Objectives (5 - 7 minutes)

1. Understand the structure and dynamics of cities: Students should be able to understand how cities are organized, how they develop, and how they function. This includes the notion of urban and rural zones, the distribution of infrastructures and public services, and the interaction between different parts of the city.

2. Analyze the relationship between the city and the countryside: Students should be able to identify and explain how the city and the countryside are interconnected. This includes the notion of flows of people, goods, and information between the city and the countryside, the city's dependence on agricultural production from the countryside, and the impacts of urbanization on the rural landscape.

3. Develop critical skills: In addition to acquiring knowledge about urban geography, students should be able to apply this knowledge to analyze and evaluate issues related to urban and rural spaces. This includes the ability to identify and discuss urban problems, such as socio-spatial inequality and environmental degradation, and to propose solutions based on an understanding of urban dynamics.

   Secondary Objectives:

   • Stimulate critical thinking and reflection: Students should be encouraged to think critically about the issues presented, formulate their own opinions, and justify them based on the acquired knowledge.

   • Promote active participation: Students should be encouraged to actively participate in the class by asking questions, sharing their perspectives, and contributing to classroom discussions.

Introduction (10 - 15 minutes)

1. Review of previous concepts:

   • The teacher should start the lesson by quickly reviewing the concepts of human and rural geography that were discussed in previous classes. This may include a review of terms such as 'population,' 'agriculture,' and 'industrialization.'
   • Next, the teacher should ask the students what they already know about cities and how they differ from the countryside. This discussion can serve as a way to assess students' prior knowledge and identify any gaps that need to be filled during the lesson.

2. Problem-based scenarios:

   • The teacher should present two problem-based scenarios that will serve as the basis for discussion during the lesson. The first scenario could be about a city experiencing rapid population growth, and students should discuss the challenges and opportunities associated with this growth. The second scenario could be about a city losing population, and students should discuss the possible causes and consequences of this decline.

3. Contextualization of the topic:

   • The teacher should then explain the importance of studying urban geography, highlighting how cities are centers of power, innovation, and culture, and how they play a crucial role in the global economy.
   • The teacher can also discuss how the study of urban geography can help understand and solve contemporary problems, such as socio-spatial inequality, urban segregation, and environmental degradation.

4. Introduction to the topic:

   • To capture students' attention, the teacher can share some curiosities about cities. For example, they can mention that the most populous city in the world, Tokyo, has over 37 million inhabitants, while the most densely populated city, Manila, has over 41 thousand people per square kilometer.
   • The teacher can also share some curiosities about the history of cities. For instance, they can mention that the first known city, Uruk, was founded in Mesopotamia around 4000 BC, and that the first city to have over a million inhabitants, Rome, was not reached until around 200 AD.

The Introduction should be designed to engage students, arouse their curiosity, and prepare them for the detailed study of urban geography that will follow.

Development (20 - 25 minutes)

1. Activity 'Building the City' (10 - 12 minutes):

   • The teacher should divide the class into small groups and provide each group with large paper or cardboard, colored pencils, a ruler, and markers.
   • Each group should create their own city in a blank urban space, taking into account the structure and dynamics of cities, such as the distribution of infrastructures and public services, and the interaction between different parts of the city.
   • Students should think about how to organize the different areas of the city, such as residential, commercial, industrial, and where to place schools, hospitals, parks, etc. They should also consider how people would move around the city, where there would be roads, sidewalks, bike lanes, etc.
   • Additionally, students should think about how the city would be connected to the countryside, bringing ideas on how the city would receive food and other resources from the countryside, and how these flows would occur.
   • After building the city, each group should present their city to the class, explaining their choices and justifications. This will allow students to apply the acquired knowledge about urban geography in a practical and creative way.

2. Activity 'Urban Problems' (10 - 12 minutes):

   • The teacher should present each group with a problematic situation related to the city they built. For example, one group may be challenged to think about how their city would deal with a disease outbreak, while another group may be challenged to think about how their city would handle a sudden increase in immigrants.
   • Each group should then discuss the situation and propose solutions based on the knowledge acquired about urban geography. They can consider issues such as the distribution of health services in the city, the capacity to absorb immigrants, the availability of jobs and housing, etc.
   • After the discussion, each group should present their solutions to the class, allowing students to share their ideas, debate different viewpoints, and learn from each other.

