Objectives (5 minutes)

1. Familiarize students with different types of housing, toys, clothing, furniture, and everyday objects, exploring the differences and similarities between them.

2. Develop students' ability to identify and name the different elements of everyday life, relating them to the space and environment in which they live.

3. Stimulate students' critical thinking by encouraging them to reflect on the reasons why things are the way they are in their homes, in their communities, and in other parts of the world.

Secondary Objectives:

• Promote socialization and teamwork through group activities involving the comparison and discussion of different elements of everyday life.

• Develop observation and description skills through the analysis of images and real objects.

Introduction (10 - 15 minutes)

1. Recalling previous knowledge: The teacher starts the lesson by reminding students of basic geography concepts that have already been covered, such as the meaning of "home," "community," "city," and "country." The goal is to ensure that all students have a solid foundation before moving on to the topic of the day.

2. Problem situations: The teacher presents two problem situations to arouse students' interest and introduce the lesson's theme:

   • First, the teacher asks students if they have ever stopped to think why their homes are different from their grandparents' homes or from people living in other places. He can show some images of different types of housing to illustrate the existing diversity.

   • Next, the teacher suggests that students think about why they have so many toys and clothes, while some children in other parts of the world may have nothing. He can use simple and concrete examples to make the discussion more accessible to students.

3. Contextualization of the subject's importance: The teacher explains that understanding everyday life and cultural diversity is essential to comprehend the world we live in. He can use examples from students' daily lives, such as the variety of foods they eat, the different languages they hear at school, or the different traditions they practice at home. The goal is to show students that geography is present in all aspects of their lives.

4. Introduction to the topic with curiosities: To arouse students' curiosity, the teacher can share some curiosities related to the lesson's topic:

   • For example, he can tell students that there are more than 100,000 species of housing in the world, including houses, apartments, tents, igloos, palaces, and even tree houses!

   • Furthermore, the teacher can mention that despite all the differences, all people in the world have something in common: the need for a place to live, clothes to wear, toys to play with, and objects to use in everyday life. This information serves to connect students and emphasize the importance of diversity and equality.

Development (20 - 25 minutes)

The teacher should choose one of the proposed activities below to conduct the discussion and exploration of the lesson's topic. These activities are interactive, practical, and suitable for students in the early years of Elementary School.

1. "Dream House":

   • Organization: The teacher divides the class into groups of 4 to 5 students each.
   • Material: For this activity, the teacher will need magazines, scissors, glue, cardboard, and colored markers.
   • Development: Each group receives a blank cardboard and, using the magazines, they must cut out images of different elements of a house (which can include furniture, appliances, utensils, etc.). Then, they should glue the images on the cardboard and use the markers to draw what they would most like in their own "dream house." The teacher should move around the tables, guiding the students and promoting the exchange of ideas among the group members.
   • Objective: This activity aims to stimulate students' creativity and, at the same time, make them reflect on the different possibilities of housing and everyday objects.

2. "Clothing Around the World":

   • Organization: The teacher divides the class into groups of 4 to 5 students each.
   • Material: For this activity, the teacher will need magazines, scissors, glue, cardboard, and colored markers.
   • Development: Each group receives a blank cardboard and, using the magazines, students must cut out and paste images of clothing from different parts of the world. They can also draw clothes that they do not find in the magazines. Then, they should write the name of the country or region where the clothing is typical. The teacher should move around to assist and guide the students.
   • Objective: This activity allows students to explore cultural diversity through clothing, promoting respect and appreciation of differences.

3. "Mobile Supermarket":

   • Organization: The teacher divides the class into groups of 4 to 5 students each.
   • Material: For this activity, the teacher will need magazines, scissors, glue, cardboard, and colored markers.
   • Development: Each group receives a blank cardboard and, using the magazines, they must cut out and paste images of different foods and objects found in a supermarket. They should also write the name of the food or object next to the image. The teacher should move around to assist and guide the students.
   • Objective: This activity aims to make students reflect on the importance of trade and the diversity of products in their lives.

