Objectives (5 - 10 minutes)

1. Develop the ability to read and interpret maps, particularly focusing on topographic and political maps, in order to understand how geographic information is represented and organized.

2. Learn to build a simple map using the acquired knowledge of cartographic symbology and representation of geographic elements.

3. Develop the ability to analyze and discuss the characteristics of a specific place or region based on a map, and how these characteristics can influence human life and resource distribution.

Secondary Objectives:

• Promote teamwork skills, as students will be encouraged to work in groups to build their own maps.

• Stimulate critical thinking and creativity by proposing that students explore different ways to represent geographic information on their maps.

Introduction (10 - 15 minutes)

1. The teacher will start the lesson by reviewing the basic concepts of cartography, the importance of maps in representing geographic space, and how they help in understanding the physical and human characteristics of a region. This review can be done through questions directed at the students, encouraging them to actively participate in the discussion. (3 - 5 minutes)

2. Next, the teacher will present two problem situations that will guide the lesson:

   • Situation 1: 'Imagine you are planning a vacation to a place you have never visited. How could you use a map to familiarize yourself with the location and plan your trip?'

   • Situation 2: 'Suppose you are an urban planner tasked with designing a new city. How could you use a map to plan the location of streets, parks, and buildings?'

   These situations will be used to contextualize the importance of cartography in our daily lives and decision-making in various areas, such as tourism and urban planning. (3 - 5 minutes)

3. The teacher will then introduce the lesson topic - 'Reading and Making Maps' - and relate this subject to the presented problem situations. They will explain that to solve these situations, it is necessary not only to know how to read a map but also to be able to construct one. (2 - 3 minutes)

4. To capture students' attention, the teacher can share curiosities and stories related to cartography. For example:

   • Curiosity 1: 'Did you know that the first known world map was created by Anaximander, a Greek philosopher, in the 6th century BC? And that he believed the earth was a cylinder?'

   • Curiosity 2: 'And that during the Middle Ages, many maps were drawn with the east at the top and the west at the bottom, contrary to what we are used to seeing today? This was because Europe, which was in the east, wanted to appear more important, so they 'flipped' the map!'

   These curiosities will spark students' interest and prepare them for the content that will be presented. (2 - 3 minutes)

Development (20 - 25 minutes)

1. 'Journey through the Map' Activity (10 - 13 minutes)

   • The teacher will divide the class into groups of 4 to 5 students. Each group will receive a topographic map of a different region (for example, a mountain, a forest, a desert, a plain, etc.). The teacher may ask one group to choose the map from an envelope to create suspense and increase engagement.

   • Next, the teacher will explain that each group should 'travel' through the region represented on their map. Students should imagine they are exploring the location and should answer questions like: 'What would be the challenges of traveling through this region?' or 'What types of plants and animals could you encounter?'

   • Students should discuss their answers in their groups and use markers to indicate the routes they could take, the places where they could camp, etc. The teacher should move around the room, guiding students and clarifying doubts.

   • This activity will allow students to apply their knowledge of reading topographic maps in a fun and practical way. Additionally, it will promote collaboration and communication among group members.

2. 'City Map' Activity (10 - 12 minutes)

   • The teacher will introduce the second activity, which consists of designing a new city. Each group will receive a large sheet of paper and colored markers.

   • The teacher will ask students to draw the city layout on their map, including streets, parks, schools, hospitals, etc. They should also consider factors such as the region's topography (for example, if there are mountains or rivers), the availability of resources (for example, if there are suitable areas for agriculture), and the location of important buildings (for example, if the hospital is close to residential areas).

   • The teacher should encourage students to be creative and think critically during the planning process. They should justify their design decisions based on geographic and social considerations.

   • At the end of the activity, each group will present their map and explain the decisions they made. The teacher should provide constructive feedback and encourage other students to ask questions.

These activities will allow students to apply the learned concepts in a playful and meaningful way. Additionally, they will promote the development of important skills, such as spatial thinking, problem-solving, and communication.

Feedback (10 - 15 minutes)

1. Group Discussion (5 - 7 minutes)

   • The teacher will gather the class for a group discussion. Each group will have up to 3 minutes to share their solutions or conclusions from the 'Journey through the Map' and 'City Map' activities. Presentations can be done creatively, for example, using drawings, models, or narratives.

   • During the presentations, the teacher should encourage other students to ask questions and offer constructive feedback. The goal is to promote the exchange of ideas and reflection on the concepts discussed in the lesson.

2. Connection to Theory (3 - 5 minutes)

   • After the presentations, the teacher will provide a brief summary of the activities, highlighting relevant points and connecting them to the theory. For example, they may mention how students applied the concepts of reading topographic and political maps in the 'Journey through the Map' activity, or how they considered geographic factors in creating their cities in the 'City Map' activity.

   • The teacher may also reinforce the importance of correctly interpreting map information, reminding students that a small interpretation error can have significant consequences in real life. They can use practical examples to illustrate this point, for instance, discussing how a navigation error based on a misinterpreted map could lead to a major detour on a trip.

3. Individual Reflection (2 - 3 minutes)

   • To conclude the lesson, the teacher will propose that students reflect individually on what they have learned. They will ask questions like: 'What was the most important concept you learned today?' and 'What questions have not been answered yet?'.

   • Students will have a minute to think about these questions. Then, they will have the opportunity to share their answers if they wish. The teacher should listen attentively to students' responses and, if necessary, clarify any remaining doubts.

This Feedback stage is essential to consolidate students' learning and to identify any gaps in understanding that may exist. Additionally, it promotes self-assessment and metacognition, skills that are valuable not only in the Geography discipline but in all areas of study.

Conclusion (5 - 10 minutes)

1. Review of Key Concepts (2 - 3 minutes)

   • The teacher will start the Conclusion by reviewing the main concepts covered during the lesson. They will recall the different types of maps (topographic and political), cartographic symbology, and the importance of correct map reading and interpretation.

   • The teacher can do this through a quick recap or a question-and-answer game, ensuring that students have understood the fundamental concepts.

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

   • Next, the teacher will highlight how the lesson connected theory to practice. They will point out how the 'Journey through the Map' and 'City Map' activities allowed students to apply theoretical knowledge of map reading and cartographic symbology in practice.

   • The teacher may refer to specific examples from the activities to illustrate this connection and emphasize the relevance of learning for real-world situations.

3. Additional Materials (1 - 2 minutes)

   • The teacher will suggest additional study materials to deepen students' understanding of the topic. They may recommend books, documentaries, interactive websites, or educational games that explore cartography and map reading.

   • The teacher should ensure that the supplementary materials are suitable for students' comprehension levels and are available and accessible to all.

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

   • Finally, the teacher will emphasize the importance of cartography and map reading in daily life. They may cite examples of everyday situations where cartography knowledge is useful, such as using GPS for navigation, planning trips, or understanding news about conflicts in different parts of the world.

   • Additionally, the teacher may highlight the relevance of the subject to other disciplines, such as History (analyzing ancient maps) and Biology (studying species distribution on a map).

This Conclusion will solidify students' learning, reinforce the relevance of the topic, and encourage them to continue exploring the subject. Furthermore, by suggesting additional materials, the teacher will promote autonomous and in-depth learning, a valuable skill for academic life and beyond.