Objectives (5 - 7 minutes)

1. Understand the importance of water for life: Students should be able to understand that water is essential for life on Earth, playing vital roles for living beings, including humans.

2. Identify the different forms of water: Students should learn that water can be found in different forms: solid (ice), liquid (water), and gaseous (water vapor).

3. Promote conscious water use: Students should be encouraged to reflect on the importance of conscious water use, learning to value it and adopt attitudes that contribute to its preservation.

Secondary objectives:

• Develop observation and experimentation skills: Students should be encouraged to observe and experiment with water, developing scientific investigation skills.

• Foster teamwork: The proposed activities should promote collaboration among students, encouraging teamwork and mutual cooperation.

Introduction (10 - 12 minutes)

1. Recalling previous content: The teacher should start the lesson by reminding students about the importance of water for life, something that was addressed in previous classes. A brief review can be done, questioning students about situations in which they use water at home, school, or other places. For example, the teacher can ask students why they use water when waking up, during meals, for bathing, washing clothes, among other daily situations involving water.

2. Problem situations: The teacher can then propose two problem situations that will introduce the lesson topic in a playful and interesting way for students:

   • "Imagine you went to spend a day at the beach, and in the middle of the day, you realize that the water you brought to drink is running out. What would you do?"
   • "Now imagine you are playing in the park on a very sunny day, and suddenly you start feeling thirsty. You look around and only see a vending machine, but you don't have money to buy. What would you do?"

3. Contextualization: The teacher can then explain that these problem situations aim to make students think about solutions that involve conscious water use. The teacher can mention that, just like at the beach, in many places around the world, water is a scarce resource that needs to be preserved. And that, just like in the park, often drinking water is not available, and alternative solutions need to be found to quench thirst.

4. Curiosities: To spark students' interest in the subject, the teacher can share some curiosities about water:

   • "Did you know that over 70% of the Earth's surface is covered by water? However, despite this, only 2.5% of this water is fresh, and most of it is in glaciers, underground rivers, and other hard-to-reach places."
   • "Did you know that the water we drink today may have been the same water that dinosaurs drank millions of years ago? This is because water is recycled by nature through the water cycle."

With these activities, students should be prepared for the next stage of the lesson plan, where theoretical concepts will be presented in a clear and fun way.

Development (20 - 25 minutes)

The development activities are divided into three stages. The teacher can choose one or more activities for each stage, depending on the available time and the students' level of interest and understanding.

Stage 1: Exploring the forms of water

1. Freezing game: The teacher should bring containers with water to the classroom, and students should fill these containers with the provided water. Then, students will place the containers in the freezer. This activity should be done at the beginning of the lesson so that, in the end, students can observe the result. For the next lesson, it is important for the teacher to remember to remove the containers from the freezer.

2. Classification activity: The teacher can use a poster with drawings or photos of water in its three states: solid, liquid, and gaseous. Students will be divided into small groups and should classify the images according to the physical state of water. This is a group discussion moment where students should argue about their choices.

Stage 2: The importance of water for life

1. The game of life and water: The teacher can prepare a memory game with images representing the importance of water for life. For example, an image of a plant representing the importance of water for vegetation, an image of an animal drinking water, an image of a person bathing or washing hands, representing the importance of water for hygiene, among others. Students should play the memory game, and for each pair of images they match, they should discuss the importance of water for that aspect of life.

2. Dramatization activity: The teacher can suggest that students perform short dramatizations about water use. For example, one group can simulate a situation where they are taking a shower, another group can simulate washing hands before a meal, and so on. This activity aims to make students reflect on the daily use of water and the importance of each action for resource preservation.

Stage 3: Conscious water use

1. Word search activity: The teacher can prepare a word search with words related to conscious water use. Students should find the words in the word search and then discuss in groups what each word means and how it is related to conscious water use.

2. Poster construction: The teacher can divide the class into groups and suggest that each group creates a poster about conscious water use. Students can use drawings, words, and phrases to express their ideas on the topic. At the end, the posters can be displayed in the classroom or other school spaces.

These are just suggestions for activities. The teacher can adapt them as needed and according to the class dynamics. The important thing is that the activities are playful and enjoyable, in order to facilitate students' understanding and spark their interest in the subject.

Return (10 - 15 minutes)

1. Group discussion: The teacher should gather all students in a large circle for a group discussion. Each group will have the opportunity to share the conclusions or solutions found during the activities. The teacher should guide the discussion by asking questions to ensure that all students understood the concepts addressed. Some examples of questions are: "Why is water important for life?", "What can we do to use water consciously?", "How can water change its form?"

2. Connection with theory: After the discussions, the teacher should make the connection between the practical activities and the theory presented at the beginning of the lesson. The teacher can reinforce the concepts that water can be found in different forms (solid, liquid, and gaseous) and that it is essential for life. Additionally, the teacher can remind students about the importance of conscious water use, highlighting the solutions found during the activities.

3. Individual reflection: To conclude the lesson, the teacher should propose a moment of individual reflection. Students should think about what they learned in the lesson and how it relates to their lives. The teacher can ask two simple questions to guide the reflection:

   • "What did you learn about water today that you didn't know before?"
   • "What can you do from now on to use water consciously?"

4. Recording reflections: After the reflection moment, the teacher can give the opportunity for some students to share their reflections with the class. This can be done voluntarily, so that students feel comfortable sharing their ideas. The teacher can record students' reflections on a poster or the board for everyone to see.

5. Reinforcement of the importance of water: Finally, the teacher should reinforce the importance of water, explaining that it is a precious resource that must be preserved. The teacher can remind students of some of the solutions found during the activities, such as turning off the tap while brushing teeth or taking shorter showers. Additionally, the teacher can emphasize that every small action makes a difference and that students, even as children, can contribute to water preservation.

This return is a crucial moment to consolidate learning, promote reflection, and highlight the relevance of the topic. Furthermore, it allows the teacher to assess students' understanding and adjust the planning of future lessons, if necessary.

Conclusion (5 - 7 minutes)

1. Lesson Summary: The teacher should start the conclusion by recapping the main points covered during the lesson. They can review the concepts that water can be found in three physical states (solid, liquid, and gaseous), the importance of water for life, and the need to use it consciously. The teacher can reinforce these points by asking targeted questions to students and encouraging them to participate actively.

2. Connection between Theory and Practice: Next, the teacher should explain how the practical activities carried out during the lesson helped illustrate and reinforce the theoretical concepts. For example, the teacher can say: "We saw that water can change its form. In the freezing activity, we observed water transitioning from liquid to solid state. This is a way to see water in the form of ice. In the classification activity, we could see water in its three forms: solid, liquid, and gaseous."

3. Additional Materials: The teacher can suggest some materials for students to deepen their understanding of the subject. They can recommend a book on the importance of water, a website with educational games on the topic, or even a documentary on the water cycle. The teacher should remind students that these materials are optional but can be very fun and informative.

4. Importance of the Subject: To conclude, the teacher should emphasize the importance of the subject. They can say: "Water is a very important and precious resource. Without it, there would be no life on Earth. Therefore, it is very important that we all use water consciously, avoiding waste. Every small action we take, like turning off the tap while brushing our teeth, can make a difference."

5. Learning Achievement: Finally, the teacher should congratulate the students on the learning acquired during the lesson. They can say: "You did a great job today! You learned a lot about water and how to use it consciously. Keep being curious and interested in learning new things. I'm sure you will be great environmental advocates!"

The conclusion is an important moment to consolidate learning, reinforce the relevance of the topic, and motivate students to continue learning. Additionally, it allows the teacher to assess the success of the lesson and make adjustments, if necessary, for future lessons.