3. Group Discussion (5 - 7 minutes):

   • After the presentations, the teacher should facilitate a group discussion where students can share their experiences in the activity and discuss any issues that may have arisen.
   • The teacher should encourage students to think critically about the issues presented and to formulate their own opinions based on the acquired knowledge. The goal is to promote critical thinking and reflection, and help students develop analytical and problemsolving skills.
   • The teacher should be prepared to intervene and guide the discussion, if necessary, to ensure that the learning objectives are met and that all students have the opportunity to participate and contribute.

Return (8 - 10 minutes)

1. Group Discussion (3 - 5 minutes):

   • The teacher should resume the group discussion, giving each group the opportunity to share the solutions they proposed during the 'Urban Problems' activity.
   • The teacher should encourage students to explain their solutions and justify them based on the knowledge acquired about urban geography. This will allow students to apply what they have learned in a practical and reflective manner.
   • The teacher should facilitate the discussion by asking questions to encourage students to think more deeply about the issues presented and consider different perspectives. For example, the teacher may ask: 'Why do you think this would be the best solution to the problem presented?' or 'What would be the possible disadvantages or challenges of implementing this solution?'.

2. Connection to Theory (2 - 3 minutes):

   • The teacher should then make the connection between the activities carried out and the theory presented at the beginning of the lesson.
   • For example, the teacher can discuss how the 'Building the City' activity helped students understand the structure and dynamics of cities, and how the 'Urban Problems' activity allowed them to apply this knowledge to analyze and solve urban problems.
   • The teacher can also highlight any interesting insights or discoveries that emerged during the activities, and discuss how these insights relate to the theory.

3. Individual Reflection (2 - 3 minutes):

   • Finally, the teacher should ask students to reflect individually on what they learned during the lesson.
   • The teacher can ask questions such as: 'What was the most important concept you learned today?' and 'What questions have not been answered yet?'.
   • Students should have a minute to think about these questions, and then they will have the opportunity to share their answers with the class, if they wish.
   • This reflection activity will allow students to consolidate what they have learned, identify any areas they still do not fully understand, and provide valuable feedback to the teacher on the effectiveness of the lesson.

The Return is a crucial part of the lesson, as it allows students to integrate what they have learned, reflect on the learning process, and prepare for future study. The teacher should ensure that this step is carried out attentively and respectfully, providing a safe and welcoming environment for the expression of ideas and opinions.

Conclusion (5 - 7 minutes)

1. Summary and Recapitulation (2 - 3 minutes):

   • The teacher should start the Conclusion of the lesson by summarizing the key points that were discussed. This may include the structure and dynamics of cities, the relationship between the city and the countryside, and the application of urban geography knowledge to analyze and solve urban problems.
   • The teacher can quickly recap the activities carried out and the group discussions, and highlight the main insights and learnings that emerged from these activities.

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

   • The teacher should then explain how the lesson connected theory, practice, and applications. They can discuss how the practical activities allowed students to apply theory in a concrete and meaningful way, and how the group discussions allowed them to explore the applications of the acquired knowledge to solve real problems.

3. Extra Materials (1 minute):

   • The teacher should suggest extra materials for students who wish to deepen their understanding of the topic. This may include books, articles, documentaries, websites, and educational games related to urban geography. The teacher can also suggest research topics or projects that students can explore on their own.

4. Importance of the Topic (1 - 2 minutes):

   • Finally, the teacher should summarize the importance of the topic. They can discuss how the study of urban geography is relevant to students' daily lives, highlighting how cities affect how we live, work, have fun, and interact with the world around us.
   • The teacher can also discuss how the study of urban geography can help students understand and address contemporary global challenges, such as rapid urbanization, socio-spatial inequality, climate change, and the COVID-19 pandemic.

The Conclusion of the lesson is an opportunity for the teacher to reinforce key concepts, connect theory to practice and applications, encourage continuous learning, and highlight the relevance of the topic to students' lives. The teacher should ensure that the Conclusion is clear, concise, and engaging, so that students leave the lesson with a solid understanding of the topic and a renewed appreciation for urban geography.