Objectives (5 - 7 minutes)

1. Understanding of fundamental concepts: Students should be able to differentiate vertebrate animals from invertebrates, identifying the main characteristics that distinguish them. They should also understand the importance of these characteristics in animal classification.

2. Recognition and classification: Students should be able to identify examples of vertebrate and invertebrate animals, as well as classify them correctly based on their characteristics. This includes the ability to recognize the different classes of vertebrate animals.

3. Development of research skills: Through the inverted classroom methodology, students will be encouraged to seek information about vertebrate and invertebrate animals before the lesson in order to prepare for practical activities. This will help develop their research skills and promote autonomous learning.

Secondary Objectives:

• Stimulate critical thinking: By comparing the characteristics and behaviors of vertebrate and invertebrate animals, students will be encouraged to think critically about the diversity of animal life and the adaptations that allow survival in different habitats.
• Promote group discussion: Through proposed group activities, students will have the opportunity to discuss and share ideas, enhancing their communication and collaboration skills.
• Develop observation skills: By analyzing images and videos of different animals, students will be encouraged to observe details and identify specific characteristics that will help in classification.

Introduction (10 - 12 minutes)

1. Review of previous concepts: The teacher starts the lesson by reminding students of the basic concepts of biological classification and the importance of observing specific characteristics to differentiate and classify living beings. He can ask interactive questions such as: "What criteria do we use to classify living beings?" and "What are the main characteristics that differentiate animals from other kingdoms?" (3-5 minutes)

2. Problem situations: The teacher presents two problematic situations to stimulate students' thinking and prepare them for the lesson topic. He can ask: "Why do we think vertebrate animals are more evolved than invertebrates?" and "How would you classify an animal that does not have a backbone?" (2-3 minutes)

3. Contextualization: The teacher then contextualizes the importance of the subject, explaining that animal classification is crucial for understanding biodiversity and evolution. He may mention practical examples, such as the importance of invertebrate animals for ecosystems, or the relevance of classification for scientific research and nature conservation. (2-3 minutes)

4. Introduction to the topic: To capture students' attention, the teacher can share some curiosities about vertebrate and invertebrate animals. For example, he can mention that the smallest known vertebrate is a fish called Paedocypris progenetica, measuring only 7.9 millimeters in length, or that there are over a million species of invertebrate animals, representing more than 95% of all animal species. (2-3 minutes)

Development (20 - 25 minutes)

1. Activity 1 - "Classifying Animals" (10 - 12 minutes)

   • Description: The teacher divides the class into groups of 4-5 students. Each group receives a set of cards, each with an image of an animal and a brief description of its characteristics. Some of the animals in the set are vertebrates and others are invertebrates. The objective of the activity is to correctly classify all animals by placing the corresponding cards in the categories "Vertebrates" and "Invertebrates".

   • Materials: Sets of cards with images and descriptions of various animals (vertebrates and invertebrates), cardboards or brown paper to create the categories "Vertebrates" and "Invertebrates".

   • Step by step:

     1. The teacher distributes the sets of cards and the material for creating the categories.
     2. The students, in their groups, begin to analyze the images and descriptions of the animals.
     3. They must discuss and decide in which category each animal should be classified, taking into account the described characteristics.
     4. Once all animals have been classified, the group must justify their choices to the class.

2. Activity 2 - "Evolution in Action" (10 - 12 minutes)

   • Description: Still in their groups, students receive a large sheet of paper and colored pens. The teacher presents them with a hypothetical situation: "You are scientists on a deserted island and have discovered a new species of animal. However, you cannot determine if it is a vertebrate or an invertebrate, as it has characteristics of both groups. How would you classify this animal?".

   • Materials: Large sheets of paper, colored pens.

   • Step by step:

     1. The students, in their groups, begin to discuss and draw the hypothetical animal on the paper, trying to represent the characteristics that make it ambiguous (for example, an animal with a backbone, but also with an exoskeleton).
     2. They should also discuss and write down possible explanations for the presence of these ambiguous characteristics, considering evolution concepts.
     3. Finally, each group must present their animal and hypotheses to the class.

