Lesson Plan | Active Learning | Subject's Place in the World

Assumptions: This Active Lesson Plan assumes: a 100-minute class, prior student study with both the Book and the start of Project development, and that only one activity (among the three suggested) will be chosen to be conducted during the class, as each activity is designed to take up a significant portion of the available time.

Objectives

Duration: (5 - 10 minutes)

This stage of the lesson plan is crucial to establish the focus of students and the teacher on the specific competencies that will be developed throughout the lesson. By clearly defining the objectives, students are guided on what is expected of them and how they can apply prior knowledge to achieve these goals. Additionally, this section serves to align expectations and ensure that everyone involved understands the importance of geographical analysis in local and global comparisons.

Main Objectives:

1. Empower students to identify and report similarities and differences in the use of public space for leisure in different contexts.

2. Develop observation and geographical analysis skills in first-grade children.

Side Objectives:

1. Encourage active participation from students in identifying cultural and geographical differences.

Introduction

Duration: (20 - 25 minutes)

The introduction serves to engage students through problem-based situations that encourage them to apply prior knowledge in new and challenging contexts, stimulating critical thinking and curiosity. Furthermore, the contextualization helps relate the theme to real-life situations, increasing interest and relevance of geographical study in their lives. This stage lays the groundwork for a deeper and more meaningful understanding of the use of public spaces for leisure.

Problem-Based Situations

1. Imagine you are in a park in your city and you observe people playing soccer, riding bikes, having picnics, and playing in a playground. Now, think of a park that a friend of yours, who lives in a different city, described to you. She said that in her park, people practice yoga, take dance classes, and play musical instruments. How do these descriptions help understand the differences in the uses of public spaces in different places?

2. Let's think about how the seasons influence the use of the same public space. For example, a park that is always full of children playing during the summer may seem empty in the winter. Why does this happen? How does the change in activities reflect the culture and needs of the people using these spaces?

Contextualization

Understanding the use of public space for leisure is crucial not only to grasp geography but also to value cultural diversity and the needs of communities. For example, in some cities, parks are designed as meeting and social interaction places, while in others, they are used more as places for rest and contemplation. These differences reflect not only local climate and geography but also the culture and priorities of the people living in those places.

Development

Duration: (65 - 75 minutes)

The Development stage is designed to allow students to practically and creatively apply the knowledge acquired about the use of public space for leisure. Utilizing active and collaborative methodologies, students will develop projects that involve planning, design, research, and presentation, thus promoting teamwork skills, creative expression, and critical analysis. This approach not only reinforces learning but also encourages reflection on the importance of public spaces in the community and daily life.

Activity Suggestions

It is recommended to carry out only one of the suggested activities

Activity 1 - The Dream Park

> Duration: (60 - 70 minutes)

- Objective: Develop the ability to plan and design public spaces, as well as to stimulate the expression of preferences and needs in community environments.

- Description: In this activity, students will be divided into groups of up to five members, and each group will be tasked with drawing a park according to their own preferences and experiences. They should think about elements like leisure areas, sports facilities, green spaces, and any other features they consider important for an ideal park.

- Instructions:

• Divide the class into groups of up to five students.

• Distribute paper, colored pencils, and erasers to each group.

• Ask each group to draw a plan for an ideal park, including leisure areas, sports facilities, green spaces, benches, etc.

• Students must discuss and justify the choices of their design, considering what they like to do in parks and what they think is important for a park to be pleasant and functional.

• Each group will present their project to the class, explaining the choices made and how they imagine people will use the park.

Activity 2 - Cultural Treasure Hunt

> Duration: (60 - 70 minutes)

- Objective: Promote understanding of the cultural and historical diversity of a public space, as well as develop basic research and mapping skills.

- Description: Students, in groups, will create a 'treasure map' that highlights different areas of a park (imaginary or real) and cultural attributes associated with each area, such as the type of activity performed there, local flora and fauna, and even historical details.

- Instructions:

• Divide the class into groups of up to five students.

• Each group chooses a real or imaginary park to map.

• Students research the chosen park, collecting information about cultural and historical activities associated with different areas of the park.

• Based on the collected information, each group draws a map highlighting these areas and the cultural details associated.

• At the end, each group presents their map to the class, explaining their choices and what they learned about the park.

Activity 3 - City Builders

> Duration: (60 - 70 minutes)

- Objective: Encourage creativity and understanding of how different types of public spaces can be integrated into a community, promoting well-being and social interaction.

- Description: In this activity, students, organized in groups, will receive materials such as building blocks, miniatures of people, and other elements to build a mini city that includes different types of public spaces, such as parks, squares, and leisure areas.

- Instructions:

• Divide the class into groups of up to five students.

• Provide each group with materials such as building blocks, miniatures of people, and trees.

• Each group will build a mini city, including different types of public spaces.

• Students must discuss the importance of each space and how people might use them for leisure.

• At the end, each group will present their mini city, explaining the design and purpose of each public space.

Feedback

Duration: (15 - 20 minutes)

The purpose of this stage is to consolidate learning, allowing students to articulate and reflect on the knowledge acquired through practical activities. The group discussion helps reinforce understanding of cultural and geographical differences in the use of public spaces, as well as promote communication and argumentation skills. This feedback also allows the teacher to assess students' understanding of the topic and clarify any remaining doubts.

Group Discussion

Start the group discussion by recalling the projects developed by each team and ask them to share their main discoveries and challenges during the activity. Encourage students to discuss how cultural and geographical differences influenced their design choices and planning of public spaces. Use a board or flip chart to record the main ideas as students share their experiences.

Key Questions

1. What were the main differences you observed in the uses of public spaces for leisure between different cities or countries?

2. How do the seasons influence the public spaces you planned in your projects?

3. In what ways can understanding the use of public space help improve the quality of life in a community?

Conclusion

Duration: (10 - 15 minutes)

The purpose of the Conclusion is to consolidate learning, allowing students to reflect on the importance of the concepts covered and how they apply to the real world. This stage serves to reinforce the link between theory and practice, ensuring that students understand the value of geography in understanding and promoting healthy and inclusive urban and rural environments.

Summary

To wrap up the lesson, the teacher should summarize the main points covered, highlighting the cultural and geographical differences in the use of public spaces for leisure and the variables influencing these differences, such as climate, economy, and local traditions.

Theory Connection

It is important to highlight how practical activities, such as drawing parks and creating cultural maps, helped connect the theory studied at home with practice in the classroom, allowing students direct application of geography concepts in real and imaginary situations.

Closing

Finally, reinforce the relevance of the topic to students' daily lives, discussing how understanding the use of public spaces can contribute to improving the quality of life in their communities, encouraging the conscious and inclusive use of these spaces.