Objectives (5 minutes)

1. Understand the importance of cartography: Students should be able to comprehend the relevance of cartography in the contemporary world, recognizing it as a science that studies and represents the Earth's surface and its elements.

2. Develop map reading skills: Students should learn to interpret different types of maps, understanding the symbols and cartographic conventions used in the representation of geographic space.

3. Apply acquired knowledge in map making: Students should be able to create their own maps using the concepts and techniques learned. This skill will allow them to express their perceptions about the space around them in a cartographic way.

   Secondary objectives:

   • Stimulate spatial thinking: Through the study of cartography, students should develop the ability to think spatially, that is, to understand and analyze the geographic space in an organized and systemic way.
   • Promote teamwork: Map-making activities can be done in groups, promoting collaboration and the exchange of ideas among students.

Introduction (10 - 15 minutes)

1. Review of previous content: The teacher should start the lesson by briefly reviewing the fundamental Geography concepts necessary for understanding cartography, such as the notion of geographic space, location, and space representation. This review can be done through direct questions to students, encouraging everyone's participation.

2. Problem situations: The teacher should propose two problem situations that arouse students' interest and make them realize the importance of cartography. For example:

   • Situation 1: 'Imagine you are lost in a forest and need to find your way back home. How can a map help you in this situation?'
   • Situation 2: 'Suppose you need to plan a vacation trip to a country you have never visited. How can map reading help you in this planning?'

3. Contextualization: The teacher should contextualize the importance of cartography in students' daily lives, explaining how it is present in various situations, from using GPS on a cell phone to organizing a travel itinerary. Additionally, examples of professions that extensively use cartography, such as engineers, architects, urban planners, pilots, among others, can be mentioned.

4. Engage students' attention: To spark students' interest in the topic, the teacher can share curiosities and stories related to cartography. For example:

   • Curiosity 1: 'Did you know that the first known world map was made by the ancient Babylonians over 2,500 years ago?'
   • Curiosity 2: 'And that Google Maps, which we use so frequently, is one of the largest cartography projects ever undertaken, with over 20 petabytes of data?'

   Additionally, the teacher can show images of ancient and modern maps, highlighting the differences and similarities between them.

   Finally, the teacher should introduce the lesson's topic clearly and objectively, explaining that students will learn how to read and make their own maps.

Development (20 - 25 minutes)

1. Map reading activity (10 - 12 minutes): The teacher should provide students with a series of maps of different types (political map, topographic map, climatic map, etc.) and from different regions (local, regional, global), along with a list of questions for each map. In groups of up to five, students should analyze the maps and answer the questions. The objective of this activity is for students to practice map reading, identify the elements present, and understand the information they convey.

   • Example questions: 'What is the scale of the map?'; 'What are the main reference points?'; 'What are the political or geographical boundaries represented on the map?'.

2. Map making activity (10 - 12 minutes): Still in groups, students should choose a fictional region (for example, an island or a city), define its characteristics (relief, vegetation, natural resources, etc.), and create a map representing that region. The teacher should provide students with cardboard paper, a ruler, colored pencils, and hydrographic pens for the activity. During the map-making process, the teacher should move around the room, assisting groups facing difficulties and clarifying doubts.

   • Steps for the activity: (1) Define the region's shape on paper; (2) Add geographic elements (rivers, mountains, forests, etc.); (3) Mark political or geographical boundaries; (4) Add reference points; (5) Include a legend with the symbols used.

3. Map presentation activity (5 - 6 minutes): After completing the maps, each group should present their work to the class. During the presentations, students should explain the choices made when creating the map and the information it represents. The teacher should encourage other students to ask questions and make comments.

   • Presentation suggestions: (1) Present the fictional region and its characteristics; (2) Explain the choice of cartographic elements and symbols used; (3) Describe the information represented by the map; (4) Answer classmates' questions.

Return (10 - 15 minutes)

1. Group discussion (5 - 7 minutes): The teacher should facilitate a group discussion for students to share their perceptions and conclusions about the activities carried out. During the discussion, the teacher should encourage students to make connections between the theory learned and the practice performed, as well as to express their opinions and questions. To facilitate the discussion, the teacher can ask questions like:

   • 'What was the biggest challenge you faced when reading and making the maps? How did you overcome this challenge?'
   • 'Did you notice any difference between reading a map and making a map? How did this influence the way you interpret the maps you see in daily life?'
   • 'How did the map-making activity contribute to the development of your spatial thinking and teamwork skills?'

2. Learning verification (3 - 5 minutes): The teacher should briefly review the main concepts and skills covered in the lesson, asking students to explain in their own words what they have learned. This review will serve to check students' understanding and identify possible learning gaps that need to be addressed in future classes.

   • Example question for learning verification: 'How would you describe the importance of cartography and the map reading and making skills you developed today?'

3. Individual reflection (2 - 3 minutes): To conclude the lesson, the teacher should suggest that students reflect individually on what they have learned. The teacher can ask questions like:

   • 'What was the most important concept you learned today?'
   • 'What questions have not been answered yet? What would you like to learn more about cartography and maps?'

   The teacher should remind students that reflection is an essential part of the learning process, as it allows them to consolidate what they have learned and identify areas that need further study or practice.

4. Teacher feedback (1 minute): At the end of the lesson, the teacher should provide overall feedback on students' participation and performance, highlighting strengths and areas that need improvement. The teacher should also reinforce the importance of the topic studied and the skills developed for daily life and for future Geography studies.

Conclusion (5 - 7 minutes)

1. Summary of contents (2 - 3 minutes): The teacher should give a brief summary of the main points covered in the lesson, reinforcing the concepts of cartography, map reading, and map making. The importance of each of these aspects and how they relate to each other should be highlighted. The teacher can use a board or a slide to outline and visualize these connections, making the summary clearer and more memorable for students.

2. Connection between theory and practice (1 - 2 minutes): Next, the teacher should explain how the activities carried out during the lesson allowed students to apply and deepen the theoretical knowledge acquired. The teacher should emphasize how map reading and map making are fundamental practical skills for understanding and representing geographic space.

3. Extra materials (1 minute): The teacher should suggest additional study materials for students who wish to deepen their knowledge of cartography. These materials may include books, documentaries, websites, and interactive map applications. For example, the teacher can recommend reading 'The Letter of Pero Vaz de Caminha' and 'Pitoresque and Historical Voyage to Brazil,' two works that contain historical maps of Brazil.

4. Relevance of the topic (1 - 2 minutes): Finally, the teacher should summarize the importance of studying cartography for daily life and for various professions. The teacher should emphasize that the ability to read and interpret maps is an essential skill for spatial orientation, understanding geographic phenomena, and active participation in society. The teacher should also highlight that map making, although it may seem like a playful activity, is a powerful form of expression and representation of geographic knowledge.

5. Closure (1 minute): In closing the lesson, the teacher should thank students for their participation and effort, reinforcing the importance of the topic studied and encouraging them to continue exploring and questioning the world around them. The teacher should remind students that Geography is a living science in constant evolution, and that they play a fundamental role in the construction and transformation of geographic space.