Objectives (5 - 7 minutes)

1. Understand the concept of biome:

   • Identify the main characteristics that define a biome.
   • Recognize the importance of abiotic and biotic factors in the formation of a biome.
   • Differentiate terrestrial biomes from aquatic biomes.

2. Identify and describe the main biomes in the world:

   • List the main biomes and their geographical locations.
   • Describe the distinctive characteristics of each biome.

3. Relate the importance of preserving biomes to the planet's sustainability:

   • Discuss how the destruction of biomes affects ecological balance.
   • Reflect on human responsibility in preserving biomes.

Secondary Objectives:

• Stimulate students' research and autonomous study on the topic.
• Promote discussion and debate in the classroom, encouraging active student participation.

Introduction (10 - 15 minutes)

1. Review of previous contents:

   • The teacher starts the lesson by reviewing the concepts of ecosystems and food chains, which are fundamental for understanding the topic of biomes.

2. Problem situations:

   • The teacher proposes two situations to arouse students' curiosity:
     1. "Imagine you are in the Amazon rainforest and suddenly you are transported to the middle of the Sahara Desert. What differences would you notice in these two environments?"
     2. "Suppose the Amazon rainforest is completely destroyed. How would that affect life on Earth?"

3. Contextualization:

   • The teacher explains that the study of biomes is essential to understand how life is organized in different parts of the planet and how human activities can affect this balance. Additionally, emphasizes that the preservation of biomes is crucial for maintaining biodiversity and the sustainability of the planet.

4. Introduction to the topic:

   • The teacher introduces the topic in an engaging way, sharing curiosities and interesting facts about biomes.
     1. "Did you know that Antarctica, despite being an ice desert, is considered a biome? It harbors a great diversity of life adapted to extreme conditions."
     2. "And that the Amazon rainforest is known as 'the lungs of the world' due to its importance in regulating the global climate, through the absorption of carbon dioxide and release of oxygen?"

5. Learning expectations:

   • The teacher clarifies what the learning objectives of the lesson will be, emphasizing the importance of student engagement and active participation in the learning process.

This stage is crucial to arouse students' interest in the topic, contextualize the subject, and prepare them for the content that will be covered in the lesson.

Development (20 - 25 minutes)

1. Activity: "Journey through the World of Biomes"

   • The teacher divides the class into groups of up to five students and gives each group a world map and cards with descriptions of different biomes (for example: "Temperate forest biome, located on the west coast of the United States, Canada, Europe, and Asia, with well-defined seasons and deciduous trees", or "Prairie biome, characterized by vast areas of grasslands, usually without trees, located in the central North America, Russia, China, and Argentina").
   • Students must identify the location of the biome described on the card on the map and then present to the class the main characteristics of that biome.
   • The teacher circulates around the room, guiding and clarifying doubts, and at the end of the activity, promotes a collective discussion, highlighting the particularities of each biome and the differences between them.

2. Activity: "The Impact of Human Actions"

   • Still in groups, students receive cards with different human actions that affect biomes (such as "Deforestation for pasture creation", "Uncontrolled burnings", "Pollution of rivers and oceans", among others).
   • Each group must analyze the action described on their card and discuss the possible consequences for the corresponding biome.
   • Then, the groups present their analyses to the class, promoting a debate on the importance of preserving biomes and on individual and collective responsibilities in environmental conservation.

3. Activity: "Creation of Miniature Biomes"

   • This activity, to be carried out individually, consists of creating a miniature biome inside a container (it can be a PET bottle, for example).
   • The teacher provides students with the necessary materials (soil, sand, seeds of different plants, water, pebbles, etc.) and guides them on how to assemble the biome to replicate the environmental conditions of the chosen biome.
   • Each student must choose a biome to replicate and, at the end of the activity, present to the class their "Miniature Biome", explaining the characteristics of the chosen biome and the adaptations of plants and animals to the environment.
   • The teacher circulates around the room, assisting students and promoting discussion about the differences and similarities between the represented biomes.

These activities allow students to explore in a playful and practical way the concept of biome, the diversity of biomes, and the importance of preservation. Additionally, they stimulate teamwork, research, argumentation, and critical thinking.

Return (8 - 10 minutes)

1. Group Discussion (3 - 4 minutes):

   • The teacher promotes a group discussion, where each group will have up to 3 minutes to share their solutions or conclusions from the activities carried out.
   • During the presentations, the teacher should encourage the participation of all students, asking questions that stimulate reflection and deepen the understanding of the topic.
   • This stage is important for students to share their discoveries, learn from their peers, and reflect on different ways to approach the same problem.

2. Connection to Theory (2 - 3 minutes):

   • After the presentations, the teacher should summarize the main ideas presented, relating them to the discussed theory.
   • For example, the teacher can highlight how the human actions discussed in the second activity can affect biomes, reinforcing the importance of preservation and individual and collective responsibility.
   • This stage is crucial for students to perceive the relevance of what they have learned and how they can apply this knowledge in the real world.

3. Individual Reflection (2 - 3 minutes):

   • The teacher proposes that students make a brief individual reflection on what they learned in the lesson.
   • To guide this reflection, the teacher can ask questions like:
     1. "What was the most important concept you learned today?"
     2. "What questions have not been answered yet?"
   • Students can write down their answers on a paper or in their notebooks.
   • This stage is essential for students to consolidate what they have learned, identify possible gaps in their understanding, and realize the importance of self-questioning and reflection in learning.

4. Feedback and Closure (1 minute):

   • The teacher ends the lesson by thanking everyone for their participation and emphasizing the importance of continuous study and the preservation of biomes.
   • The teacher may also request quick feedback from students about the lesson, asking if they encountered difficulties, if they liked the proposed activities, etc.
   • This information will be valuable for planning future lessons.

The Return is a crucial stage of the lesson plan, as it allows the teacher to assess students' learning, identify possible difficulties and knowledge gaps, and plan the necessary interventions for future lessons.

Conclusion (5 - 7 minutes)

1. Summary and Recapitulation (2 - 3 minutes):

   • The teacher gives a brief summary of the main points discussed during the lesson, reinforcing the concept of biome, highlighting the differences between the main biomes in the world, and emphasizing the importance of preserving biomes for the planet's sustainability.
   • He also reviews the activities carried out, emphasizing the main learnings and the connections between theory and practice made by the students.

2. Theory-Practice-Applications Connection (1 minute):

   • The teacher emphasizes how the lesson connected theory, practice, and applications.
   • He highlights how the activities allowed students to explore in a practical and playful way the theoretical concepts discussed, and how these concepts apply in real life, especially regarding the importance of preserving biomes.

3. Extra Materials (1 - 2 minutes):

   • The teacher suggests reading materials, videos, and websites for students who wish to deepen their knowledge on the topic.
   • Some examples of materials may include documentaries about biomes, websites of nature conservation organizations, and scientific articles on the importance of biomes for biodiversity and global climate.

4. Relevance of the Subject (1 minute):

   • Finally, the teacher emphasizes the importance of the subject for students' daily lives.
   • He explains that understanding the concept of biome and being aware of the need to preserve biomes are essential for each individual to contribute, consciously and responsibly, to the conservation of the environment and the sustainability of the planet.

The Conclusion is a fundamental stage of the lesson plan, as it allows the teacher to consolidate the learnings, connect theory with practice and applications, and motivate students to continue studying the topic. Additionally, it helps reinforce the relevance of the subject to students' daily lives, encouraging them to become conscious and engaged citizens in environmental preservation.