Objectives (5 - 7 minutes)

1. Understand the movements of the Earth: Students should be able to understand and explain the three movements of the Earth (rotation, revolution, and precession), and how they affect natural phenomena such as day and night, the seasons, and the alignment of planets.

2. Relate the movements of the Earth to daily life: Students should be able to identify and explain how the movements of the Earth affect daily life, such as the 24-hour cycle, climate variation, and the observation of celestial bodies.

3. Apply the concept of Earth's movements in problem-solving situations: Students should be able to use the acquired knowledge to solve questions and problem-solving situations related to the movements of the Earth, demonstrating the practical applicability of the content.

   Secondary objectives:

   • Development of critical thinking and problem-solving skills: Through solving questions and problem-solving situations, students will be encouraged to develop critical thinking and problem-solving skills, which are fundamental for effective learning.

   • Stimulate curiosity and interest in Geography and Natural Sciences: By understanding how the movements of the Earth affect life on the planet, students may develop a greater interest and appreciation for Geography and Natural Sciences.

Introduction (10 - 15 minutes)

1. Review of previous content: The teacher should start by recalling the basic concepts of Geography and Astronomy that are essential for understanding the movements of the Earth. This may include the structure of the Solar System, the concepts of day and night, and what the seasons are. (3 - 5 minutes)

2. Problem situation 1 - The day is 24 hours long, but why? The teacher should present to the students the situation that despite different regions of the Earth receiving different amounts of sunlight, all places have a 24-hour day. The challenge is to understand why this happens. (3 - 5 minutes)

3. Problem situation 2 - Why do we have different seasons? Another situation to be presented is the variation of the seasons. The teacher can ask students why some parts of the year are warmer than others, and why this happens differently in different parts of the world. (3 - 5 minutes)

4. Contextualization: The teacher should then explain the importance of understanding the movements of the Earth, showing how these movements directly affect our lives, from how we measure time to climate variation. It can also be mentioned how understanding these movements is crucial for navigation, agriculture, and weather forecasting. (2 - 3 minutes)

5. Introduction to the topic - Curiosities: To spark students' interest, the teacher can share some curiosities about the movements of the Earth. For example, the fact that the speed of Earth's rotation varies throughout the year, or that the precession of the equinoxes is responsible for the gradual change of the constellations we see in the sky. Another curiosity could be how the movements of the Earth influence the existence of life on the planet, such as how the combination of rotation and orbit contributes to the existence of liquid water and conditions conducive to life. (2 - 3 minutes)

Development (20 - 25 minutes)

1. Activity 1 - Simulation of the Revolution Movement (10 - 12 minutes): In this activity, students will be divided into groups of three. Each group will receive a lamp (representing the Sun) and a styrofoam ball (representing the Earth). The task is to simulate the Earth's revolution around the Sun. They should fix the lamp at a point in the room and, holding the styrofoam ball, move it around the lamp, always keeping it tilted in the same direction (representing the Earth's axis tilt).

   After the simulation, the teacher should guide a discussion with the class, questioning them about what they observed and how it relates to the occurrence of the seasons. The teacher should emphasize that the seasons are the result of the Earth's tilt in relation to the Sun, not the distance from the Earth to the Sun.

2. Activity 2 - Star Observation and Rotation Movement (7 - 8 minutes): In this activity, students, still in their groups, will be taken to a dark place, such as a windowless corridor, or outside the classroom if possible. Each group will receive a small flashlight (representing a star) and a styrofoam ball with a stick stuck in it (representing the Earth).

   The task is to observe the position of the "star" (flashlight) in relation to the "sky" (ceiling or outdoor area) and rotate the styrofoam ball around the stick (representing the Earth's rotation). Students should notice that as the Earth rotates, the position of the "star" in relation to the "sky" changes.

   After the observation, the teacher should question what the students noticed, explaining that the Earth's rotation causes the succession of day and night, and the apparent movement of stars in the sky.

3. Activity 3 - Board Game "Mission Earth" (5 - 7 minutes): In this playful activity, students, still in their groups, will play a themed board game called "Mission Earth." The goal of the game is to move across the board (which represents the Solar System) by answering questions about the movements of the Earth to advance.

   The teacher should prepare the game in advance, creating questions of different difficulty levels about the movements of the Earth. Each time a group answers a question correctly, they move one space on the board. The first group to reach the end of the board is the winner.

   This activity serves to reinforce the content learned in a fun and competitive way, as well as to stimulate cooperation and teamwork.

Return (8 - 10 minutes)

1. Group Discussion (3 - 4 minutes): The teacher should gather all the students and promote a group discussion about the solutions or conclusions found by each one. Students should share their experiences and perceptions of the activities, and how they relate to the theoretical concepts initially discussed.

   The teacher should encourage everyone's participation, asking guiding questions and clarifying any doubts that may arise. The goal of this discussion is to reinforce students' learning and understanding, and also to provide a space for the exchange of ideas and the development of communication and argumentation skills.

2. Connection with Theory (2 - 3 minutes): After the discussion, the teacher should briefly review the theoretical concepts discussed at the beginning of the class, and how they connect with the practical activities carried out. The teacher can, for example, recall the importance of Earth's rotation and revolution for the occurrence of day and night, and the seasons, and how the activities helped to visualize and understand these processes.

3. Individual Reflection (2 - 3 minutes): To close the class, the teacher should propose a moment of individual reflection. Students should think for a minute about the answers to the following questions:

   1. What was the most important concept learned today?
   2. What questions remain unanswered?

   After the minute of reflection, the teacher should ask some volunteers to share their answers with the class. The goal of this activity is for students to consolidate what they have learned and identify any gaps in their understanding that can be addressed in future classes.

4. Teacher Feedback (1 minute): Finally, the teacher should give brief feedback to the students, praising their effort and participation, and reinforcing the importance of the studied topic. The teacher can also provide some study tips and additional reading for students to delve deeper into the subject.

This Return is a crucial part of the lesson plan, as it helps to consolidate learning, identify and correct any misunderstandings, and prepare students for future classes and assessments.

Conclusion (5 - 7 minutes)

1. Summary of Content (2 - 3 minutes): The teacher should start the Conclusion of the class by recapping the main points covered. This includes the three movements of the Earth (rotation, revolution, and precession), and how they affect natural phenomena such as day and night, the seasons, and the alignment of planets. The teacher should reinforce the idea that the rotation movement causes the succession of day and night, the revolution causes the seasons, and the precession causes the alignment of planets.

2. Connection between Theory, Practice, and Applications (1 - 2 minutes): The teacher should then explain how the practical activities carried out during the class helped to illustrate and better understand the theoretical concepts. For example, the simulation of the revolution movement and the observation of stars during the Earth's rotation allowed students to visualize and experience these phenomena concretely. The teacher should also highlight the importance of understanding the movements of the Earth for daily life, showing how they affect everything from time measurement to climate variation.

3. Supplementary Materials (1 - 2 minutes): The teacher should then suggest some supplementary study materials for the students. This may include books, documentaries, websites, and apps that allow students to explore the movements of the Earth more deeply. The teacher should also encourage students to observe the night sky to identify constellations and understand how they move throughout the year due to the precession of the equinoxes.

4. Relevance of the Subject (1 minute): Finally, the teacher should emphasize the importance of the subject studied for the students' daily lives. The teacher can, for example, mention how understanding the movements of the Earth is crucial for navigation, agriculture, and weather forecasting. Additionally, the teacher should highlight that the study of Geography and Natural Sciences contributes to a deeper understanding and appreciation of the world we live in.