Objectives (5 - 7 minutes)

1. Familiarize students with the concept of maps and their importance in representing the world around us.
2. Introduce the difference between maps made by satellites and photographs, explaining their applications and how they are created.
3. Develop students' ability to compare and contrast different types of maps, helping them understand how technology can influence the way we see and interpret the world.

To achieve these objectives, the teacher will propose practical and interactive activities that involve the observation and manipulation of different types of maps. The teacher will also encourage students to ask questions and express their ideas, promoting active participation and critical thinking.

Introduction (10 - 12 minutes)

1. Recalling previous content:

   • The teacher will start the lesson by reminding students about the geography content already studied, such as the location of cities, countries, and continents, and the importance of maps to guide us in space.
   • The teacher may ask simple questions to assess students' prior knowledge, such as "Who remembers what our country and city are? How can we find the location of other places?"

2. Problem situations:

   • The teacher will present two problem situations to arouse students' interest:
     • "Imagine you are explorers and need to find out how to reach an unknown island. How would you do to discover where it is?"
     • "And if you wanted to know what the landscape of our city looks like from above, how could you do that?"
   • These situations will introduce the need for maps and the different ways of representing space.

3. Contextualization:

   • The teacher will explain that, just like explorers, people use maps to locate themselves and to discover new places.
   • It will also mention that many maps, such as Google Maps, are made from photographs taken by satellites, a very advanced technology.
   • The teacher may draw attention to the usefulness of these maps in everyday situations, such as finding an address, planning a trip, or understanding the landscape of a place we have never visited.
   • To arouse students' curiosity, the teacher can show some satellite images from Google Maps and mention that the satellites that took these photos are up there in space!

4. Introduction of the topic:

   • Finally, to introduce the topic of the lesson, the teacher can ask students if they know how maps are made and if they have heard of maps made by satellites.
   • The teacher can say that, in today's class, they will learn more about this and have the chance to explore different types of maps, including some made by satellites.
   • The teacher can show a physical map and a political map, explaining that they are different types of maps, and say that there are many other types of maps, each with its characteristics and uses.

With this introduction, students will be ready and motivated to learn more about maps and their applications, understanding how they are made and their importance in our daily lives.

Development (20 - 25 minutes)

In this stage, the suggestion is for the teacher to carry out two playful and creative activities to explore the content of maps made by satellites and photographs. Both activities are suggested, but the teacher can choose to carry out only one of them, according to the available time and the needs of the class.

Activity 1: 'Create Your Own Map' (10 - 12 minutes)

1. The teacher divides the class into small groups and gives each group a blank sheet of paper, colored pens, and some small and varied objects, such as clips, buttons, popsicle sticks, etc.
2. It is explained that each group should create an imaginary map of a location of their choice (the city, the school, the neighborhood, etc.) using the provided objects.
3. The teacher guides the students to mark on the map the main points of reference (streets, buildings, rivers, trees, etc.) in a way that the map is as clear and understandable as possible.
4. Students will be encouraged to discuss and plan the creation of their map together, stimulating teamwork and the practice of social skills.
5. Once all groups have finished their maps, each group will present their map to the class, explaining the choices and decisions they made when creating the map.

Activity 2: 'Tracing the Space' (10 - 12 minutes)

1. The teacher divides the class into small groups and provides each group with a large sheet of paper and colored markers.
2. Students are invited to draw a map of the classroom, including furniture, windows, doors, board, etc. They should also add marks indicating where they are seated.
3. After drawing the map of the classroom, the teacher conducts an "exploration" with the students, indicating different locations and asking them to point out these places on the map.
4. This will help students understand how maps represent the real space around us and practice their spatial orientation skills.

During these activities, the teacher should move around the classroom, observing students' work, asking questions to stimulate reflection and discussion, and providing guidance and clarifications as needed. At the end of the activities, it is important for the teacher to conduct a quick review with the class, highlighting the key points that were learned and addressing any doubts that may have arisen.

Return (10 - 15 minutes)

1. Group discussion (5 - 7 minutes):

   • The teacher starts the return stage by gathering all students in a large circle for a group discussion.
   • Each group will have the opportunity to share what they learned during the practical activities. They can explain what they did, what their decisions were when creating the map, the difficulties they encountered, and what they learned from the activity.
   • The teacher should encourage students to listen carefully to their classmates' presentations, ask questions, and express their opinions. This will promote interaction and learning among students, as well as reinforce the understanding of the content.

2. Connection with theory (3 - 5 minutes):

   • After all presentations, the teacher will recap the main concepts covered during the lesson, connecting the practical activities with the theory.
   • For example, the teacher can ask students how they represented the points of reference on their maps, and explain that this is similar to what cartographers (people who make maps) do when creating maps of the real world.
   • The teacher can also remind students about the difference between maps made by satellites and photographs, and how these maps are useful in different situations.

3. Individual reflection (2 - 3 minutes):

   • To conclude the lesson, the teacher proposes a moment of individual reflection. Students should think about what they learned in the lesson and how it can be applied in their lives.
   • The teacher can ask two simple questions to guide students' reflection:
     • "What was the most interesting part of this lesson for you and why?"
     • "How can you use what you learned today about maps in your daily life?"
   • Students will have a minute to reflect on these questions, and those who feel comfortable can share their answers with the class.

This return stage is essential to consolidate students' learning, allowing them to reflect on what they have learned and make connections with their daily lives. Additionally, it promotes communication and interaction among students, reinforcing the importance of teamwork and active listening.

Conclusion (5 - 7 minutes)

1. Summary and Recapitulation (2 - 3 minutes):

   • The teacher starts the conclusion by recalling the main points covered during the lesson. They can emphasize the importance of maps in our daily lives, how they help us navigate and get to know different places.
   • Next, the teacher recaps the differences between maps made by satellites and photographs, highlighting that both are ways of representing space, but each has its characteristics and specific applications.
   • The teacher can quickly review the concepts by asking students: "Who can tell me what a map is?" and "Who can tell me the difference between maps made by satellites and photographs?"

2. Connecting Theory with Practice (1 - 2 minutes):

   • The teacher explains that during the lesson, students had the opportunity to apply what they learned about maps in practice, creating their own maps and exploring the space around them.
   • They reinforce that the activity 'Create Your Own Map' allowed students to understand how points of reference are represented on a map, and the activity 'Tracing the Space' helped develop their spatial orientation skills.

3. Extra Materials (1 - 2 minutes):

   • The teacher suggests some additional materials for students to deepen their knowledge on the subject. This may include children's books about maps, educational websites with interactive map activities, and short videos explaining how maps are made.
   • The teacher can also encourage students to continue exploring maps at home, whether through map games like 'Geography Game' or simple activities like drawing a map of their room or neighborhood.

4. Importance of the Subject (1 minute):

   • Finally, the teacher highlights the importance of the subject for students' daily lives, reinforcing that maps are essential tools to guide us and help us understand the world around us.
   • They may mention examples of situations where maps are useful, such as planning a trip, discovering the location of a place, or understanding the landscape of a place we have never visited.
   • Additionally, the teacher can explain that by learning about maps, students are developing important skills, such as observation, spatial orientation, and the ability to interpret visual information.

With this conclusion, students will have a clear view of what they learned during the lesson, how they can continue learning about the subject, and how the content is relevant to their lives. This will reinforce their understanding and the importance of the topic, as well as motivate them to explore and learn more about maps.