Objectives (5 - 10 minutes)

1. Understand the life cycle of animals: Students should be able to describe the different stages of development in an animal's life, from birth to adulthood. They should understand that animals have different life cycles depending on their species.

2. Identify the importance of good development in the animal life cycle: Students should recognize the vital role that each stage of the life cycle plays in the survival and maintenance of animal life. For example, they should understand that proper nutrition and a safe environment are essential for the growth and maturity of animals.

3. Apply knowledge in practical activities: Once students have acquired theoretical knowledge about the life cycle of animals, they should be able to apply this knowledge in practical activities in the classroom. These activities may include creating diagrams of the life cycle of different animals, conducting research projects on a specific animal, or presenting an oral report to the class about what they have learned.

Introduction (10 - 15 minutes)

1. Review of Previous Concepts: The teacher begins by reminding students of basic biology concepts already covered, such as the definition of animals, the differences between living and non-living beings, and the idea of growth and development. This will serve as a basis for understanding the life cycle of animals.

2. Initiating Situations: The teacher can present two problem situations involving the content of the lesson. One of them could be: "Have you noticed that some insects, like butterflies, undergo significant changes in their forms as they grow? Why do you think this happens?" Another situation could be: "Why do you think puppies cannot eat the same food as adult dogs?"

3. Subject Contextualization: The teacher should then emphasize the importance of studying the life cycle of animals, explaining that understanding these processes helps us take better care of our pets, preserve wildlife, and understand our own development. Additionally, the relevance of this knowledge for professions such as veterinarians, biologists, and animal scientists can be discussed.

4. Capturing Students' Attention: To spark students' interest, the teacher can share fun facts about the life cycle of some animals. For example, they can mention that some sea turtles can live up to 100 years, or that the life cycle of a butterfly includes four distinct stages: egg, larva, pupa, and adult. Another interesting fact is that ladybugs can eat up to 5,000 aphids during their lifetime, helping to control garden pests. Showing images or short videos of these animals can also help engage students.

Development (20 - 25 minutes)

During the development phase of the lesson, students will be encouraged to explore the studied concepts about the life cycle of animals more deeply. Activities that promote discussion, reasoning, creativity, and teamwork will be proposed. Some possible activity suggestions for this work are:

1. Life Cycle Stations: Divide the classroom into stations, each representing a distinct stage in the life cycle of a specific animal (for example, egg, offspring, adolescent, and adult). At each station's table, place research materials such as books, illustrative posters, and stationery products. Student groups should visit each station, performing the following tasks:

   • Research about that stage of the life cycle.
   • Draw a representation of the stage.
   • Write a brief description of the stage in their own words.

   After visiting all stations, groups should present their findings to the class.

2. Creation of an Animated Story: Divide students into groups and give each group an envelope containing figures of different stages of the life cycle of an animal (for example, frogs, butterflies, birds, mammals). The groups should:

   • Arrange the images in the correct order, from birth to adulthood.
   • Create a fun and creative story to narrate the life cycle of that animal, incorporating facts and scientific information they have learned.
   • Draw a setting for their story using available art materials such as markers, construction paper, paint, etc.
   • Present the animated story to the class, explaining the animal's life cycle.

3. Cycle Identification Game: Prepare cards with images or names of different animals and their corresponding life stages (but separated). Students, in groups, should:

   • Shuffle the cards and spread them on the floor with the images/names facing down.
   • Students, in turn, flip two cards. If the cards match the animal and its corresponding life stage, the student keeps the cards and has another turn.
   • The game continues until all cards are paired. The student/group with the most cards wins.
   • As a conclusion, the group presents their card pairs to their classmates, briefly explaining the relationship between the animal and its life stage.

These are just suggestions; each activity should be adapted to the classroom context and the students' profile. All activities are designed to be carried out in small groups to promote teamwork and collaboration. Additionally, the teacher should circulate around the classroom during the activities' development to offer support, clarify doubts, and stimulate discussion. At the end of the activities, time should be reserved for groups to share their discoveries and learnings with the class.

Return (10 - 15 minutes)

1. Group Discussion: The teacher should gather all students and promote an open discussion about the conclusions and solutions found by each group during the activities. This is an opportunity for students to learn from each other, share different perspectives, and deepen their understanding of the animal life cycle. The teacher can ask questions like: "What were the most interesting stages you discovered?" or "What was the most challenging part of the activity and how did you overcome it?"

2. Connection with Theory: After the discussion, the teacher should make the connection between the practical activities carried out and the theory studied. They can ask students: "How do the activities you did relate to what we learned about the animal life cycle?" and "How can you apply what you learned in practice to better understand the theory?" This is a way to consolidate the acquired knowledge and ensure that students understand the relevance and applicability of what they learned.

3. Individual Reflection: Finally, students should have a moment to reflect individually on what they learned in the lesson. The teacher should ask two simple questions to guide this reflection:

   • "What did you learn today that you find most interesting or useful?"
   • "What do you still have doubts about or would like to learn more about the animal life cycle?"

   Students can write down their answers on a piece of paper, which can be collected by the teacher for future reference. This reflection helps students further consolidate the acquired knowledge and identify areas that still need to be worked on.

Throughout the return, the teacher should encourage active student participation, value their contributions, and promote a collaborative and respectful learning environment. They should also be attentive to clarify any doubts that may arise and reinforce the key points of the lesson. The return stage is crucial to ensure that learning objectives are achieved and that students leave the lesson with a clear and deep understanding of the animal life cycle.

Conclusion (5 - 10 minutes)

1. Lesson Summary: The teacher should start the conclusion by summarizing the main points covered in the lesson. This includes the definition and importance of the animal life cycle, the different stages of this cycle, and how they contribute to the development and survival of animals. The teacher can reinforce the content using concrete examples discussed during the practical activities, such as the butterfly or frog life cycle.

2. Connection Between Theory and Practice: The teacher should emphasize how the practical activities carried out by students helped illustrate and deepen the understanding of the theory. They should explain that handling and visualizing animal life cycles, as well as group discussion and research, are effective ways to learn and become more interested in the subject.

3. Additional Materials: To encourage students to continue studying the animal life cycle, the teacher can suggest additional materials for consultation. This may include science books for children, documentaries and educational videos available online, websites of natural history museums, among others. The teacher should remind students that learning is not limited to the classroom, and that curiosity and exploration are key components of scientific education.

4. Connection with Daily Life: Finally, the teacher should explain why studying the animal life cycle is relevant to students' daily lives. They can highlight that this knowledge can be useful for taking care of pets, understanding wildlife on a park or zoo excursion, or even for better understanding human development. Additionally, the teacher can mention different careers involving the study of animals, such as biology, veterinary medicine, and wildlife conservation, helping students see the applicability of what they have learned.

The conclusion of the lesson is an important moment to consolidate the learned knowledge, stimulate ongoing interest in the subject, and establish connections with real life. By ending the lesson in this way, students are more likely to retain the information and develop a lasting appreciation for science.