Objectives (5 - 10 minutes)

1. Understanding Cartographic Scale: The main objective is for students to understand the concept of scale and its importance in cartographic representation. They should be able to identify the different types of scale (numerical, graphic, and verbal) and apply them in the interpretation of maps and geographical charts.

2. Understanding Cartographic Projections: The second objective is for students to understand what cartographic projections are and why they are necessary. They should be able to explain the distortions that occur when representing the Earth's spherical surface on a plane and identify the main types of cartographic projections.

3. Familiarization with Geotechnology: Finally, students should become familiar with the concept of geotechnology and its application in cartography. They should understand how the use of geographic information systems (GIS) and satellite images contribute to the production of more accurate and detailed digital maps.

   Secondary Objectives:

   • Develop skills in interpreting and analyzing maps and geographical charts.
   • Stimulate critical thinking and curiosity about different ways of representing geographical space.
   • Promote understanding of the importance of cartography in our daily lives and in various areas of knowledge.

Introduction (10 - 15 minutes)

1. Recalling Previous Content: The teacher starts the lesson by recalling the concepts of Cartography and the importance of maps and geographical charts for space representation. This can be done through a quick interactive review, asking students to share examples of how we use maps in our daily lives or in different fields of study.

2. Problem Situations: The teacher can propose two problem situations to arouse students' interest:

   • Situation 1: "Imagine you need to plan a car trip from São Paulo to Salvador. You take a map and realize that the distances between cities do not correspond exactly to what you expected. Why does this happen?"
   • Situation 2: "If you look at a globe, you will notice that some countries or continents seem larger than they really are when seen on a flat map. Why does this happen?"

3. Contextualization: The teacher then contextualizes the importance of the subject, explaining how cartographic scale, projections, and geotechnology are present in many aspects of modern life, from GPS navigation to weather forecasting. He may mention that these concepts are fundamental to understanding global phenomena, such as the distribution of natural resources, climate change, and migratory movements.

4. Capturing Students' Attention: To capture students' attention, the teacher can share some curiosities or interesting stories related to the subject:

   • Curiosity 1: "Did you know that the first attempt to create an accurate world map was made by a Greek cartographer named Eratosthenes around 200 BC? He used the difference in shadows between two Egyptian cities to calculate the Earth's circumference and then created a map that correctly represented most continents and oceans."
   • Curiosity 2: "Have you heard of the Mercator Project? It is one of the most common types of cartographic projection, but it has a major disadvantage: it distorts areas near the poles significantly. A famous example is the world map we see in schools, where Greenland appears to be the size of Africa, although it is actually 14 times smaller."

At the end of the Introduction, students should be curious and motivated to learn more about cartographic scale, projections, and geotechnology.

Development (20 - 25 minutes)

1. Activity "Building a Map" (10 - 12 minutes):

   • Materials Needed: Graph paper, ruler, colored pencils.
   • Description: In this practical activity, students will create their own map of a known area, such as the classroom or the school itself. The idea is for them to experience the application of cartographic scale.
   • Step by Step:
     1. The teacher divides the class into groups of 4 to 5 students and provides the necessary materials.
     2. Each group chooses an area to map and defines a scale (for example, 1 cm on the map represents 1 meter in reality).
     3. Using the ruler and graph paper, students draw the map of their area, marking details such as doors, windows, tables, etc.
     4. After finishing the drawing, students share their maps with the class, explaining the chosen scale and how they applied it.
     5. The teacher leads a discussion about the difficulties encountered and the importance of scale in cartographic representation.

2. Activity "Projection in Practice" (10 - 12 minutes):

   • Materials Needed: Balls of different sizes (representing the Earth), sheets of paper, pens.
   • Description: In this activity, students will explore the distortions that occur when projecting a spherical surface onto a plane through a simple experiment.
   • Step by Step:
     1. The teacher provides each group with a ball of different size (representing the Earth), a sheet of paper, and a pen.
     2. Students should place the ball on the sheet of paper and trace the outline.
     3. Then, they should try to "unfold" the ball and fit it onto the sheet of paper, realizing that this is not possible without distortions.
     4. Students should discuss the observed distortions and relate them to the concept of cartographic projection.
     5. To conclude, students should research and present to the class a type of cartographic projection, explaining its characteristics and advantages/disadvantages.

