Lesson plan of Africa: Environmental Issues

Goals (5 - 10 minutes)

1. Understand the importance of the African continent in the context of global environmental issues, focusing on conflicts and socio-environmental challenges.

2. Analyze the main environmental issues faced by Africa, such as deforestation, desertification, soil degradation, water scarcity, pollution and climate change.

3. Develop critical awareness of the relationship between human action and environmental issues, recognizing the influence of historical, social and political factors in shaping these problems.

Secondary Goals:

• Stimulate critical thinking and classroom debate, promoting the discussion of possible solutions to environmental problems in Africa.

• Encourage research and autonomous study, encouraging students to deepen their knowledge on the proposed theme.

Introduction (10 - 15 minutes)

1. Review of Previous Content: The teacher should begin by giving a brief summary of the content already studied that is relevant to the current class. This may include concepts such as physical geography, environmental processes, climate change, among others. (3 - 5 minutes)

2. Problem Situations: Next, the teacher should present two situations that illustrate environmental problems in Africa. For example, mention the water crisis in Cape Town, South Africa, and the deforestation of the Congo Forest, considered the second largest tropical forest in the world. (2 - 3 minutes)

3. Contextualization: The teacher should then explain the importance of studying these problems, emphasizing how they affect not only the African population, but also the rest of the world. For example, mention how the destruction of the Congo Forest contributes to global climate change, or how the water crisis in Cape Town can be a sign of what is to come in other parts of the world due to global warming. (2 - 3 minutes)

4. Introduction to the Topic: Finally, the teacher should introduce the topic of the class, "Africa: Environmental Issues", presenting a general overview of the problems that will be discussed. For example, mention desertification in the Sahel, pollution of the Niger River, soil degradation in Ethiopia, among others. (3 - 4 minutes)

5. Curiosities and Stories: To spark students' interest, the teacher can share some curiosities or stories related to the topic. For example, tell the story of Lake Chad, which was once the fourth largest lake in Africa, but is drying up due to climate change and human exploitation. Or mention the struggle of the Ogoni people in Nigeria against pollution caused by the oil industry. (2 - 3 minutes)

Development (20 - 25 minutes)

1. Board Game "Paths of Environmental Africa" (10 - 15 minutes)

   • Description: The teacher should divide the class into groups of 4 or 5 students and provide each group with a board game "Paths of Environmental Africa". In this game, students must travel through different regions of Africa, facing challenges and making decisions that affect the environment. The goal is to reach the end of the game with the fewest environmental problems possible.

   • Preparation: Before class, the teacher should prepare the board game, which can be handmade or printed. Each space on the board should represent a region of Africa, and the challenges and decisions should be related to the environmental problems faced by that region.

   • Rules: The teacher should explain the rules of the game, which may include using cards, rolling dice, moving pieces, and specific actions for each space on the board. It should be emphasized that the goal of the game is not to win, but to learn about environmental issues in Africa.

   • Execution: The teacher should guide the groups during the game, clarifying doubts, mediating conflicts and stimulating debate. At the end of the game, a classroom discussion should be promoted about the decisions made by the groups and the consequences of these decisions for the environment.

2. Research Activity "Solutions to Environmental Problems in Africa" (10 - 15 minutes)

   • Description: After the game, students should conduct a quick survey of possible solutions to environmental problems in Africa. Each group should choose an environmental problem that was discussed during the game and seek real solutions that are being implemented or proposed.

   • Preparation: The teacher should prepare a list of environmental problems based on the board game. Each group should choose one problem from the list to research.

   • Execution: Students should use electronic devices (if available) or library books to conduct the research. They should write down the key information found and prepare a short presentation to share with the class.

   • Presentation: Each group should present their findings to the class. The teacher should moderate the discussion, relating the solutions proposed by the students to the issues presented in the Introduction of the class.

3. Group Reflection "What Have We Learned?" (5 - 10 minutes)

   • Description: To conclude the Development stage, the teacher should promote a group reflection on what has been learned during the class. Each group should discuss and come up with a list of key learnings.

