Objectives (5 - 10 minutes)

1. Identify the importance of maps and living spaces: The teacher will explain clearly and simply the importance of maps and how they help us understand and organize the world around us. In addition, students will be encouraged to share their experiences and knowledge about the places where they live.

2. Recognize and interpret symbols and elements present in simple maps: Students will learn to identify and interpret basic symbols and elements present in simple maps, such as the representation of rivers, roads, houses, schools, etc. To do this, the teacher will use visual and practical examples.

3. Build a collective map of the classroom and school surroundings: In groups, students will have the opportunity to apply what they have learned by building a collective map of the classroom and school surroundings. They will be guided to identify and represent the various spaces and elements present in these locations.

Introduction (10 - 15 minutes)

1. Recalling important content: The teacher will start the lesson by recalling basic concepts of location and spatial orientation, asking students about everyday situations in which they need to orient themselves, such as going to school, a friend's house, the park, etc. This will serve to contextualize the importance of studying maps and living spaces.

2. Problem-solving situations: The teacher will present two problem-solving situations to stimulate students' curiosity and critical thinking:

   • "Let's imagine that you are explorers and need to reach a hidden treasure in the park near our school. How would you orient yourselves and find the way without getting lost?"
   • "And if you were planning a surprise party for a classmate and needed to draw a map with the location of the school, the classroom, and other important spaces, such as the library and the cafeteria? How would this map be?"

3. Contextualization of the subject's importance: The teacher will explain that knowledge about maps and living spaces is very important because it helps us understand and organize the world around us. They will mention some professions that use maps a lot, such as geographers, architects, pilots, sailors, among others. Additionally, the teacher will emphasize that by knowing the places where we live well, we can move around more easily, plan our activities, and even help others orient themselves.

Development (20 - 25 minutes)

1. "Treasure Explorers" Activity (10 - 12 minutes)

   • The teacher will divide the class into groups of 4 to 5 students. Each group will receive a simple map of the park near the school, which will be prepared in advance by the teacher.
   • The group's objective will be to find the "treasure" (which can be a simple reward, such as a candy or a sticker) marked on the map.
   • To do this, they will have to orient themselves using the reference points on the map (such as trees, benches, swings, etc.) and the directions (north, south, east, west) indicated by the teacher.
   • The teacher will circulate among the groups, helping and guiding when necessary.

2. "Draw Your Map" Activity (10 - 12 minutes)

   • Each group will receive a large piece of paper and some drawing materials (colored pencils, markers, etc.).
   • The teacher will ask the students to draw a map of the school location they consider most important (it can be the classroom, the cafeteria, the sports court, etc.).
   • They should represent the elements and spaces as closely as possible to reality, remembering to use appropriate symbols and colors (for example, the library can be represented with a book, the courtyard with a green square, etc.).
   • At the end, each group will present their map to the class, explaining what each element represents.

3. "Collective Classroom Map" Activity (5 - 6 minutes)

   • Next, the groups will combine their individual maps to create a "Collective Classroom Map".
   • They will have to discuss and negotiate the best way to unify the elements of each map into one, taking into account the available space on the paper.
   • The teacher will suggest that they represent the elements of the classroom (desks, blackboard, windows, door, etc.) and also their classmates, as small figurines.
   • At the end, the teacher will help the students analyze the "Collective Classroom Map", promoting a discussion about the importance of collaboration and respect for others' ideas in the construction of a collective map.

These activities were planned to be fun, practical, and engaging, allowing students to learn about maps and living spaces in a playful and meaningful way. The teacher should be attentive to help students understand the concepts, address doubts, and ensure that everyone participates actively.

Return (10 - 15 minutes)

1. Group Discussion (5 - 7 minutes)

   • The teacher will gather all students in a large circle for a group discussion. At this moment, each team will have the opportunity to share their experiences and learnings.
   • The teacher will start the discussion by asking about the solutions found in the "Treasure Explorers" activity. Students will be encouraged to share how they oriented themselves on the map and what difficulties they encountered. The teacher will ask about the importance of reference points and directions on a map.
   • Then, the teams will present their "School Location Maps" and explain the choices they made in representing the spaces. The teacher will encourage students to compare the representations, identifying similarities and differences.
   • Finally, the team responsible for the "Collective Classroom Map" will present their work, explaining the negotiation and collaboration process that took place for the map's construction.

2. Connection with Theory (3 - 5 minutes)

   • After the presentations, the teacher will provide a brief review of the theory, connecting it with the practical activities carried out. They will reinforce the importance of knowing our living spaces and being able to orient ourselves through maps.
   • The teacher will recall the main concepts covered in the lesson, such as the importance of reference points, directions, and symbols on a map.
   • To consolidate learning, the teacher will ask some review questions, such as: "Why is it important to know how to orient yourself on a map?" and "What are reference points and why are they useful on a map?"

3. Final Reflection (2 - 3 minutes)

   • The teacher will propose that students reflect for a moment on what they learned in the lesson. They will ask two simple questions to guide the reflection:
     1. "What did you discover today about the importance of maps and living spaces?"
     2. "How can you use what you learned today in your lives, both at school and outside of it?"
   • Students will be encouraged to share their reflections with the class, respecting each other's time and space.

This return is essential for the teacher to assess students' learning, correct possible misconceptions, reinforce the most important concepts, and promote a reflection on the applicability of what was learned. Additionally, the group discussion allows students to learn from each other, develop communication and collaboration skills, and feel part of a learning community.

Conclusion (5 - 7 minutes)

1. Content Summary (2 - 3 minutes)

   • The teacher will summarize the main points covered in the lesson. They will recall the importance of maps and living spaces, the need to orient oneself and to know the reference points and directions on a map, and the representation of spaces and elements on a map.
   • The teacher will reinforce that by knowing the places where we live well, we can move around more easily, plan our activities, and even help others orient themselves. They will also emphasize the importance of collaboration and respect for others' ideas in the construction of a collective map.

2. Theory-Practice Connection (1 - 2 minutes)

   • The teacher will explain how the lesson connected theory, practice, and the application of knowledge. They will mention that through playful and practical activities, students were able to apply the theoretical concepts of maps and living spaces, developing their spatial orientation and map interpretation skills.

3. Extra Materials (1 minute)

   • The teacher will suggest some extra materials for students who wish to deepen their knowledge on the subject. They can recommend children's books about maps and travels, educational websites with games and interactive activities about maps, and even mobile apps that allow exploring maps and places interactively.

4. Importance of the Subject (1 - 2 minutes)

   • Finally, the teacher will reinforce the importance of the subject for students' daily lives. They will mention that, besides being useful for exploring and knowing the world, maps are important tools in various professions, such as geographer, architect, pilot, sailor, among others.
   • The teacher will also remind students that, even without being professionals in these fields, they can use the knowledge about maps in their daily lives, whether to orient themselves in an unknown place, to plan a trip, or even to organize the classroom or their homes.

This conclusion will allow students to consolidate what they have learned, understand the relevance of the subject to their lives, and feel motivated to continue learning about the topic. Additionally, by suggesting extra materials, the teacher stimulates self-learning and students' interest in the study of Geography.