Objectives (5 minutes)

1. Recognize and understand the concept of the animal life cycle: The teacher should explain, in a clear and simple way, what the animal life cycle is, highlighting the different stages that compose this cycle (birth, growth, reproduction, and death).

2. Identify the different stages of the life cycle in various animals: The teacher should present examples of different animals and discuss how the life cycle occurs in each of them. This may include domestic, wild, and even insect animals.

3. Understand the importance of good development of each stage of the life cycle for the maintenance of animal life: The teacher should emphasize the importance of each stage of the life cycle for the survival and continuity of species. Additionally, they should highlight how the environment and human intervention can affect this development.

Secondary Objectives:

• Develop observation and reasoning skills: By exploring the different stages of the animal life cycle, students should be encouraged to observe, think, and ask questions about the topic.

• Encourage respect for animal life and the environment: Throughout the discussions, the teacher should reinforce the importance of respect for animals and the environment, highlighting the interdependence between all forms of life.

Introduction (10 - 15 minutes)

1. Review of previous concepts: The teacher should start the lesson by recalling previous concepts that are important for understanding the animal life cycle. This may include the definition of animals, their characteristics and classifications, as well as the concept of life and development.

2. Problem situations: The teacher should then present two problem situations that can serve as initiators for the development of the theory later:

   • "If all the frogs in a pond disappear, what will happen to the flies they eat?" This question serves to introduce the idea of the life cycle and the interdependence between different species.

   • "What would happen if the offspring of a species of animal could not grow and reproduce?" This question serves to introduce the importance of good development of each stage of the life cycle for the maintenance of animal life.

3. Contextualization of the subject: The teacher should then contextualize the importance of the subject, explaining, for example, how knowledge about the animal life cycle can help us preserve endangered species, understand species evolution, and develop strategies for pest control in agriculture.

4. Introduction of the topic: Finally, the teacher should introduce the topic in a way that captures the students' attention. This can be done through curiosities, stories, or related applications. For example:

   • "Did you know that some species of turtles can live over 100 years?" This curiosity can be used to introduce the idea that the life cycle can vary greatly among different animal species.

   • "Let's find out why butterflies go through four completely different stages in their life cycle, from caterpillar to butterfly." This story can be used to introduce the idea of metamorphosis, which is an important part of the life cycle of some animals.

Development (20 - 25 minutes)

1. Theory of the animal life cycle (10 - 15 minutes)

   • Birth and Growth: The teacher should explain how most animals start life from an egg, either inside or outside the mother's body. Additionally, they should demonstrate how, after birth, growth and development vary according to the species, exemplifying with images and diagrams.

   • Reproduction: It is important to emphasize that only mature animals can reproduce. The teacher should illustrate the different methods of reproduction, such as sexual, viviparous, and oviparous, again using examples from different species.

   • Death: The teacher should sensitively address the concept of death as the end of the animal life cycle, highlighting that the duration of this cycle varies considerably.

   • Metamorphosis: Focusing on insects, such as butterflies and flies, the discussion about metamorphosis is indispensable. Using a diagram of the butterfly life cycle, for example, the teacher should explain the transformation that occurs between the egg, larva, pupa, and adult stages.

   • Importance of each stage for animal life: At the end of the theoretical exposition, the importance of each stage of the life cycle for the health and survival of species should be emphasized.

2. Application of theoretical knowledge (5 - 10 minutes)

   • Observation of photos or videos: The teacher can show photos or videos of different animals for students to try to identify the different stages of the life cycle they are observing. This helps apply theoretical knowledge in a fun and interactive way.

   • Discussion of cases: Using the scenarios proposed at the beginning of the lesson, students can be encouraged to discuss their conclusions based on the theory presented. The teacher should guide them to connect the different stages of the life cycle with the ecosystem balance.

3. Practical activities (5 - 10 minutes)

   • Poster creation: With colored papers, glue, scissors, and colored pencils, students are invited to create a poster representing the life cycle of an animal of their choice. During this activity, the teacher should move around the room, assisting students, clarifying doubts, and encouraging the work.

