Objectives (5 - 10 minutes)

1. Understand the concept of family and community: Students should be able to define what a family and a community are, and understand the importance of both in their lives.

2. Identify different types of families and communities: Students should learn that there are different types of families and communities, and that all are equally valid and important.

3. Recognize the importance of family and community in History: Students should be able to observe how family and community have been fundamental throughout history for the survival and development of humanity.

Secondary Objectives:

1. Develop cooperation and respect skills: During the lesson, students will be encouraged to work in teams, sharing their ideas and listening to their classmates'. This will help them develop cooperation and respect skills.

2. Promote critical thinking and reflection: By exploring different types of families and communities, students will be challenged to think critically about the subject and reflect on their own experiences.

Introduction (10 - 15 minutes)

1. Recalling previous content: The teacher starts the lesson by recalling the concepts of 'history' and 'time' that were learned in previous classes. He may ask questions like: 'What is history?' and 'Why is it important to learn about history?'. This helps set the stage for the discussion on the importance of family and community in history.

2. Problem situation 1: The lost treasure: The teacher proposes the following situation: 'Imagine you are explorers and have found a treasure map. But, to reach the treasure, you need to pass through different communities. How do you think these communities can help find the treasure?'. This situation helps introduce the role of the community in people's lives.

3. Problem situation 2: A day without family: The teacher presents a situation in which students would need to face a whole day without the presence of their families. He asks: 'How do you think it would be to spend a day without your family's presence? What would you miss the most?'. This situation helps highlight the importance of family in students' lives.

4. Contextualization with daily life: The teacher explains that, just like in the treasure situation, communities have always played an important role in history, helping people survive and develop. Similarly, the family, like the explorers, has always been and continues to be essential for each person's life.

5. Curiosities about history and community: To spark students' interest, the teacher shares two curiosities: a) 'Did you know that the first communities were formed by people who came together to hunt, fish, and cultivate food together?'; b) 'And did you know that, in ancient times, the family was very large, including not only parents and children, but also grandparents, uncles, cousins, and even slaves and servants?'.

6. Introduction to the lesson topic: The teacher introduces the lesson topic by saying: 'Today we will learn about family and community in history. We will understand how they formed over time and why they are so important to us today'.

Throughout the introduction, the teacher should encourage students to share their ideas and opinions, creating an environment of respect and collaboration. He should also ensure that all students have understood the situations and concepts presented.

Development (20 - 25 minutes)

In this stage, the teacher should propose playful and interactive activities so that students can practically explore the learned content. Two activities are suggested, and the teacher should choose one to apply in the classroom.

Activity 1: 'Building a Community Together'

1. Preparation: The teacher divides the class into groups of 4 to 5 students. Then, he distributes a set of colored cards to each group. Each card represents a member of the community, such as the chief, the farmer, the baker, the teacher, the doctor, among others. The number of cards should be proportional to the number of students in each group.

2. Game rules: The teacher explains the rules of the game. The students need to, together, build a community. Each group member must choose a card without showing it to others. The goal is for the students, without saying what their 'profession' is, to find a place in the room that represents their workplace in the community.

3. Development: After all students have chosen a card, the teacher starts a 10-second countdown. The students must move around the room, without speaking, to find their 'workplace'.

4. Discussion: After the countdown, the teacher asks each student where they chose to stay and why. Then, the teacher initiates a group discussion on how each of the 'community members' contributes to the group's well-being and how cooperation is important.

Activity 2: 'The Family Tree'

1. Preparation: The teacher distributes a large sheet of paper and drawing materials to each group. He also asks students to bring photos of their family members from home. These photos do not need to be recent; they can be from when the student was a baby, for example.

2. Game rules: The teacher explains that students will have to create a family tree. They must paste the photos of their family members on the paper and draw lines connecting the people according to the family relationship (parents, grandparents, uncles, cousins, etc.).

3. Development: The students, in their groups, start drawing the family tree. The teacher circulates around the room, assisting students and asking questions to stimulate reflection, such as: 'Do you have many cousins? What is your father's brother's name?'.

4. Discussion: After all groups have completed their family trees, the teacher asks each group to present theirs to the class. During the presentations, the teacher asks questions to help students reflect on the diversity of family types that exist.

Return (10 - 15 minutes)

1. Group Discussion: The teacher gathers all students in a large circle and starts a group discussion about the solutions and discoveries of each team. He can ask questions like: 'What were the different roles you found in the formed community?' (Activity 1) or 'What are the similarities and differences you noticed in each group's family trees?' (Activity 2). This discussion allows students to share their experiences and learn from each other, reinforcing the concepts covered during the lesson.

2. Connection to Theory: The teacher then connects the activities carried out with the theory learned. He can highlight how the activity 'Building a Community Together' illustrated the importance of cooperation and the diversity of roles in the community, just like in real life. Additionally, he can emphasize how the 'Family Tree' activity revealed the diversity of existing family types, consolidating students' understanding of the topic.

3. Individual Reflection: To conclude the lesson, the teacher proposes that students reflect individually on what they have learned. He asks two simple questions and requests that students think for a minute before sharing their answers with the class:

   • 'What was the most interesting thing you learned today about family and community in history?'
   • 'Why do you think family and community are important for our lives today?'

4. Sharing Reflections: After the reflection, the teacher invites students to share their answers. He can start by asking the opinion of two or three students and then give the opportunity for others who wish to share. During this moment, the teacher should ensure that all students feel valued and respected, reinforcing the importance of diversity of ideas and opinions.

5. Final Feedback: Finally, the teacher gives final feedback, reinforcing the key points of the lesson and praising the effort and participation of the students. He encourages students to continue reflecting on the subject at home and to share with their families what they learned in class.

This return is a crucial step to consolidate students' learning, allowing them to reflect on what they have learned and how it relates to their daily lives. Additionally, it promotes self-expression, active listening, and respect for others' opinions, important skills for students' social and emotional development.

Conclusion (5 - 10 minutes)

1. Summary and Recap: The teacher starts the conclusion of the lesson by summarizing the main points covered. He reiterates the definition and importance of family and community, emphasizing the discoveries and learnings made during the practical activities. The teacher can ask questions to check students' understanding, such as: 'Who can tell me what a family is?' and 'Why are family and community important?'.

2. Linking Theory to Practice: Next, the teacher connects the theory presented at the beginning of the lesson with the practical activities carried out. He explains that, just like in the activities, communities in history were formed by people with different roles, who together ensured the survival and development of all. Similarly, families also have different members, each with their function, and all are important for the family's well-being.

3. Extra Materials: The teacher suggests extra materials for students to deepen their knowledge on the subject. He can recommend history books that talk about the formation of the first communities, or children's books that address the diversity of family types. Additionally, the teacher can suggest that students investigate the history of their own families by talking to their parents and grandparents and conducting a small research.

4. Importance of the Subject: Finally, the teacher reinforces the importance of the subject for students' daily lives. He explains that by understanding the importance of family and community in history, students are also learning to value their own family and the community they live in. Furthermore, by understanding the diversity of family and community types, students are developing empathy and respect for differences, fundamental skills for living in society.

5. Closure: The teacher ends the lesson by thanking everyone's participation and reinforcing that learning about family and community is an ongoing process. He encourages students to observe and value their family and community around them, and to continue learning and exploring the subject.