Objectives (5 - 7 minutes)

1. Understand the concept of the cycle of matter and flow of energy: Students should be able to understand that matter and energy constantly circulate in nature, being transformed and used by living beings.

2. Identify the components of the cycle of matter and the flow of energy: Students should be able to identify and describe the main components that are part of the cycle of matter (water, carbon dioxide, oxygen, nitrogen) and flow of energy (producers, consumers, decomposers).

3. Recognize the importance of the cycles of matter and flow of energy for life on Earth: Students should be able to understand the relevance of these processes for the maintenance of life on the planet, including the importance of preserving natural resources.

Introduction (10 - 12 minutes

1. Recalling content: The teacher begins the class by reminding students about basic science concepts that they have already learned, such as the difference between living and non-living things, and the importance of water, air and soil for life on Earth. This review is essential for understanding the cycle of matter and the flow of energy.

2. Problem situations:

   • The teacher can ask the following question: "When a snack is thrown on the ground, what happens to it? Why does it disappear after a few days?" This simple question leads students to think about the process of decomposition, which is part of the cycle of matter.
   • Another question that can be asked is: "Why are plants green?" This question opens up space for an explanation about photosynthesis, a fundamental process in the flow of energy.

3. Contextualization: The teacher can explain that understanding the cycle of matter and the flow of energy is fundamental for us to understand the importance of taking care of the environment. He can mention practical examples, such as the importance of not wasting water, not polluting the air and not deforesting, so that these cycles are not interrupted, and life on Earth can continue.

4. Getting the students' attention:

   • The teacher can tell the story of a laboratory rat that ended up in the forest and was very confused when it saw the leaves fall from the trees and then disappear. He can use this story to introduce the concept of decomposition and the cycle of matter.
   • Another interesting strategy is to show pictures of different animals and plants and ask students what they think these living beings eat. This activity can lead to a discussion about the different trophic levels and the flow of energy.

Development (20 - 25 minutes)

Activity 1: "Walking Through the Cycle of Matter"

1. Organization: The teacher divides the class into small groups of up to five students. Each group receives a large sheet of paper, colored pens and stickers of plants, animals and other elements of nature.

2. Description: The teacher explains that they will create a drawing that represents the cycle of matter. The water cycle is an example that can be used for the activity.

   • The teacher may, for example, ask them to draw a mountain, a river, the sun, a cloud, a rain, a plant, and an animal.

3. Execution: The students, guided by the teacher, draw each of these elements on a part of the paper so that they can be linked to each other. They should also write, with the help of the teacher, a brief description of how each of these elements is related in the cycle of matter.

4. Feedback: Upon completion, each group presents their drawing to the class, explaining how they understand the cycle of matter from the drawing. The teacher can ask questions to check students' understanding and correct possible misconceptions.

Activity 2: "Building the Flow of Energy"

1. Organization: The teacher keeps the same groups from the previous activity. Each group receives a new sheet of paper, colored pens and stickers of plants, animals and decomposers.

2. Description: The teacher explains that now they will create a drawing that represents the flow of energy.

   • The teacher may, for example, ask them to draw a tree, a bee, a flower, an ant and a fungus.

3. Execution: The students, guided by the teacher, draw each of these elements on a part of the paper so that they can be linked to each other. They should also write, with the help of the teacher, a brief description of how each of these elements is related in the flow of energy.

4. Feedback: Upon completion, each group presents their drawing to the class, explaining how they understand the flow of energy from the drawing. The teacher can ask questions to check students' understanding and correct possible misconceptions.

5. Discussion: The teacher, at the end of the presentations, can promote a classroom discussion, comparing the ideas and drawings of each group. This helps to consolidate learning and broaden students' understanding of the cycle of matter and the flow of energy.

The teacher may choose to carry out only one of the activities, depending on the time available and the pace of the class. The important thing is that students have the opportunity to explore and understand the cycle of matter and the flow of energy in a fun and interactive way.

Return (8 - 10 minutes)

1. Group Discussion: The teacher gathers the class for a large discussion circle. Each group is invited to share the main findings and conclusions they came to during the activities. The teacher should ask questions to verify whether students understand the relationship between the different components of the cycle of matter and the flow of energy.

2. Connection with Theory: After the group presentations, the teacher should summarize the theoretical concepts presented and compare them with the students' conclusions. The goal is to show students that they were able to understand and apply the theoretical concepts discussed in class. For example, the teacher can reinforce the idea that water, carbon dioxide, oxygen, and nitrogen are part of the cycle of matter, and that producers, consumers, and decomposers are key parts of the flow of energy.

3. Reflection: The teacher then suggests that students reflect on what they learned in class. To do this, he asks two simple questions:

   • "What did you discover today about the cycle of matter and the flow of energy that you didn't know before?"
   • "Why do you think it's important for us to understand the cycle of matter and the flow of energy?"

4. Out Loud Answers: The teacher gives students time to think about the questions, and then asks some of them to share their answers with the class. This helps to reinforce learning and promote the exchange of ideas among students.

5. Closing: To conclude the class, the teacher reinforces the importance of what was learned and motivates students to continue exploring the subject outside the classroom. He can suggest simple activities, such as observing the sky on rainy and sunny days to better understand the water cycle, or observing the behavior of animals and plants in a park to better understand the flow of energy. The teacher can also suggest some websites, videos and books that students can consult to deepen their knowledge on the subject.

This return phase is fundamental to assess students' learning, promote reflection and consolidate the knowledge acquired during the lesson.

Conclusion (5 - 7 minutes)

1. Recapitulation: The teacher should begin the conclusion of the class by reviewing the main points covered. He can recall that the cycle of matter is the constant and cyclical movement of substances in nature, such as water, oxygen, carbon dioxide and nitrogen, and that the flow of energy is the continuous transfer of energy through living beings, from producers, through consumers, to decomposers. The teacher can, if necessary, summarize the drawings and discussions made during the lesson to reinforce these concepts.

2. Connection of theory with practice: The teacher should explain how the activities carried out in class helped to illustrate and make the theoretical concepts more concrete. He can emphasize that, by drawing and discussing the cycles of matter and the flow of energy, the students were able to visualize more clearly how these processes happen in nature and how all living beings are interconnected.

3. Supplementary materials: The teacher may suggest some extra materials for students to delve deeper into the subject at home. He can indicate educational websites, videos, interactive games and books suitable for the students' age that deal with the theme of the cycle of matter and the flow of energy. For example, the teacher may indicate the NASA website, which has a section dedicated to the water cycle, or the YouTube channel "O Mundo da Menina" which has explanatory videos on the subject. The teacher can also suggest books such as "O Livro dos Porquês" by Silvana Salerno and "Ciclo da Vida" by Vanessa Prezoto.

4. Importance of the theme: Finally, the teacher should emphasize the importance of what was learned. He can explain that understanding the cycle of matter and the flow of energy is essential for us to understand how nature works and how living beings depend on each other. In addition, the teacher can emphasize that knowing these processes helps us to understand the importance of taking care of the environment and preserving natural resources, thus ensuring the continuity of life on Earth.

5. Closing: To conclude the class, the teacher can ask students to reflect for a minute on what they have learned. He can ask two simple questions: "What did you like most about what you learned in class today?" and "How can you apply what you learned in class in your lives?" After the pause for reflection, the teacher can thank everyone for their participation and reinforce the invitation for the students to continue exploring the subject at home and in other contexts.

The conclusion is an important stage for consolidating learning, reinforcing the relevance of the theme and motivating students to continue learning.