   • Rules: The teacher should guide the groups to include in the list not only the concepts learned, but also the skills developed and the attitudes acquired. For example, students can list the ability to identify environmental problems, the ability to debate and argue, the awareness of the importance of sustainability, among others.

   • Sharing: After the group discussion, each group should present their list to the class. The teacher should encourage students to complement each other's lists, creating a collective list of learnings.

Feedback (10 - 15 minutes)

1. Group Discussion "Solutions to Environmental Problems in Africa" (5 - 7 minutes)

   • Description: The teacher should promote a group discussion on the solutions proposed by the students to environmental problems in Africa. Each group will have up to 3 minutes to share their findings and ideas.

   • Rules: The teacher should guide the groups to not only present their solutions, but also to explain why they believe these solutions are viable and effective. It should be emphasized that there are no right or wrong answers, but rather different perspectives and approaches to environmental problems.

   • Mediation: The teacher should mediate the discussion, asking questions and making comments that stimulate critical thinking and debate. Students should be encouraged to question and challenge each other's ideas in a respectful and constructive manner.

2. Connection with the Theory "Environmental Problems in Africa" (3 - 4 minutes)

   • Description: The teacher should make the connection between the solutions proposed by the students and the theory presented in class. It should be highlighted how the solutions reflect the students' understanding of environmental problems in Africa and the influence of historical, social and political factors in shaping these problems.

   • Theory Review: The teacher can briefly review the key concepts of the class, reinforcing the importance of studying these problems and the need to seek sustainable and fair solutions.

   • Guiding Questions: The teacher can ask guiding questions to stimulate students' reflection. For example, ask: "How can the solutions proposed by the groups contribute to solving environmental problems in Africa?" or "What are the challenges and possibilities of implementing these solutions?".

3. Individual Reflection "Thinking about the Class" (2 - 4 minutes)

   • Description: The teacher should propose a moment of individual reflection, in which the students will think about what they have learned and what questions they still have.

   • Guiding Questions: The teacher should ask questions to guide students' reflection. For example, ask: "What was the most important concept you learned today?" or "What questions have not yet been answered?".

   • Reflection Time: Students should have one minute to think about the questions. The teacher should respect this time and not interrupt.

   • Optional Sharing: After the reflection time, the teacher can invite the students to share their answers. However, this should be optional, as some students may prefer to keep their reflections to themselves.

4. End of Class (1 minute)

   • Description: To end the class, the teacher should thank the students for their participation, emphasize the importance of the subject, and inform about the content of the next class.

   • Reminders: The teacher can take this opportunity to remind the students about possible homework assignments related to the topic or about the importance of reviewing the class content to deepen their learning.

   • Farewell: The teacher should bid farewell to the students, encouraging them to continue studying and researching the subject.

Conclusion (5 - 10 minutes)

1. Summary and Recapitulation (2 - 3 minutes): The teacher should summarize the main points discussed during the class, recap the key concepts and the solutions proposed by the students to the environmental problems in Africa. It should be emphasized the importance of understanding the relationship between human action and environmental problems, and of recognizing the influence of historical, social and political factors in shaping these problems.

2. Theory-Practice Connection (1 - 2 minutes): The teacher should explain how the class connected theory, practice, and applications of the content. It should be highlighted how the board game allowed students to experience environmental challenges in Africa in a playful and interactive way, and how the research activity stimulated investigation and critical reflection on possible solutions to these problems.

3. Extra Materials (1 - 2 minutes): The teacher should suggest extra materials for students who wish to deepen their knowledge on the subject. This may include books, articles, documentaries, websites of non-governmental organizations and reports from international institutions. For example, one could recommend the book "For Another Globalization: From Single Thought to Universal Consciousness", by Milton Santos, which discusses the challenges of sustainable development in Africa.

4. Everyday Applications (1 - 2 minutes): Finally, the teacher should show how the concepts and skills learned in class can be applied in students' daily lives. For example, mention the importance of adopting sustainable practices in water, energy and food consumption, or the relevance of being informed and engaging in debates on environmental policies in Brazil and the world. It should be emphasized that, as citizens of the planet, everyone has a role to play in protecting the environment and building a fairer and more sustainable future.