Objectives (5 - 7 minutes)

1. Understand the concept of relief: Students should be able to define what relief is, understanding that it refers to the forms of the Earth's surface, such as mountains, plains, valleys and others. In addition, they should understand that the relief is a result of internal and external processes that occur on Earth.

2. Identify the main types of relief: Students should be able to distinguish between different types of relief, such as mountains, plains, and valleys, and understand the characteristics of each one. For this, they should be able to recognize images and descriptions of them.

3. Relate the relief with the human action: Students should be able to notice how the human action can change the relief, either in a natural way, such as erosion caused by agriculture, or artificially, such as the construction of roads and cities.

   Secondary objectives:

   • Promote critical thinking: In addition to acquiring knowledge about relief, students will be encouraged to reflect on the importance of preserving it and of understanding the relation between human action and changes in relief.

   • Stimulate the research: Students will be encouraged to search for more information on the subject, either via online research or in books and encyclopedias, promoting autonomy in the learning process.

Introduction (10 - 15 minutes)

1. Review of previous content (3 - 5 minutes): The teacher should start the class with a quick review of Geography concepts already covered, such as the study of natural and social components of the planet. Also, it is important to recall related concepts, such as the internal structure of the Earth (core, mantle, crust) and the processes that act on the Earth's surface (erosion, sedimentation, tectonicism). This review can be done through questions asked to students, stimulating active participation.

2. Situation-problems (3 - 5 minutes): The teacher shall propose two situations that arouse the students' interest and lead them to the subject of the class. For example: "How are mountains formed?" and "Why are some regions flatter than others?". These questions aim at instigating the students' curiosity and critical thinking.

3. Contextualization (2 - 3 minutes): The teacher should contextualize the importance of studying relief, relating it to everyday situations. For example, one can mention how knowledge of the relief is fundamental for road construction, for weather forecasting (through the influence of relief on the circulation of air masses), and for practicing sports such as mountaineering.

4. Introduction to the topic (2 - 3 minutes): In order to introduce the topic of the class, the teacher can share curiosities or interesting facts about relief. For example, one can mention that the highest mountain in the world, Mount Everest, has an altitude of 8,848 meters, while the lowest region, the Mariana Trench in the Pacific Ocean, reaches a depth of 10,994 meters. Another curiosity is that the largest plain in the world, the Indo-Gangetic Plain, covers more than 1.1 million square kilometers in India and Bangladesh. These curiosities help arouse the students' interest and introduce the study of the different types of relief.

Development (20 - 25 minutes)

1. Activity "Building Relief" (10 - 12 minutes): For this activity, the teacher should prepare in advance a kit with materials for building relief models. Materials may include modeling clay, sheets of paper, glue, brushes, paints and colored pens. Students, divided into groups of three or four, will receive a kit for each group.

   • Step 1: The teacher should guide the students into choosing a type of relief to represent in their model. It can be a mountain, a valley, a plain, among others. Students should research the characteristics of the chosen relief, such as altitude, shape, vegetation, effect of relief in local climate, etc. This research can be done in textbooks, encyclopedias or online. (5 minutes)

   • Step 2: With the information collected, students should plan the construction of their model, deciding which materials they will use to represent each characteristic of the chosen relief. For example, the modeling clay can be used to represent mountains, glue for water, paints for vegetation, etc. (3 minutes)

   • Step 3: Finally, students should build their model, following the plan they drew up. During this stage, the teacher should walk around the room, assisting groups, answering questions and asking questions to stimulate reflection. (4 minutes)

2. Activity "Relief in Motion" (10 - 12 minutes): For this activity, the teacher should prepare in advance a set of cards with images and descriptions of processes that act in the formation and modification of relief, such as the movement of tectonic plates, the action of wind and water (erosion, sedimentation), volcanic activity, etc.

