Objectives (5-7 minutes)

1. To analyze the importance of water as a natural resource, understanding its cycle and valuing the need for its preservation.
2. To identify and describe the main problems related to water conservation, such as pollution and wastage, and the possible solutions for these problems.
3. To develop critical awareness about the use of water, recognizing individual and collective responsibility for the preservation of this resource.

Secondary objectives:

• To encourage active participation from students through group discussions, individual research, and oral presentations.
• To promote interdisciplinarity, relating the lesson content to other subjects such as Science and History.
• To encourage reflection on the importance of water for life on the planet, promoting environmental awareness.

Introduction (10-15 minutes)

1. Review of Previous Content (3-5 minutes): The teacher should begin the class by reminding students about the water cycle, as covered in previous Science and/or Geography lessons. This review is important to ensure that all students have the necessary background to understand the new content of the lesson. The teacher can ask questions to check students' understanding of the reviewed topic.

2. Problem situations (5-7 minutes): Next, the teacher should present two problem situations to spark students' interest in the lesson topic. The situations could be:

• Water scarcity in a rural community due to deforestation and pollution of the only river that supplies the region.
• Water wastage in a large city due to leaks in the distribution network and excessive use in daily activities.

The teacher should ask students to reflect on the possible causes of these problems and the consequences for the population and the environment.

3. Contextualization (2-3 minutes): The teacher should explain the importance of the topic, emphasizing that water is essential for life on the planet and for various human activities, such as agriculture, industry, and leisure. It should be emphasized that the poor preservation of water can lead to scarcity, pollution, and wastage, affecting the quality of life of people and the health of ecosystems.

4. Introduction to the topic (2-3 minutes): To gain students' attention, the teacher can share curiosities and facts related to the topic. For example, the teacher can mention that less than 1% of the planet's water is drinkable and that most people do not have access to clean and safe water. In addition, examples can be cited of how the lack of water conservation affects peoples' daily lives, such as the need for rationing during periods of drought. The teacher should emphasize that water conservation is everyone's responsibility and that small individual actions can make a difference.

Development (20-25 minutes)

1. Activity "The Water Cycle in Action" (10-15 minutes)

• Description: The teacher divides the class into groups of up to 5 students and gives each group a roll of craft paper, felt-tip pens, and jars of water. Each group should draw a scene representing water in nature at one end of the paper (it could be a river, waterfall, lake, cloud, etc.) and a scene representing water in society at the other end (for example, a tap, shower, washing machine).

• Execution: After drawing the scenes, the teacher asks each group to draw a diagram in the middle of the paper representing a water conservation problem (for example, an industry polluting a river, a person wasting water, etc.). Then, the teacher pours a little water on one side of the paper, simulating rain, and the students should observe the movement of the water through the paper, representing the water cycle.

• Discussion: After carrying out the activity, the teacher should lead a discussion with the students, asking them about how the water moved through the paper (representing the water cycle), how the water conservation problem affected the cycle (for example, pollution preventing water from returning to nature cleanly), and what they learned from the activity.

2. Activity "Water, Source of Life" (10-15 minutes)

• Description: The teacher explains that water is essential for life on the planet and that the preservation of water is fundamental to ensure the survival of all living beings. To illustrate this, the teacher gives each group a sheet of A4 paper, felt-tip pens, and a spray bottle with water.

• Execution: The students should draw a scene on the sheet of paper representing the importance of water for life (for example, a garden with plants, a river with fish, a family drinking water, etc.). Then, the students should spray water on the drawing, observing how the water "brings the drawing to life".

• Discussion: After carrying out the activity, the teacher should ask the students what they learned from the activity, what water represents for life on the planet, and why it is important to preserve it.

3. Activity "Solutions for Water Conservation" (5-7 minutes)

• Description: The teacher then asks each group to think of solutions to the water conservation problems that they drew in the first activity. The solutions should be realistic and feasible and should consider both individual actions (for example, turning off the tap while brushing your teeth) and collective actions (for example, pressuring the authorities to resolve the problem of river pollution).

• Execution: Each group should write down their solutions on a piece of paper and then choose the solution that they consider the most effective and important.

• Presentation: The teacher should ask a representative from each group to present the group's solutions to the class and lead a discussion about the solutions presented.

Feedback (8-10 minutes)

1. Group discussion (3-5 minutes)

• Description: The teacher should bring all the groups together for a class discussion. At this point, each group will have the opportunity to share their solutions for water conservation, as well as the conclusions that they reached after carrying out the activities.

• Execution: The teacher starts the discussion by asking each group, one by one, to present their solutions. During the presentations, the teacher should encourage other students to ask questions and make comments, thus promoting a rich and collaborative debate.

• Conclusion: At the end of the presentations, the teacher should summarize the main points that were discussed, emphasizing the importance of water conservation and individual and collective actions to resolve problems related to this resource.

2. Connection with the theory (2-3 minutes)

• Description: The teacher should make a connection between the solutions that the students presented and the theory covered in class. This step is important to consolidate learning and to show the students how the theory can be applied in practice.

• Execution: For example, the teacher could highlight how the solutions presented by the students reflect the concepts of pollution and water waste discussed in class, and how these solutions contribute to water conservation.

• Conclusion: The teacher should conclude this stage by emphasizing that water conservation is everyone's responsibility and that small individual actions can make a difference.

3. Individual reflection (2-3 minutes)

• Description: The teacher should suggest that the students reflect individually on what they learned in the lesson. The objective is for the students to internalize the knowledge acquired and become aware of the importance of water conservation.

• Execution: The teacher asks questions such as: "What was the most important concept that you learned today?" and "What questions have still not been answered?". The students should write down their answers in a notebook or on a sheet of paper.

• Conclusion: The teacher should end the class by stressing the importance of reflection and self-questioning for learning and encouraging students to continue reflecting on the topic at home.

4. Feedback (1 minute)

• Description: The teacher should ask the students for feedback about the lesson. This can be done by way of a quick survey, where the students can express what they liked, what they did not like, and what could be improved.

• Conclusion: Student feedback is important so that the teacher can adjust the lessons according to the needs and interests of the class, thus promoting more effective and engaging teaching.

Conclusion (5-7 minutes)

1. Summary of the content (2-3 minutes)

• The teacher should recapitulate the main points covered during the lesson, reinforcing the importance of water as a natural resource, the water cycle, water conservation problems (pollution and wastage), and possible solutions to these problems.
• It is important that the teacher does this interactively, asking students questions to check the retention of the content.

2. Connection between theory, practice, and applications (1-2 minutes)

• The teacher should highlight how the practical activities carried out in the lesson helped the students to understand the theme of water conservation in a more concrete and meaningful way.
• The importance of the theory for understanding the problems and the proposed solutions should be stressed, as well as how these solutions can be applied in practice, at both an individual and collective level.

3. Additional materials (1-2 minutes)

• The teacher should suggest additional materials for students to use to further their knowledge about water conservation. These materials could include educational videos, documentaries, articles from scientific journals, or websites from environmental organizations, among others.
• The teacher should provide links to these materials, if possible, to facilitate student access.

4. Importance of the subject for everyday life (1 minute)

• To end the class, the teacher should reinforce the importance of the subject for students' everyday lives.
• It should be stressed that water is essential for life on the planet and for various human activities, such as agriculture, industry, and leisure.
• The teacher should point out that poor water conservation can lead to scarcity, pollution, and waste, affecting people's quality of life and the health of ecosystems.
• The teacher should emphasize that water conservation is everyone's responsibility and that small individual actions, such as turning off the tap while brushing your teeth, can make a difference.