3. Activity 3 - "Classification Quiz" (5 - 6 minutes)

   • Description: To consolidate learning, the teacher organizes a classification quiz. Each group receives a series of images of various animals and must classify them correctly as quickly as possible. The group that finishes first and with fewer errors is the winner.

   • Materials: Sets of images of various animals (vertebrates and invertebrates).

   • Step by step:

     1. The teacher distributes the sets of images to each group.
     2. Each group must work together to classify the animals as quickly and accurately as possible.
     3. The teacher monitors the progress of the groups and declares the winner at the end.

Throughout all activities, the teacher should circulate around the room, monitoring the groups' work, clarifying doubts, and encouraging discussion and participation from everyone. Additionally, he should take advantage of opportunities to make connections with theory, reinforce important concepts, and correct any misunderstandings.

Return (8 - 10 minutes)

1. Group Discussion (3 - 4 minutes)

   • The teacher gathers all students and initiates a group discussion. Each group has one minute to share the solutions or conclusions they reached during the activities.
   • During the presentations, the teacher should encourage all students to pay attention and ask constructive questions or make comments. This helps strengthen the sense of community in the classroom and promote a culture of respect and collaboration.
   • The teacher should take the opportunity to make connections between the different presentations, highlighting similarities and differences in the groups' approaches and reinforcing important concepts.

2. Connection with Theory (2 - 3 minutes)

   • After the discussion, the teacher should revisit the theoretical concepts covered in the lesson, reinforcing the characteristics that distinguish vertebrate animals from invertebrates and the main classes of vertebrate animals.
   • The teacher should make connections between theory and practical activities, highlighting how observation and analysis of animal characteristics allowed students to classify them correctly.
   • The teacher can also take the opportunity to clarify any misunderstandings or answer questions that arose during the groups' presentations.

3. Individual Reflection (2 - 3 minutes)

   • Finally, the teacher suggests that students reflect individually on what they learned in the lesson. He can ask questions like: "What was the most important concept you learned today?" and "What questions have not been answered yet?".
   • Students have one minute to think about their answers. If they wish, they can write them down in a notebook or on a piece of paper.
   • After the reflection time, the teacher can ask some students to share their answers with the class. This can help identify areas that need further review or clarification, as well as reinforce well-understood concepts.

Throughout the Return activity, the teacher should encourage active student participation, valuing their opinions and questions, and creating a safe and respectful environment for learning. He should also be attentive to any signs of confusion or disinterest, adjusting the approach accordingly to ensure all students have the opportunity to learn and feel valued.

Conclusion (5 - 7 minutes)

1. Summary and Recapitulation (2 - 3 minutes)

   • The teacher should start the Conclusion of the lesson by reiterating the main points covered during the lesson. He can give a quick summary of the characteristics that differentiate vertebrate animals from invertebrates, the main classes of vertebrate animals, and the importance of classification for understanding biodiversity.
   • It is important for the teacher to reinforce the concepts that were most challenging for students, using examples and analogies to facilitate understanding.
   • The teacher can also ask students to briefly share what they found most interesting or important during the lesson, encouraging reflection and consolidation of learning.

2. Connection of Theory with Practice (1 - 2 minutes)

   • Next, the teacher should bridge the gap between the presented theory and the practical activities carried out. He should explain how theoretical knowledge about animal characteristics allowed students to classify them correctly during the activities.
   • The teacher can highlight specific examples from the activities that demonstrate the practical application of theoretical concepts, reinforcing the importance of observation and critical analysis in animal classification.

3. Additional Materials (1 - 2 minutes)

   • The teacher should suggest additional study materials so that students can deepen their understanding of the topic. These materials may include books, websites, documentaries, educational games, among others.
   • It is important for the teacher to guide students on how to use these materials effectively, encouraging attentive reading, reflection, and discussion of the content.

4. Relevance of the Subject to Daily Life (1 minute)

   • Finally, the teacher should emphasize the importance of the topic for daily life. He can mention practical examples, such as the influence of invertebrate animals on ecosystems, the relationship between animal classification and human health (e.g., in the prevention of vector-borne diseases), and the relevance of studying animals for biodiversity conservation.
   • The teacher can also encourage students to observe the animals around them, identifying their characteristics and thinking about how they fit into the categories of vertebrates and invertebrates. This can help strengthen learning and students' connection with nature.