3. Activity "Geotechnology in Action" (5 - 7 minutes):

   • Materials Needed: Computers with internet access.
   • Description: In this activity, students will have the opportunity to explore the application of geotechnology in practice, using a geolocation software.
   • Step by Step:
     1. The teacher guides students to access a geolocation software, such as Google Earth.
     2. Each group should choose a location of interest (for example, the school, a classmate's house) and explore it in the software, observing the features and information available.
     3. Students should discuss in their groups and then share with the class how geotechnology contributes to the production of more accurate and detailed digital maps.

These practical activities allow students to experience and understand in a more concrete way the concepts of scale, projection, and geotechnology. Additionally, they promote group work, idea exchange, and the application of critical thinking.

Return (10 - 15 minutes)

1. Group Discussion (5 - 7 minutes):

   • The teacher should gather all students and promote a group discussion about each team's solutions or conclusions. Each group will have up to 3 minutes to share their findings and reflections.
   • The teacher should encourage students to ask questions and make comments, fostering an environment of respect and collaboration.
   • During the discussion, the teacher should make connections with the theory, reinforcing the concepts of scale, projection, and geotechnology. He should also clarify any misunderstandings and provide constructive feedback.

2. Learning Verification (3 - 5 minutes):

   • After the discussion, the teacher should verify students' learning by asking direct questions about the key concepts of the lesson. This can be done orally or through a quick written activity.
   • The teacher should assess whether students can identify and explain the different types of scale, the main distortions in cartographic projections, and the role of geotechnology in cartography.
   • If there are difficulties, the teacher should review the concepts again, using practical examples and analogies to facilitate understanding.

3. Individual Reflection (2 - 3 minutes):

   • Finally, the teacher suggests that students reflect individually on what they learned in the lesson. This can be done through questions like:
     1. "What was the most important concept you learned today?"
     2. "What questions have not been answered yet?"
   • The teacher should encourage students to write down their answers and share their doubts or reflections in the next lesson.

4. Teacher's Feedback (1 minute):

   • The teacher should end the lesson by giving overall feedback on the class's performance, highlighting strengths and areas that need more practice or study. He should also reinforce the importance of the subject for daily life and other disciplines.

This Return is crucial to consolidate students' learning, allowing them to reflect on what they have learned, identify possible gaps in their understanding, and prepare for the next lesson. Additionally, it provides the teacher with valuable feedback on the effectiveness of their teaching methodology and the need for adjustments or revisions.

Conclusion (5 - 10 minutes)

1. Summary of Contents (2 - 3 minutes)

   • The teacher should start the Conclusion by recalling the main points covered in the lesson: the importance of scale in cartography, the distortions in cartographic projections, and the role of geotechnology in the production of digital maps.
   • He should emphasize how these concepts interrelate and how they are fundamental to the understanding and interpretation of maps and geographical charts.

2. Connection between Theory and Practice (1 - 2 minutes)

   • Next, the teacher should explain how the practical activities carried out during the lesson helped illustrate and apply the theoretical concepts.
   • He can cite concrete examples of how scale was used to build the maps, how distortions were observed during the projection experiment, and how geotechnology was applied in the geolocation software.

3. Additional Materials (1 - 2 minutes)

   • The teacher should then suggest additional study materials for students who wish to deepen their knowledge. This may include geography books, educational websites, documentaries, and interactive cartography games.
   • He may also recommend online review exercises or exercises in textbooks, so that students can practice map interpretation and the application of the concepts learned.

4. Relevance of the Subject (1 - 2 minutes)

   • To conclude, the teacher should highlight the importance of cartography in people's daily lives and in various areas of knowledge. He can mention examples of how cartography is used in navigation, weather forecasting, geology, archaeology, among others.
   • Additionally, the teacher should reinforce that understanding scale, projections, and geotechnology is essential for the comprehension of global phenomena, for making informed decisions, and for active participation in society.

This Conclusion serves to consolidate students' learning, reinforce the relevance of the subject, and encourage autonomous study. By the end of the lesson, students should have acquired a solid understanding of the concepts of scale, projection, and geotechnology in cartography and be prepared to apply this knowledge in future situations.