Objectives (5 - 7 minutes)

1. Understanding the Seasons of the Year: The main objective of this lesson is to allow students to understand what the seasons of the year are, how they occur, and what characterizes them. This includes understanding how the Earth's translational movement around the Sun and the tilt of the Earth's axis influence the seasons of the year.

2. Identification of the Characteristics of Each Season: In addition to understanding the general concept of the seasons of the year, students should also be able to identify and describe the unique characteristics of each of the four seasons: spring, summer, autumn, and winter.

3. Connection with the Cycle of Life: Finally, students should be able to relate the changes in the seasons of the year to the life cycle of plants and animals. This may involve discussing how seasonal changes affect animal behavior, plant flowering, food production, etc.

• Secondary Objectives:

  • Development of Research and Presentation Skills: In addition to the specific content on the seasons of the year, this lesson should also provide students with the opportunity to develop research and presentation skills. They should be encouraged to seek additional information about the seasons of the year and prepare brief presentations to share their findings with the class.

  • Encouragement of Critical Thinking: While exploring the topic of the seasons of the year, students should also be encouraged to think critically about the impact of climate change on the pattern of seasons and how this may affect life on Earth.

Introduction (10 - 15 minutes)

1. Review of Related Content: The teacher should start the lesson by quickly reviewing related concepts that were previously taught, such as the Earth's rotation and translation movements. These concepts are fundamental to understanding the seasons of the year. (2 - 3 minutes)

2. Problem Situations: Next, the teacher should present two problem situations to arouse students' interest and contextualize the subject. The first one could be: "Why is Christmas celebrated in winter with snow in some parts of the world, and in summer with heat and sun in others?" The second one could be: "Why are some fruits, like cherries, only found at fairs during a certain time of the year?" These questions should prompt students to think about the changes that occur in nature throughout the year. (3 - 4 minutes)

3. Contextualization: The teacher should then explain how understanding the seasons of the year is important in different aspects of life. For example, in agriculture, the seasonality of the seasons determines when and which crops can be planted and harvested. In fashion, the seasons influence clothing and accessory trends. In health, seasonal changes can affect people's mood and well-being. (2 - 3 minutes)

4. Introduction to the Topic: To capture students' attention, the teacher can share curiosities and interesting facts about the seasons of the year. For example:

   • Curiosity 1: "Did you know that the tilt of the Earth's axis is what causes the seasons of the year? If the Earth didn't have a tilt, we wouldn't have seasons, and the whole planet would have the same climate all year round!"

   • Curiosity 2: "The seasons of the year don't change all at once worldwide. For example, when it's summer in Brazil, it's winter in Europe. This is because the Earth takes 365 days and 6 hours to complete one full orbit around the Sun, and its orbit is an ellipse, not a perfect circle." (4 - 5 minutes)

Development (20 - 25 minutes)

1. Seasons of the Year Role-Playing Activity (10 - 12 minutes)

   • Divide the class into four groups, each representing a season of the year: spring, summer, autumn, and winter. Each group should choose a leader who will be the "season" and the rest of the group will be the "elements" of the season (for example, flowers and animals for spring, sun and beach for summer, leaves and wind for autumn, and snow and cold for winter).

   • Each group should prepare a brief presentation for the class, where they should act as if they were the "season" and explain the characteristics and changes that occur during it. Students can use costumes, props, and even music to make the presentation more fun and engaging.

   • While the groups prepare, the teacher should circulate around the room, guiding and assisting as needed. It is important that the teacher emphasizes that each season should be represented accurately and according to real characteristics.

   • After all presentations, students should discuss together how the changes of the seasons affect life on Earth, including the life cycle of plants and animals, agriculture, climate, etc.

2. Building a Model of the Seasons of the Year Activity (10 - 12 minutes)

   • Still in their groups, students will receive materials (cardboard, colored paper, scissors, glue, etc.) to build a three-dimensional model of the system of seasons of the year. The model should include the Earth (represented by a sphere) and the Sun.

   • Students should position the Sun in the center of their sphere (Earth) and tilt it slightly to one side (representing the tilt of the Earth's axis). They should then use a pen to mark the position of the Sun at different points of the Earth's orbit (representing the four seasons).