   • Presentation of posters: Each student or group, depending on the activity's organization, should briefly present their work, explaining the life cycle of the chosen animal.

At the end of this stage, it is expected that students understand the theory of the animal life cycle and the importance of each stage of this process for different species.

Return (10 minutes)

1. Group discussion about the solutions found (3 - 5 minutes)

   • The teacher should gather all students in a large circle and promote a group discussion about the solutions or conclusions found by each group during the practical activity. This is an excellent opportunity for students to share their learnings, observations, and discoveries, as well as to listen to their peers' opinions.

   • During the discussion, the teacher should facilitate interaction, encouraging students to express themselves and listen to their peers. This can be done through targeted questions, such as "What did you find most interesting about the life cycle of the animal you chose?" or "Was there any stage of the life cycle that you found more difficult to represent on the poster? Why?".

2. Verification of the connection between the practical activity and the theory (2 - 3 minutes)

   • After the discussion, the teacher should review the main points of the theory of the animal life cycle and check how these concepts were applied in the practical activity.

   • This can be done through questions like "Can you see how the life cycle of the animal you chose relates to the concepts we discussed in the theory?" or "Did you notice any difference between the life cycle of the different animals represented in the posters? Does this have to do with what we learned about the variation of the life cycle among different species?".

3. Reflection on learning (3 - 4 minutes)

   • To conclude the lesson, the teacher should propose that students reflect on what they have learned. This can be done through two simple questions:

     1. "What did you learn today about the animal life cycle that you didn't know before the lesson?"
     2. "Why do you think it is important to understand the animal life cycle?"

   • Students should have a minute to think about these questions before sharing them with the group. The teacher should encourage all students to share their answers, emphasizing that all opinions are valid and important.

   • At the end of this stage, the teacher should reinforce the main learning points of the lesson and encourage students to continue exploring and learning more about the animal life cycle.

This return is a crucial stage of the lesson plan, as it allows the teacher to assess the effectiveness of teaching and learning, as well as providing students with the opportunity to reflect on what they have learned and how they can apply that knowledge.

Conclusion (5 - 7 minutes)

1. Summary of the lesson (1 - 2 minutes)

   • The teacher should start the conclusion by summarizing the main ideas discussed during the lesson. This includes the definition of the animal life cycle, the different stages of this cycle (birth, growth, reproduction, and death), the variation of the life cycle among different species, and the importance of good development of each stage for the survival of species.

   • Additionally, the teacher should highlight the relationship between the animal life cycle and the ecosystem balance, briefly reviewing the answers given by students during the practical activity and group discussion.

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

   • Next, the teacher should explain how the lesson connected the theory, practice, and applications of the animal life cycle. For example, they can mention how the practical activity allowed students to apply the theory of the life cycle to visually represent this process in different animals.

   • The teacher should also highlight how the lesson discussed real-life applications of the animal life cycle, such as the preservation of endangered species and pest control in agriculture.

3. Extra materials (1 minute)

   • To complement students' learning, the teacher can suggest some extra materials, such as books, websites, documentaries, or educational games that address the animal life cycle.

   • For example, they can recommend the BBC documentary "The Circle of Life," which explores the life cycle of various animal species, or the "BBC Bitesize" website, which has a section dedicated to the animal life cycle and includes interactive activities and educational videos.

4. Relevance of the subject (1 - 2 minutes)

   • Finally, the teacher should emphasize the importance of the subject presented for students' daily lives. They can explain how understanding the animal life cycle can help them better comprehend the world around them, appreciate the diversity of life on Earth, and make conscious decisions that contribute to environmental preservation.

   • The teacher can also encourage students to observe the animal life cycle in their own environment, whether in a nearby park, on a trip to the zoo, or even at home, with pets or insects in the garden.

At the end of this stage, it is expected that students have a more complete and integrated view of the animal life cycle, understanding not only the concept itself but also its practical application and relevance to life on Earth.