Objectives (5 - 10 minutes)

1. Develop students' understanding of what social and cultural groups are, explaining that they are formed by people who share similar characteristics, such as beliefs, customs, languages, traditions, among others.

2. Identify different social and cultural groups present in society, both locally and globally, in order to promote respect for diversity and the appreciation of other cultures.

3. Foster the recognition and appreciation of cultural diversities, encouraging students to express their own cultures and traditions, and to learn from other cultures.

Secondary objectives:

• Develop communication and social interaction skills, encouraging students to share their ideas, opinions, and experiences during classroom discussions.

• Stimulate critical thinking and curiosity, encouraging students to ask questions and investigate more about the different social and cultural groups.

Introduction (10 - 15 minutes)

1. Recalling concepts: The teacher starts the lesson by recalling the basic concepts of society and culture that were addressed in previous classes. For example, he can ask students what they remember about these two concepts and ask them to share their answers with the class.

2. Problem situations: The teacher proposes two situations that stimulate students' curiosity and critical thinking:

   • First situation: "Have you noticed that in some parties you attend, the food, music, and clothes are different? Why do you think this happens?"
   • Second situation: "Have you noticed that some people speak languages other than Portuguese? Why do you think this happens?"

3. Contextualization: The teacher explains that these differences are related to the social and cultural groups to which people belong. He can use examples from students' daily lives, such as the difference between birthday parties and the languages spoken in their families, to illustrate the cultural diversity present in society.

4. Capturing students' attention:

   • First, the teacher can tell a historical curiosity, such as the existence of different social and cultural groups in the past, like the Egyptians, Greeks, Romans, among others, who had their own beliefs, customs, and traditions.
   • Then, he can propose a guessing game, showing students images of different people dressed in typical clothes from different cultures, and ask students to guess to which cultural group these people belong. This serves to arouse students' curiosity and engage them in the activity.

Development (20 - 25 minutes)

1. Content Presentation (10 - 12 minutes)

   • The teacher starts the explanation about social and cultural groups, using examples that are relevant to the students. For example, he can mention social groups like family, classroom, soccer team, church, among others, and cultural groups like indigenous people, Afro-descendants, descendants of immigrants, among others.
   • He should emphasize that belonging to a social or cultural group is not fixed, it can change throughout life, and a person can belong to several groups at the same time.
   • The teacher can use illustrations, photos, and videos to facilitate students' understanding and make the lesson more visual and interactive.
   • Additionally, he should explain that each social and cultural group has its own characteristics, such as language, customs, beliefs, traditions, clothing, cuisine, among others.

2. Classification Activity (5 - 8 minutes)

   • The teacher proposes a classification activity in which students must group different elements (images, words, objects) according to the social or cultural group they belong to. For example, they can group typical foods (feijoada, sushi, pizza, acarajé) according to their cultural origin.
   • The goal is for students to identify and understand the differences and similarities between different social and cultural groups, and realize that diversity is something positive and enriching for society.

3. Group Discussion (5 - 7 minutes)

   • After the classification activity, the teacher suggests that groups of students share their classifications with the class, explaining the reasons for each grouping.
   • During the discussion, the teacher should encourage the participation of all students, respecting each one's opinions and ideas.
   • He can ask questions to promote reflection and stimulate critical thinking, such as "Why do you think there are so many different social and cultural groups?", "Why is it important to respect differences?".

4. Learning Reinforcement (2 - 3 minutes)

   • To conclude the development of the lesson, the teacher gives a brief review of the discussed concepts, emphasizing the importance of valuing and respecting cultural diversity.
   • He can suggest that students reflect on how the differences between social and cultural groups contribute to the richness of our society and to the personal enrichment of each individual.

Return (10 - 15 minutes)

1. Group Discussion (5 - 7 minutes)

   • The teacher regains the class's attention and proposes a group discussion about the solutions found by each team in the classification activity.
   • He should ask students what were the main difficulties encountered during the activity and how they managed to overcome them.
   • The teacher should also encourage students to share the most interesting discoveries they made during the activity and what they learned about the different social and cultural groups.

2. Connection with Theory (3 - 5 minutes)

   • The teacher questions students about how the classification activity relates to the theory presented at the beginning of the lesson.
   • He should ask students if they can now more clearly identify the characteristics that differentiate each social and cultural group, and how these differences contribute to the diversity and richness of society.

3. Final Reflection (2 - 3 minutes)

   • Finally, the teacher suggests that students reflect on what they learned in the lesson.
   • He can ask two simple questions to guide students' reflection: "What did you enjoy learning the most in today's class?" and "What is the importance of respecting cultural diversity?".
   • The teacher should give a minute for students to think about the answers and then those who wish can share their reflections with the class.

Conclusion (5 - 10 minutes)

1. Summary and Recap (2 - 3 minutes)

   • The teacher gives a brief summary of the main points covered in the lesson. He recaps the concepts of social and cultural groups, and how they are formed by people who share similar characteristics, such as beliefs, customs, languages, traditions, among others.
   • He reinforces the idea that cultural diversity is something positive and enriching for society, and that all social and cultural groups should be respected.

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

   • The teacher highlights how the classification activity proposed in the classroom allowed students to apply the theoretical concepts learned in a practical and meaningful way.
   • He explains that by grouping images of typical foods, for example, students had to think about the characteristics of each cultural group and how they manifest in cuisine.

3. Extra Materials (1 - 2 minutes)

   • The teacher suggests extra materials for students to deepen the knowledge acquired. These materials may include children's books that address the theme of cultural diversity, documentaries or educational videos available on the internet, interactive games that promote the appreciation of diversity, among others.
   • He can also suggest that students talk to their families about the different cultures present in their families and communities, and research more about these cultures.

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

   • Finally, the teacher emphasizes the importance of the subject for students' daily lives. He explains that understanding and respecting different cultures and traditions is essential to live in a plural and democratic society.
   • Additionally, he highlights that knowledge and appreciation of cultural diversity are important skills for peaceful coexistence, for the promotion of social justice, and for the construction of a more equal and supportive world.