The teacher can choose one of the above activities or propose their own activity, as long as it aligns with the lesson's objectives and is suitable for the students' age group. During the activities, the teacher should move around, assist, and guide the students, ensuring that they understand the topic and engage in the activity constructively and collaboratively.

Return (10 - 15 minutes)

1. Group Discussion (5 - 6 minutes): After completing the activities, the teacher gathers all students in a large circle for a group discussion. Each group is invited to briefly present what they created or discovered during the activity. The teacher should encourage students to share their opinions and perceptions, asking questions that promote dialogue and reflection. Some examples of questions the teacher can ask are:

   • "What were the housing/clothing/objects that you liked the most to discover in the activity?"
   • "Did you find it easy or difficult to find the images for the activity? Why?"
   • "Did you notice any pattern or similarity between the housing/clothing/objects you chose? And any difference?"

2. Connection with Theory (3 - 4 minutes): After the groups' presentations, the teacher briefly recaps the theoretical concepts covered in the lesson, reinforcing the relationship between the diversity of housing, toys, clothing, furniture, and everyday objects and people's daily lives. He can use the students' creations and the group discussions to exemplify and illustrate the concepts, making them more concrete and meaningful for the students. For example, the teacher can point out how different housing solutions reflect the needs and available resources in each region, or how the clothes and objects used in daily life can reflect a community's culture and lifestyle.

3. Individual Reflection (2 - 3 minutes): To conclude the lesson, the teacher proposes that students make a brief individual reflection on what they learned in the lesson. He can do this by asking two simple questions:

   • "What did you enjoy learning about the different types of housing, toys, clothing, furniture, and everyday objects?"
   • "How can you use what you learned today to better understand the world around you?"

The teacher should encourage students to think about the answers, giving them a moment of silence to reflect before sharing their responses. He can also ask some students to share their answers with the class, if they feel comfortable, to promote the exchange of ideas and collaborative learning.

The return is a crucial step to consolidate learning and ensure that the lesson's objectives were achieved. Furthermore, by promoting reflection and discussion, the teacher stimulates students' critical thinking and oral expression, essential skills for learning and development.

Conclusion (5 - 7 minutes)

1. Summarize the main points (2 - 3 minutes): The teacher should summarize the main points covered during the lesson, reinforcing the idea that there are various types of housing, toys, clothing, furniture, and everyday objects, and that these differences reflect cultural diversity and living conditions in different parts of the world. He can highlight some curiosities or interesting facts that emerged during the group discussion to reinforce learning. For example, the teacher can mention that there are houses that float on water, such as houseboats in the Netherlands, or that there are clothes that change color according to temperature, like thermochromic shirts.

2. Connection with practice (1 - 2 minutes): The teacher should explain how the theory discussed in the classroom was applied in the practical activities. He can emphasize how students had the opportunity to observe, compare, and reflect on everyday elements, and how this helped them better understand the diversity and complexity of the world we live in. Additionally, the teacher can highlight how the activities allowed students to use creativity, collaboration, and critical thinking to solve problems and express their ideas.

3. Suggestion of extra materials (1 minute): To complement learning, the teacher can suggest some extra materials, such as books, videos, educational websites, or visits to local museums. For example, the teacher can recommend the book "Casa, moradia, habitação" by Telma Weisz, which explores the concept of home in a playful and creative way. He can also suggest the website of the Museum of the Brazilian House, which has a section dedicated to architecture and interior design. The goal is to encourage students to continue exploring the topic at home, autonomously and enjoyably.

4. Relevance of the subject to daily life (1 - 2 minutes): Finally, the teacher should emphasize the importance of the lesson's topic for students' daily lives. He can explain how knowledge about different types of housing, toys, clothing, furniture, and everyday objects can help students better understand the world around them, appreciate diversity, and respect differences. Additionally, the teacher can show how geography is present in all aspects of daily life, from what we eat to how we dress and where we live.

The conclusion is a crucial step to consolidate learning, motivate students to continue exploring the subject, and demonstrate the relevance of the topic to daily life. By summarizing the main points, making the connection with practice, suggesting extra materials, and highlighting the relevance of the subject, the teacher helps students internalize what they have learned and realize the importance and applicability of the acquired knowledge.