Objectives (5 minutes)

1. Understand the concept of ecological relationships: Students should be able to define and identify the different forms of ecological relationships (intra-specific, inter-specific, and biotic/abiotic) that exist in ecosystems.

2. Recognize and describe examples of ecological relationships: Students should be able to identify real examples of ecological relationships, both in natural environments and those modified by humans. This includes the ability to identify the organisms involved, the type of relationship, and the impact of the relationship on the ecosystem.

3. Analyze the impact of ecological relationships on ecosystems: Students should be able to understand how ecological relationships affect the dynamics of ecosystems. This involves the ability to assess how changes in a relationship can cause cascading effects in the ecosystem.

Secondary Objectives:

1. Stimulate critical thinking and observational skills: Through the analysis of real examples, students will be encouraged to think critically about ecological relationships and observe interactions in nature.

2. Promote environmental awareness: By understanding the importance of ecological relationships, students will be encouraged to value and protect biodiversity and ecosystems.

Introduction (10 - 15 minutes)

1. Review of previous content: The teacher will start the lesson by reviewing basic ecology concepts, such as the definition of an ecosystem, the interrelationship between living beings and the environment, and the importance of biodiversity. This will serve as a foundation for the new content to be introduced. (3 - 5 minutes)

2. Problem situations: The teacher will present two situations involving ecological relationships to stimulate students' critical thinking. The first situation could be the observation of a plant growing on a tree without harming it, known as epiphytism. The second situation could be the observation of a rabbit population that grew rapidly on an island without predators, leading to habitat destruction and resource scarcity. (3 - 5 minutes)

3. Contextualization: The teacher will explain the importance of studying ecological relationships, highlighting how these relationships affect biological diversity, ecosystem productivity, and climate stability. It will be discussed how understanding these relationships can help in biodiversity conservation and sustainable management of natural resources. (2 - 3 minutes)

4. Introduction to the topic: The teacher will then introduce the topic of Ecological Relationships, explaining that ecology studies the relationships between organisms and their environment, and that ecological relationships are fundamental for the maintenance of life on Earth. It will be mentioned that these relationships can be of different types and that each has a specific impact on the organisms involved and the ecosystem as a whole. (2 - 3 minutes)

5. Curiosities: To spark students' interest, the teacher can share two curiosities related to the topic:

   • Curiosity 1: "Did you know that ants and aphids have a mutualistic relationship? Ants protect aphids from predators, and in return, aphids produce a sugary liquid that ants consume. This is an example of how ecological relationships can be complex and benefit both species involved."
   • Curiosity 2: "And have you heard of top predation? It's when a predator is at the top of the food chain and has no natural predators. This can cause imbalances in the ecosystem, with the population of its prey increasing and the population of its prey decreasing, which can even lead to species extinction." (2 - 3 minutes)

Development (20 - 25 minutes)

1. Role-Playing Activity - "The Game of Ecological Relationships" (10 - 12 minutes):

   • Preparation: The teacher will divide the class into groups of up to 5 students. Each group will receive a large sheet of paper and colored pens. The teacher will also distribute cards with images of different organisms (e.g., a tree, a rabbit, a wolf, a bee, an aquatic plant, a fish, etc.).
   • Game rules: Each group will choose two organism cards and then have to draw the environment in which these organisms live, including other organisms that are part of their ecological relationships. They must represent at least one intra-specific relationship, one inter-specific relationship, and one biotic/abiotic relationship. Students should also write a brief description of the relationships they drew. For example, if they chose a tree and a bee, they could draw a tree with a bee's nest and flowers, representing a mutualistic relationship (bees obtain nectar from the flowers and pollinate the tree).
   • Activity execution: Students will have 7 minutes to complete their drawings and descriptions. After this time, each group will present their drawing to the class, explaining the ecological relationships they represented. During the presentations, the teacher may ask questions to stimulate discussion and critical thinking among students.
   • Conclusion: After all presentations, the teacher will reinforce key concepts, highlighting the diversity of existing ecological relationships and the importance of these relationships for ecosystem maintenance.

