Objectives (5 - 10 minutes)

1. Familiarize students with the basic concepts of 'city' and 'countryside', highlighting the differences and similarities between the two environments.
2. Develop the ability to observe and compare geographical and social characteristics of these two environments.
3. Stimulate students' curiosity and interest in Geography, through playful and practical activities that enable the understanding of these concepts.

The teacher should introduce the topic in an engaging way, arousing students' curiosity and encouraging them to actively participate in the proposed activities. It should be noted that, at this stage, students should be able to identify the main characteristics of the city and the countryside, without the need to delve into more complex concepts.

Introduction (10 - 15 minutes)

1. Recalling previous content: The teacher starts the lesson by briefly reviewing the concept of Geography and what the students have already learned about the difference between urban and rural areas. He can ask questions like: 'Do you remember where you live? In the city or in the countryside?' or 'What do you think is different between the city and the countryside?'. This stage is essential to reactivate students' prior knowledge and prepare them for the new content.

2. Problem situations: The teacher presents two problem situations to engage the students. The first one could be: 'If you wanted to plant a vegetable garden, where would be the best place: in the city or in the countryside? Why?'. The second problem situation could be: 'If you wanted to walk to school, would it be easier in the city or in the countryside? Why?'. These problem situations are simple but effective in making students think about the differences between the city and the countryside.

3. Contextualization: The teacher explains the importance of studying the difference between the city and the countryside, using examples from the students' daily lives. For example, he can say: 'When you go to the supermarket, have you ever stopped to think where the food comes from? Does it come from the city or the countryside?'. Another way to contextualize is to explain that the city and the countryside are two environments where people live and work, but they are very different.

4. Capturing students' attention: To arouse students' interest, the teacher can share curiosities about the city and the countryside. For example, he can say that there are cities in the world that have more inhabitants than some countries, or that in the countryside people often have to walk a long way to get to school or the hospital. Another interesting curiosity is that in the city, houses are closer to each other, while in the countryside they are farther apart because people have more space.

This introduction stage should be dynamic and interactive, with the teacher engaging students through questions, reflections, and curiosities. Additionally, it is important for the teacher to create a welcoming and safe environment where students feel comfortable expressing their opinions and asking questions.

Development (20 - 25 minutes)

Activity 1: 'Building our city and our countryside'

1. The teacher divides the class into groups of up to five students. Each group will receive a large sheet of paper, colored pencils, scissors, and glue.
2. Explain to the students that they must work together to create a city on one side of the sheet and a countryside on the other side. They should consider the difference between both environments and represent it on the sheet.
3. Before starting the cutting and pasting activity, it is important for the teacher to give time for the students to discuss with the group the main characteristics of each environment. They should think about elements such as houses, schools, supermarkets, trees, rivers, plantations, etc.
4. The teacher circulates around the room, assisting the groups as needed and asking questions to stimulate reflection and discussion. For example: 'Why did you decide to place the school here, and not there?', 'Why do you think there are more trees in the countryside than in the city?'.
5. After creating the city and the countryside, each group must present their creation to the class, explaining the choices they made and what each element represents. The teacher can mediate these presentations, reinforcing the main concepts learned and encouraging the participation of all students.

Activity 2: 'What is this - City or Countryside?'

1. The teacher selects a series of images that represent elements of the city and the countryside (for example, a house, a school, a supermarket, a plantation, a tall building, a road). These images can be taken from magazines, printed from the internet, or drawn by the teacher.
2. Each image is presented to the class, one at a time. The students must then decide if the represented element is more common in the city or in the countryside, and explain why.
3. This activity can be carried out in two ways:
   • The first, simpler, is that the teacher presents the images to the class and the students respond out loud.
   • The second, more challenging, is that the images are displayed on a table, and the students, in pairs, must approach the table, pick an image, decide if it is from the city or the countryside, and justify their choice to the teacher.
4. The teacher should circulate around the room, listening to the students' answers, clarifying doubts, and reinforcing the concepts learned.

The teacher should choose one of the activities (or both, if there is enough time) based on the class dynamics and the available resources. Both activities are designed to be fun, engaging, and promote collaboration and critical thinking among students. Additionally, the teacher should be prepared to adapt the activities as necessary to meet the students' needs and abilities.

It is important to emphasize that these are just activity suggestions, and the teacher should choose the one that best suits their class. The goal is for students to understand the differences between the city and the countryside in a playful and practical way.

