Objectives (5 minutes)

1. Identify and understand the parts of a map: Students will be able to identify the main parts of a map, such as legend, title, compass rose, and scale. They will also learn to interpret these parts and understand their importance in map reading.

2. Learn to read and interpret a simple map: Students will be introduced to reading a simple map, such as a classroom map. They will practice identifying elements on the map, such as doors, windows, tables, chairs, and learn to associate them with the real environment.

3. Develop spatial orientation skills: Students will be encouraged to use map information to orient themselves in the real space. They will learn to use the compass rose to determine direction, and the scale to understand the distance between objects represented on the map.

Secondary objectives:

• Develop teamwork skills as students collaborate to read and interpret the map.
• Stimulate creativity and imagination as students visualize the real environment from the map.
• Foster students' interest in geography, showing how map knowledge can be useful and fun in everyday life.

Introduction (10 - 15 minutes)

1. Concepts review: The teacher starts the lesson by reminding students about what geography is and how it studies space and place. Practical examples are mentioned, such as the city they live in, the school, and the classroom. (2 - 3 minutes)

2. Problem situation: The teacher proposes two problem situations to spark students' interest. The first one is: 'Imagine you want to organize a surprise party for your classmate. How would you draw a map of the classroom and plan where to place the decorations without him seeing?'. The second one is: 'If you were lost in an unfamiliar place, like a park, how could a map help you find your way back?'. (3 - 4 minutes)

3. Contextualization: The teacher explains that maps are very useful in our daily lives. They help us orient ourselves in a place, plan trips, discover new places, and even better understand the world. The teacher also mentions that maps are not just drawings, but very precise representations of space, and that there are techniques and conventions for drawing them. (2 - 3 minutes)

4. Engaging students: The teacher shares some curiosities and interesting information about maps. For example, the oldest map in the world, known as the Nippur Tablet, is over 4,000 years old and was found in Mesopotamia. Or that Google Maps, one of the most used maps today, has images of almost every place in the world, including the seabed and parts of the North and South Poles. (3 - 4 minutes)

5. Introduction to the topic: The teacher introduces the lesson topic, explaining that they will learn to read and interpret maps. They will also draw a classroom map together, and use this map to solve some challenges. The teacher encourages students to ask questions and share their ideas and experiences related to maps. (3 - 4 minutes)

Development (20 - 25 minutes)

1. Activity 1: Creating a classroom map: The teacher divides the class into groups of 4 to 5 students. Each group receives a sheet of paper, colored pencils, and a ruler. The task is to draw a map of the classroom, including key features such as doors, windows, tables, chairs, blackboard, etc. The teacher circulates around the room, helping the groups and asking questions to stimulate reflection, such as 'Why did you place the teacher's desk near the door?' or 'How did you decide on the position of the desks?'. (10 - 12 minutes)

2. Activity 2: Reading and interpreting the map: After the maps are completed, the teacher collects one from each group and sticks them on the board. The teacher then, with the help of the students, reads and interprets each map. They point to different parts of the map and ask questions like 'Where is the door? And the window?'. Students must use the map to answer the questions. The teacher can also point to a place in the room and ask the group that drew the map how they represented that space on the map. (5 - 7 minutes)

3. Activity 3: Challenges with the classroom map: The teacher proposes two challenges to the groups. The first one is: 'If you wanted to organize a dodgeball game in the classroom, where would you place the two teams?'. The second challenge is: 'If you wanted to give a presentation in front of the class, where would you place the desks so that everyone could see?'. Students must use the map to plan their responses to the challenges. (5 - 6 minutes)

4. Activity 4: Spatial orientation with the classroom map: The teacher asks students, in their groups, to close their eyes and imagine they are at the classroom door. Using the map, they must 'walk' with their fingers along the path to the nearest window. The teacher can ask questions to help with orientation, like 'If you turn right, what will you find?'. This helps students understand how to use a map to orient themselves in real space. (2 - 3 minutes)

These activities are designed to be fun and interactive, while allowing students to apply the concepts they are learning. They also encourage teamwork, problem-solving, and critical thinking.

Return (10 - 15 minutes)

1. Group discussion (5 - 7 minutes): The teacher gathers all students in a large circle and invites each group to share their solutions to the proposed challenges. Each group will have the opportunity to present their classroom map and explain the decisions they made when planning the games and the presentation. The teacher asks questions to stimulate discussion and reflection, such as 'Why did you decide to place the chairs that way?' or 'How did you decide where to place the teams?'. The teacher also highlights creative and interesting solutions and praises the effort of all groups. (3 - 4 minutes)

2. Theory-practice connection (3 - 4 minutes): The teacher then leads a conversation to connect the practical activities with the theoretical concepts. They ask students: 'How were the map parts we learned (legend, title, compass rose, scale) useful in creating our classroom map?'. Students are encouraged to make connections between what they learned in class and what they did in the activities. The teacher also reinforces the idea that maps are very important tools to help us understand and navigate the world around us. (2 - 3 minutes)

3. Individual reflection (2 - 3 minutes): Finally, the teacher suggests that students briefly reflect on what they have learned. They can do this silently for a minute or write their reflections in a small notebook. The teacher asks two simple questions to guide the reflection: 'What was the most challenging part of drawing the classroom map and planning the games/presentation?' and 'What was the most fun part of using the map to solve the challenges?'. The teacher can choose some students to share their reflections with the class, if they are comfortable. (1 - 2 minutes)

This return is a crucial part of the lesson plan, as it allows the teacher to assess students' understanding of the topic and the effectiveness of the learning activities. Additionally, it promotes reflection, which is an important skill for the development of critical thinking and autonomous learning.

Conclusion (5 - 7 minutes)

1. Summary of key points (2 - 3 minutes): The teacher summarizes the main points of the lesson, reminding students about the parts of a map (legend, title, compass rose, scale) and how these parts are used to read and interpret a map. They also recap the main lessons learned during the practical activities, such as the importance of planning and group collaboration, and how to use a map to orient oneself in real space.

2. Connection between theory, practice, and applications (1 - 2 minutes): The teacher reinforces the connection between the theory presented in the lesson, the practical activities carried out by students, and the applications of map knowledge in everyday life. They mention again how maps are useful for understanding and navigating the world, and how knowing how to read and interpret a map can be fun and practical.

3. Additional materials (1 - 2 minutes): The teacher suggests some extra materials for students to explore at home, in order to deepen their understanding of the subject. This may include illustrated geography books, educational websites with interactive map games, and even visits to museums or historical sites with interesting maps to observe. The teacher may also suggest that students practice reading and interpreting maps from everyday life, such as a subway map or a map of a local park.

4. Importance of the topic for everyday life (1 minute): Finally, the teacher emphasizes the importance of what was learned for students' daily lives. They explain that maps are used in many situations, from planning a party or a trip, to finding a way in an unfamiliar city. They encourage students to continue exploring the world through maps and to use what they have learned to become more confident and independent in their journeys.

The conclusion is an essential part of the lesson plan, as it helps solidify learning, encourage continued study, and demonstrate the relevance of the topic to students' lives. Additionally, it provides students with resources to continue learning and exploring the subject on their own.