Objectives (5 - 7 minutes)

1. Introduce the concept of transformations, allowing students to understand what they are and how transformations occur in nature and in human daily life.

2. Differentiate reversible transformations from irreversible transformations, giving clear examples of each type.

3. Stimulate students' critical thinking, encouraging them to identify and describe transformations that occur in their immediate environment, classifying them as reversible or irreversible.

The teacher must ensure that students have understood the concepts presented, encouraging active participation and the exchange of ideas among them. The focus should be on making the concepts understandable and relevant to students' daily lives.

Introduction (10 - 15 minutes)

1. Review of previous contents: The teacher should start by reminding students of the basic concepts of change and movement, which are fundamental to understanding transformations. Questions like "What does it take for an object to change places?" or "What happens when we touch something?" can be asked. This serves as a basis for introducing the new topic.

2. Problem situations: The teacher can present two problem situations to arouse students' interest. The first one could be: "Have you ever observed what happens when you place ice outside the refrigerator on a hot day?". The second one could be: "What happens when we put a cookie in water?". These situations stimulate curiosity and make students think about the changes that occur.

3. Contextualization: The teacher should explain that the problem situations presented are examples of transformations that occur in nature and in daily life. It can be mentioned that the transformation of ice into water is reversible (ice can be obtained again if we put the water in the refrigerator) and that the transformation of the cookie in water is irreversible (we cannot have the original cookie back). This helps to contextualize the subject and shows students that they are already familiar with transformations.

4. Capturing students' attention: To arouse students' interest, the teacher can share some curiosities. For example, it can be mentioned that the transformation of milk into cheese is reversible (if we add a product called rennet to the milk, it turns into cheese, but if we heat the cheese, it turns back into milk). Another curiosity could be that the transformation of a caterpillar into a butterfly is irreversible (once the caterpillar turns into a chrysalis, it will never be a caterpillar again). These curiosities help to make the subject interesting and engaging for students.

Development (20 - 25 minutes)

1. Activity: Fruit Transformation (10 - 12 minutes)

   • The teacher divides the class into groups of 3 to 4 students and gives each group a variety of fruits, such as an orange, an apple, a banana, a grape, a plum, etc. Each group should have the same fruits.

   • The teacher explains that fruits are great examples of transformations that occur in nature and in daily life. He asks each group to carefully observe the fruits and discuss what happens when they are cut, squeezed, or mashed.

   • After some time, the teacher asks each group to experience the transformations. They can squeeze the orange and the grape, cut the apple and the banana, mash the plum, etc.

   • Then, the teacher guides the students to discuss in groups whether the transformations that occurred in the fruits are reversible or irreversible. They must justify their answers.

   • Finally, the teacher asks each group to share their observations and conclusions with the class. He reinforces the concepts of reversible and irreversible transformations, using the examples of the fruits.

2. Activity: Playdough Transformation (10 - 13 minutes)

   • The teacher distributes colored playdough to each group of students.

   • The teacher explains that they will carry out an activity to experience reversible and irreversible transformations in a playful way.

   • The teacher asks students to shape different forms with the playdough, such as a dog, a cat, a flower, a tree, a ball, etc.

   • Then, the teacher proposes that they try to perform reversible transformations, such as squishing the playdough and forming a ball again, or irreversible transformations, such as mixing two colors of playdough and forming a third color.

   • The teacher guides the students to discuss in groups about the transformations they performed and to classify each of them as reversible or irreversible.

   • In the end, each group must share their observations and conclusions with the class. The teacher reinforces the concepts of reversible and irreversible transformations, using the examples from the playdough activity.

These practical activities allow students to experiment and observe transformations firsthand, which helps to consolidate the understanding of the concept. In addition, group discussion and presentation to the class reinforce the importance of communication and critical thinking. The teacher must be attentive to guide students during the activities, clarifying doubts and encouraging the participation of all.

Return (10 - 15 minutes)

1. Group Discussion (5 - 7 minutes)

   • The teacher gathers all students in a large circle and starts a group discussion about the activities carried out. He asks questions like: "What transformations did you observe in the fruits?" or "What transformations did you make with the playdough?". This allows students to share their experiences and consolidates learning.

