Objectives (5 - 7 minutes)

1. Provide students with a clear and understandable introduction to the different types of routes (land, river, and maritime) used throughout history for the movement of people and goods. This includes explaining the basic concepts and contextualizing these routes in terms of time and space.

2. Develop students' ability to identify and differentiate the key elements of each type of route. This includes understanding how geography influences the development of these routes and how human and technological needs change over time.

3. Stimulate critical thinking and curiosity in students, encouraging them to ask questions and explore the subject more deeply. This will be done through practical activities that involve the application of acquired knowledge, such as creating maps and simulating trips.

Introduction (10 - 12 minutes)

1. Recalling concepts: The teacher will start the lesson by briefly reminding students about what geography is and the importance of studying history. He will remind students that geography studies space and how people and objects move within it, while history helps us understand how these movements have changed over time. The teacher can use simple and everyday examples to make these concepts more tangible for students.

2. Contextualization of the subject's importance: Next, the teacher will explain to students the importance of learning about land, river, and maritime routes. He may mention how these routes were fundamental for the development of ancient civilizations and how they are still essential for our current world, enabling global trade and connection between different cultures. The teacher can use examples known to students, such as the Amazon River route in Brazil, to illustrate these points.

3. Problem situations: To spark students' interest, the teacher can present two problem situations. The first situation could be: 'Imagine you are explorers on a mission to find a new trade route. What type of route would you choose and why?' The second situation could be: 'You are merchants and need to take your products to a distant city. What type of route would you use and what challenges could you encounter along the way?' The teacher will encourage students to think about these situations and discuss their answers in groups.

4. Capturing students' attention: To capture students' attention, the teacher can share two curiosities related to the theme. The first curiosity could be: 'Did you know that the Silk Road, an ancient trade route linking China to the Mediterranean, was used not only for the trade of goods but also for the exchange of ideas and cultures?' The second curiosity could be: 'Did you know that the Tea Route, a trade route that carried tea from China to Europe, was one of the most important routes in the history of world trade?' The teacher can show images and short videos to illustrate these curiosities and spark students' interest.

Development (20 - 25 minutes)

1. Treasure Route Game (10 - 12 minutes): The teacher will introduce students to a game called 'Treasure Route.' The goal of the game is to allow students to understand in a playful way how different types of routes (land, river, and maritime) can influence the transportation of goods. The teacher will need:

   • Three maps (one representing the land route, another the river route, and another the maritime route) with drawn obstacles, such as mountains, rivers, oceans, etc.
   • Toy pieces or colorful drawings to represent the treasures.
   • Small objects (pins, markers, etc.) to be used as 'transportation.'
   • 'Challenge' cards with questions about the routes and their obstacles.

   Students will be divided into teams, and each team will receive a 'treasure' that they need to take from one place to another, but they must choose which type of route to use. They will also have to face challenges along the way and answer questions about the route they chose. The teacher can be the 'game master,' guiding the teams and helping to solve the questions.

2. Route Simulation (10 - 12 minutes): After the game, the teacher proposes a route simulation activity. The goal is for students, in a creative way, to draw on paper or cardboard the routes they would choose to travel from one city to another, taking into account land, river, and maritime routes. For this, the teacher will need:

   • Paper or cardboard for the drawings.
   • Colored pencils, markers, etc. to color and illustrate the routes.
   • Scissors and glue (optional) to cut and paste images representing cities, rivers, mountains, boats, etc.

   The teacher will guide students to choose two fictional cities and draw the routes they would use to travel between them, explaining why they made their choices. They can use recycled materials to create boats, mountains, etc. to make the activity even more interactive and fun. The teacher will walk around the room, assisting students and encouraging discussions and idea exchanges among teams.

3. Conclusion Activity (5 - 7 minutes): To conclude the development stage, the teacher proposes that students share with the class the routes they drew and explain why they made their choices. To make the activity more dynamic, the teacher can use a 'Conversation Ball.' Students who want to share their route throw the ball to another classmate, and so on. The teacher can guide the discussion by asking questions to stimulate critical thinking and reflection. Finally, the teacher reinforces the main points of the lesson, recapitulating what the students have learned.

Return (10 - 15 minutes)

1. Group Discussion (5 - 7 minutes): The teacher will start the return stage by gathering all students in a large group and promoting a discussion. Each team will have the opportunity to briefly present the routes they drew and the reasons for their choices. The teacher will encourage students to listen attentively and to ask questions or make comments about their classmates' presentations. This will help reinforce learning, allowing students to see different perspectives and approaches to the same problem.

2. Connection with Theory (3 - 5 minutes): After the presentations, the teacher will make a connection between the practical activities and the theory discussed at the beginning of the lesson. He will recall the concepts of land, river, and maritime routes, and how geography influences the development of these routes. The teacher will highlight how the challenges and choices faced by students in their simulation activities reflect the reality of route planning in real life.

3. Individual Reflection (2 - 3 minutes): To end the lesson, the teacher will propose that students make a brief individual reflection on what they have learned. He will ask two simple questions:

   • 'What was the biggest difficulty you encountered when planning your route and how did you overcome it?'
   • 'What did you learn today about land, river, and maritime routes that you didn't know before?'

   Students will have a minute to think about their answers and then can share their reflections if they wish. The teacher will not correct or judge the answers but will encourage students to reflect on the learning process and value their achievements.

4. Teacher Feedback (1 minute): At the end of the lesson, the teacher will take the opportunity to give general feedback on the class's performance. He will praise the effort and participation of everyone, highlighting the skills and knowledge demonstrated during the activities. The teacher will also point out areas that may need more attention and encourage students to continue exploring and learning about the topic.