Objectives (5 - 10 minutes)

1. Familiarize students with the concept of mind maps, explaining that they are ways to represent ideas, concepts, or information visually and organized.

2. Teach students how to create and use simple mind maps to represent geographical information.

3. Stimulate students' creativity and individual expression, allowing them to personalize their mind maps with drawings and colors.

Secondary Objectives:

• Develop observation and geographical analysis skills through the creation of mind maps.

• Promote teamwork, encouraging students to share and discuss their creations with classmates.

Introduction (10 - 15 minutes)

1. The teacher starts the lesson by reminding students of what they have learned in previous geography classes, such as the cardinal points (north, south, east, and west), continents, and oceans. This can be done through quick and simple questions to activate students' prior knowledge.

2. Next, the teacher presents two problem situations that will serve as triggers for the introduction of the lesson topic:

   • Situation 1: 'Imagine that you are explorers and have just arrived at an unknown island. How would you describe this island to other people?'

   • Situation 2: 'Now, imagine that you are archaeologists and have discovered a lost civilization. How would you represent the location of this civilization in relation to other places in the world?'

3. The teacher contextualizes the importance of knowing how to represent and organize geographical information, explaining that this helps to better understand the world around us and to navigate in different places.

4. To introduce the topic of drawings and mind maps, the teacher proposes two curiosities:

   • Curiosity 1: 'Did you know that many years ago, people used drawings and symbols to represent places and routes? They did this on stones, bones, and even on cave walls! That was the first type of map that existed!'

   • Curiosity 2: 'And did you know that many famous people, like Leonardo da Vinci and Albert Einstein, used drawings and mind maps to organize their ideas? This helped them to be more creative and to better understand what they were studying or thinking!'

5. Finally, the teacher presents the lesson topic - drawings and mind maps - and explains that they will learn to use these tools to represent geographical information in a simple and fun way.

Development (20 - 25 minutes)

The development of the lesson will consist of three practical activities, each lasting approximately 7 to 8 minutes. The teacher can choose one or more activities, depending on the available time and the pace of the class.

Activity 1: 'Backyard Adventure'

1. The teacher divides the class into groups of 4 or 5 students and establishes the rules of the game: each group must draw a map of the 'fantastic backyard' they will have to explore. The 'fantastic backyard' can be an area of the schoolyard, or an external area that is safe and supervised, if possible.

2. Before starting to draw, the teacher asks each group to brainstorm what they might find in their 'fantastic backyard'. They can think of plants, animals, objects, and anything that can be found in a backyard.

3. After the brainstorming, each group starts to draw their map, remembering to include a compass rose (north, south, east, and west) and a symbol to mark the 'base' (starting point).

4. Once the maps are ready, the groups set off on their 'adventure' in the 'fantastic backyard', following the map they created themselves. They should try to find the places they drew on the map. This is a good exercise to test the accuracy of the drawing and the students' understanding of directions and distances.

Activity 2: 'Discovering the Continent'

1. In this activity, students work together to create a mind map of the continent they are currently studying. Each group receives a large and colorful sheet of paper, colored pens, and stickers of different shapes and sizes.

2. The teacher provides students with a list of information they should include in their mind maps, such as: the name of the continent, the countries it comprises, the main rivers and mountains, and some typical animals and plants of the region.

3. The teacher circulates among the groups, providing guidance and clarifying doubts if necessary. It is important for the teacher to encourage collaboration among students and help them organize their ideas clearly and logically.

4. At the end of the activity, each group presents their mind map to the class, explaining the decisions they made when creating the map and the information they chose to include. This is a great opportunity for students to practice oral expression and active listening.

Activity 3: 'The Game of the Lost City'

1. The teacher divides the class into groups and gives each group a sheet of paper and colored pens. The goal of the game is for each group to create a mind map of an imaginary 'lost city'.

2. The teacher provides students with a series of 'treasures' (symbols or landmarks) that must be included on the map, such as: a mountain, a river, a forest, a waterfall, a lake, and an important building.

3. Students should discuss and decide where to place each 'treasure' on their map, considering the proximity relationship and the cardinal directions. They can also add other elements to the city, such as roads, houses, parks, etc.