   • The teacher should circulate around the room, providing guidance and clarifying doubts. It is important that students understand that the Earth orbits the Sun in an elliptical, not circular, motion, and that the tilt of the Earth's axis is what causes the seasons of the year.

   • After completing the models, students should present them to the class, explaining how they represent the system of seasons of the year and the Earth's movement around the Sun.

   • At the end of the activities, the teacher should promote a classroom discussion, reviewing the concepts learned and clarifying any remaining doubts.

Return (10 - 15 minutes)

1. Group Discussion (5 - 7 minutes)

   • The teacher should gather all students in a circle and start a group discussion. Each group will have up to 3 minutes to share what they learned during the role-playing and model-building activities. They should talk about the characteristics of their season, how they affect life on Earth, and how they represented these aspects in their presentations and models.
   • During the presentations, other students should be encouraged to ask questions and make comments, promoting a collaborative learning environment. The teacher should moderate the discussion, ensuring that all voices are heard and that the main points are addressed.

2. Connection with Theory (2 - 3 minutes)

   • After all presentations, the teacher should summarize the information shared by the groups, relating it to the theory about the seasons of the year. He should highlight how the tilt of the Earth's axis and the translational movement around the Sun cause seasonal changes and how these changes affect life on Earth.
   • The teacher should also reinforce the importance of understanding the seasons of the year for various aspects of daily life, such as agriculture, fashion, and health.

3. Individual Reflection (3 - 4 minutes)

   • After the group discussion, the teacher should suggest that students engage in a brief individual reflection. They should think for a minute about the following questions:
     1. "What was the most important concept I learned today?"
     2. "What questions have not been answered yet?"
   • After the reflection time, students should be invited to share their answers with the class. The teacher should listen carefully to the students' responses, as they may reveal which concepts need to be reinforced and which questions have not been fully clarified.

4. Feedback and Closure (1 - 2 minutes)

   • To conclude the lesson, the teacher should thank the students for their participation and ask them to provide brief feedback on the lesson. He can ask: "What did you think of today's lesson?" and "What were the most interesting or challenging points?" The teacher should take note of the students' feedback and use it to make adjustments in future lessons, if necessary.
   • The teacher should then give a preview of what will be covered in the next lesson and conclude the lesson, reminding students to review the content learned at home and be prepared for the next lesson.

Conclusion (5 - 7 minutes)

1. Review of Main Contents (2 - 3 minutes)

   • The teacher should start the Conclusion by recapping the main points covered in the lesson. This includes defining the seasons of the year, the role of the Earth's translational movement and tilt of its axis in the occurrence of the seasons, and the characteristics of each of the seasons: spring, summer, autumn, and winter.
   • He can do this interactively, asking students to recall the concepts or describe the characteristics of the seasons. This will help reinforce what was learned and identify any gaps in students' understanding.

2. Connecting Theory with Practice (1 - 2 minutes)

   • Next, the teacher should emphasize how the practical activities carried out during the lesson helped illustrate and reinforce the theoretical concepts. For example, the role-playing activity allowed students to explore the characteristics of each season and how they affect life on Earth in a playful and interactive way. The model-building, in turn, provided a visual representation of the Earth's movement and the variation of the seasons.
   • The teacher should highlight how the combination of theory and practice helps facilitate learning, allowing students not only to understand the concepts but also to apply them and relate them to everyday situations.

3. Recommendation of Additional Materials (1 - 2 minutes)

   • To deepen students' understanding of the seasons of the year, the teacher can suggest some additional materials for study. This may include books, documentaries, educational websites, interactive games, among others.
   • For example, he may recommend reading some chapters of a science book, watching a documentary about natural phenomena on Earth, exploring an interactive website that simulates the Earth's movement and the seasons of the year, or playing an educational board game that explores the theme of seasons.
   • The teacher should emphasize that exploring these materials is optional but can be useful for consolidating learning and clarifying any doubts students may have.

4. Importance of the Subject for Daily Life (1 minute)

   • Finally, the teacher should summarize the importance of understanding the seasons of the year for daily life. He can reinforce how this knowledge is relevant to agriculture, fashion, health, and other aspects of life that were discussed during the lesson.
   • The teacher should end the lesson by emphasizing that the knowledge acquired about the seasons of the year is valuable and can be applied throughout life, whether to better understand the world around us or to make informed decisions in various areas.