Objectives (5 - 10 minutes)

1. Understand the concept of mixture: Students should be able to define what a mixture is and understand that it is the combination of two or more different substances that can be separated.

2. Identify mixtures in everyday situations: Students should be able to identify examples of mixtures in everyday situations, such as the mixture of water and juice in a pitcher, or the mixture of sand and pebbles in a jar.

3. Develop observation and recording skills: Students should be encouraged to carefully observe the mixtures presented and record their observations in a clear and organized manner.

Introduction (10 - 15 minutes)

1. Content review: The teacher starts the lesson by quickly reviewing with the students the concepts of 'water' and 'sand', two substances they are already familiar with. The teacher can ask questions like 'What can we do with water?' or 'Where can we find sand?'. This serves to engage the students and prepare them for the new content that will be presented.

2. Problem-solving situations: The teacher proposes two problem-solving situations involving mixtures. The first one could be: 'Imagine you are at the beach and want to play with sandcastles, but the sand is very dry. What can you do to make it wetter?'. The second one could be: 'You are thirsty and only have powdered juice and water. How can you make the juice drinkable?'. These problem-solving situations are meant to spark the students' curiosity and show the importance of the topic in their daily lives.

3. Contextualization: The teacher explains that understanding what a mixture is and how it works is important for various everyday situations, such as cooking, making juice, or even playing with sand at the beach. The teacher can give examples of simple mixtures they already know, such as orange juice (which is a mixture of water and orange juice) or cake (which is a mixture of flour, eggs, milk, etc.). This helps students realize the relevance of the subject and feel motivated to learn more about it.

4. Capturing students' attention: To make the subject more interesting, the teacher can share some curiosities about mixtures. For example, they can say that painters mix different colors to create new ones, or that scientists use mixtures to conduct experiments and discover new things. Another curiosity could be that, just like us, nature also makes many mixtures, such as the mixture of water and soil in the formation of a mud puddle. These curiosities are meant to spark the students' interest and motivate them to learn more about the subject.

Development (20 - 25 minutes)

In this stage, the teacher should plan some playful and practical activities that allow students to explore the concept of mixture. Here are some suggestions:

1. Activity: Mixture Experiment

   • The teacher should set up three experiment stations. At each station, there will be two or three containers with different materials: water, sand, salt, flour, etc.
   • The students, divided into groups, will take turns at the stations, mixing the materials and observing what happens. They should record their observations in a science notebook.
   • The teacher should guide the students to think about which materials they believe can be separated again and which cannot.
   • At the end of the activity, the teacher should gather all students and discuss each group's observations. The teacher should reinforce that a mixture is different from a pure substance, as the substances in a mixture can be separated again, while the substances in a pure substance cannot.

2. Activity: Mixtures Memory Game

   • The teacher prepares cards with images of different mixtures (water and juice, milk and chocolate milk, etc.) and cards with images of pure substances (water, salt, sugar, etc.).
   • The students, divided into groups, play the memory game, trying to find pairs of cards representing a mixture and its corresponding pure substance.
   • After each pair is found, the group must explain the difference between the mixture and the pure substance.
   • The teacher should move around the groups, guiding and answering questions.

3. Activity: Lost Mixture Treasure Hunt

   • The teacher hides several objects in the classroom, which are mixtures of different substances (for example, a bottle of juice, a pack of cookies, etc.).
   • The students, divided into groups, must search for the objects and, after finding them, describe which substances are in the mixture.
   • The group that finds and correctly describes the most mixtures wins the activity.

Always remembering that these activities are suggestions and the teacher can choose one or more to apply in the classroom, according to the available time and the dynamics of the class.

Return (10 - 15 minutes)

1. Group Discussion: The teacher should gather all students and promote a group discussion about the solutions or conclusions found by each team during the activities. Each group should share their observations and conclusions about the mixtures they studied. The teacher can ask questions to stimulate participation and critical thinking, such as 'Why do you think this mixture can be separated again?' or 'What would happen if we tried to separate this mixture?'.

2. Connection to Theory: After the discussion, the teacher should revisit the theoretical concepts introduced at the beginning of the lesson and relate them to the students' observations and conclusions. For example, the teacher can ask, 'Do you remember when we talked about the difference between mixtures and pure substances? How does this relate to what we saw in the activities?' or 'Which materials do you think are pure substances and which are mixtures? Why?'.

3. Individual Reflection: To conclude the lesson, the teacher should propose that students reflect for a minute on what they learned in the lesson. The teacher can ask two simple questions to guide the reflection: 'What did you find most interesting about the mixtures we studied today?' and 'How can you apply what you learned today in your lives?'.

4. Feedback: The teacher should reinforce the importance of the subject and praise the effort and participation of everyone. The teacher should also encourage students to continue exploring the world of mixtures at home and at school, observing and making their own mixtures. The teacher can suggest that students bring examples of mixtures to the next lesson and continue recording their observations in their science notebooks.

This return stage is crucial to consolidate learning, allow students to reflect on what they have learned, and reinforce the connection between theory and practice. Additionally, it promotes active student participation and stimulates critical thinking and communication.

Conclusion (5 - 10 minutes)

1. Content Review: The teacher should recap the main points covered in the lesson, emphasizing the definition of mixture and the difference between mixtures and pure substances. It can be reinforced, for example, that a mixture is the combination of two or more different substances that can be separated, while a pure substance is formed by a single type of substance that cannot be separated.

2. Theory-Practice Connection: The teacher should highlight how the lesson connected theory with practice, recalling the activities carried out. For example, the mixture experiment, the memory game, and the treasure hunt, and how these activities allowed students to observe and explore the concept of mixture in a practical and playful way.

3. Additional Material: The teacher can suggest some extra resources for students who wish to deepen their knowledge of mixtures. This may include children's books on the subject, educational videos available online, or simple experiments that can be done at home with adult supervision. For example, the teacher can suggest that students make their own mixtures at home and try to separate them again to reinforce the learned concept.

4. Importance of the Subject: Finally, the teacher should contextualize the importance of the subject for students' daily lives. It can be mentioned, for example, how understanding mixtures is fundamental for everyday activities such as cooking, making juices, or even playing with sand. Additionally, it can be emphasized how knowledge about mixtures is relevant not only for practical life but also for understanding the world around us, as mixtures are very common in nature and in many scientific processes.

5. Lesson Closure: The teacher should end the lesson by thanking everyone for their participation and effort, reinforcing that all questions and doubts are valid and encouraging students to continue exploring and learning about science. The teacher can suggest that students think of more examples of mixtures to bring to the next lesson and that they continue observing and recording their discoveries in their science notebooks.