Feedback (10 - 15 minutes)

1. Group Discussion: After completing the activities, the teacher gathers all students in a large circle for a group discussion. Each group should share the solutions or conclusions they reached during the activities. The teacher should facilitate the discussion, ensuring that all students have the opportunity to speak and encouraging them to listen attentively to their peers. During this discussion, the teacher should reinforce the key concepts of the lesson, clarify any doubts, and correct any misconceptions.

2. Connection with Theory: After the group discussion, the teacher should review the main points of the lesson, making the connection between the practice carried out and the theory presented. For example, he can ask: 'Do you remember when we talked about the city and the countryside? How did you represent these environments in your activities?'. The teacher can also show the images used in the activities and ask the students if they would now classify them differently based on what they learned during the lesson. This step is essential to consolidate the acquired knowledge and ensure that students understand the relevance and practical application of what they learned.

3. Reflection on Learning: To conclude the lesson, the teacher proposes that students reflect on what they have learned. He can ask two simple questions to guide this reflection:

   • 'What did you find most interesting or surprising about the difference between the city and the countryside?'
   • 'How can what you learned today help you better understand the world around you?'. The teacher should give a minute for students to think about these questions and then invite some of them to share their answers. This reflection step is important for students to internalize what they have learned and realize the relevance of the content to their lives.

4. Teacher's Feedback: Finally, the teacher should provide feedback on the lesson, praising the students' efforts, highlighting the positives, and identifying areas that still need improvement. For example, he can say: 'I am very proud of how you worked together in your activities. You demonstrated a great understanding of the differences between the city and the countryside. However, I think we can still explore more about these environments in our next lessons, what do you think?'. The teacher's feedback is essential to motivate students, encourage them to continue learning, and improve their skills.

This feedback stage is crucial to consolidate learning, allowing students to reflect on what they have learned, make connections with their experiences, and understand the relevance of the content to their lives. Additionally, it provides the teacher with the opportunity to assess the effectiveness of the lesson and make adjustments, if necessary, for future classes.

Conclusion (5 - 10 minutes)

1. Summary of Key Points: The teacher should start the conclusion by recalling the main points learned in the lesson. For example, he can say: 'Today, we talked about the difference between the city and the countryside. Remember that in the city, houses are closer together and there are more buildings, supermarkets, and schools? And in the countryside, there are more trees, plantations, and houses are farther apart from each other?'. The teacher should use clear and simple language, avoiding technical terms and reinforcing the concepts in an accessible way for students.

2. Connection between theory and practice: The teacher should then explain how the lesson connected theory (concepts of city and countryside) with practice (activities of building city and countryside and classifying elements). For example, he can say: 'Our activities of building city and countryside helped us better understand the differences between these two environments. By drawing and discussing where each element should be placed, you thought about how people live and work in these places. And by classifying the elements of the images, you applied what you learned to identify if they were more common in the city or in the countryside'.

3. Additional Materials: To deepen students' understanding of the topic, the teacher can suggest additional materials, such as books, videos, or educational websites, that they can explore at home. Some examples of materials are:

   • The book 'The City and the Countryside' by Ruth Rocha.
   • The documentary 'Life in the City and in the Countryside', available on YouTube.
   • The website 'World Geography Kids', which has games and interactive activities about Geography.

4. Relevance of the Content: Finally, the teacher should explain the importance of the content learned for students' daily lives. For example, he can say: 'Understanding the difference between the city and the countryside helps us better understand the world around us. When we go to the supermarket, for example, we can think about how the food we buy was produced in the countryside and transported to the city. Or when we look out the car or bus window, we can identify if we are passing through a more urban or rural area. Geography is a discipline that helps us better understand the place where we live and how we relate to it'.

5. Closure: The teacher concludes the lesson by thanking everyone for their participation and effort, and reinforcing that learning is a continuous process. For example, he can say: 'Congratulations to everyone for the participation and excellent work today! Remember that learning is a lifelong process, and each lesson is an opportunity to learn something new. Stay curious and interested, and I will be here to help you at every step of the way'.

The conclusion is an essential stage to consolidate learning, reinforce the relevance of the content, and motivate students to continue learning. Additionally, it provides the teacher with the opportunity to assess the effectiveness of the lesson and make adjustments, if necessary, for future classes.