Objectives (5 - 7 minutes)

1. Understand the concept of soil formation and its importance for life on Earth.

2. Analyze soil degradation processes, identifying the main factors contributing to this phenomenon.

3. Discuss soil conservation methods, recognizing the relevance of preserving this natural resource.

Secondary objectives:

• Develop critical thinking and analysis skills when examining human impacts on soil formation and degradation.

• Encourage active student participation, promoting discussions and practical activities to deepen understanding of the topic.

• Stimulate research and the search for additional information outside the classroom, promoting student autonomy in the learning process.

Introduction (10 - 15 minutes)

1. Review of previous concepts: The teacher starts the lesson by briefly reviewing the concepts of climate, relief, and vegetation, which were addressed in previous classes and have a direct influence on soil formation. It is important for students to understand how these factors interact and contribute to sustaining life on Earth. (3 - 5 minutes)

2. Problem situations: The teacher presents two situations that will stimulate students' thinking and serve as a hook for the theoretical development of the lesson. The situations may be:

   • 'Imagine a plot of land that, after vegetation removal, is exposed to the sun and rain. What happens to the soil? How does this affect the life of plants and animals that depend on this soil to survive?'

   • 'In an urban area, with many buildings and asphalt, how does soil formation occur? And its degradation?' (3 - 5 minutes)

3. Contextualization of the subject's importance: The teacher then contextualizes the importance of studying soil formation and conservation, highlighting how this resource directly influences life on the planet. It is necessary to mention the importance of soil in food production, biodiversity maintenance, and water cycle regulation. (2 - 3 minutes)

4. Introduction to the topic: To spark students' interest, the teacher can share some curiosities or interesting facts about soil. For example:

   • 'Did you know that soil is formed from rock that fragments over time? This process is so slow that, on average, it takes about 500 years to form just 2.5 centimeters of fertile soil.'

   • 'How about this: soil is the habitat of a quarter of the planet's biodiversity, including many insects, worms, and microorganisms essential for maintaining life on Earth.' (2 - 3 minutes)

Development (20 - 25 minutes)

1. Rock Cycle Activity (10 - 12 minutes): The teacher divides the class into groups of up to 5 students and gives each group a set of materials, including: a piece of rock (any type, as long as it is large enough to be broken), a toy hammer, a container with water, and a sieve. The teacher explains that the objective of the activity is to simulate the rock cycle and soil formation. The steps of the activity are:

   • Step 1: Preparation: Students must break the rock into smaller pieces using the hammer. They must be careful not to hurt themselves and not to spread rock pieces around the room.

   • Step 2: Climate simulation: After breaking the rock, students should place the pieces in a container with water. The water simulates the action of the climate (rain, ice, wind) that, over time, fragments the rock and initiates the soil formation process.

   • Step 3: Material separation: Next, students should pass the rock and water mixture through a sieve. The sieve represents the material separation process, where smaller rock particles pass through the sieve and settle at the bottom of the container, forming the soil.

   • Step 4: Observation and reflection: Finally, students should observe the formed soil and reflect on the process. The teacher guides the discussion, questioning students about the importance of climate, vegetation, and time in the soil formation process.

2. Debate Activity (10 - 12 minutes): After the Rock Cycle activity, the teacher proposes a debate in the classroom about the importance of soil conservation. The teacher divides the class into two groups and assigns each group a position: in favor of soil conservation and against soil conservation. Each group will have a few minutes to prepare their arguments. The teacher guides the debate, ensuring that all students have the opportunity to speak and that the environment remains respectful. At the end of the debate, the teacher summarizes the main points discussed and reinforces the importance of soil conservation.

3. Concept Map Activity (5 - 7 minutes): To consolidate learning, the teacher proposes that students, individually, create a concept map on soil formation and conservation. The teacher provides students with a sheet of paper and colored pens. The concept map should include the main concepts and relationships learned in the lesson. The teacher circulates around the room, assisting students in building the map and clarifying doubts. At the end of the activity, the teacher selects some maps to be presented and discussed with the class.

Return (8 - 10 minutes)

1. Group Discussion (3 - 4 minutes): The teacher gathers all students and invites each group to share the solutions or conclusions they reached during the group activities. Each group will have a maximum of 2 minutes to present. The objective of this stage is to promote an exchange of ideas among students, allowing each to learn from others' perspectives and for the teacher to clarify possible doubts. The teacher must ensure that all groups have the opportunity to speak and that the environment is respectful and constructive.

2. Theory Connection (2 - 3 minutes): After the presentations, the teacher connects the concepts learned in practice with the theory. For example, the teacher can highlight how the Rock Cycle activity simulated the soil formation process from the parent rock, broken by the climate and separated through erosion. Additionally, the teacher can recall the debate arguments and explain how they relate to soil conservation methods discussed in theory.

3. Individual Reflection (2 - 3 minutes): To conclude the lesson, the teacher proposes that students reflect individually on what they have learned. The teacher asks some questions that students should mentally answer, such as:

   1. 'What was the most important concept you learned today?'
   2. 'What questions have not been answered yet?'
   3. 'How can you apply what you learned about soil formation and conservation in your daily life?'

   The teacher gives a minute for students to think about each question. After that, students can share their answers with the class, if they wish. The teacher should reinforce that there are no right or wrong answers and that the goal is to promote reflection and self-awareness.

4. Feedback and Closure (1 minute): The teacher thanks the students for their participation, provides brief feedback on the lesson, and reinforces the importance of studying soil formation and conservation for understanding how the planet functions. The teacher may also suggest complementary study materials, such as videos, articles, and books, and guide students on what will be covered in the next lesson.

Conclusion (5 - 7 minutes)

1. Content Summary (2 - 3 minutes): The teacher recaps the main points covered during the lesson, reinforcing the concepts of soil formation, degradation processes, and conservation methods. It is important for the teacher to make connections between theory, practical activities, and group discussions, highlighting how each element contributed to the understanding of the topic. The teacher should also review the answers to the individual reflection questions, emphasizing the key ideas that emerged from those reflections.

2. Connection between Theory, Practice, and Applications (1 - 2 minutes): The teacher explains how the lesson connected theory, practice, and applications of the topic. For instance, the teacher may mention how the Rock Cycle activity allowed students to observe in practice the soil formation process, which was discussed in theory. Additionally, the teacher can highlight how the debate and concept map activity encouraged students to apply theoretical concepts critically and reflectively.

3. Additional Materials (1 - 2 minutes): The teacher suggests some complementary study materials for students who wish to deepen their understanding of the topic. These materials may include videos, documentaries, articles, books, and educational websites. For example, the teacher may suggest that students watch a documentary on the importance of soil for agriculture or read a scientific article on the consequences of soil degradation for the environment.

4. Relevance of the Subject (1 minute): Finally, the teacher reinforces the importance of the subject for students' daily lives and for society as a whole. The teacher may mention, for example, how understanding soil formation and degradation processes can contribute to adopting more sustainable agricultural practices or raising awareness about the importance of preserving terrestrial ecosystems. The teacher can also emphasize that soil formation is a phenomenon that occurs slowly over thousands of years, highlighting the need to preserve this valuable natural resource.