4. Once the maps are ready, each group presents their 'lost city' to their classmates, describing the 'treasures' and explaining the reasoning behind the location of each one. This activity allows students to apply what they have learned about directions and distances in a creative and fun way.

Important: The teacher should assess the progress of the activities, offering help when needed and ensuring that all students are involved and understanding the task. At the end of the lesson, the teacher should promote a collective discussion so that students can share their experiences and learnings.

Feedback (10 - 15 minutes)

1. After completing the activities, the teacher gathers the class in a large circle for the feedback stage. He invites each group to briefly present what they discovered or created during the lesson. Students can show their mind maps, describe the decisions they made when creating the maps, and share any challenges they faced.

2. During the presentations, the teacher should ask questions to encourage reflection and deepen students' understanding. For example, he can ask: 'Why did you decide to place the mountain near the river?', 'How did you choose where to place the 'lost city' on the map?', 'What did you find most difficult when creating the map?'.

3. After each presentation, the teacher should praise the students' efforts and achievements, reinforcing the positive aspects of each work and highlighting the skills that were developed. He can also share curiosities or interesting facts related to mind maps and geography to enrich the discussion.

4. Next, the teacher proposes that students compare their mind maps with traditional geographical maps. He can show some maps on the board or project them on the digital board, and ask students to identify the similarities and differences between the two types of maps.

5. The teacher then guides students in a reflection on the lesson, asking the following questions:

   • Question 1: 'How did you feel when creating your own mind maps? Was it easier or more difficult than you imagined?'

   • Question 2: 'Do you think using mind maps can be helpful in other subjects besides geography? Why?'

   • Question 3: 'What did you learn today that you think you can use in other situations, inside or outside of school?'

6. The teacher gives students time to think about the questions and then invites some volunteers to share their answers with the class. He reinforces the importance of reflecting on what was learned to consolidate knowledge and facilitate the transfer of skills to other situations.

7. Finally, the teacher concludes the lesson by reinforcing the main points learned and encouraging students to continue exploring and practicing the creation of mind maps at home. He may suggest that students create mind maps of other areas of the curriculum, such as history, science, or even their daily routines, as an exercise in applying what they have learned.

8. The teacher may also suggest additional materials or resources for students who wish to delve deeper into the subject, such as books, websites, interactive map apps, or educational videos about mind maps and geography. He reminds students that learning is a continuous process and that they can always seek more information and explore new ways of learning.

9. Finally, the teacher thanks everyone for their participation and effort and concludes the lesson, leaving students excited and motivated for the next geography class.

Conclusion (5 - 10 minutes)

1. The teacher begins the conclusion by summarizing the main points covered during the lesson. He reiterates the definition of a mind map as a tool that helps to represent and organize information visually and logically. He also highlights how drawings and symbols can be used to represent places and routes, as people did in primitive maps.

2. The teacher then connects the dots between theory and practice. He reminds students that, during the activities, they had the opportunity to create their own mind maps and explore different ways of representing geographical information. He emphasizes how these activities helped reinforce students' understanding of directions, distances, and location.

3. The teacher emphasizes the importance of using mind maps as a useful tool for organizing ideas, not only in geography but also in other disciplines and in everyday life. He explains that by creating a mind map, students are practicing valuable skills, such as summarizing information, making connections, and expressing ideas clearly and logically.

4. Next, the teacher suggests some ways in which students can continue to explore and improve their mind mapping skills outside the classroom. For example, he may suggest that students create mind maps of their favorite books, their daily routines, or historical events they are studying. He may also recommend books, websites, and apps that students can use to practice creating mind maps.

5. Finally, the teacher concludes the lesson by reinforcing the importance of the subject learned and how fun and useful it can be to create and explore mind maps. He encourages students to continue using this learning tool in their daily lives and to further explore the fascinating world of geography.

6. The teacher thanks everyone for their attention and participation, and makes himself available for any questions or additional clarifications. He also reminds students that practice and experimentation are essential for learning, and that they should continue to explore and improve their mind mapping skills.

7. Finally, the teacher congratulates all students for their work and effort during the lesson, and encourages them to continue exploring and enhancing their mind mapping skills. He concludes the lesson, leaving students excited and motivated for the next geography class.