Lesson Plan | Active Learning | Work: Rural and Urban

Assumptions: This Active Lesson Plan assumes: a 100-minute class, prior student study with both the Book and the start of Project development, and that only one activity (among the three suggested) will be chosen to be conducted during the class, as each activity is designed to take up a significant portion of the available time.

Objectives

Duration: (5 - 10 minutes)

The objectives stage is crucial for directing the focus of students and the teacher during the lesson. By clearly establishing what is expected to be achieved, students can better organize their thoughts and prepare for practical activities. This section also serves to align expectations and ensure that everyone involved has a clear understanding of the purpose of the comparative study between rural and urban areas, essential for understanding the functioning of society and economy.

Main Objectives:

1. Enable students to identify and compare the characteristics of workspaces in rural and urban settings.

2. Develop the ability to recognize similarities and differences in work models between urban and rural areas.

Side Objectives:

1. Stimulate students' curiosity and interest in work dynamics in different environments.

Introduction

Duration: (15 - 20 minutes)

The introduction serves to engage students and connect the prior knowledge acquired with practical reality. The proposed problem situations encourage students to think critically about the peculiarities of work in different environments, preparing them for the comparative analysis that will be conducted. The contextualization helps visualize the relevance of studying work in the countryside and the city, highlighting how these contexts directly affect life and development in the localities.

Problem-Based Situations

1. Imagine you are a farmer in a small rural town. What daily challenges would you face compared to someone working at a large company in the city?

2. Consider an office worker in a metropolis. What would their daily life be like if they were transported to a farm in the countryside to work?

Contextualization

To better understand the differences between work in the countryside and in the city, let’s imagine two situations: one involving a farmer who must constantly deal with changes in climate and soil, and another involving a technology professional working in an office in the city, facing traffic and pressure for results. These differences not only shape the daily life of workers but also influence the economy and development of the places where they live and work.

Development

Duration: (70 - 80 minutes)

The Development stage is designed to allow students to apply and deepen the prior knowledge acquired about work in the countryside and the city. Through playful and interactive activities, students will be able to practically explore the differences and similarities between these work environments, promoting critical thinking, collaboration, and detailed analysis. This approach not only reinforces learning but also develops communication and teamwork skills.

Activity Suggestions

It is recommended to carry out only one of the suggested activities

Activity 1 - Work Detectives

> Duration: (60 - 70 minutes)

- Objective: Analyze the characteristics of work in the countryside and in the city, developing observation and argumentation skills.

- Description: In this activity, students will be divided into groups of up to 5 people, and each group will receive a 'case' to solve. The 'cases' consist of descriptions of real rural and urban workers, detailing their routines, challenges, and satisfactions. Students should use this information to identify the type of work (rural or urban) and discuss the differences and similarities between them.

- Instructions:

• Divide the class into groups of up to 5 students.

• Distribute a 'case' to each group, containing the description of a worker in the countryside or in the city.

• Allow each group to discuss and analyze the 'case' for 15 minutes.

• Each group should then present their conclusions in a classroom discussion, highlighting the characteristics of the identified work and the differences noted compared to the other context.

Activity 2 - Builders of the Economy

> Duration: (60 - 70 minutes)

- Objective: Understand the interdependence of resources in the local and regional economy, promoting critical thinking and cooperation.

- Description: Students, organized into groups, will receive cards with different resources available in urban and rural areas. They should use these resources to 'build' a sustainable economic model for a small city and a farm, considering the needs of its inhabitants and workers.

- Instructions:

• Group the students and provide each group with cards representing resources such as land, water, energy, technology, etc.

• Explain that each group should use the resources to create an economic model for a small city and for a farm.

• Groups have 30 minutes to plan and build their models.

• Each group presents their model, explaining how the resources are used to meet the needs of the location and promote work.

Activity 3 - Work Maps

> Duration: (60 - 70 minutes)

- Objective: Visualize and spatially compare the characteristics of work in the countryside and in the city, promoting geographical understanding and analysis.

- Description: In this activity, students will create maps illustrating the differences between work in the countryside and the city. They should use symbols and colors to represent different types of work, infrastructure, and specific challenges of each environment.

- Instructions:

• Divide the class into groups and provide materials such as paper, colored pencils, and a ruler.

• Explain that each group should draw two maps: one for a small city and another for a farm, highlighting the types of work performed and the challenges faced in each location.

• Students have 45 minutes to complete the maps.

• Each group presents their work, explaining the chosen elements and their importance for the functioning of the represented location.

Feedback

Duration: (10 - 15 minutes)

The purpose of this stage is to consolidate learning, allowing students to articulate and share the knowledge acquired. The group discussion helps develop communication and argumentation skills, as well as providing an opportunity for students to reflect on the information collected and the thought processes of their peers. This moment also serves for the teacher to evaluate students' understanding of the topic and identify any gaps that need to be reinforced in future classes.

Group Discussion

Start the group discussion with a brief introduction, highlighting the importance of sharing the discoveries and learnings from the activity. Suggest that each group present a summary of what they discussed and the conclusions they reached. Encourage students to express their opinions on the differences between work in the countryside and the city, and how these differences affect people's lives and the local economy. Use targeted questions to ensure that all important aspects are addressed.

Key Questions

1. What are the main differences your group observed between work in the countryside and in the city?

2. How do the characteristics of the work environment influence the lives and decisions of workers?

3. Was there any surprising or interesting discovery during the activity?

Conclusion

Duration: (5 - 10 minutes)

The purpose of the Conclusion stage is to consolidate learning, ensuring that students have understood and assimilated the key information of the lesson. Recapping the content helps reinforce memory and ensure that important concepts have been duly internalized. Moreover, by highlighting the practical relevance of the study, students are encouraged to perceive the importance of what they learned in the real context, enhancing their motivation and interest in the topic.

Summary

In conclusion, the teacher should recap the main points addressed regarding the characteristics of work in the countryside and in the city, emphasizing the identified differences and the peculiarities of each work environment. It is important to highlight the information about the resources used, daily routines, and challenges faced by workers in each context.

Theory Connection

During the lesson, students were able to apply the theory studied at home through practical activities that allowed a direct comparison between work in the countryside and in the city. Through realistic scenarios and illustrative maps, they visualized and analyzed the work dynamics and their social and economic impacts, connecting theory with practice in a meaningful way.

Closing

This study is crucial as it helps understand how different types of work influence not only the economy but also the daily lives and well-being of people in urban and rural areas. Recognizing and valuing these differences is essential for developing public policies and planning sustainable economic activities in both localities.