Models are an important tool for geography teaching, as they can be used to represent features of human and/ or physical systems. In addition, they enable the student to identify with the demonstrated reality, since they work with iconic images and symbols specific to each culture, used to represent the elements contained in the models (da Silva and Muniz 2012). To approach geographical concepts, such as the concept of landscape, this methodology is also useful as it enables students to represent reality in different ways. If the teacher asks students to make a small model of their route from home to school, they will probably produce different versions of the same reality. Each student has his or her own view of the city's landscape because each student sees this space in his or her own way. Geographic models used in middle school classrooms present opportunities to acquire information in an engaging way, differing from other resources by providing the visualization in a three-dimensional perspective. Limitations include limited class time to construct the didactic resources and the cost of materials, depending on the type of model. Its elaboration from the relief allows, for example, teachers to use it to approach other contents, such as climate, vegetation, land use and occupation, hydrography, transportation and logistics, and agriculture (de Castro Pitano and Roqué 2015). e subject and to develop their understanding of geography. This lesson plan demonstrates how a different methodology can improve the geographic learning process by enabling students to construct models. The main idea presented in this lesson introduces the concept of landscape for the middle school community in which models make it possible for students to materialize their space in a reduced size, applying several concepts of geography based on geometric and artistic knowledge and generating greater interdisciplinarity.