Objectives (5 minutes)

1. Introduce the concept of cartographic representations in a playful and interactive way to elementary school students (1st to 5th grade).
2. Develop students' ability to interpret and use different types of maps, globes, and other Earth representations.
3. Promote students' awareness of the importance of cartographic representations in the study of geography and in understanding the world around them.

Introduction (10 - 15 minutes)

1. Reviewing content: The teacher starts the lesson by reminding students of what they have learned in previous geography classes. For example, he can ask, "Do you remember how our Earth is? Is it round, flat, or has another shape?" and "How can we know where we are in the world?".

2. Problem situations:

   • The teacher can then propose the situation: "Imagine you are lost in a forest. How would you find your way back to school?".
   • Another situation could be: "You want to send a gift to a friend who lives in another state. How would you get the gift to him?".

3. Contextualization: The teacher explains that in situations like these, people use maps and other Earth representations to orient themselves and to send things from one place to another. He can show examples of city maps, state maps, country maps, and world maps, as well as a globe.

4. Capturing students' attention:

   • The teacher can tell the story of how the first maps were created, explaining that ancient people observed the stars and the sun, and used landmarks in the landscape, such as mountains and rivers, to orient themselves.
   • Another strategy to capture students' attention is to show curiosities about maps, such as the fact that there are maps that show not only the Earth, but also other planets and galaxies, or that there are maps that show things we cannot see, like the bottom of the sea or the interior of a building.

Development (20 - 25 minutes)

1. Cartographic Trail Game (10 - 15 minutes):

   • The teacher should prepare a cartographic trail in advance. To do this, he draws a simple map that represents the trail route, with marked reference points. These points can be, for example, a tree, a rock, a lake, etc.
   • The map should be divided into squares, and each square should contain a question or challenge related to cartographic representations. The questions should be suitable for the students' age group and involve topics such as types of maps, use of symbols on maps, use of scales, etc.
   • Students will be divided into groups. Each group will roll a die and advance on the map the number of squares corresponding to the number on the die. When reaching a square, the group must answer the question or challenge present in the square.
   • The game continues until all groups reach the end of the cartographic trail. The group that answers the most questions correctly will be the winner.

2. Building a Collective World Map (10 - 15 minutes):

   • The teacher should divide the class into small groups and provide each group with a large sheet of paper and drawing materials (colored pencils, markers, etc.).
   • Each group will be tasked with drawing a continent on the sheet of paper, based on a model provided by the teacher. The teacher can choose a continent that is familiar to the students, such as South America, or one that is of interest to them, such as Africa.
   • The teacher will guide the groups to locate on the continent drawing some reference points, such as countries, rivers, mountains, and even animals and plants typical of the region.
   • After completing the continent drawing, the teacher will join all the continents, forming a large collective World Map, which will be displayed in the classroom.

These activities were designed to be carried out in groups, encouraging collaboration and communication among students. Furthermore, they are playful activities that promote learning in a fun and meaningful way. The teacher should be attentive to assist students when necessary, clarifying doubts and encouraging the participation of all.

Feedback (10 - 15 minutes)

1. Group Discussion (5 - 7 minutes):

   • After completing the activities, the teacher should gather all students in a large discussion circle. Each group will have the opportunity to present what they learned and the solutions they found during the activities.
   • During the presentations, the teacher should encourage students to share their experiences and learnings, asking questions like "Why did you choose that reference point for the map?" or "How did you decide on the map scale?".
   • The teacher should also correct any misconceptions or doubts that arise during the presentations, reinforcing the key concepts of the day.

2. Connection to Theory (3 - 5 minutes):

   • After the presentations, the teacher should revisit the problem situations presented in the lesson introduction. He can ask the students, "With the tools we learned today, how would you orient yourself in the forest?" and "How would you send a gift to a friend who lives in another state?".
   • The teacher should highlight how the practical activities carried out in the classroom connect with the theory, reaffirming the importance of cartographic representations and how they help us understand the geographical space.

3. Final Reflection (2 - 3 minutes):

   • To conclude the lesson, the teacher should propose that students reflect on what they have learned. He can ask two simple questions, such as "What caught your attention the most in today's activities?" and "How can you use what you learned today in your lives?".
   • The teacher should give a minute for students to think about the answers and, if they wish, share with the class. The goal of this reflection is to consolidate learning and promote students' autonomy in recognizing the relevance of what they have learned.

This final stage of the lesson is essential to ensure that students have understood the presented concepts and can apply them in different contexts. Furthermore, group discussion and individual reflection stimulate critical thinking and oral expression, important skills for the integral development of students.

Conclusion (5 - 10 minutes)

1. Summary of Contents (2 - 3 minutes):

   • The teacher should start the conclusion by recalling the main topics covered during the lesson. He can say, for example, "Today we learned about the different ways to represent our planet, such as maps and globes" and "We also saw how to use these representations to orient ourselves and to better understand the world around us".
   • The teacher should reinforce key concepts, such as the difference between maps and globes, the importance of reference points and scales on maps, and the usefulness of cartographic representations in everyday situations.

2. Connection between Theory and Practice (1 - 2 minutes):

   • The teacher should then highlight how the practical activities carried out in the classroom helped to consolidate the theoretical concepts. He can explain, for example, "By drawing our collective World Map, we were able to apply what we learned about scales and reference points" and "In the Cartographic Trail Game, we used maps to orient ourselves and solve problems".
   • The teacher should emphasize that Geography is not just a subject to be studied in books, but something that is present in our daily lives and that we can explore in a fun and creative way.

3. Extra Materials (1 - 2 minutes):

   • The teacher can suggest some extra materials for students who wish to deepen their knowledge on the subject. He can recommend, for example, Geography books suitable for the students' age group, educational websites with games and interactive activities on cartography, and documentaries or films that address the topic in an interesting and accessible way.
   • The teacher should remind students that these materials are optional, but can be useful to complement learning and further spark interest in Geography.

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

   • Finally, the teacher should emphasize the importance of cartographic representations in the modern world. He can say, for example, "Knowing how to read and interpret maps is a very important skill. It helps us locate ourselves, understand the distribution of lands and seas, people and cultures, and even predict the weather".
   • The teacher should encourage students to observe the maps and globes they encounter in their daily lives, whether at school, at home, or elsewhere. He can suggest that students try to identify the reference points, scales, and different types of maps they see, and think about how these representations help us better understand the world around us.

With this conclusion, the teacher reinforces the main points learned, encourages research and deepening of knowledge, and highlights the relevance of the subject for students' daily lives. Furthermore, by encouraging students to observe and reflect on the maps they encounter, the teacher reinforces the connection between the classroom and the real world, which is essential for meaningful learning.