Objectives (5 - 7 minutes)

1. Understand the concept of cardinal points: Students should be able to identify and understand the importance of the four cardinal points (north, south, east, and west) in spatial orientation. They should be able to describe the location of each cardinal point in relation to themselves and the environment around them.

2. Apply the knowledge of cardinal points in everyday life: Students should be able to apply the concept of cardinal points in everyday situations, such as giving or following directions (heading north, turning west, etc.). This will help reinforce learning in a practical and meaningful way.

3. Develop spatial thinking: In addition to understanding cardinal points, this lesson also aims to develop students' ability to visualize and understand position and direction in relation to a reference point. This is essential for the development of spatial thinking, an important skill in various areas of knowledge.

Introduction (10 - 12 minutes)

1. Review of previous concepts: The teacher starts the lesson by reminding students of the concepts of right and left, which were learned in previous classes. This can be done by proposing a series of practical situations, such as "raise your hand if when you are at home, the door of your room is on the right", "who here, when going to school, has to turn left on the street?", and so on. These activities serve to reinforce concepts already learned and prepare the ground for the introduction of cardinal points.

2. Problem situations: The teacher then proposes two problem situations involving the theme of the lesson. The first one could be: "Imagine you are in a forest and want to find a lake. How would you know which direction to go?" The second one could be: "If I tell you that the school is west of your house, which direction should you look?" These problem situations serve to arouse students' curiosity and show the importance of the topic for everyday life.

3. Contextualization: The teacher then explains that there is a way to orient oneself in space that is used by people all over the world. He may mention that sailors have been using this technique for centuries to navigate the sea, and that many cities have their streets and avenues organized according to this system. The teacher can also mention that cardinal points are important for GPS, which uses this information to calculate routes.

4. Introduction of the topic: To introduce the topic in a playful and interesting way, the teacher can tell a story. For example, the story of how ancient navigators used the stars and the sun to navigate the sea. He can mention that they knew that the sun always rises in the east and sets in the west, and that the North Star, which is in the north, always points north. The teacher can also mention the curiosity that, in the Southern Hemisphere, the North Star cannot be seen, and that navigators used other stars and constellations to guide themselves.

Development (20 - 25 minutes)

During the development stage, the teacher can choose from the following activity suggestions to engage students in learning cardinal points. Each activity is designed to be interactive, stimulating, and practical for students, in order to facilitate understanding and retention of the content.

1. Activity "The Treasure of Cardinal Points"

   • The teacher divides the class into small groups and provides each group with a simple map drawn on the board or on a large sheet of paper. The map contains a series of objects or marks representing "treasures".
   • Each group also receives a "compass" drawn on a piece of paper, indicating the cardinal points.
   • The teacher then gives a series of instructions to each group using the cardinal points. For example, "Treasure A is two steps north and one step west from the starting point", "Treasure B is three steps south from the starting point", etc.
   • The groups must use the instructions and the compass to locate the treasures on the map. The group that finds all the treasures first, or finds the most treasures within a time limit, wins.
   • This activity stimulates the understanding and application of cardinal points in a playful and cooperative way.

2. Activity "The Treasure Hunt"

   • Again, the teacher divides the class into small groups and provides each group with a simple map. This time, the map does not contain treasures, but a series of known locations in the school or neighborhood.
   • Each group receives a list of clues they must follow to locate the locations on the map. The clues are given in terms of cardinal points. For example, "Location A is 5 steps north of Location B", "Location C is 3 steps east of Location B", etc.
   • The groups must follow the clues and mark on the map the location of each place. The group that can mark the highest number of locations correctly, or the group that can mark all the locations first, wins.
   • This activity, in addition to reinforcing the understanding of cardinal points, also develops map reading skills and problem-solving abilities.

3. Activity "The Compass Challenge"

   • The teacher provides each group with a real compass or a printed representation of a compass.
   • The groups are challenged to use the compass to orient themselves in the classroom or in an outdoor area of the school, such as the playground.
   • The teacher gives a series of instructions, such as "Walk 10 steps east", "Walk 5 steps south", "Turn north and walk 7 steps", etc.
   • The groups must follow the instructions and try to reach the final destination. The group that reaches the final destination first, or the group that reaches the final destination having followed all the instructions correctly, wins.
   • This activity allows students to experience in practice the use of cardinal points to orient themselves in space.

Each of these activities is designed to be fun, engaging, and challenging, while also allowing students to apply and reinforce knowledge of cardinal points in a practical and meaningful way. The teacher can choose the activity that best suits the classroom environment and available resources.

Return (10 - 15 minutes)

1. Group Discussion (5 - 7 minutes): The teacher gathers all students in a large circle for a group discussion. He starts by asking each group what strategies they used to solve the activities. For example, "How did you use the cardinal points to find the treasures on the map?" or "How did you use the clues to find the locations on the map?" The teacher can also ask what difficulties were encountered and how students overcame them. During the discussion, the teacher reinforces the concepts learned, clarifies possible doubts, and makes connections with the theory.

2. Connection with Theory (3 - 5 minutes): The teacher then makes the connection between practical activities and the theory of cardinal points. He may recall the importance of cardinal points in spatial orientation, and how they are used in everyday life, whether to give or follow directions, or to orient oneself on a map. The teacher can also reinforce the idea that cardinal points are a global reference system, used by people from different cultures and in different periods of history.

3. Final Reflection (2 - 3 minutes): To end the lesson, the teacher proposes that students reflect on what they have learned. He can do this through two simple questions:

   • "How can knowledge of cardinal points help you in everyday situations?"
   • "What did you enjoy learning most about cardinal points and why?" The teacher gives a minute for students to think about the answers and then invites some of them to share their reflections with the class. This final step allows students to consolidate what they have learned, reflect on the importance of the content, and express their opinions and feelings about the lesson.

At the end of the lesson, the teacher may suggest that students continue to explore the topic of cardinal points at home, for example, by observing the position of the sun throughout the day and discussing how it relates to cardinal points, or by trying to use cardinal points to orient themselves in different spaces in the house. He may also suggest reading books or engaging in online activities related to the theme.