Objectives (5 - 7 minutes)

1. Introduce students to the concept of materials, their characteristics and compositions, using everyday examples to illustrate each type of material.
2. Develop students' ability to identify different types of materials (such as wood, metal, plastic, fabric, etc.) and their different characteristics (such as hardness, softness, flexibility, etc.).
3. Promote the understanding of how the different characteristics and compositions of materials are relevant and useful in various situations and contexts, stimulating students' critical and scientific thinking.

Introduction (10 - 12 minutes)

1. Recall and Review of Previous Content:

   • The teacher will begin the class by reminding students about basic science concepts, such as observation, experimentation and evidence-based conclusions. Emphasize the importance of these concepts when exploring the world and understanding how things are made and how they work.

2. Problem Situations:

   • The teacher will present two problem situations that will serve to introduce the topic of the lesson:
     • First situation: A child wants to build a toy boat that floats in water. He has access to paper, wood, metal and plastic. Which material should he choose and why?
     • Second situation: A boy wants to make a handkerchief for his mother, but he has access to fabric, metal, wood and plastic. Which material is the most appropriate and why?
   • These problem situations are related to the students' reality and will arouse their curiosity to understand more about the different types of materials and their characteristics.

3. Contextualization of the Importance of the Topic:

   • The teacher will explain that materials are an essential part of our daily lives. From the clothes we wear, the toys we play with, to the food we eat, they are all made of different types of materials.
   • Students will be encouraged to think about what the world would be like without the variety of materials we have today and the importance of understanding their characteristics and compositions.

4. Introduction of the Topic

   • The teacher will introduce the topic of the lesson with two curiosities:
     • First curiosity: Have you ever wondered why metal is hard and cotton is soft? It has to do with the characteristics of the materials!
     • Second curiosity: Did you know that chocolate, despite being hard when it is in the refrigerator, melts in our hands? This happens because of the composition of the chocolate.
   • These curiosities will serve to arouse students' interest and encourage them to participate actively in the class.

Development (20 - 23 minutes)

Activity 1: Discovering Materials through the Senses

1. The teacher will be provided with a bag containing objects representing different materials (wood, metal, fabric, plastic, stone, etc.), making sure that the items are not dangerous or sharp.

2. Students will be divided into small groups and invited to explore the objects in the bag one by one.

3. They will be encouraged to use their senses (except taste) to identify the characteristics of the materials, such as hardness, softness, cold or heat, malleability, among others.

4. After investigating all the objects, the small groups will discuss their findings and write them down on paper.

5. Then, each group will present their findings and discuss with the class about the characteristics of the materials and how they are important for the daily use of these materials.

Activity 2: Assembling Our Own Patchwork

1. To further contextualize the theme "materials", the teacher will bring to the classroom several scraps of different types of fabrics (silk, cotton, wool, satin, jeans, etc.).

2. Students will be grouped and each group will receive a piece of cardboard and a set of fabric scraps.

3. The objective of the game will be to create, on the cardboard, a "honeycomb" with the scraps, trying to combine the different types of fabrics according to their textures.

4. Students will be encouraged to discuss in the group why their choices and how the different textures and sensations of the fabrics contributed to their decisions.

5. In the end, each group will present their artwork to the class, explaining their decisions and reflections on the different fabrics.

Activity 3: Building and Testing Boats

1. The teacher will prepare several boxes containing different materials: wood, cardboard, aluminum foil, plastic, clay, etc.
2. Each group of students will receive a box and the task of building a small boat.
3. Once all the boats are ready, they will be tested in a container with water to see which boats float and which do not.
4. Students will be encouraged to observe which materials performed best in the water and to reflect on why.
5. After the activity, there will be a classroom discussion about the observations and results. Students will be encouraged to think about the properties of the materials and the reasons for the boats' ability to float.

These are just suggestions and the teacher should choose the activity that is most appropriate for their group of students. The chosen activity should take the estimated time for the development stage. Remember: the goal is always to ensure that students have a practical and meaningful experience with the materials to truly understand their characteristics and composition.

Feedback (10 - 15 minutes)

Group Discussion

1. The teacher should encourage students to share their experiences and discoveries. Each group will have the opportunity to present their conclusions and explain how they came to them.

2. It is important that the teacher stimulates everyone's participation, emphasizing that all observations and ideas are valid. This helps create a respectful and welcoming environment where everyone feels comfortable sharing their ideas.

Connection with Theory

1. After the group presentations, the teacher should lead a discussion on how the results of the practical activities connect with the theory presented at the beginning of the lesson.

2. The teacher can go back to the problem situations presented in the introduction and ask the students how they would solve them now, after the practical activities.

3. The goal is that students can perceive the practical application of the theoretical concepts, thus reinforcing their understanding of materials, their characteristics and composition.

Final Reflection

1. To conclude the class, the teacher should propose that the students reflect on what they have learned. To this end, he/she can ask two simple questions:

   • What was the most surprising discovery you made today about materials?
   • How can you use what you learned today in your daily life?

2. The teacher should give students a minute to think about these questions. Then, students will be invited to share their answers, if they feel like it.

3. This final reflection helps students to consolidate the knowledge acquired during the lesson and to realize the relevance of what they have learned for their lives.

Informal Assessment

1. Throughout the feedback process, the teacher should observe the students' answers and behavior carefully. This provides an informal assessment of their understanding of the lesson topic.
2. The teacher should pay attention to any misunderstandings or concepts that seem confusing to the students. These observations will be important for planning future lessons and ensuring that all students are progressing in their understanding of the topic.

Conclusion (5 - 7 minutes)

1. Recapitulation of Content:

   • The teacher will summarize the main points covered in the lesson, going back to the characteristics and compositions of the materials, and how these characteristics affect the use of these materials in everyday life.
   • He/she will be able to ask questions to the class to see if the concepts were well understood, such as: "Which material do you think is more resistant to water, cardboard or plastic?" or "Why is cotton fabric more comfortable to use in hot weather than wool fabric?"

2. Connection Theory, Practice and Applications:

   • The teacher will explain how the class brought together theory and practice. He/she will emphasize how the practical activities helped to understand the theoretical concepts and how this information can be used in everyday life.
   • He/she will also be able to give examples of how this knowledge is applied in different fields, such as civil construction, fashion, cooking, among others.

3. Indication of Supplementary Materials:

   • The teacher may suggest extra activities for students to do at home, such as observing and writing down the different materials they find in their home or on a walk, and their characteristics.
   • He/she can also indicate books, videos and websites with more information on the subject, such as websites of science museums, documentaries on the production of different materials, among others.

4. Importance of the Subject for Everyday Life:

   • To conclude, the teacher will make a brief recap of the importance of studying materials. He/she will explain that, by understanding the characteristics and compositions of materials, we can make better choices in everyday life - such as choosing the most suitable clothes for the climate, the best material for an object we want to manufacture, among others.
   • In addition, the teacher can highlight that the knowledge of materials is fundamental for various professions, such as engineers, architects, fashion designers, chefs, among others. Thus, he/she will also be encouraging students to continue exploring this fascinating world of materials.

5. Student Feedback:

   • The teacher will ask students to briefly share what they liked most about the lesson and what they found most difficult. This information is valuable so that the teacher can adjust future lessons according to the students' needs.
   • In addition, the teacher will encourage students to ask questions if they still have any doubts about the subject, assuring them that it is normal and important to question when we do not understand something completely. This will help to create a positive and supportive learning environment in the classroom.