Objectives (5 - 7 minutes)

1. Introduce the concept of stars and constellations to students in an accessible and fun way, promoting curiosity and interest in the subject.
2. Teach students to identify and name some well-known constellations, such as the Southern Cross and the Big Dipper.
3. Explain the differences between stars and constellations, highlighting that stars are individual celestial bodies, while constellations are imaginary patterns formed by a group of stars.
4. Foster the understanding that constellations are used as references for navigation and orientation in the night sky.

Introduction (10 - 12 minutes)

1. Recalling previous content: The teacher should remind students what celestial bodies are, explaining that celestial bodies, such as the Moon, the Sun, and the planets, are part of the solar system. Additionally, it is important to bring up students' prior knowledge of the night sky, asking if they have seen shining stars or noticed any patterns in the sky.

2. Problem situations: The teacher should present two situations that spark students' interest in the topic:

   • "Have you ever stopped to think why some stars seem to form shapes in the sky?"
   • "Did you know that in the past people used stars to guide themselves at night? How do you think they did that?"

3. Contextualization: The teacher should explain that the study of stars and constellations is not only interesting but also very important. They can cite examples of how boat navigation and even aviation depend on knowledge of constellations. Additionally, they can talk about how stars help us understand more about the universe and our place in it.

4. Capturing students' attention: The teacher should present two curiosities to spark students' interest in the subject:

   • "Did you know that the light from the stars we see tonight may have been emitted thousands of years ago? This means that when we look at the sky, we are seeing the past!"
   • "What if I told you that some stars we see in the sky are actually planets like Earth? That's right, there are stars with planets orbiting around them, just like our Sun has Earth!"

This introduction should be done in a playful and interactive way, involving students with questions and encouraging them to share their experiences and prior knowledge. The goal is to arouse students' curiosity and interest in the subject, preparing the ground for the development of the proposed content.

Development (20 - 25 minutes)

1. Presenting stars and their characteristics:

   • The teacher should start by explaining that stars are celestial bodies that emit light and heat.
   • They should also clarify that, in fact, stars are very, very far from us, much beyond the Sun.
   • The teacher can use a styrofoam ball to represent a star, explaining that stars are like our Sun, only much, much farther away.
   • To facilitate understanding, the teacher can use a flashlight to simulate a star and the classroom as space. Thus, by moving the flashlight away, the image of the star in the classroom will become smaller, illustrating the idea that stars are very distant.

2. Introducing constellations:

   • The teacher should explain that constellations are imaginary patterns formed by groups of stars.
   • They can use a star projector (if available) or a picture book to show students how constellations appear in the night sky.
   • A flashlight with holes shaped like constellations can also be used, projecting the images on the ceiling.
   • It is important to emphasize that constellations are different in each hemisphere of the Earth.

3. Identifying constellations:

   • The teacher should then teach students how to identify some well-known constellations, such as the Southern Cross and the Big Dipper.
   • It may be helpful to use a star map to show students the location of these constellations in the night sky.
   • The teacher can propose a challenge, asking students to try to identify the constellations in a representation of the night sky.
   • The teacher should reinforce that, just as the Big Dipper is a reference point to find the Little Dipper, constellations can be used as reference points for navigation in the night sky.

4. Exploring more about constellations:

   • The teacher can take the opportunity to share some curiosities about constellations, such as the mythological stories that involve them.
   • For example, they can mention the Greek legend of Orion, the hunter, who is represented by a group of stars in the Orion constellation.
   • The teacher should encourage students to ask questions and share their own observations and curiosities about stars and constellations.

The development stage should be carried out in a dynamic and participatory manner, with the teacher encouraging students to ask questions, share their observations, and participate in the proposed activities. It is important for the teacher to be attentive to clarify any doubts that may arise and to keep students engaged and interested in the subject.

Return (10 - 15 minutes)

1. Group discussion:

   • The teacher should call students for a group discussion about the activities carried out. Each group of students should have the chance to share their discoveries, difficulties, and opinions.
   • It is important for the teacher to encourage everyone's participation, ensuring that each student feels heard and respected.
   • The teacher should ask open-ended questions to guide the discussion, such as: "Which constellations were you able to identify? How was the experience of trying to find the constellations in the night sky?" or "Can you remember any mythological story about the constellations?".

2. Connection with theory:

   • After the discussion, the teacher should revisit the theoretical concepts presented during the lesson, reinforcing how stars and constellations are formed and how they are used for navigation.
   • It may be helpful for the teacher to review the main points of the lesson by asking questions like: "What are stars?" or "What is the difference between stars and constellations?".

3. Individual reflection:

   • The teacher should propose a moment of individual reflection, where students can think about what they have learned and how it relates to the world around them.
   • To guide the reflection, the teacher can ask two simple questions: "What were the two most interesting things you learned about stars and constellations today?" and "How do you think knowledge about constellations can be useful in everyday life?".
   • It is important for the teacher to emphasize that there are no right or wrong answers to these questions, as the goal is for students to reflect on what they have learned and make connections to their own lives.

4. Closure:

   • To conclude the lesson, the teacher should thank everyone for their participation and reinforce the importance of what was learned.
   • The teacher can also suggest some extra activities for students, such as observing the stars on a clear night, trying to identify the learned constellations, or researching more about constellations and their mythological stories.

During the return, the teacher should provide a safe and welcoming environment where students feel comfortable sharing their opinions and reflections. The goal is to consolidate learning, promote self-assessment, and stimulate students' curiosity for future discoveries.

Conclusion (5 - 7 minutes)

1. Summary of key points:

   • The teacher should start the conclusion by summarizing the main points discussed during the lesson. They can recall that stars are celestial bodies that emit light and heat, and that constellations are imaginary patterns formed by groups of stars.
   • It should also be reinforced that constellations are used as reference points for navigation and orientation in the night sky.
   • The teacher can recap the constellations explored during the lesson, such as the Southern Cross and the Big Dipper, and remind students that there are many other constellations to be discovered.

2. Connection between theory, practice, and applications:

   • Next, the teacher should highlight how the lesson connected theory, practice, and applications. They can explain that by identifying and naming the constellations, students put into practice the theoretical knowledge acquired about stars and constellations.
   • The teacher can reinforce that the ability to identify constellations can be useful not only for navigation but also for appreciating the beauty of the night sky and for understanding more about our place in the universe.

3. Additional materials:

   • The teacher should suggest some additional materials for students who wish to deepen their knowledge on the subject. This may include astronomy books for children, educational websites with games and interactive activities about stars and constellations, and mobile apps that allow exploring the night sky.
   • The teacher can also encourage students to observe the sky on a clear night and try to identify the constellations they learned in class.

4. Importance of the subject:

   • Finally, the teacher should emphasize the importance of the subject for everyday life. They can explain that although constellations are not widely used in modern navigation, knowledge about them is still valuable as it helps us understand more about the universe and our place in it.
   • The teacher can mention examples of how stars and constellations are mentioned in literature, music, and art, and how the study of astronomy has contributed to important scientific discoveries.

The conclusion should be done in a way that consolidates students' learning, reinforces the relevance of the topic, and stimulates ongoing curiosity and interest. The teacher should ensure that all students have the opportunity to ask questions and clarify any doubts they may have.