Objectives (5 - 7 minutes)

1. Understand the concept of the environment and its importance: The teacher should explain the concept of the environment in a simple and clear way, emphasizing the importance of its conservation for the maintenance of life on Earth. Students should be able to identify different elements of the environment, such as plants, animals, air, water, and soil.

2. Recognize actions that contribute to the conservation of the environment: The teacher should present a series of actions that students can take to help in the conservation of the environment, such as saving water and energy, separating waste for recycling, and taking care of plants and animals. Students should be able to identify these actions and explain why they are important.

3. Identify actions that cause environmental degradation: The teacher should also address human actions that can cause environmental degradation, such as deforestation, air and water pollution, and excessive waste production. Students should be able to identify these actions and understand their consequences for the environment and human life.

These objectives should be introduced at the beginning of the class so that students have clarity about what they will learn. At the end of the class, the teacher should review the objectives and verify if they were achieved.

Introduction (10 - 15 minutes)

1. Review of previous contents: The teacher starts the class by reminding students about the concepts of nature, animals, and plants that were studied in previous classes. This can be done through simple and interactive questions, such as 'Who can tell me what animals are?' or 'What are plants and what are they for?'. This helps to set the stage for the introduction of the new topic of study - the environment and its conservation.

2. Problem situations: The teacher then presents two problem situations to the students. The first one could be: 'Have you ever stopped to think what would happen if all animals disappeared from Earth? And if all trees were cut down and we had no more air to breathe?'. The second problem situation could be: 'What would you do if you saw someone littering in the park? And if you saw someone mistreating an animal?'. These problem situations are designed to arouse students' interest and make them think about the importance of the environment and its conservation.

3. Contextualization: The teacher then explains that the environment is the place where we live - the Earth - and that it is formed by many elements, such as air, water, soil, plants, and animals. He also explains that, just like us, animals, and plants, the environment also needs care to stay healthy and balanced.

4. Capturing students' attention: To capture students' attention, the teacher can share some curiosities about the environment. For example, he can say that the world's largest tropical forest, the Amazon, is called the 'lungs of the world' because it produces a large amount of oxygen, which is essential for life on Earth. Another curiosity could be that some plants, like cacti, can live in very dry places because they have the ability to store water in their stems and leaves.

5. Introduction of the topic: Finally, the teacher introduces the topic of the class - the conservation and degradation of the environment - explaining that they will learn how we can take care of the environment and what actions we should avoid to not harm it. He can say: 'Today, we will learn about what we can do to help keep our environment healthy and beautiful, and also about things that, if we do, can harm it. Are you ready to start?'.

This stage of the class is designed to prepare students for the new content, arouse their interest and motivation to learn, and establish the relevance of the topic to their lives.

Development (20 - 25 minutes)

1. Theory

   1.1. What is the environment: The teacher starts the theoretical part of the class by explaining the concept of the environment. He can say: 'The environment is the place where we live. It is formed by many things, such as air, water, soil, plants, and animals. All these elements together form our environment'.

   1.2. The importance of the environment: Next, the teacher should talk about the importance of the environment. He can say: 'The environment is very important because it gives us everything we need to live. The air we breathe, the water we drink, the food we eat, everything comes from the environment. Also, the environment is the home of many animals and plants, and if we don't take care of it, they can disappear'.

   1.3. Conservation of the environment: The teacher then explains what it means to conserve the environment. He can say: 'Conserving the environment means taking care of it, so that it continues to provide us with everything we need to live, and so that animals and plants can also live. For this, it is important that all of us do our part and take actions that help protect the environment'.

   1.4. Degradation of the environment: Finally, the teacher should address the concept of environmental degradation. He can say: 'Environmental degradation occurs when we do things that harm it. For example, when we litter on the street, we are polluting the environment. When we cut down many trees, we are destroying the habitat of many animals. All these actions degrade the environment'.

2. Practice

   2.1. Classification activity: The teacher should organize a practical classification activity, where students will have to classify actions into 'Contribute to the Conservation of the Environment' or 'Cause Degradation of the Environment'. These actions can include simple things from students' daily lives, such as turning off lights when leaving a room, not littering, recycling waste, taking care of a garden, etc.

   2.2. Group discussion: After the activity, the teacher should promote a group discussion so that students can justify their classifications and understand why each action contributes or causes degradation to the environment.

   2.3. Memory game: The teacher can then propose a memory game with cards containing images of actions that contribute or cause degradation to the environment. The children, in pairs, must flip the cards and, in doing so, the teacher should ask if that action contributes or causes degradation to the environment. If the answer is correct, the pair keeps the cards, otherwise, the cards should be flipped again. The pair that manages to flip and match the most cards wins the game.