   • Step 1: The teacher should hand out the cards, making sure each group receives a variety of processes. Students should read the descriptions and discuss together which type of relief each process applies to. (5 minutes)

   • Step 2: After the discussion, students should choose a process and create a short dramatization or drawing to represent it. For example, if the chosen process is the movement of tectonic plates, students can represent this through a dramatization in which one part of the room moves up (forming a mountain) and another part moves down (forming a valley). If the chosen process is the action of the wind, students can draw a landscape with sand dunes. (5 minutes)

   • Step 3: Finally, each group should present their dramatization or drawing to the class, explaining the process it represents. During the presentations, the teacher should ask questions to check the students' understanding and encourage discussion. (2 minutes per group)

Feedback (10 - 12 minutes)

1. Sharing of Group Activities (5 - 6 minutes): The teacher should ask each group to share with the class the solutions or conclusions found during the group activities. Each group will have a maximum time of 3 minutes for the presentation. During the presentations, the teacher should encourage the participation of all students, asking questions that stimulate reflection and the connection of activities with the theory.

   • For example, after the presentation of the model, the teacher can ask: "How does the structure of the model represent the characteristics of the relief you chose?", "How do the processes you represented in the dramatization or drawing affect the relief?", etc.

2. Class Discussion (3 - 4 minutes): After all presentations, the teacher should lead a class discussion, going back to the main points presented by the groups. This discussion aims to consolidate learning, clarify possible doubts and encourage reflection on the importance of relief and the relation between human action and changes in relief.

   • For example, the teacher can ask: "What were the main processes you identified in the formation and modification of relief?", "How can human action change the relief?", "What are the consequences, positive and negative, of the changes that human action can cause in relief?", etc.

3. Connection with the Theory (2 - 3 minutes): The teacher should make a synthesis of the activities performed, connecting them with the theoretical concepts presented at the beginning of the class. The objective is to have the students realize how practical activities help understand and apply the theory.

   • For example, the teacher can say: "During the building of the models, you were able to notice how the characteristics of the relief, such as altitude and vegetation, are physically represented. This reinforces our understanding that the relief is not only an image on a map, but a real physical form. In the activity 'Relief in Motion', you explored the processes that act in the formation and modification of relief, and how they relate to the different types of relief studied. This helps us better understand why the Earth has the diversity of relief we observe."

4. Final Reflection (2 - 3 minutes): To wrap up the class, the teacher should propose that students reflect for one minute on the following questions:

   1. "What was the most important concept you learned today?"

   2. "What questions have not yet been answered?"

   • After the minute of reflection, the teacher can ask some students to share their answers with the class. This activity helps students consolidate their learning and identify possible points of doubt or deepening for future study.

Conclusion (5 - 7 minutes)

1. Summary and Recapitulation (2 - 3 minutes): The teacher should start the Conclusion by recapitulating the main points addressed during the class. This includes the concept of relief, the identification of the main types of relief, the relation between relief and human action, and the processes that act in the formation and modification of relief. The teacher can do this interactively, involving the students and checking if they retained the knowledge acquired.

2. Connection from Theory to Practice (1 - 2 minutes): Next, the teacher should explain how the class connected the theory to practice. One must emphasize how the activities performed, such as building the models and the dramatization of processes that act on relief, allowed students to visualize and understand the theoretical concepts presented in a more concrete way. This helps reinforce learning and motivate students to continue exploring the subject.

3. Supplementary Materials (1 minute): The teacher should suggest additional study materials for students who wish to deepen their knowledge on relief. This can include reference books, geography websites, documentaries, among others. For example, the teacher can recommend the book "The Geography of the World" by Susan Martineau, which contains clear information and illustrations on the relief of the planet.

4. Importance of Relief in Daily Activity (1 - 2 minutes): Finally, the teacher should highlight the importance of the study of relief for the students' daily lives. One can mention how knowledge of relief is fundamental for various human activities, such as building roads and buildings, predicting climate, practicing sports, among others. In addition, the importance of preserving the natural relief should be emphasized, considering the impacts that human action can have on it.

5. Closure (1 minute): To wrap up the class, the teacher should thank the students for their participation, reinforce the importance of continuous study and encourage students to bring up their doubts in the following classes. The teacher should remind students about the following class, emphasizing the content that will be covered and suggesting that the students prepare themselves by reviewing the content of the current class.