Objectives (5 - 7 minutes)

1. Understand economic integration: Students should be able to identify and understand the main aspects of economic integration in the South region of Brazil, including the role of industries, agriculture, and tourism. They should be able to discuss how these elements interact and contribute to the region's economy.

2. Analyze the biomes of the South region: Students should be able to describe the biomes of the South region, including the Araucaria Forest, the Pampas, and the Pantanal. They should be able to identify the main characteristics of each biome and discuss the implications of economic activity on the preservation of these biomes.

3. Review previous content: As a secondary objective, the lesson should serve to review previous content about the South region of Brazil, such as the physical and human geography of the region, its history, and local culture. Students should be able to make connections between this content and the topics covered in the lesson.

Secondary Objectives:

• Stimulate critical thinking and students' ability to argue, encouraging them to formulate their own opinions and perspectives on the topics discussed.
• Promote active student participation in the lesson through group discussions, individual presentations, and practical activities.

Introduction (10 - 12 minutes)

1. Recalling previous content (3 - 4 minutes): The teacher should start the lesson by recalling the content about the South region of Brazil that was previously studied. This may include the geographical location, demography, history, and culture of the region. This will serve as a basis for understanding the topics that will be addressed in the lesson.

2. Presenting problem situations (3 - 4 minutes): The teacher should propose two situations that stimulate students' critical thinking and encourage them to reflect on economic integration and biome preservation in the South region. For example:

   • How can the expansion of industry in the South region impact the preservation of the Araucaria Forest?
   • How can tourism contribute to the economic integration of the South region?

3. Contextualizing the importance of the topic (2 - 3 minutes): The teacher should highlight the importance of economic integration and biome preservation for the sustainable development of the South region of Brazil. They can mention examples of how economic activity, when well planned and sustainable, can generate employment and income, while the preservation of biomes contributes to maintaining biodiversity and mitigating climate change.

4. Introducing the topic in an engaging way (2 - 3 minutes): To spark students' interest, the teacher can share curiosities, historical facts, or anecdotes related to the lesson topics. For example:

   • The Araucaria Forest, present in the South region, is a unique biome in the world and houses several endemic species, meaning they only exist in that location.
   • The South region is known as the 'breadbasket of Brazil' due to the large agricultural production, especially of grains like soybeans and corn.
   • Tourism in the South region has as its main attractions the natural beauties, such as the Iguazu Falls and the Serra do Mar, and the rich culture of colonial cities, like Curitiba and Florianópolis.

By the end of the Introduction, students should have understood the importance and relevance of the topics that will be addressed in the lesson and be motivated to participate in the learning activities.

Development (20 - 25 minutes)

1. Theory and concepts (10 - 12 minutes): The teacher should provide students with an overview of the main concepts related to economic integration and the biomes of the South region. This may include:

   • Economic integration: The teacher should explain that economic integration refers to the interdependence between different sectors of the economy, such as industry, agriculture, and tourism, and how these sectors contribute to the economic development of a region. They should briefly discuss the role of each of these sectors in the economy of the South region.

   • Biomes of the South region: The teacher should describe the main biomes of the South region - the Araucaria Forest, the Pampas, and the Pantanal. They should explain the unique characteristics of each of these biomes, the biodiversity they harbor, and the importance of their preservation. They can use images, maps, and videos to illustrate their points and make the presentation more visual and engaging.

2. Group discussion (5 - 7 minutes): The teacher should divide the class into small groups and assign each group one of the problem situations presented in the Introduction. They should ask students to discuss in their groups how the proposed situation relates to the concepts of economic integration and biome preservation. They should be encouraged to think critically, formulate their own opinions, and consider different perspectives.

3. Presentation and classroom discussion (5 - 6 minutes): Each group should present their conclusions to the class. The teacher should facilitate a classroom discussion, asking students about their opinions and perspectives, and connecting the group discussions back to the theoretical concepts. This helps students see the relevance of theoretical concepts to real-world situations.

4. Practical activity (2 - 3 minutes): To conclude the Development phase, the teacher should propose a practical activity in which students apply the concepts learned. For example, the teacher may ask students, in their groups, to develop a plan to promote economic integration in the South region while preserving one of its biomes. This may involve identifying economic opportunities, considering challenges and constraints, and formulating strategies to overcome these challenges.

By the end of the Development phase, students should have acquired a solid understanding of the concepts of economic integration and the biomes of the South region, and be able to apply these concepts to analyze and solve complex problems.

Return (8 - 10 minutes)

1. Review of key concepts (3 - 4 minutes): The teacher should start the Return stage by reviewing the key concepts of the lesson. This includes economic integration in the South region, the biomes of the South, and the interaction between economic activity and biome preservation. The teacher can do this through a quick review of the main points covered in the lesson, or through a quick quiz that students must answer.

2. Theory-practice connection (2 - 3 minutes): Next, the teacher should ask students to reflect on how the lesson connected theory to practice. They can ask questions like:

   • How did the group discussions and presentations help to better understand the theoretical concepts?
   • How did the practical activity allow applying the theoretical concepts to a real situation?

3. Individual reflection (2 - 3 minutes): The teacher should suggest that students make an individual reflection on what they learned in the lesson. They can suggest that students briefly write on a piece of paper their answers to questions like:

   • What was the most important concept you learned today?
   • What questions do you still have about the topics discussed in the lesson?

4. Sharing learnings (1 minute): To conclude the Return stage, the teacher can ask some students to share their answers with the class. This can help identify any misunderstandings that may have occurred and allow the teacher to clarify these points.

By the end of the Return stage, students should have consolidated their understanding of the key concepts of the lesson and be able to make connections between theory and practice. They should also have had the opportunity to reflect on what they learned and identify any areas they still do not fully understand.

Conclusion (5 - 7 minutes)

1. Summary of key points (2 - 3 minutes): The teacher should start the Conclusion by summarizing the key points discussed during the lesson. This may include the importance of economic integration for the sustainable development of the South region, the characteristics and importance of the region's biomes, and the interaction between economic activity and biome preservation. The teacher can use a diagram or a visual list to help reinforce these points.

2. Connection between theory, practice, and applications (1 - 2 minutes): The teacher should highlight how the lesson connected theory, practice, and applications. They can mention how group discussion and practical activity allowed students to apply theoretical concepts to real situations. Additionally, they can discuss how the concepts learned in the lesson can be applied in other situations, such as analyzing the impact of a specific industry on the preservation of a biome.

3. Extra materials (1 minute): The teacher should suggest some extra materials that students can consult to deepen their understanding of the topics discussed in the lesson. This may include books, articles, documentaries, websites, and apps related to geography, economics, and the environment. The teacher can share these suggestions in writing or verbally, and can also add these materials to the school's online learning platform, if available.

4. Importance of the subject (1 - 2 minutes): To conclude, the teacher should emphasize the importance of the subject for students' daily lives. They can explain that understanding economic integration and biome preservation is not only useful for a geography exam, but can also help students better understand the challenges and opportunities their own region faces. Additionally, they can emphasize that awareness of the importance of environmental preservation and sustainability is crucial for the future of the planet.

By the end of the Conclusion, students should have consolidated their understanding of the topics discussed in the lesson and be motivated to continue learning about these subjects. They should also have a clear understanding of the relevance and applicability of the concepts learned.