Objectives (5 - 7 minutes)

1. Understand the concept of ecological relationships: Students should be able to define and discuss what ecological relationships are, understanding how these interactions affect the balance of ecosystems and the survival of species.

2. Identify and classify ecological relationships: Students should be able to distinguish between different types of ecological relationships (such as predation, mutualism, and commensalism) and identify real examples of these interactions in nature.

3. Analyze ecological relationships in a broader context: Students should be able to understand the practical implications of ecological relationships, such as the importance of biodiversity conservation for maintaining these interactions.

Secondary Objectives:

1. Develop critical thinking skills: Through the analysis of case studies and classroom discussions, students should be able to apply their knowledge of ecological relationships critically and reflectively.

2. Promote environmental awareness: By learning about the complex relationships between organisms in an ecosystem, students should be encouraged to reflect on their role in environmental conservation.

Introduction (10 - 15 minutes)

1. Review of previous content: The teacher should review the concepts of ecosystem and biotic interactions that were discussed in previous classes. These concepts are fundamental to understanding ecological relationships. An effective way to do this is through a quick interactive review, where the teacher asks students questions and challenges them to remember and apply what they have learned before.

2. Problem situation: The teacher can present two situations involving ecological relationships to instigate students' curiosity. For example, the first situation could be a forest suffering from the overpopulation of an insect species, affecting the survival of other species. The second situation could be a plant and an animal that depend on each other to survive, such as the relationship between the bee and the flower. The goal of these situations is to introduce the theme in a practical and contextualized way.

3. Contextualization: The teacher should explain the importance of ecological relationships, referring to real and current examples. For example, one can talk about how climate change is affecting ecological relationships, leading to ecosystem imbalance and species extinction. The teacher can also mention how the study of ecological relationships is crucial for biodiversity conservation and the maintenance of life on the planet.

4. Engaging students' attention: To spark students' interest, the teacher can share curiosities or stories related to the theme. For example, one can talk about how the removal of a single species from an ecosystem can trigger a series of cascade effects, known as the 'domino effect'. Another interesting curiosity is the existence of extreme mutualistic relationships in nature, such as the relationship between the clownfish and the sea anemone, where both depend on each other to survive.

Development (20 - 25 minutes)

1. Theory explanation (10 - 12 minutes): The teacher should start the detailed explanation of ecological relationships, addressing the following points:

   a. Definition of ecological relationships: The teacher should define the term 'ecological relationships' as the interactions between organisms and the environment in which they live. These interactions can be between individuals of the same species (intraspecific relationships) or between individuals of different species (interspecific relationships).

   b. Types of ecological relationships: The teacher should present the three main types of ecological relationships: predation, mutualism, and commensalism. For each type, the teacher should explain the nature of the interaction and provide real examples. For example, for predation, one can talk about the relationship between the lion and the zebra in the food chain; for mutualism, one can discuss the relationship between bees and flowers, where bees feed on the nectar of flowers and, in return, help pollinate plants; for commensalism, one can cite the example of the clownfish that lives among the tentacles of sea anemones, obtaining protection from predators without causing harm to the anemone.

   c. Other types of ecological relationships: The teacher should briefly mention other types of ecological relationships, such as competition and parasitism, and explain the difference between them and the three main types. For example, in competition, two organisms compete for the same resource (such as food or space), while in parasitism, one organism benefits at the expense of the other, causing harm but not killing it immediately.

2. Application of theory (5 - 7 minutes): The teacher should propose to students to identify and discuss examples of ecological relationships in different ecosystems. This can be done through images, videos, or texts showing interactions between organisms. Students should be encouraged to explain why the relationship in question is an example of predation, mutualism, commensalism, competition, or parasitism.

3. Group discussion (5 - 6 minutes): The teacher should divide the class into groups and propose that they discuss the following questions:

   a. What is the importance of ecological relationships for maintaining ecosystems? Students should be encouraged to think about how the removal of a species from an ecosystem can affect other species and the ecosystem itself.

   b. How can ecological relationships be affected by humans? Students should discuss human actions that can alter ecological relationships, such as habitat destruction, introduction of exotic species, and climate change.

4. Synthesis and clarification of doubts (2 - 3 minutes): The teacher should briefly review the main points discussed and clarify any doubts students may have.

Return (8 - 10 minutes)

1. Connection with the real world (3 - 4 minutes): The teacher should promote a discussion on how ecological relationships manifest in the real world. Here are some suggestions to start the conversation:

   a. Relationship between species extinction and ecosystem collapse: The teacher can cite examples of studies showing how the extinction of a single species can cause a cascade effect that can lead to the collapse of the entire ecosystem. A classic example is the relationship between the reintroduction of wolves in Yellowstone National Park and the increase in park biodiversity.

   b. Ecological relationships and human health: The teacher can discuss how ecological relationships can affect human health. For example, biodiversity loss can increase the risk of emerging infectious diseases, such as COVID-19. Additionally, mutualistic relationships between plants and pollinators play a crucial role in food production.

   c. Human action and ecological relationships: The teacher can talk about how human actions, such as habitat destruction and the introduction of exotic species, can disrupt ecological relationships. An example is predation by domestic cats, which is one of the main threats to native fauna in many ecosystems.

2. Reflection on the lesson (2 - 3 minutes): The teacher should propose that students reflect on what they learned in the lesson. They can be encouraged to think about questions like:

   a. What was the most important concept you learned today?: Students should identify the central concept of the lesson, such as the definition of ecological relationships and the different types of interactions.

   b. What questions have not been answered yet?: Students should think about any doubts or concepts that they have not fully understood and would like to explore further.

3. Teacher feedback (1 - 2 minutes): The teacher should provide feedback to students on their participation in the lesson and their understanding of the topic. This can be done generally, highlighting the class's strengths and areas that need more practice or study. The teacher can also make individual comments, if deemed appropriate.

4. Preparation for the next lesson (1 minute): The teacher should inform students about the topic of the next lesson and what they need to do to prepare. For example, if the next lesson will be about food chains, students may be asked to read a chapter from the textbook or watch an explanatory video on the subject.

Conclusion (5 - 7 minutes)

1. Summary of contents (2 - 3 minutes): The teacher should recap the main points covered in the lesson, reinforcing the definition of ecological relationships and the different types of interactions: predation, mutualism, commensalism, competition, and parasitism. The teacher can do this through a quick interactive review, where they ask students questions and challenge them to remember and apply what they have learned.

2. Connection between theory and practice (1 - 2 minutes): The teacher should highlight how the lesson connected theory, practice, and application. They can mention how discussing case studies and analyzing real examples helped students apply and better understand theoretical concepts. Additionally, the teacher can reinforce the importance of understanding ecological relationships for the analysis and conservation of ecosystems.

3. Extra materials (1 minute): The teacher should suggest additional study materials for students who wish to deepen their understanding of the topic. These materials may include educational videos, documentaries, science websites, and scientific articles. For example, the teacher may recommend the documentary 'The Human Era: Threats to Ecological Relationships', which explores how human actions are affecting relationships between species.

4. Importance of the topic (1 - 2 minutes): To conclude, the teacher should summarize the importance of ecological relationships in people's daily lives and in the world as a whole. They can reinforce how understanding these interactions is crucial for biodiversity conservation, ecosystem maintenance, and consequently, species survival, including humans. The teacher can also encourage students to reflect on how they, as individuals, can contribute to the preservation of ecological relationships and the environment.