Objectives (5 - 7 minutes)

1. Present the concept of Hydrography: Students should understand what hydrography is and how it relates to the geography of the world. They should understand that hydrography is the study of Earth's waters, including oceans, seas, rivers, lakes, glaciers, and groundwater.

2. Review key concepts about Hydrography: Students will be encouraged to review concepts already studied, such as hydrographic basins, water divides, and how water moves through the hydrological cycle. Additionally, they should be able to identify and describe the main characteristics of rivers, lakes, and oceans.

3. Develop critical thinking skills: During the lesson, students will be challenged to apply their knowledge of hydrography to analyze and discuss real-world situations. This will help develop their critical thinking skills and understanding of how hydrography affects life on Earth.

Secondary Objectives:

• Promote group interaction: Students will be divided into small groups for practical activities and discussions. This will encourage collaboration and the exchange of ideas among them.

• Stimulate independent research: Students will be encouraged to seek additional information about hydrography, both during class and as homework. This will help develop their research skills and autonomy in the learning process.

Introduction (10 - 12 minutes)

1. Review of previous contents: The teacher starts the lesson by quickly reviewing the concepts of physical geography already studied, such as the water cycle and the importance of water for life on Earth. He may ask questions to verify students' understanding and recall the topics that will be the basis for the new lesson. (3 - 5 minutes)

2. Problem situation 1: The water crisis: The teacher presents to the students the situation of a city facing a water crisis due to the lack of water in its rivers. He asks: 'What do you think may have caused this water shortage? And what could be done to solve the problem?' This questioning serves to arouse students' interest and show the relevance of studying hydrography. (2 - 3 minutes)

3. Problem situation 2: Ocean pollution: The teacher then presents another situation, this time addressing ocean pollution and how it affects not only marine life but also life on Earth in general. He asks: 'How is ocean pollution related to the study of hydrography?' This questioning aims to make students reflect on the interconnection of water systems and the importance of preserving them. (2 - 3 minutes)

4. Contextualization: The teacher contextualizes the importance of studying hydrography, explaining how it is directly related to issues such as water resources management, prevention of natural disasters, and environmental preservation. He also mentions how knowledge about hydrography can be useful in various careers, such as environmental engineering, meteorology, and natural resources management. (2 - 3 minutes)

5. Introduction of the topic: Finally, the teacher introduces the topic of the lesson - World: Hydrography: Review. He explains that students will review hydrography concepts and deepen their understanding through practical activities and discussions. He emphasizes that by the end of the lesson, students will be able to better understand how water moves and is distributed on Earth, and how this affects life on the planet. (1 - 2 minutes)

Development (20 - 25 minutes)

1. Activity 'The Path of Water' (10 - 12 minutes): In this activity, students will be divided into groups of 4 to 5 people. The teacher will provide each group with a large world map, marked only with the outlines of the continents and without indicating rivers, lakes, and oceans. In addition, each group will receive a set of cards, each representing an element of hydrography (river, lake, ocean, sea, hydrographic basin, water divide, source, mouth, etc.).

   Students should first research and discuss the definition and characteristics of each element represented on the cards. Then, they should position the cards on the world map, trying to recreate the global hydrography as accurately as possible. During the activity, the teacher should move around the room, guiding students, clarifying doubts, and promoting discussions. At the end, each group will present their map and explain the choices they made.

2. Activity 'Hydrological Cycle Challenge' (10 - 12 minutes): In this activity, the teacher will present students with a drawing of an incomplete hydrological cycle, with some parts missing. Students, again in groups, must complete the drawing, including all stages of the cycle (evaporation, condensation, precipitation, infiltration, runoff, etc.) and describing what happens at each stage.

   After completing the drawing, groups should research and select real examples of each stage of the hydrological cycle, highlighting the importance and impacts of each. For example, in the precipitation stage, they can mention the formation of rain, snow, hail, etc. Then, each group will present their drawing and explain the examples they chose.

3. Activity 'Real World Discussion' (5 - 7 minutes): Finally, the teacher proposes a classroom discussion on the application of hydrography concepts in the real world. He can bring current news, reports from environmental organizations, documentaries, among others, that address issues related to hydrography (such as water management in times of scarcity, ocean pollution, the impacts of climate change on water resources, etc.).

