Objectives (5 minutes)

1. Get to know the diversity of social organization among animals, identifying species that live in groups and species that are solitary.

2. Understand the advantages and disadvantages of living in groups or solitarily in the animal kingdom.

3. Develop observation and interpretation skills through the study of concrete examples of animals that live in groups and animals that live alone.

   Secondary Objectives:

   • Stimulate critical and reflective thinking about how social organization can impact species survival.
   • Foster empathy and respect for animals and their different survival strategies.

Introduction (10 - 15 minutes)

1. The teacher starts the lesson by reminding students of what was learned in previous classes about the diversity of existing animals, their characteristics, and habitats. This review is essential for students to understand the differences in behavior between animals that live in groups and those that live solitarily.

2. Next, the teacher proposes two problem situations to arouse students' curiosity:

   • "Have you ever noticed why some birds always fly together in formations that look like an arrow in the sky?"
   • "And why do some animals, like tigers, tend to live alone in the jungle?"

   These questions are designed to engage students and make them think about the topic that will be addressed in the lesson.

3. The teacher then contextualizes the importance of the subject by explaining that how animals live, whether in groups or alone, is a survival strategy. He may mention examples of animals that students know, such as ants, bees, and lions, that live in groups, and others like tigers and bears, which are more solitary.

4. To capture students' attention, the teacher can share some curiosities about the topic:

   • "Did you know that ants are known for their incredible group organization, with each ant playing a specific role in the colony?"
   • "And that wolves, which also live in groups, have a leader, known as the alpha wolf, who is responsible for making decisions for the group?"

   These curiosities are intended to spark students' interest and make the topic more relevant and engaging for them.

Development (20 - 25 minutes)

1. Theory: The teacher begins the session by explaining that there are various ways in which animals organize socially and that this is linked to species survival. He discusses that some animals prefer to live in groups, or flocks, while others prefer to live solitarily.

2. Animals that live in groups: The teacher should present some examples of animals that naturally live in groups, such as wolves, ants, bees, lions, etc. Common characteristics of these animals should be pointed out, such as social hierarchy (who is the leader, who is in charge of finding food, protecting the young ones, etc.), the importance of communication within the group, and how the group's organization facilitates the survival of all its members.

3. Solitary animals: The teacher should present some examples of animals that are solitary, such as tigers, bears, eagles, etc. It is explained that these animals have specific ways of hunting and surviving that do not require a group. The teacher should establish the difference in terms of survival between animals that live in groups and solitary animals.

4. Focus on specific examples: The teacher should choose two or three examples from the two categories of animals (solitary and living in groups) and discuss them in detail. For example, one can deeply explore the lifestyle of ants, discussing the different roles within a colony and how this organization favors the survival of the anthill. The same can be done with wolves and the hierarchy in the pack.

5. Interconnection of examples with human life: The teacher guides the classroom through the various examples and different models of social organization, making a connection with human life. Explain that like animals, humans also organize into groups (families, communities) and each has a function within this group.

6. Importance of group organization: The last topic to be discussed in this stage is the reinforcement of the theory that the decision to live in a group or solitarily is a survival strategy. It is explained that living in a group can provide protection and increase the chances of finding food, while solitary life can provide freedom of movement and less competition for resources.

Throughout this process, it is important for the teacher to encourage students to actively participate in the discussion, proposing their own examples, asking questions, and stimulating reflection on the animals' ways of life and how they relate to human life.

Return (10 - 15 minutes)

1. Group Discussion: The teacher starts the return to the lesson by promoting a group discussion, where each student or group of students is invited to share what they have learned. They should also present their conclusions or solutions found during the group activities. The teacher listens actively, asking questions to deepen students' understanding and correcting any misunderstandings. During this discussion, the teacher should reinforce the main points of the lesson, ensuring that all students understand the importance of social organization for animal survival.

2. Connection with Theory: Next, the teacher reviews the main theoretical points discussed during the lesson, explaining again the difference between animals that live in groups and those that are solitary, and how these social organization strategies impact species survival. The teacher then asks students how the activities they carried out helped them better understand these concepts. The goal of this stage is to help students connect theory with practice, reinforcing learning.

3. Final Reflection: To conclude the lesson, the teacher proposes that students make a brief reflection on what they have learned. He can ask questions like:

   • "What is the greatest advantage of living in a group, in your opinion? And of living alone?"
   • "How do you think the social organization of animals can teach us about our own society?"

   These questions are designed to make students think critically about the lesson content and how it applies to the world around them.

4. Closure: At the end of the lesson, the teacher summarizes the most important points discussed and reinforces students' understanding of the social organization of animals. He also encourages students to continue thinking about the topic and to observe the behavior of animals in their natural environment or in documentaries, for example.

The purpose of all these steps is to ensure that students have assimilated the lesson content, are able to apply what they have learned in real situations, and feel motivated to continue learning about the topic. The return is a crucial moment to consolidate learning and prepare students for the next lessons.

Conclusion (5 minutes)

1. Summary and Recapitulation: The teacher should start the conclusion by summarizing the main points discussed during the lesson. This includes explaining the social organization of animals and how these behaviors are linked to species survival. It should also remember to recap the difference between animals that live in groups and those that are solitary, as well as the importance of each animal's role within a group.

2. Connecting Theory, Practice, and Applications: The teacher should then explain that the lesson was structured to connect theory, practice, and applications. He should reiterate that theoretical concepts were discussed initially, followed by concrete examples of different animals and their survival strategies. The discussions and activities helped students apply theoretical concepts to the real world, thus increasing their understanding of the subject.

3. Extra Materials: To deepen students' knowledge on the subject, the teacher may suggest some extra materials for study at home. This may include documentaries about animals, science books suitable for students' age, and reliable educational websites. For example, the teacher could suggest that students watch a documentary about ants or wolves to see the discussed concepts in action.

4. Importance of the Subject in Daily Life: Finally, the teacher should explain the importance of the subject for students' daily lives. It can be mentioned that understanding animal behavior can help develop empathy and respect for wildlife and better understand the natural world. In addition, the concepts of organization and cooperation in a group can be applied to life in society, helping students understand the importance of working as a team and each person playing their role in the community.

This conclusion aims to consolidate learning, encouraging students to continue exploring the subject and apply what they have learned in their daily lives. At the same time, it helps students make a meaningful connection between what they have learned in class and the world around them.