   • The teacher also asks each group to recall and explain a reversible transformation and an irreversible transformation they observed or performed. He can use the fruits and the playdough as examples.

   • During the discussion, the teacher must ensure that all students have the opportunity to speak and that there is a respectful and welcoming environment for the expression of different points of view.

2. Connection with Theory (3 - 5 minutes)

   • The teacher recaps the concepts of reversible and irreversible transformations, connecting them with the practical activities. He reinforces that a reversible transformation is one that can be reversed, while an irreversible transformation is one that cannot be reversed.

   • The teacher asks students to think about other transformations that occur in daily life and classify them as reversible or irreversible. He can give examples, such as the transformation of water into ice (reversible) and the transformation of paper into ashes (irreversible).

   • The teacher emphasizes the importance of understanding the transformations that occur around us, as this helps us better understand the world and make informed decisions.

3. Final Reflection (2 - 3 minutes)

   • To end the class, the teacher proposes that students reflect for a minute on what they have learned. He asks two simple questions: "What was most interesting for you in today's class?" and "How can you apply what you have learned in your lives?".

   • After the minute of reflection, the teacher invites some students to share their answers with the class. This helps to consolidate learning and motivate students for the upcoming classes.

This return is a crucial stage of the lesson plan, as it allows the teacher to assess whether the learning objectives have been achieved and identify any comprehension gaps that may need revision. In addition, it promotes reflection and critical thinking skills among students, which are essential for continuous learning. The teacher should take advantage of this opportunity to reinforce the concepts learned and to praise the effort and participation of the students.

Conclusion (5 - 8 minutes)

1. Summary of Contents (2 - 3 minutes)

   • The teacher should start the conclusion by summarizing the main points of the lesson. He reinforces the difference between reversible and irreversible transformations, using the examples of the fruits and the playdough. He highlights that reversible transformations are those that can be reversed, while irreversible transformations are those that cannot be reversed.

   • The teacher can also recap the practical activities and group discussions, reminding students of the transformations they observed or performed and the conclusions they drew. This helps to consolidate learning and remind students of the connections between theory and practice.

2. Connection with Theory (1 - 2 minutes)

   • The teacher explains that today's class aimed to help students understand the transformations that occur in nature and in daily life, and to differentiate between reversible and irreversible transformations. He reinforces that these are important concepts for understanding the world around us and for making informed decisions.

   • The teacher also highlights that the practical activities and group discussions allowed students to apply these concepts, which is essential for the consolidation of learning.

3. Extra Materials (1 - 2 minutes)

   • The teacher suggests some extra materials for students who wish to deepen their understanding of the subject. He can recommend children's books that address the theme of transformations, such as "The Book of Transformations" by Ana Maria Machado, or educational videos available on the internet, such as those from the channel "Science in Action".

   • In addition, the teacher can suggest activities for students to do at home, such as observing and describing transformations that occur in the kitchen during meal preparation, or creating a simple experiment to demonstrate a reversible or irreversible transformation.

4. Importance of the Subject (1 minute)

   • Finally, the teacher emphasizes the importance of the subject for students' daily lives. He explains that transformations are present in all aspects of our lives, from the water cycle to the growth process of plants and animals.

   • The teacher also mentions that understanding transformations can help us make informed decisions. For example, if we know that the transformation of ice into water is reversible, we can use it to keep our drinks cold on a hot day. Similarly, if we know that the transformation of wood into ashes is irreversible, we can be careful when using fire near flammable materials.

   • The teacher concludes the class by reinforcing that knowledge is a powerful tool and that learning about transformations allows us to better understand the world and make more informed decisions.

This conclusion is a crucial stage of the lesson plan, as it allows the teacher to consolidate students' learning and highlight the importance of the subject. In addition, by suggesting extra materials and activities for home, the teacher promotes autonomous learning and the continuity of study after the class. The teacher must ensure that students have understood the concepts presented and feel confident to apply them in real situations.