   Students, still in groups, should discuss the presented situation and propose solutions or actions that could be taken to solve the problem. After the discussion, each group will present their conclusions to the class. The teacher should moderate the discussion, ensuring that all students participate and that the debate remains respectful and productive.

Return (8 - 10 minutes)

1. Group Discussion (3 - 4 minutes): After completing the practical activities, the teacher promotes a group discussion with all students. Each group will have a maximum of 3 minutes to share their solutions, conclusions, or findings with the class. During this discussion, the teacher should encourage students to explain the reasoning behind their answers, discuss the different perspectives presented, and make connections with the revised theoretical concepts.

2. Connection with Theory (2 - 3 minutes): After the group presentations, the teacher will summarize the main points discussed, connecting them with the theoretical concepts of hydrography. He can highlight how the solutions proposed by students reflect their understanding of how water moves and is distributed on Earth, and how this affects life on the planet. Additionally, the teacher can reinforce the importance of critical thinking and the ability to apply theoretical knowledge in practical situations.

3. Final Reflection (2 - 3 minutes): To conclude the lesson, the teacher suggests that students reflect individually on what they have learned. He can ask the following questions to guide the reflection:

   • What was the most important concept you learned today?
   • What questions have not been answered yet?
   • How can you apply what you learned today in your daily life or in other subjects?

   The teacher should give a minute for students to think about these questions and then may ask some volunteers to share their answers with the class. This final reflection helps students consolidate what they have learned, identify possible gaps in their understanding, and realize the relevance of the lesson content beyond the school context.

4. Feedback and Closure (1 minute): Finally, the teacher thanks everyone for their participation, praises the effort and dedication shown by students during the lesson, and reinforces the importance of studying hydrography for the understanding and preservation of our planet. He may also take this opportunity to provide feedback on students' performance, highlighting the skills and knowledge that were well developed and suggesting areas that may need more attention or practice.

This Return is a crucial step to ensure that the lesson Objectives have been achieved and that students have understood and internalized the presented concepts. Additionally, by promoting reflection and discussion, the teacher helps students become more aware of their own learning process and develop skills such as self-assessment and metacognition.

Conclusion (5 - 7 minutes)

1. Summary of Contents (2 - 3 minutes): The teacher should start the Conclusion of the lesson by recalling the main concepts and topics discussed during the lesson, including the definition of hydrography, the review of hydrography elements (rivers, lakes, oceans, hydrographic basins, among others), the hydrological cycle, and the application of these concepts in the real world. He can do this interactively, asking students to share their memories or notes on these topics. This will help consolidate learning and identify possible points that need to be reviewed or clarified in future lessons.

2. Connection between Theory, Practice, and Applications (1 - 2 minutes): The teacher should highlight how the lesson connected theory (hydrography concepts and principles), practice (activities carried out in the classroom), and applications (discussion of real-world situations). He can emphasize that understanding hydrography is not limited to theoretical knowledge but also involves the ability to apply this knowledge to understand and solve real problems. Additionally, he can mention how practical activities helped make learning more meaningful and develop skills such as research, collaboration, and critical thinking.

3. Additional Materials (1 - 2 minutes): The teacher should suggest some additional study materials for students who wish to deepen their knowledge of hydrography. This may include books, documentaries, websites, educational games, among others. For example, he may suggest a documentary on the importance of rivers in people's lives, an online game that simulates the management of a hydrographic basin, or a news article on ocean pollution. Additionally, he may recommend that students explore the topic of hydrography in their own research or readings, and bring their findings to discuss in future classes.

4. Importance of the Subject (1 minute): Finally, the teacher should emphasize the importance of studying hydrography for the understanding and preservation of our planet. He can remind students that water is an essential resource for life on Earth, and that knowledge about hydrography is fundamental to understand how this resource is distributed and used. Additionally, he can mention how understanding hydrography can be useful in various everyday situations, such as weather forecasting, choosing locations for outdoor activities, or understanding news about natural disasters.

The Conclusion is a crucial step to consolidate learning, make connections between different aspects of the content, and motivate students to continue studying the subject. Additionally, by highlighting the relevance of the topic, the teacher helps students realize the importance of studying geography and science in general for understanding and acting in the world.