RotaçãoporEstações_DaianeRosa_NRE_AreaMetropolitanaSul_24_11_2025_LinguaPortuguesa_6D
Introduction to Rotating Stations
Overview of the Lesson
- The teacher introduces a new lesson format called "rotation by stations," explaining that this is the first time it will be implemented in the classroom.
- Students are asked if they have experienced this method before, confirming that they have not. The teacher emphasizes the importance of understanding the learning objectives.
Learning Objectives
- The primary goal is to distinguish between fact and opinion, a topic previously covered in class. This will be contextualized within discussions about Black Consciousness Day, which occurred on November 20th.
- Emphasis is placed on critical thinking and respect for ethnic-racial diversity as part of the day's theme.
Station Activities
Station One: Creating a Poster
- Students will create a poster using provided phrases about notable Brazilian black personalities, categorizing them into facts and opinions. They are instructed to separate these into two columns on their poster.
- Creativity is encouraged; students can add drawings or decorations related to Black Consciousness Day while dividing tasks among group members for efficiency.
Station Two: Virtual Museum Visit
- In this station, students will conduct research through a virtual visit to the Afro-Brazilian Museum Emanuel Araújo, focusing on aspects of black culture and history presented there. They are advised to spend at least 10 minutes navigating the museum's exhibits.
- After exploring, students must write down facts and opinions based on their findings from the visit, with each student contributing one fact and one opinion collectively recorded on paper.
Analyzing News Articles
Station Three: News Analysis
- At this station, students analyze news articles related to Black Consciousness Day using highlighters (green for facts and yellow for opinions) to differentiate between them visually in their notes. They are reminded to work collaboratively during this task.
- A discussion among group members is encouraged as they underline relevant sections in their articles together, reinforcing comprehension through collaboration.
Creating Mind Maps
Station Four: Mind Mapping Activity
- The final station involves creating a mind map that distinguishes between facts and opinions regarding issues like racism and prejudice while incorporating examples related specifically to Black Consciousness themes. Students are shown an example mind map for inspiration but must produce only one collective map per group due to time constraints (15 minutes).
- Collaboration is key here as students share responsibilities—some focus on text while others handle illustrations or layout design within their maps, ensuring all voices contribute effectively within limited time frames.
Museum Navigation and Group Activity
Introduction to the Museum
- The speaker assists participants in finding the Afrobrasil Museum website, emphasizing the correct spelling and format for access.
- Participants are encouraged to explore a virtual tour of the museum, highlighting its interactive features.
Group Collaboration
- The importance of teamwork is stressed as participants are instructed to work collectively on their tasks while navigating the virtual museum.
- A reminder is given that each group should share resources and ideas, fostering a collaborative environment.
Understanding Facts vs. Opinions
- A discussion arises about distinguishing between facts and opinions, with examples provided to clarify these concepts. Participants are prompted to think critically about what constitutes a fact versus an opinion.
- The facilitator encourages students to use their notebooks for reference during this discussion, reinforcing the idea that all information presented is valid for their learning process.
Research and Information Gathering
- Students are offered tablets for research purposes, promoting resourcefulness in gathering information related to their project tasks. They are advised on how to divide responsibilities within their groups effectively.
- Time management is emphasized as they have limited time (5 minutes) to complete specific tasks before rotating stations. This instills urgency in completing their assignments collaboratively.
Finalizing Projects
- As time runs out, students are reminded to finalize their projects by gluing down their findings and ensuring clarity in presenting both facts and opinions regarding the museum visit experience. They must prepare for transitioning between different activity stations promptly.
- The facilitator encourages creativity in presentation while also stressing the need for completion before moving on, ensuring that every participant contributes at least one opinion or observation from their visit experience at the museum.
Museum Activity Coordination
Group Transitions and Instructions
- The facilitator encourages participants to finalize their tasks quickly, indicating a need for efficiency in transitioning between groups.
- Participants are directed to move to different stations, with reminders about leaving materials behind and keeping the area organized for the next group.
- A call for attention is made as the facilitator checks on group members, ensuring everyone is present and ready to proceed with their activities.
Task Assignments
- The sixth group is instructed to read their activity guidelines, which involve creating a poster about their museum visit and writing facts and opinions related to it.
- Emphasis is placed on understanding the difference between facts and opinions; participants are encouraged to use tablets for research while working collaboratively on a mind map.
Collaborative Work Dynamics
- Participants are reminded that they can divide tasks among themselves but should work closely together. The importance of not overcomplicating the distinction between fact and opinion is highlighted.