Objectives (5 - 10 minutes)

1. Understand what viruses are: The teacher should ensure that students understand the nature of viruses as infectious agents that depend on host cells to reproduce. This includes the notion that viruses are not considered living organisms, as they do not have cells and are not capable of carrying out metabolic activities on their own.

2. Identify the basic structure of a virus: Students should understand that viruses are composed of genetic material (DNA or RNA) enclosed within a protein coat called a capsid. Additionally, they should understand that some viruses also have an outer lipid layer called an envelope.

3. Differentiate between DNA and RNA viruses: The teacher should explain the differences between viruses that have DNA and those that have RNA as their genetic material. Students should be able to recognize that DNA viruses are generally more stable and have a lower mutation rate compared to RNA viruses.

   Secondary Objectives:

   • Understand the different modes of viral infection: The teacher may explain the different ways in which viruses can infect an organism, including infection through inhalation, ingestion, direct contact, and vector bites.

   • Discuss the relevance of viruses in human and animal health: An additional topic could be the discussion of how viruses affect human and animal health, and the importance of preventive measures, such as vaccination, to control the spread of viral diseases.

Introduction (10 - 15 minutes)

1. Review of previous content: The teacher should start the class by briefly reviewing the basic concepts of cell biology and genetics, reminding students about the structure of cells and DNA. This will help set the stage for the discussion on viruses, which are unique biological entities distinct from cells.

2. Problem situation 1: "Why don't antibiotics work against viruses?": The teacher should present this question to the students, leading them to reflect on the fact that, although viruses can cause diseases like bacteria, antibiotics are not effective against them. This problem situation will serve as a starting point for the discussion on the nature of viruses and the difference between them and cells.

3. Contextualization 1: "How can viruses change the world?": The teacher can then contextualize the importance of studying viruses by mentioning examples of how they have the potential to affect society and the environment, such as the current COVID-19 pandemic and the threat of future pandemics of viral origin.

4. Curiosity 1: "Who is the biggest killer in human history: humans or viruses?": The teacher may share this curiosity with the students, revealing that, in reality, viruses are considered the biggest killer in human history. This may surprise the students and pique their interest in learning more about these microorganisms.

5. Introduction to the topic: The teacher should then introduce the topic of the lesson, explaining that viruses are unique biological entities that exist in a gray area between what is considered living and non-living. They are tiny, yet they have a huge impact on human and animal health. From there, the teacher can begin discussing the Objectives of the lesson and what the students should expect to learn.

Development (20 - 25 minutes)

1. Activity "Building a Virus" (10 - 15 minutes)

   • Materials needed: Balloons of different colors (representing different parts of the virus), permanent markers, scissors, tape.

   • Procedure: The teacher should divide the class into groups of three or four students. Each group will receive a virus-building kit, which consists of a large balloon (representing the capsid), smaller balloons (representing the genetic material), permanent markers (to draw specific features of the virus), scissors, and tape.

   • Step by step:

     1. Students inflate the large balloon (capsid) and then inflate the smaller balloons (representing the genetic material) inside the large balloon.
     2. Using the permanent markers, students draw specific features of the virus on the shell (capsid), such as the presence or absence of an envelope and the shape of the capsid.
     3. Students discuss among themselves what type of virus they have built (DNA or RNA, enveloped or non-enveloped) and present their virus to the rest of the class, explaining its characteristics.

   • Objective: This playful and hands-on activity allows students to visualize and manipulate the structure of a virus, aiding in the understanding of the topic and in the differentiation between different types of viruses.

2. Activity "Viral Adventure" (10 - 15 minutes)

   • Materials needed: Virus description cards (previously prepared by the teacher), paper, and pens.

   • Procedure: The teacher should distribute the virus description cards to each group. Each card contains information about a specific virus, such as the type of genetic material (DNA or RNA), the presence or absence of an envelope, the shape of the capsid, and the mode of transmission. The goal is for the groups to use the information on the cards to draw the described virus.

   • Step by step:

     1. Students read the virus description cards in their groups and discuss the characteristics of the described virus.
     2. Based on the information on the cards, students draw the virus on a sheet of paper.
     3. After all the groups have finished their drawings, the drawings are displayed for the whole class. The teacher then reveals the name of the virus described on each card, allowing the students to compare their drawings with the actual structure of the virus.

   • Objective: This activity promotes active learning and teamwork, as well as reinforcing students' knowledge of the structure of viruses and the differentiation between different types.

