Objectives (5 - 10 minutes)

1. Understand the concept of life and its natural cycles: The teacher should, at the beginning of the class, engage in an exploratory conversation with the students about what they already know about life and natural cycles. From this conversation, the teacher can introduce the concept that life on planet Earth is governed by various cycles, such as the water cycle, the carbon cycle, the cycle of the seasons, among others.

2. Identify and relate the main natural cycles to daily life: Next, the teacher should guide the students to identify and relate the main natural cycles to everyday situations. For example, the water cycle can be related to water use at home and at school, to rain and sunshine, among other aspects. The carbon cycle can be related to the breathing of living beings and the photosynthesis of plants.

3. Develop a posture of care and respect for nature: Finally, the teacher should encourage the students to reflect on the importance of caring for and respecting nature. This stage can be carried out through practical activities, such as observing plants and animals, collecting trash in the schoolyard, saving water and energy, among others.

The objectives should be presented in a clear and accessible manner to the students, using language appropriate to their age group, and should be accompanied by concrete examples to facilitate understanding.

Introduction (10 - 15 minutes)

1. Review of contents: The teacher should start the class by reminding the students of previous concepts that are fundamental to understanding the topic. For example, what is a planet, what is Earth, what are animals and plants, and the importance of water and sunlight for life. This review can be done through quick and interactive questions, where students are encouraged to participate and share their knowledge.

2. Problem situation 1 - The mystery of the plant: The teacher should then propose a situation that arouses the curiosity of the students and encourages them to think. For example, one can ask why plants need water and sunlight to live, and what would happen if they did not have these elements. This question can be illustrated with the help of images or a real plant, if available.

3. Problem situation 2 - The enigma of the river: Another situation that can be proposed is the following: why do rivers never dry up? This mystery can be explored to introduce the concept of the water cycle, which is one of the main natural cycles.

4. Contextualization of the importance of the topic: The teacher should then explain to the students that understanding natural cycles is essential for us to understand how life on Earth works and how we can better take care of our planet. For example, if we understand how the water cycle works, we can save more water and avoid waste. The teacher can also mention that knowledge about natural cycles is important for other subjects, such as science and biology.

5. Introduction of the topic with curiosity: To further arouse the students' interest, the teacher can share some curiosities about natural cycles. For example, one can talk about how the cycles of nature influence the lives of animals, such as bird migration, or how seasonal changes affect plants. Another interesting curiosity is that the natural cycles we see on Earth also occur on other planets, such as Mars and Jupiter, which helps us better understand how life can exist in other places in the universe.

Development (20 - 25 minutes)

The activity suggestions below are proposed for the teacher to choose the one that best suits their class:

1. Life Cycle Game:

   1.1. The teacher divides the class into groups of 3 to 5 students. Each group will receive a cardboard, colored pencils, and a set of cards with drawings representing different stages of a natural cycle (for example: water cycle, carbon cycle, butterfly life cycle, etc.).

   1.2. The goal of the game is for each group to organize the cards in sequence, forming the cycle, and draw or write a few words about each stage.

   1.3. After all groups have finished, the teacher analyzes the cardboards, promotes a discussion in the classroom, emphasizing the importance of each natural cycle for life.

2. Puppet Theater:

   2.1. The teacher divides the class into groups of 4 to 6 students and distributes to each group a script of a short play involving a natural cycle (for example: water cycle, carbon cycle, life cycle of a flower, etc.).

   2.2. Each group must choose who will play each character and prepare the puppets and the scenarios.

   2.3. Then, the groups present their plays to the class, visually demonstrating the chosen natural cycle.

3. Creation of a Sensory Garden:

   3.1. The teacher divides the class into groups of 4 to 6 students and gives each group a transparent glass jar and various materials representing different elements of a natural cycle (for example: soil, seeds, water, colored paper representing the sun, etc.).

   3.2. Each group must then create a garden inside the glass jar, illustrating a natural cycle. The cycle can be chosen by the group, but the teacher can suggest the cycle of the seasons, for example.

   3.3. At the end, the groups present their sensory gardens to the class, explaining the natural cycle they chose and how they represented each stage.

These are just suggestions of activities that can be adapted to the context of each class. The important thing is that all activities are conducted in a playful and interactive way, encouraging the active participation of students and the construction of knowledge in an enjoyable manner.

Return (10 - 15 minutes)

1. Group Discussion: After the activities, the teacher should gather the class in a large circle for a group discussion. Each group will have the opportunity to share what they learned, the solutions they found, and the conclusions they reached. The teacher should encourage all students to participate, asking open questions and stimulating reflection. During the discussion, the teacher should reinforce the main concepts and correct any misunderstandings.

2. Connection with Theory: Next, the teacher should review the theoretical concepts presented at the beginning of the class and connect them with the practical activities carried out. For example, the teacher can ask how the plants represented in the Sensory Garden can survive without water and sunlight, and the students should remember that this is possible thanks to the water cycle and the carbon cycle.

3. Individual Reflection: To conclude the class, the teacher should propose that students reflect individually on what they have learned. For this, the teacher can ask two simple questions:

   3.1. What did you learn today about natural cycles and how they affect life on Earth?

   3.2. How can you apply this knowledge in your daily life to take better care of our planet?

4. Sharing Reflections: After a minute of reflection, each student will have the opportunity to share their answers with the class. The teacher should value all contributions and reinforce the importance of understanding and respecting natural cycles for the well-being of all living beings.

5. Teacher's Feedback: Finally, the teacher should give overall feedback on the class, reinforcing the positive points and suggesting possible improvements for future activities. The teacher should emphasize the students' progress, the effort shown, and the importance of teamwork and active participation.

This moment of return is crucial to consolidate learning, stimulate reflection, and evaluate the students' performance. Additionally, it promotes greater interaction and collaboration among students, strengthening the spirit of community and mutual respect.

Conclusion (5 - 10 minutes)

1. Lesson Summary: The teacher should start the conclusion by recalling the main points covered during the class. The concepts of life and its natural cycles should be reinforced, and how they are present in our daily lives. A brief summary of the most important natural cycles discussed, such as the water cycle, the carbon cycle, and the cycle of the seasons, can be made.

2. Connection between Theory, Practice, and Applications: Next, the teacher should highlight how the practical activities helped to illustrate and better understand the theoretical concepts. It should be emphasized that knowledge about natural cycles is not only theoretical but has practical applications in our daily lives, such as caring for water and respecting the environment.

3. Extra Materials: The teacher can suggest additional materials for students who wish to deepen their knowledge on the subject. These materials may include books, videos, educational games online, websites of research institutions and environmental education. For example, the teacher can recommend the NASA website, which has a section dedicated to Earth's cycles, with videos, games, and interactive activities.

4. Importance of the Subject: Finally, the teacher should emphasize the importance of the subject for the students' daily lives and for the world we live in. It should be explained that understanding natural cycles helps us better understand life on Earth and the importance of taking care of our planet. Concrete examples can be mentioned, such as the importance of the water cycle for the existence of rivers, lakes, and oceans, and the importance of the carbon cycle for clean air and for the photosynthesis of plants.

5. Closure: The teacher should end the class by thanking everyone's participation and effort, and reinforcing the importance of continuous learning. Students should be encouraged to continue exploring the subject at home and applying what they have learned in their daily lives.