2. Practical Activity - "Ecology in the Schoolyard" (10 - 12 minutes):

   • Preparation: The teacher will take the class to the schoolyard and provide each group with a magnifying glass, a notebook, and a pen.
   • Instructions: The teacher will explain that they will observe the schoolyard environment and identify ecological relationships. They should observe the different organisms present (plants, insects, birds, etc.) and try to identify the relationships that exist between them. For example, they can observe a bird eating fruits from a tree (predation) or ants walking in a trail in search of food (commensalism).
   • Activity execution: Students will have 5 minutes to explore the schoolyard and make their observations. They should write down what they observed and, if possible, draw a simple diagram of the environment and the organisms they observed. After this time, each group will share their observations with the class, explaining the ecological relationships they identified. The teacher can provide feedback and guidance, if necessary.
   • Conclusion: Back in the classroom, the teacher will reinforce the importance of observing the world around us and how ecological relationships are present everywhere, including in the schoolyard. The teacher can also make a connection with the previous activity, highlighting how ecological relationships can vary from one ecosystem to another.

Return (10 - 15 minutes)

1. Group Discussion (5 - 7 minutes): The teacher will ask each group to share their solutions or conclusions from the activities carried out. Each group will have up to 3 minutes to present their drawings and observations, highlighting the ecological relationships they identified. During the presentations, the teacher can ask questions to stimulate discussion and critical thinking among students. The goal of this stage is to allow students to see the variety of ecological relationships that exist and how they manifest in different environments. Additionally, this group discussion promotes interaction among students, fostering collaborative learning.

2. Connection to Theory (2 - 3 minutes): After all presentations, the teacher will review the theoretical concepts, relating them to the activities carried out. The teacher will highlight real examples of ecological relationships observed by students and how they fit into the theoretical concepts discussed in the lesson's Introduction. This will help students consolidate their understanding and see the relevance of theory in practice.

3. Individual Reflection (2 - 3 minutes): The teacher will propose that students reflect for a minute on the following questions:

   1. What was the most important concept learned today?
   2. What questions have not been answered yet?

   After reflection, the teacher will ask some students to share their answers. This will allow the teacher to assess students' understanding of the topic and identify possible gaps that need to be addressed in future lessons.

4. Feedback and Closure (1 - 2 minutes): To conclude the lesson, the teacher will provide feedback on students' performance, praising strengths and offering suggestions for improvement. The teacher will reinforce the importance of studying ecological relationships and how this knowledge can be applied to biodiversity conservation and sustainable management of natural resources. The teacher may also suggest reading materials or videos related to the topic so that students can deepen their understanding outside the classroom.

Conclusion (5 - 7 minutes)

1. Recapitulation (2 - 3 minutes): The teacher will give a brief summary of the main points discussed during the lesson, reinforcing the concept of ecological relationships and the different types of relationships (intra-specific, inter-specific, and biotic/abiotic). The teacher will also recall the practical examples observed during the activities, reiterating how ecological relationships are fundamental for the maintenance of life in ecosystems.

2. Connection between Theory, Practice, and Applications (1 - 2 minutes): The teacher will explain how the lesson connected theory, practice, and applications. They will highlight how the activity "The Game of Ecological Relationships" allowed students to apply theoretical concepts in a fun and engaging way, while the activity "Ecology in the Schoolyard" provided an opportunity to observe ecological relationships in practice. They will also reiterate the importance of these concepts for biodiversity conservation and sustainable management of natural resources.

3. Additional Materials (1 minute): The teacher will suggest some additional study materials for students who wish to deepen their knowledge on the subject. This may include books, articles, documentaries, or reliable websites on ecology and ecological relationships. The teacher may also recommend interactive online activities that allow students to explore the topic further.

4. Relevance of the Subject (1 - 2 minutes): Finally, the teacher will emphasize the importance of the subject for students' daily lives. They will explain that, as living beings, we are part of numerous ecosystems and that ecological relationships directly affect our lives. The teacher may give examples of how ecological relationships impact food production, the quality of the air we breathe, the water we drink, and the planet's climate. They will emphasize that understanding and valuing ecological relationships are essential for the preservation of life on Earth.