   These practical activities are designed to help students apply the theoretical concepts learned in a playful and participatory way, while developing their critical thinking skills and teamwork.

3. Conclusion of the Theoretical Part

   3.1. Summary of the class: To conclude the theoretical part of the class, the teacher should summarize the main points covered. He can say: 'Today, we learned what the environment is, why it is important, what it means to conserve it, and what happens when we degrade it. We also saw that there are many actions we can take to help conserve the environment, such as saving water and energy, recycling waste, not littering, among others'.

   3.2. Connection between theory and practice: The teacher should emphasize how the practical activities carried out helped to better understand the theory. He can say: 'The activities we did today helped us to better understand what conservation and degradation of the environment mean, because we could see in practice how some actions contribute to the conservation of the environment and others cause its degradation'.

   3.3. Importance of the topic for daily life: Finally, the teacher should highlight the importance of the topic studied for the students' daily lives. He can say: 'Taking care of the environment is very important, because it is from it that we get everything we need to live. Also, when we take care of the environment, we are taking care of ourselves and future generations'.

This stage of the class development is designed to allow students to consolidate their knowledge on the subject through practical and reflective activities, and to see the relevance of the concepts learned for their daily lives.

Return (5 - 10 minutes)

1. Group discussion: The teacher should promote a group discussion with all students so they can share their conclusions and learnings from each of the activities carried out. He can start by asking: 'What were the actions that you classified as 'Contribute to the Conservation of the Environment'? And what were the actions that you classified as 'Cause Degradation of the Environment'? Why did you make these classifications?'. This will allow students to reflect on their answers and learn from each other.

2. Connection with theory: The teacher should then ask: 'How did the activities we did today help to better understand what conservation and degradation of the environment mean?'. He can also ask: 'Can you now see how the actions we take in our daily lives can contribute to the conservation or degradation of the environment?'. These questions help students connect theory with practice and understand the relevance of what they have learned.

3. Individual reflection: To conclude, the teacher should propose a moment of individual reflection, where each student will have a minute to think about what they learned in the class. He can do this through two simple questions: 'What did you enjoy learning the most in today's class?' and 'What can you do to help conserve the environment?'. This moment of reflection allows students to internalize what they have learned and think about concrete actions they can take to contribute to the conservation of the environment.

4. Sharing reflections: After the minute of reflection, the teacher can invite some students to share their answers with the class. This not only helps reinforce learning, but also allows students to inspire each other and see that everyone has an important role to play in the conservation of the environment.

This return stage is designed to help students consolidate their learnings, connect theory with practice, reflect on what they have learned, and see the relevance of the concepts studied for their lives. Additionally, it promotes active participation of students and dialogue among them, which are fundamental elements for meaningful learning.

Conclusion (5 - 7 minutes)

1. Summary and Recapitulation: The teacher should start the conclusion by recalling the main points of the class. He can say: 'Today we learned about the environment, what it is, why it is important, and how we can conserve it. We also discussed actions that can cause degradation of the environment and how we can avoid them'. This quick recap will help reinforce students' learning and ensure they have understood the key concepts of the class.

2. Connection between Theory, Practice, and Applications: Next, the teacher should highlight how the class connected theory, practice, and applications. He can say: 'We started the class with a theoretical discussion about the environment and its importance. Then, we did practical activities to see how our actions can contribute to the conservation or degradation of the environment. And we finished the class with a reflection on what we learned and how we can apply this knowledge in our lives'. This explanation will help students understand the structure of the class and how each part relates to the other.

3. Extra Materials: The teacher can then suggest some extra materials for students who want to deepen their knowledge on the subject. This may include children's books about the environment, educational videos available on the internet, and educational games websites on the topic. He can say: 'If you want to learn more about the environment and how to conserve it, I suggest you read the book 'The Clean Planet Gang', watch the video 'The Water Cycle', and play the game 'Mission Planet Earth'. These materials are fun and educational, and will help you better understand what we learned today'.

4. Importance of the Environment in Daily Life: Finally, the teacher should emphasize the importance of the environment for students' daily lives. He can say: 'Taking care of the environment is not only important for animals and plants, but also for us, humans. When we take care of the environment, we are taking care of our health and our future. That's why it is very important that all of us do our part and take small actions in our daily lives to help conserve the environment'.

5. Closure: To conclude the class, the teacher can thank the students for their participation and reinforce the importance of what was learned. He can say: 'Thank you all for participating today. Remember, each of us has an important role to play in the conservation of the environment. Let's take care of our planet so that it can continue to be a wonderful place to live! See you in the next class!'.

This conclusion stage is designed to reinforce and consolidate the learnings of the class, to provide students with additional resources to deepen their knowledge, and to highlight the importance of the subject studied for the students' daily lives. Additionally, it promotes a sense of closure and gratitude, preparing students for the next class.