Objectives (5 - 10 minutes)

1. Understand the concept of geographical references: Students should be able to identify and understand basic geographical references, such as cardinal points (north, south, east, and west), and how they help to locate oneself in a specific space.

2. Identify geographical references in the school environment: Students will be encouraged to apply what they have learned about geographical references in the classroom and school environment. They should be able to identify reference points and orient themselves based on them.

3. Recognize the importance of play in learning: The goal here is for students to realize that playing is a fundamental activity for learning. They should understand that through play activities, it is possible to learn about various subjects, including geography.

Introduction (10 - 15 minutes)

1. Review of previous contents: The teacher should start by reminding students of what they have already learned in geography, especially about the school environment and its location. For example, the teacher can ask what a classroom is, where the door, the window, and their desk are located. This will help create a foundation for understanding the concept of geographical references.

2. Problem-solving situations: The teacher should then present two situations that challenge students to think about their locations. For example:

   • 'Imagine you are in the classroom and need to go to the bathroom. How do you navigate there without getting lost?'
   • 'Now imagine you are in the park and your mom calls you. How do you know in which direction she is?'

3. Contextualization: To show the importance of the subject, the teacher can use examples from the students' daily lives. For example, explaining that when they go to a new playground or to a friend's party, they use geographical references (such as streets, trees, buildings) to orient themselves. Another example is when they watch a cartoon and the characters use geographical references to move in space.

4. Introduction of the topic: The teacher can then introduce the topic of geographical references, explaining that they are like 'signs' that help us know where we are and where we want to go. To make the introduction more interesting, the teacher can share a fun fact, such as that in the past, people used the sun and stars to orient themselves.

5. Engage students' attention: To involve the students, the teacher can introduce the topic in a playful way, telling a story or showing a short video about how children from other parts of the world orient themselves. Another suggestion is to bring a simple map of the school and propose a guessing game, where students must use geographical references to guess where the teacher is pointing.

Development (20 - 25 minutes)

1. Presentation of theory on geographical references:

   • The teacher should start by explaining that geographical references are orientation points that help us understand where we are in a specific space.
   • Then, he should present the cardinal points (north, south, east, and west), explaining that these are directions we can follow to move in a specific space.
   • To make the explanation clearer and more engaging, the teacher can use examples related to the school environment, such as instructing students to look at the teacher and say that he is in front, or pointing to the door and saying it is the west side of the room.

2. Practical activity: 'The game of geographical references':

   • The teacher should divide the class into small groups, and each group will receive a simple map of the school environment (which can be previously drawn by the teacher).
   • Each group will have to, based on the teacher's instructions, mark on the map the given geographical references (for example, the door is the reference for the west, the window for the east, etc.).
   • The teacher should walk around the room, guiding and assisting the groups as needed. Praise and encouragement should be given to maintain the students' motivation.

3. Reinforcement of theory through practical examples:

   • After all groups have completed the activity, the teacher should review the theory, reinforcing the relationship between cardinal points and geographical references in the classroom.
   • New examples can be used, such as asking students in which direction they would have to go to reach the school library, the sports court, etc.

4. Discussion and reflection on the importance of geographical references:

   • Finally, the teacher should promote a discussion with the class, asking how understanding geographical references can be useful in everyday life, not only at school but also in other places.
   • Students should be encouraged to share their experiences and reflections, and the teacher should reinforce the idea that geography is present everywhere, even in the simplest activities, such as playing in the park or going to a friend's house.

For this stage, the teacher should keep in mind that the main objective is to ensure that students understand the concept of geographical references and how to apply it in different contexts. Additionally, it is essential that the lesson remains interactive and engaging so that students remain interested and motivated to learn.

Return (10 - 15 minutes)

1. Group discussion (5 - 7 minutes): The teacher should gather all students in a large circle and promote a group discussion. Each group will have the opportunity to share their answers and conclusions from the 'The game of geographical references' activity. The teacher should encourage students to explain their choices, how they reached a certain conclusion, and how they used the geographical references on the map. During the discussion, the teacher should reinforce the correct concepts and clarify any doubts that may arise.

2. Connection with theory (3 - 4 minutes): After the groups' presentations, the teacher should make the connection between the practical activities and the theory presented at the beginning of the lesson. He can highlight how the groups used the cardinal points and other geographical references to orient themselves on the map. The teacher can also reinforce the importance of understanding geographical references in daily life, both at school and in other places.

3. Reflection on learning (2 - 3 minutes): To conclude the lesson, the teacher should propose that students reflect on what they have learned. He can do this by asking two simple questions:

   • 'What did you enjoy learning the most about geographical references today?'
   • 'How do you think you can use what you learned today in your daily life?'

The teacher should give a minute for students to think about the questions, and then volunteers can share their answers with the class. The teacher should praise the students' answers, reinforce the positive points, and encourage students to continue exploring and learning about geography.

During the return, the teacher should maintain an environment of respect and appreciation for each student's contributions. It is important that everyone feels comfortable sharing their ideas and opinions. Additionally, the teacher should be attentive to identify any persistent difficulties or doubts that students may have and plan future activities to address these issues.

Conclusion (5 - 10 minutes)

1. Lesson Summary (2 - 3 minutes): The teacher should summarize the main points covered in the lesson, reminding students about the concept of geographical references and how they are used to locate oneself in a space. He can also review the cardinal points (north, south, east, and west) and how they help in orientation. It is important that the summary is simple and direct, so that students can easily absorb and remember what they have learned.

2. Connection between Theory, Practice, and Applications (1 - 2 minutes): The teacher should explain again how the lesson connected theory, practice, and applications. He can remind students that through the game 'The game of geographical references,' they were able to apply the theory in a practical context. Additionally, the teacher can highlight how understanding geographical references can be useful in everyday situations, such as orienting oneself in a new area or understanding a map.

3. Extra Materials (1 minute): To complement learning, the teacher can suggest some extra materials for students to explore at home. This may include:

   • Educational videos about cardinal points and geographical references.
   • Online games that help practice spatial orientation.
   • Children's books that explore geography in a playful way.
   • Activities to do at home, such as drawing a map of their room and marking geographical references.

4. Importance of the Subject (1 - 2 minutes): Finally, the teacher should emphasize the importance of the subject covered in the lesson. He can explain that although geography may seem like a distant and abstract subject, it is actually present everywhere, from the classroom to the park, a friend's house, and the places they see on TV. Understanding geographical references is an essential skill for moving and orienting oneself in the world around, and is an important step towards a deeper understanding of geography.

By ending the lesson clearly and effectively, the teacher ensures that students leave with a solid understanding of the topic and are able to apply what they have learned in different contexts. Additionally, by suggesting extra materials, the teacher encourages continuous learning and exploration of the subject outside the classroom.