The lesson involves students building model favelas out of various materials to learn about Brazilian favelas. Students are assigned roles like builder, surveyor, and accountant and given a price list and materials budget to construct a waterproof favela with rooms for washing, cooking, and eating that can withstand wind. Their favelas will be judged based on success criteria and grades assigned. During the plenary, groups will report on their favelas and grades received, and next lesson they will provide feedback on how to improve their designs.

1. Previous Lesson Prep
• Do theory of Favelas – starting with
photograph
• Show pupils pricelist
• Share success criteria
• Homework to collect materials from list and
think about what they are going to do

3. Lesson 6 – Favela Building!

4. Here is an example….

5. Competition
• Using the materials you have sourced, and those
provided if you need to try and construct a favela. It
needs to be (as best you can manage):
- Waterproof
- Have more than one room
- Have a place for people to wash
- Have somewhere for people to cook and eat
- Be able to withstand some wind

6. Success Criteria
A* A-B C-D E
All pupils fulfil their roles
properly
All pupils fulfil their roles
properly
All pupils fulfil their roles
properly
All pupils fulfil their roles
properly
The group manages to
include access to
electricity and water by
including pipes and wires
that can carry these
amenities
The group manage to
construct a waterproof
favela with more than
one room, and with
somewhere for the
inhabitants to eat
The group manage to
build a favela with more
than one room
The group manage to
build a favela out of some
materials
Extra amenities are
added, such as a
bathroom, sewerage
system, neighbours
favelas showing potential
for community spirit and
anything else you can
think of
The favela is capable of
withstanding some wind
without falling over, and
has some strong
foundations
The group work as a
team, making sure that
their table is cleared up
properly at the end of the
lesson, and they all of the
group write the feedback
down

7. Price List! (all in Brazilian ‘Real’)
• Cardboard - 3
• Plastic - 9
• Metal - 8
• Wood - 5
• Paper - 2
• Wire - 7
• Brick - 10
• Mud - 1
• Foam - 6
• Material (Textile) - 4
• Sellotape - 4
• Blu Tack - 3
• Glue - 5

8. Roles
• These need to be allocated BEFORE you start
building, and the pupils who perform these roles
need to be able to PROVE they have done them
• Builders (everyone in the group)
• Surveyor (checks that the criteria are being met
and the favela will not fall down)
• Accountant (notes down what materials are being
used, and how much they cost – you can use as
much as you like of one material for one set
price) This person must complete the audit sheet

9. Accountant’s Audit
Building Material Price Justification (why did you use this material)
Total amount spent: ______ Real
Accountant’s Audit
Building Material Price Justification (why did you use this material)
Total amount spent: ______ Real

10. Plenary and Reporting
• Judging!
• What grades has each group got?
• Whose favelas will be waterproof and survive
the storms?

11. Feedback
• As your favela is judged, write any WWW and
EBI from the teacher and fellow pupils in your
books, leaving a space for a picture of your
favela which we will stick in at the beginning
of next lesson!
• Remember to use a red pen, and use the
words from the grade criteria to write your
WWW and EBI

12. Next Lesson Starter
• Pupils respond to their EBIs by explaining how
they would implement these suggestions – do
they think it would be worth it and improve
their quality of life?