Objectives (5 - 10 minutes)

1. Identify and recognize the materials of the main objects of daily use: Students will be able to identify and name the different materials of the objects they use daily. They will learn to make distinctions between different types of materials, such as plastic, metal, glass, wood, paper, among others.

2. Understand the origin of materials: Students will gain a basic understanding of where these materials come from. They will learn the difference between natural and artificial materials and understand that some materials are derived from natural resources, while others are manufactured.

3. Promote awareness of conscious use and disposal of materials: Students will learn about the importance of conscious use of materials and proper disposal of everyday objects. They will be introduced to the concept of recycling and the idea that caring for the materials we use contributes to environmental protection.

Introduction (10 - 15 minutes)

1. Content review: The teacher can start the lesson by reminding students about materials and objects they already know and use in their daily lives. Questions like: 'What materials do you know?'; 'Can you identify the material this object is made of?' can be asked. This review will help prepare students for the new content to be covered.

2. Problem situations: The teacher can present two problem situations to engage students.

   • Situation 1: 'Imagine we are scientists and we have to discover what material an unknown object is made of. How could we do that?'
   • Situation 2: 'If I have an empty plastic bottle, what can I do with it to help the environment?'

3. Contextualizing the importance of the subject: The teacher can explain that understanding the materials we use every day is very important. Practical examples can be used, such as: 'If we need to choose a material to build a toy, we must know if it is strong, light, or safe. If we want to protect the environment, we must know how to properly dispose of the materials we use.'

4. Engaging students' attention: The teacher can introduce the topic in an interesting way, for example, by sharing fun facts about common materials.

   • Fun fact 1: 'Did you know that glass is made from superheated sand? Yes, the same sand we find on the beach!'
   • Fun fact 2: 'And that plastic was invented less than 200 years ago, but today it is one of the most used materials in the world?'

These activities should spark students' interest and prepare them for a deeper exploration of the lesson topic.

Development (15 - 20 minutes)

The teacher can choose one of the three suggested activities below. The goal is to provide a practical experience for students to explore and reflect on the materials of everyday objects.

Activity 1: 'Scientists in Action'

1. The teacher divides students into groups of up to five members. Each group receives a bag containing various objects made of different materials (plastic, metal, glass, wood, and paper).
2. The goal is for students to identify the material of the objects. They can pick up, observe, touch, and even smell the objects, if necessary, to identify the material.
3. Once they have identified the material, they should discuss and record their thoughts on the origin of the material, trying to decide if it is natural or artificial.
4. At the end of the activity, each group gives a quick presentation, presenting each object, the material, and the origin they considered.

Activity 2: 'Future Inventors'

1. In this activity, students, again in groups of up to five, receive recyclable materials (such as cardboard boxes, plastic bottles, metal cans, fabric scraps, etc).
2. With these materials, they are invited to 'invent' a new product, considering the conscious use of resources and the importance of recycling.
3. During the creation, students are encouraged to discuss the properties of materials and their conscious use.
4. In the end, each group presents their 'invention', explaining what it is made of and how they cared about the conscious use of materials during the process.

Activity 3: 'Once Upon a Time...'

1. The teacher proposes to the group of students to create a comic strip story with the theme of conscious use of materials in daily life.
2. Each group receives a sheet of cardboard, markers, and cutouts of various materials, such as paper, plastic, fabric, etc.
3. Students must create characters and a story, drawing and using the cutouts to illustrate their ideas.
4. In the end, all comics are displayed in the room, and each group has the chance to tell their story, emphasizing the messages about the conscious use of materials.

All these activities, besides introducing the topic in a playful way, encourage students' creativity, collaboration, and critical thinking about everyday issues related to materials.

Return (10 - 15 minutes)

1. Group discussion: After the activities, the teacher will gather all students in the large group for a moment of sharing and discussion. Each group will briefly present their findings, solutions, or creations, explaining their decisions and reflections. The teacher will guide the discussion, asking questions to help deepen understanding and promote critical thinking.

2. Connection with theory: The teacher can then bridge the gap between practical activities and theory. For example, the teacher can reinforce the distinction between natural and artificial materials, discuss the importance of recycling and conscious use of materials, and recall the origin of different materials. The teacher can use concrete examples from the activities to illustrate these points.

3. Individual reflection: To conclude the lesson, the teacher will ask students to make a brief individual reflection on what they have learned. For this, the teacher can ask two simple questions, which students can answer mentally or in writing:

   • Question 1: 'What was the most interesting thing you learned today about the materials of the objects we use every day?'
   • Question 2: 'Why is it important to use and dispose of materials consciously?'

This return stage is crucial to consolidate learning, allowing students to reflect on what they have learned and how it relates to the world around them. The teacher can use the answers and discussions from this stage to assess students' understanding and plan future lessons.

Conclusion (5 - 10 minutes)

1. Recapitulation: The teacher gives a brief summary of the main points covered during the lesson, recapitulating the different types of materials, their origins and uses, as well as the concept of conscious disposal and recycling. The teacher can ask quick questions to students to check understanding and consolidation of the content.

2. Connection between theory and practice: The teacher should highlight how the practical activities carried out during the lesson helped connect theory with practice. It can be emphasized how the discoveries made during the activities helped illustrate theoretical concepts. The teacher can remind the importance of knowing the materials and their properties to make conscious and sustainable choices.

3. Additional materials: The teacher can suggest extra materials for students to explore at home or during free time. This may include children's books about materials and recycling, educational websites, or videos with experiments or demonstrations related to materials. The goal is to encourage continuous learning and deepen students' understanding of the lesson topic.

4. Relevance of the topic: Finally, the teacher should emphasize the importance of the lesson topic for students' daily lives. It can be discussed how knowledge about materials and their properties can be useful in various everyday situations, from choosing the right material for a specific task to making more sustainable consumption choices. Additionally, students can be reminded that each of us has a role to play in protecting the environment, and that the conscious use of materials is an important way to contribute to this.

This conclusion helps solidify the content learned during the lesson, as well as stimulate reflection and continued learning outside the classroom. Furthermore, by highlighting the relevance of the topic to daily life, the lesson becomes more meaningful and relevant to students.