3. Group discussion on the importance of viruses in human and animal health (5 - 10 minutes)

   • Procedure: After the Conclusion of the practical activities, the teacher should facilitate a group discussion on the relevance of viruses in human and animal health. Students should be encouraged to share their opinions and knowledge, and the teacher should provide additional information to enrich the discussion.

   • Objective: The discussion aims to deepen the students' understanding of the relevance of viruses, as well as developing their critical thinking and argumentation skills.

Feedback (10 - 15 minutes)

1. Group Discussion (5 - 7 minutes)

   • The teacher should gather all the students and promote a group discussion about the solutions or conclusions found by each team during the activities "Building a Virus" and "Viral Adventure".
   • Each group will have up to 3 minutes to share their findings, challenges, and any questions that may have arisen during the activities. It is important that the teacher makes interventions and clarifies any misconceptions that may arise.
   • The teacher should stimulate the students to ask questions to each other, promoting a collaborative and respectful learning environment.

2. Connection to Theory (3 - 5 minutes)

   • After the group discussion, the teacher should make a quick review of the theoretical concepts presented at the beginning of the class, connecting them to the findings and conclusions of the students during the activities.
   • The teacher should emphasize how the practical activities helped to solidify the students' understanding of the structure of viruses, the differentiation between DNA and RNA viruses, and the importance of viruses in human and animal health.
   • The teacher should reinforce the most important concepts and clarify any lingering doubts.

3. Individual Reflection (2 - 3 minutes)

   • The teacher should propose that the students reflect individually on what they have learned in class. To do so, the teacher may ask questions such as:
     1. "What was the most important concept you learned today?"
     2. "What questions have not yet been answered?"
   • Students should have a minute to think about these questions. The teacher may ask some volunteers to share their answers, which may lead to a final discussion to clarify any remaining doubts.

4. Feedback and Clarification of Doubts (1 - 2 minutes)

   • The teacher should encourage the students to give feedback on the class, highlighting what they found most useful and what could be improved. This can be done anonymously, through paper and pen, or verbally, if the students feel comfortable sharing.
   • The teacher should take this moment to clarify any remaining doubts and reinforce the importance of continuous study and review of the concepts addressed in class. The teacher may also suggest extra resources, such as readings, videos, or websites, for students who wish to deepen their knowledge of the topic.

This Feedback is crucial to ensure that the students have understood the concepts addressed in class and to identify any gaps in their understanding that may need further clarification. In addition, students' feedback can be useful for the teacher to improve the effectiveness of their future lessons.

Conclusion (5 - 10 minutes)

1. Summary and Recapitulation (2 - 3 minutes)

   • The teacher should begin the Conclusion of the lesson by summarizing the main points addressed during the class. This includes the definition of viruses, the basic structure of a virus, the difference between DNA and RNA viruses, and the relevance of viruses in human and animal health.
   • The teacher may request the participation of the students to recall these points, helping to reinforce the learning and retention of the concepts.

2. Connection of Theory with Practice (1 - 2 minutes)

   • The teacher should explain how the lesson connected theory, practice, and real-world applications of the acquired knowledge. This can be done by referring to the practical activities carried out, such as the construction of the virus model and the discussion on the importance of viruses in health.
   • The teacher may highlight how these activities helped to solidify the students' understanding of the topic and to apply theoretical knowledge in a practical and meaningful way.

3. Supplementary Materials (1 - 2 minutes)

   • The teacher should suggest additional study materials for students who wish to deepen their knowledge of the subject. This could include recommended readings, educational videos, reliable websites, and online practical activities.
   • For example, the teacher may suggest a documentary on viruses, a scientific article on a recent viral disease, or an online game that simulates viral infection and preventive measures.

4. Importance of the Topic (1 - 2 minutes)

   • Finally, the teacher should reinforce the importance of studying viruses. This can be done by highlighting the relevance of viruses in human and animal health, the importance of preventive measures, such as vaccination, and the potential of viruses to cause pandemics, such as the current COVID-19 pandemic.
   • The teacher may encourage students to apply what they have learned in class to their daily lives, for example, by practicing proper hygiene measures to prevent the spread of viral diseases.

This Conclusion serves to consolidate students' learning, connect theory with practice, provide resources for additional study, and highlight the relevance of the topic. By the end of this stage, students should have a solid understanding of the lesson topic and be motivated to continue learning about the subject.