Objectives (5 - 10 minutes)

1. Understand the difference between public and domestic spaces: Students should be able to distinguish between public spaces (such as parks, squares, schools, and libraries, where people share the space) and domestic spaces (such as houses, apartments, where people live and have privacy).

2. Recognize the importance of public spaces in the community: Students should understand that public spaces are important for the community, as they allow people to meet, play, learn, and share experiences.

3. Identify domestic spaces as places for family interaction: Students should realize that domestic spaces are where they live with their families and where most of their daily activities take place.

Secondary Objectives:

• Develop observation and comprehension skills of concepts through practical and playful activities.
• Encourage respect and appreciation for public and domestic spaces, and the importance of each in daily life.

Introduction (10 - 15 minutes)

1. Review of Previous Concepts: The teacher should start by reminding students of what they have learned in previous classes, such as the definition of community and the importance of living in society. This will prepare them to understand the concepts of public and domestic spaces.

2. Problem Situations: The teacher should propose two problematic situations to stimulate students' thinking:

   • Situation 1: "Let's imagine it's a sunny day and we want to play. Where can we go to play? At our house or in a park in our community?"
   • Situation 2: "Now, let's imagine we are hungry. Where can we go to eat? At our house or at a snack bar in our community?"

3. Contextualization: The teacher should explain that today's lesson will help them better understand the spaces they use every day, such as their homes and school, and the spaces they share with others in the community, such as parks and squares. The teacher can say: "Did you know that school is a public space? Yes, because you share this space with other students and teachers. And our classroom, is it a public or domestic space? Let's find out together!"

4. Capturing Students' Attention: To spark students' interest, the teacher can share two curiosities related to the topic:

   • Curiosity 1: "Did you know that in the past people didn't have schools like ours? They studied at home or in public places, like churches. Schools like ours only appeared many years ago!"
   • Curiosity 2: "And did you know that squares, parks, and libraries are public spaces created for people to meet, play, and learn together? They are very important for our community!"

By the end of this stage, students should be ready to learn more about public and domestic spaces and the importance of each.

Development (20 - 25 minutes)

1. Memory Game of Spaces: The teacher should prepare in advance a memory game with cards representing different public and domestic spaces. The cards can include images of a house, a park, a school, a square, a church, a library, among others. The cards should be mixed and spread out on the table with the images facing down.

   • Firstly, the teacher should divide the class into groups of four or five students. Each group should choose a representative to start the game.
   • The first student should flip two cards. If they can identify the match between the public and domestic space, the group earns a point and the cards are removed from the table. If there is no match, the cards are flipped back and the next student continues.
   • The game continues until all cards have been removed from the table. The group with the most pairs of cards wins the game.

2. Space Treasure Hunt: The teacher should hide cards with images of different public and domestic spaces around the classroom or in a safe external space, such as the schoolyard.

   • Students should be divided into groups, and each group should receive a list with the names of the spaces they need to find.
   • Each group should then search for the hidden cards. When they find a card, they should check if it corresponds to one of the listed spaces. If so, they should take the card, mark it on the list, and continue the search.
   • The first group to find all the spaces on the list, or the group that finds the most spaces within the set time, is the winner.

3. Dramatization of Spaces: The teacher should suggest that students create small dramatizations representing different public and domestic spaces.

   • For this activity, the teacher should divide the class into small groups and assign each group a space to represent (for example, one group can represent a house, another a school, another a park).
   • Students should then discuss and plan how they will represent the chosen space. They can use objects from the classroom, create drawings or scenarios on sheets of paper, or even use their imagination.
   • After the preparation time, each group should present their dramatization to the class, explaining which space they are representing.

These are just a few suggestions of practical activities that can be carried out in the class. The teacher can choose one or more activities, depending on the available time and the interest of the class. The goal is always to promote active participation of students, allowing them to experience and apply the learned concepts in a playful and fun way.

Return (10 - 15 minutes)

1. Group Discussion (5 - 7 minutes): After the activities, the teacher should gather all students in a large circle for a group discussion. Each group should have the opportunity to share their discoveries, solutions, or conclusions. The teacher can ask the following questions to guide the discussion:

   • "Which spaces did you consider most important in your activities? Why?"
   • "Which spaces did you choose to play, eat, or study? Why?"
   • "Were you able to identify the difference between public and domestic spaces in the activities? How?"

2. Connection with Theory (3 - 5 minutes): After the group discussion, the teacher should revisit the theoretical concepts discussed at the beginning of the lesson and make the connection with the practical activities carried out. The teacher can ask the following questions:

   • "After all the activities, can you better understand the difference between public and domestic spaces?"
   • "Can you now see the importance of each type of space in our community?"
   • "Can you now identify which public and domestic spaces you use the most in your daily life?"

3. Individual Reflection (2 - 3 minutes): To conclude the lesson, the teacher should suggest that students engage in individual reflection on what they have learned. The teacher can ask the following questions to guide the reflection:

   • "What was the most interesting part of today's lesson for you? Why?"
   • "What did you learn today that you can apply in your daily life?"
   • "If you had to teach someone what you learned today, what would you say?"

By the end of this stage, students should have consolidated the acquired knowledge, being able to identify and differentiate public and domestic spaces, and understand the importance of each in daily life. Additionally, they should have developed reflection and oral expression skills, essential for continuous and autonomous learning.

Conclusion (5 - 7 minutes)

1. Summary and Recapitulation (2 - 3 minutes): The teacher should end the lesson by summarizing the main points covered. They can remind students about the definition of public and domestic spaces, the importance of each in the community, and how they relate to these spaces in their daily lives. The teacher can also ask some quick questions to check students' understanding:

   • "Who can tell me the difference between public and domestic spaces?"
   • "Why are public spaces important for the community?"
   • "Who can give me an example of a domestic space and an example of a public space?"

2. Connection of Theory with Practice (1 - 2 minutes): The teacher should explain how the lesson connected theory with practice. They can highlight that, through playful and practical activities, students were able to experience in practice what was learned theoretically. The teacher can say: "We learned about public and domestic spaces and the importance of each. Then, we played, drew, and dramatized to better understand these concepts. This helped us connect theory with practice, making learning more meaningful and fun."

3. Extra Materials (1 minute): The teacher can suggest some extra materials for students who wish to deepen their knowledge on the topic. This may include children's books that talk about public spaces, documentaries about the history of public space creation, or even visits to public spaces in the community. The teacher can say: "If you want to learn more about public and domestic spaces, I have some really cool books to recommend. And how about we visit the park in our community to see together a public space?"

4. Importance of the Subject (1 minute): Finally, the teacher should emphasize the importance of what was learned. They can say: "You learned that our home is a very important space, where we spend most of our time and interact with our family. And you also learned that public spaces, such as school, park, library, are places where we can meet other people, play, learn, and share experiences. Understanding the difference between these spaces and the importance of each helps us value and respect the spaces we use every day."

With this conclusion, students should leave the lesson with a clear and in-depth understanding of the topic, as well as being motivated to continue learning and exploring more about public and domestic spaces.