Objectives (5 - 10 minutes)

1. Understand the concept of Food Chain: Students should be able to understand what a food chain is and how it works. They should be able to identify the different trophic levels (producers, consumers, and decomposers) and how energy transfer occurs between them.

2. Identify the components of a Food Chain: Students should be able to recognize the different components of a food chain, including plants, herbivorous animals, carnivorous animals, and decomposers. They should be able to identify the role of each component in the food chain.

3. Learn about the importance of Food Chains: Students should be able to understand the importance of food chains for maintaining ecological balance. They should be able to recognize that any alteration in a food chain can affect all other components of the ecosystem.

The objectives are presented in a clear and simple way to facilitate students' understanding and engagement.

Introduction (10 - 15 minutes)

1. Review of Previous Content: The teacher starts the lesson by briefly reviewing the importance of animals and plants for the ecosystem. Reminds students that animals depend on plants for food and plants depend on soil, water, and sunlight to grow.

2. Problem Situations: The teacher proposes two problem situations to arouse students' interest:

   • "Have you ever thought about what would happen if all the animals in the world fed on the same plants? What would happen to the plants? And to the animals that feed on those plants?"
   • "And if suddenly all carnivorous animals disappeared? What would happen to herbivorous animals? And to the plants?"

3. Contextualization: The teacher contextualizes the importance of the subject, explaining that food chains are like the "menus" of nature. He mentions that just as we need to eat different foods to stay healthy, animals also need a variety of foods. And that the way these foods are interconnected in nature is what we call a food chain.

4. Curiosities: To arouse students' curiosity, the teacher can share two curiosities about the subject:

   • "Did you know that there are animals that can be in more than one food chain? For example, a frog can eat insects and is also eaten by birds. This makes it present in two different food chains."
   • "And did you know that the last animal in the food chain is man? This happens because, in addition to eating other animals and plants, we also feed on animals that feed on other animals and so on."

At the end of the introduction, students should be curious and motivated to learn more about food chains.

Development (20 - 25 minutes)

1. Activity "Building a Food Chain"

   • The teacher divides the class into groups of up to five students.
   • Each group receives a sheet of paper and drawing materials (colored pencils, markers, etc.).
   • The teacher explains that they will build a food chain using drawings. The idea is for students to visualize the energy transfer between different trophic levels.
   • The teacher suggests that each group starts with a type of plant (producer), then draws an animal that feeds on that plant (primary consumer), and continues adding other animals that feed on the previous animal (secondary consumer, tertiary consumer, etc.).
   • The teacher circulates around the room, assisting the groups, clarifying doubts, and encouraging everyone's participation.

2. Activity "Food Chain Game"

   • The teacher organizes the class in a circle and explains that they will play a game to learn more about food chains.
   • The teacher writes the names of different animals and plants found in the local environment (it can be the park near the school, for example) on small pieces of paper.
   • The pieces of paper are folded and placed in a bag or box.
   • The teacher explains that each student will draw a paper and, without showing it to their classmates, will position themselves in the circle representing their place in the food chain. For example, if the paper drawn is "insect," the student will position themselves in the center of the circle (producer). If the paper is "frog," the student will position themselves around the producer (primary consumer), and so on.
   • The teacher starts the game by saying the name of an animal or plant, and according to the food chain, students must move to occupy the correct place.
   • The game continues with different names being called by the teacher. The goal is for students to understand the interdependence of the different components of a food chain.

Both activities are playful and allow students to learn about food chains in a practical and fun way. The teacher can choose one of the activities or do both, depending on the available time and the dynamics of the class.

Feedback (10 - 15 minutes)

1. Group Discussion (5 - 7 minutes): The teacher gathers all students in a circle and promotes a group discussion about the solutions and conclusions found by each team. Each group has the opportunity to present their food chain and explain the choices made. The teacher should encourage the participation of all students, asking questions and requesting more detailed explanations if necessary. During the discussion, the teacher should reinforce key concepts, such as the different trophic levels and energy transfer in the food chain.

2. Connection to Theory (3 - 5 minutes): After the groups' presentations, the teacher makes the connection between the practical activities and the theory studied. He highlights how the activities helped to better understand the concept of food chain and its importance for ecological balance. The teacher can also mention the curiosities shared in the introduction and ask students if they can identify these situations in the food chains they created.

3. Final Reflection (2 - 3 minutes): To conclude the lesson, the teacher proposes that students reflect for a minute on what they have learned. He asks two simple questions to guide the reflection:

   • "What was the most interesting part of today's lesson and why?"
   • "How can what we learned today help us better understand the world around us?"

The teacher should give a minute for students to think about the questions and then invite some students to share their answers. During this reflection moment, the teacher should emphasize that learning is a continuous process and that the discoveries made today can lead to new questions and learnings in the future.

Feedback is an important stage of the lesson plan as it allows the teacher to assess students' understanding of the topic and adjust their teaching practice if necessary. Additionally, it helps students consolidate what they have learned and realize the relevance of the topic to their daily lives.

Conclusion (5 - 10 minutes)

1. Lesson Summary (2 - 3 minutes): The teacher starts the conclusion by recalling the most important points covered during the lesson. He briefly recaps the concept of food chain, highlighting the different trophic levels (producers, consumers, and decomposers) and the energy transfer between them. The teacher also reinforces the importance of food chains for maintaining ecological balance, explaining that any alteration in a food chain can affect all other components of the ecosystem.

2. Connection of Theory with Practice (1 - 2 minutes): The teacher explains how the practical activities carried out in the classroom helped reinforce students' theoretical understanding of the subject. He emphasizes that by building their own food chains and participating in the "Food Chain Game," students were able to visualize concretely and interactively how different living beings are connected through feeding.

3. Extra Materials (1 minute): The teacher suggests some extra materials for students who wish to deepen their knowledge on the subject. He may recommend children's books about nature, documentaries, or educational websites that address food chains in a playful and age-appropriate manner.

4. Relevance of the Subject (1 - 2 minutes): Finally, the teacher highlights the importance of studying food chains for students' daily lives. He explains that understanding how different living beings depend on each other for food is essential to comprehend the importance of preserving the environment. The teacher can mention concrete examples, such as the importance of not wasting food and taking care of nature to ensure the survival of all living beings.

The conclusion is an essential stage to consolidate students' learning and to encourage them to continue exploring the subject outside the classroom. Additionally, it helps students understand the relevance of what they have learned to their daily lives and the world around them.