • Map of the city where the school is located
   • Colored markers
   • Paper
   • Ruler
   • Pencil
   • Eraser

2. Preparation:

   • The teacher divides the class into groups of 4 to 5 students.
   • Each group will receive a map of the city where the school is located, which can be obtained from the internet or provided by the school.

3. Execution:

   • The teacher explains that each group will be tasked with mapping the city, identifying and marking different urban elements on the map, such as schools, squares, parks, hospitals, government buildings, etc.
   • Students can also make notes about the distances between locations and how they get to these places.
   • During the activity, the teacher can move around the room, assisting students in identifying locations and clarifying any doubts.

4. Discussion:

   • After the mapping is completed, the teacher invites each group to present their map to the class. During the presentations, the teacher can guide the discussion by asking questions like: 'How did you decide where to start on the mapping?' or 'What did you find most interesting about our city when mapping it?'.

Both 'City Under Construction' and 'Mapping Our City' activities allow students to explore the concept of city growth in a practical and playful way. Additionally, they encourage collaboration, critical thinking, and the development of students' communication skills.

Feedback (10 - 15 minutes)

1. Group Discussion: The teacher gathers all students in a large circle and promotes a group discussion. Each group will have the opportunity to share what they learned during the practical activity. The teacher can ask questions like: 'What did you find most interesting about building the miniature city?' or 'What was the most challenging part of mapping the city?'. During the discussion, the teacher should ensure that all students have the opportunity to speak and that there is respect and active listening among group members.
2. Connection with Theory: After the discussion, the teacher connects the practical activities with the theory. He can review the concepts discussed during the lesson introduction, such as city growth, urban planning, and the importance of the different elements that make up a city. The teacher can ask: 'How do the activities we did today help us better understand city growth?'.
3. Individual Reflection: To conclude the lesson, the teacher proposes that students reflect for a minute on what they have learned. He can ask two simple questions to guide students' reflection:
   • Question 1: 'What do you think is the most important part of city growth that we learned today?'.
   • Question 2: 'How can you apply what you learned today in your lives?'.
4. Teacher's Feedback: The teacher then asks students to share their answers with the class. He can congratulate students on teamwork, creativity, and effort during the practical activities. Additionally, the teacher can reinforce the importance of the subject, highlighting how city growth is a phenomenon that affects everyone's lives, and how it is important to understand this process so that we can contribute to the construction of fairer, sustainable, and pleasant cities to live in.

The feedback stage is essential to consolidate learning, allow students to reflect on what they have learned, and provide a moment of interaction and exchange of experiences among students. Furthermore, the teacher's feedback helps reinforce positive points and identify possible areas for improvement in future lessons.

Conclusion (5 - 10 minutes)

1. Lesson Summary: The teacher starts the conclusion by recapping the main points covered during the lesson. He revisits the concept of city growth, the importance of urban planning, and the different elements that make up a city. The teacher can ask questions to check students' understanding, such as: 'What is a city?' and 'What are the elements that make up a city?'.
2. Connection between Theory, Practice, and Applications: Next, the teacher emphasizes how the practical activities carried out during the lesson helped students better understand city growth. He explains that by building a miniature city or mapping the city where they live, students were able to visualize and reflect on the urban growth process and city planning. Additionally, the teacher highlights the importance of the subject for students' daily lives, explaining that understanding city growth can help them become more conscious and participative citizens, capable of contributing to urban planning and preservation.
3. Extra Materials: The teacher suggests some extra materials for students to deepen their knowledge on the topic. He can recommend books, videos, educational websites, and visits to urban spaces such as squares, parks, museums, etc. As book suggestions, the teacher can mention 'The City Book' by David J. Smith and 'What is a City?' by Leonardo Castriota.
4. Importance of the Subject: Finally, the teacher highlights the importance of the subject studied for real life, explaining that city growth is a phenomenon present in everyone's lives, and that understanding this process can help students better comprehend the world around them. Additionally, the teacher emphasizes that urban planning and preservation are issues of great social and environmental relevance, and that everyone can contribute to the construction of more sustainable and just cities.

The conclusion is a crucial moment to consolidate learning and strengthen students' understanding of the topic studied. Furthermore, by suggesting extra materials and highlighting the importance of the subject, the teacher stimulates students' interest in the topic and promotes continuous learning outside the classroom.