Objectives (5 - 10 minutes)

1. Understand the human urinary system: students should be able to describe the structure and functions of the human urinary system. This includes identifying the main organs that make up the urinary system (kidneys, ureters, bladder, and urethra) and understanding how they work together to eliminate waste from the body.

2. Understand the urine formation process: students need to understand the complex process by which urine is formed. This includes blood filtration in the kidneys, reabsorption of necessary substances, and excretion of waste and excess.

3. Recognize the importance of the urinary system for homeostasis: students should be able to explain how the urinary system contributes to maintaining the body's internal balance. They should be able to list some of the critical functions of the urinary system, such as regulating water and salt balance and maintaining blood pH.

Secondary Objectives

• Develop research and presentation skills: students should be encouraged to research more about the urinary system before class and prepare a brief presentation on a related topic to share with the class.

• Promote group discussion: students should be encouraged to discuss the topics presented in small groups, promoting interaction and exchange of ideas among them.

Introduction (10 - 15 minutes)

1. Review of previous concepts: The teacher will start the lesson by reminding students about the circulatory system and the function of the kidneys, which was studied in previous classes. This is crucial for students to make connections between the different systems of the human body. (3-5 minutes)

2. Problem situations: The teacher proposes two situations that will stimulate students' curiosity:

   • Situation 1: 'Imagine you camped in a remote area without access to drinking water for days. How would your body deal with the lack of water and how would the urinary system come into action to maintain internal balance?'
   • Situation 2: 'Suppose you have just eaten a large amount of salt. What would happen to the salt in your body and how would the urinary system help restore balance?' (5-7 minutes)

3. Contextualization: The teacher will explain how the urinary system is vital for human body health, maintaining internal balance and eliminating waste. He may mention how problems in the urinary system can lead to diseases such as kidney failure and hypertension. (2-3 minutes)

4. Capturing students' attention: To introduce the topic in an interesting way, the teacher can share some curiosities about the urinary system:

   • Curiosity 1: 'Did you know that the kidneys filter about 180 liters of blood every day? However, only about 1.5 liters turn into urine.'
   • Curiosity 2: 'And here's something even more surprising: the kidneys have the ability to regulate the amount of water they release. If you drink less water, the kidneys will produce less urine to conserve fluids. If you drink more water, they will produce more urine to eliminate the excess.' (3-5 minutes)

Development (20 - 25 minutes)

1. Activity 'Building the Urinary System' (10 - 12 minutes)

   • Description: In this practical activity, students will be divided into groups of 4 to 5 people. Each group will receive a kit of materials to build a model of the human urinary system. The kit will include items such as balloons (representing the kidneys), straws (representing the ureters), a container (representing the bladder), and a tube (representing the urethra).
   • Procedure: Students must follow the provided instructions to assemble the model. During assembly, the teacher will circulate around the room, providing guidance and clarifying doubts. After all groups finish, they will be invited to present their models to the class, explaining how each part of the urinary system works.

2. Activity 'The Urine Cycle' (10 - 12 minutes)

   • Description: In this simulation activity, students will enact the process of urine formation and elimination. They will act as 'particles' passing through the different stages of the process within the 'human body' (a designated space in the classroom).
   • Procedure: The teacher will assign students to different roles, such as 'water particle,' 'urea residue,' 'nutrient,' and 'salt.' Each student will receive a card that explains the role they are representing and what they should do at each stage. For example, the student designated as 'water particle' must follow the path through the kidney, be reabsorbed or excreted, and so on. The teacher will guide the students so that everyone can follow the process correctly. At the end of the simulation, the teacher will review each stage with the class, ensuring that everyone understands the complete process.

3. Activity 'Urinary System Challenge' (5 - 7 minutes)

   • Description: This playful activity aims to reinforce students' knowledge about the urinary system in a fun way. Students will solve a puzzle or a crossword puzzle with questions related to the urinary system.
   • Procedure: The teacher will provide each group with a puzzle or a crossword puzzle about the urinary system. Students will have a limited time to complete the challenge. The teacher will circulate around the room, helping groups that are having difficulties. At the end of the time, the teacher will check the answers with the class, explaining any concepts that may still be confusing.

Feedback (10 - 15 minutes)

1. Group Discussion (5 - 7 minutes)

   • Description: Each group will have the opportunity to share the solutions or conclusions they reached during the group activities. They can talk about the experience of building the urinary system model, enacting the urine cycle, and solving the puzzle or crossword. Additionally, they can discuss the connections they made between theory and practice.
   • Procedure: The teacher will give the floor to each group, one at a time, to share their findings and reflections. Other groups will be encouraged to ask questions or make comments. The teacher will facilitate the discussion, ensuring that all students are involved and that the conversations are productive.

2. Learning Verification (3 - 5 minutes)

   • Description: After the group discussion, the teacher will quickly verify the learning. This will involve questioning students about the main concepts and processes of the urinary system, as well as the importance of the system for homeostasis.
   • Procedure: The teacher will ask open questions to the class and request students to raise their hands to answer. Questions may include: 'What are the main organs of the urinary system and what is the function of each one?' and 'Why is the urinary system important for homeostasis?' The teacher will provide immediate feedback and clarify any misunderstandings.

3. Individual Reflection (2 - 3 minutes)

   • Description: To conclude the lesson, the teacher will propose that students reflect individually on what they have learned. They should think about the most important concepts they learned, the questions they still have, and how the lesson made them think differently about the urinary system.
   • Procedure: The teacher will give students a minute to reflect silently. Then, he will ask some students to share their reflections with the class. This can help identify which concepts were well understood and which still need to be clarified in future classes. The teacher will end the lesson by reinforcing the key learning points and encouraging students to continue exploring the topic.

Conclusion (5 - 10 minutes)

1. Summary and Recap (2 - 3 minutes)

   • Description: The teacher will give a brief summary of the main points covered in the lesson, recalling the structure and functions of the urinary system, the urine formation process, and the importance of the system for homeostasis.
   • Procedure: The teacher can use a whiteboard or slides to highlight the most important information, ensuring that all students have a clear understanding of these key concepts.

2. Connection between Theory, Practice, and Application (2 - 3 minutes)

   • Description: The teacher will explain how the lesson connected the theory, practice, and application of the urinary system.
   • Procedure: He may mention how the activity of building the model and simulating the urine cycle allowed students to visualize and better understand the system's functioning. Additionally, the teacher can highlight how group discussion and the challenge activity helped apply theoretical knowledge in a practical and engaging way.

3. Suggestion of Extra Materials (1 - 2 minutes)

   • Description: The teacher will suggest additional materials for students who want to deepen their knowledge about the urinary system.
   • Procedure: These materials may include educational videos, science websites, textbooks, and research articles. The teacher can share the links or titles of these materials on an online learning platform so that students can easily access them.

4. Importance of the Subject in Daily Life (1 - 2 minutes)

   • Description: To conclude, the teacher will emphasize the relevance of the urinary system to students' daily lives.
   • Procedure: He may mention how the urinary system helps maintain the body's internal balance, allowing students to carry out their daily activities. The teacher can also talk about the importance of maintaining a balanced diet and drinking enough water for the proper functioning of the system. This final moment of the lesson serves to reinforce the importance of learning and motivate students to continue exploring the topic.