Objectives (5 - 7 minutes)

1. Understand dance as historical heritage: Students should be able to understand the concept of historical heritage and how dance is a form of cultural expression that can be considered heritage. They should also be able to identify different types of dances that can be considered historical heritage.
2. Recognize and value dance as cultural heritage: Students should develop the ability to recognize dance as a form of cultural heritage and value it as an important part of our history and culture. They should be able to explain why dance is considered heritage and why it is important to preserve it.
3. Explore dance as a form of expression: Students should be encouraged to explore dance as a form of personal and collective expression. They should experience different types of dances and movements, and feel comfortable expressing their emotions and ideas through dance.

Introduction (10 - 12 minutes)

1. Recalling important concepts: The teacher starts the lesson by recalling the concepts of culture and cultural expression, which were addressed in previous classes. This can be done through simple questions, such as "What is culture?" and "How do people express their culture?". This serves to prepare students for the new content, relating it to what they already know.

2. Problem situation 1 - "Dance Day": The teacher proposes to the students the following situation: "Imagine that the school is going to celebrate 'Dance Day', and each class must present a dance that represents the culture of a country. How would you choose the dance?". The teacher can guide the discussion, questioning the students about which aspects they would consider when choosing the dance, such as the music, dance steps, costumes, etc.

3. Problem situation 2 - "The Lost Treasure": The teacher tells the students the story of a lost treasure that can only be found through clues that are in different dances from around the world. He asks the students to think about how they could identify the clue if they didn't know the dance. This serves to introduce the concept of dance as historical heritage.

4. Contextualization - "Dance and History": The teacher explains to the students that dance is not just a fun activity, but also a way to learn about the history and culture of different peoples. He can give examples of dances they already know, such as frevo and samba, and explain how these dances are linked to the history and culture of Brazil.

5. Curiosities - "Dance and Antiquity": To spark students' interest, the teacher can share some curiosities. For example, he can say that dance is one of the oldest forms of human expression, and that there are dances that were created thousands of years ago and are still danced today. He can also talk about dance as a heritage of humanity, and mention examples of dances that have received this title, such as the Argentine tango and the Spanish flamenco.

These introductory activities serve to engage students, sparking their interest in the subject and preparing them for the content that will be explored in the lesson.

Development (20 - 25 minutes)

In this stage, students will delve into the lesson's theme through three suggested practical activities. The teacher should choose one of these activities, depending on the class dynamics and the availability of necessary resources.

1. Activity 1 - "Dances around the world"

   Required Resources: World map, images or videos of different dances from around the world, music from different musical genres.

   1. The teacher divides the class into groups and gives each group images or videos of different dances from around the world (for example: samba, flamenco, tango, bollywood, hula, etc.).

   2. Each group must choose a dance and research about it, its origin, meaning, characteristics of the steps and movements, and the music that accompanies it.

   3. After the research, each group presents their dance to the class, explaining the aspects that were researched.

2. Activity 2 - "Creating a dance"

   Required Resources: Spacious area for movement, music from different genres and rhythms, paper and pencil for notes.

   1. The teacher divides the class into groups and proposes that each group creates their own dance.

   2. Students should choose a musical genre and, guided by the teacher, start creating their own dance steps.

   3. The teacher circulates around the room, assisting the groups as needed and encouraging creativity and collaboration.

   4. At the end, each group presents their dance to the class, explaining what the inspirations and challenges were during the creation process.

3. Activity 3 - "Dance as history"

   Required Resources: Clothing and accessories representing different cultures, music from different genres and rhythms, spacious area for movement.

   1. The teacher suggests that each student chooses a country or culture that interests them.

   2. Next, each student should research the typical dance of that culture and prepare a small presentation for the class.

   3. On the day of the presentation, students dress in clothing and accessories representing the chosen culture and dance to the sound of typical music.

   4. At the end, students have the opportunity to share what they learned about the culture and dance they chose.

Remember that these are just activity suggestions, the teacher should choose the one that best suits the class, always considering the available time and resources.

Return (10 - 15 minutes)

1. Group Discussion - 5 to 7 minutes: After completing the activities, the teacher should gather the whole class for a group discussion. Each group will have the opportunity to share their discoveries, learnings, and experiences during the activities. The teacher should encourage students to express their opinions and feelings about the activities, asking questions like "What did you like most about the activity?" and "What was the most challenging part of the activity?". This allows students to reflect on what they have learned and also learn from their classmates' experiences.

2. Connection with Theory - 3 to 5 minutes: The teacher should then make the connection between the practical activities and the theory discussed at the beginning of the lesson. He can recall the concepts of historical heritage and cultural expression, and ask students how they see these concepts in practice in the dances they explored. The teacher can ask questions like "How does the dance you chose to present connect with the culture of the country of origin?" and "Which elements of the dance do you think are part of the historical heritage of that country?". This serves to reinforce learning and ensure that students understand the relevance of what they have learned.

3. Final Reflection - 2 to 3 minutes: To end the lesson, the teacher proposes that students reflect for a minute on what they learned in the lesson. He can ask two simple questions, such as "What did you enjoy learning about dance today?" and "Why do you think it is important to preserve dance as historical heritage?". Students can share their answers, if they feel comfortable, or just reflect silently. This final reflection helps students consolidate their learning and recognize the importance of what they have learned.

The return is a crucial stage of the lesson plan, as it allows the teacher to assess students' understanding of the topic and adjust teaching, if necessary. Additionally, it helps students internalize what they have learned and recognize the relevance of the content to their lives.

Conclusion (5 - 7 minutes)

1. Lesson Summary - 2 to 3 minutes: The teacher starts the conclusion of the lesson by recalling the main points discussed. He can emphasize the definition of dance as historical heritage, the importance of recognizing and valuing dance as part of the culture and history of a people, and how dance can be a form of personal and collective expression. He can review the activities carried out, highlighting the main discoveries and learnings of each one, and how these activities were connected to the theory discussed.

2. Connection between Theory, Practice, and Applications - 1 to 2 minutes: Next, the teacher reinforces the importance of the lesson, explaining how the connection between theory and practice, carried out through the activities, helps to better understand the concept of dance as historical heritage. He also highlights how dance, besides being a fun and enjoyable activity, is a form of cultural expression that can contribute to the understanding and valorization of cultural diversity. The teacher can mention examples of dances that are considered historical heritage in Brazil and worldwide, emphasizing the importance of preserving these traditions.

3. Additional Materials - 1 minute: To deepen learning, the teacher suggests some additional materials, such as videos of dances from around the world, documentaries about dances considered historical heritage, and books or websites that talk about the history and importance of dances. He can also suggest that students practice at home the dances they learned in class, and research about the typical dances of their countries of origin, if applicable.

4. Relevance of the Subject - 1 minute: Finally, the teacher emphasizes the importance of the subject for students' daily lives, explaining that dance is not just a leisure activity, but a form of cultural expression that can enrich the understanding of the world and people. He can cite examples of situations where students can apply what they have learned, such as at parties and celebrations, when traveling to places with different cultures, or even in daily activities, like listening to music and moving according to the rhythm. He can also talk about the importance of respecting and valuing different forms of dance, recognizing cultural diversity and promoting inclusion.

The conclusion is an essential stage of the lesson plan, as it allows the teacher to reinforce what was learned, apply theory to practice, and show the relevance of the content to students' lives. Additionally, by suggesting additional materials, the teacher stimulates autonomous learning and students' interest in the subject.