Objectives (5 - 10 minutes)

1. Identify and name the main constellations visible to the naked eye: Students should be able to recognize the most common constellations in the night sky, such as the Big Dipper (which contains the 'Wagon' or 'Car'), the Little Dipper (which contains the 'North Star'), and the Southern Cross, if visible in the region.
2. Develop the notion that constellations are groupings of stars that appear to form figures: Based on the direct observation of constellations, students should understand that these formations are like 'drawings' made by the stars in the sky.
3. Understand that stars are celestial bodies similar to the Sun, but much farther away: Students should understand that stars are like our Sun, but they are at such a great distance that they appear as small points of light in the night sky.

Secondary Objectives:

• Stimulate students' curiosity and interest in astronomy: Through the exploration of stars and constellations, students should feel encouraged to learn more about the universe around them.
• Promote observation and critical thinking: By observing constellations and stars, students should develop their observation and critical thinking skills, asking questions and drawing their own conclusions.

Introduction (10 - 15 minutes)

1. Reviewing content: The teacher will start the lesson by reviewing with the students what stars are and what they already know about them. Simple questions will be asked to assess prior knowledge, such as: 'What are stars?' and 'Why do stars shine?'. (3 - 5 minutes)

2. Problem situation: The teacher will then present two problem situations to arouse students' curiosity and introduce the lesson's theme. First, he may ask: 'Have you ever wondered why some stars seem to form figures in the sky, like a car or a bear?'. Then, he may propose: 'What if I told you that these figures are like drawings that people from other times and places made using the stars?'. (2 - 3 minutes)

3. Contextualization: The teacher will explain that for thousands of years, people have used stars to navigate on Earth and to tell stories. He may mention that sailors, for example, used stars to guide themselves at sea. Additionally, the teacher may mention that different cultures have their own stories and drawings made with the stars, and that these drawings are called constellations. (3 - 5 minutes)

4. Capturing students' attention: To capture students' attention, the teacher may share some curiosities about stars and constellations. For example, he may mention that the Southern Cross, one of the most well-known constellations in the southern hemisphere, is also a reference for navigators, as it always points south. Furthermore, he may say that the brightest star in the sky, Sirius, is part of the Canis Major constellation, and is known as the 'Dog Star'. (2 - 3 minutes)

Development (20 - 25 minutes)

1. Activity 'Create Your Constellation': The teacher will divide the class into small groups of 4 to 5 students and will provide each group with a sheet of paper, colored pencils, and a small flashlight.

   1.1. Step 1 - Observation: Students will be taken to a dark area of the classroom and the teacher will turn off the lights. Then, the teacher will use the flashlight to simulate stars on the ceiling, forming a simple constellation as an example. Students will be encouraged to observe the stars and the constellation formed.

   1.2. Step 2 - Creation: Back at their desks, the groups will be challenged to create their own constellations, using the flashlight to simulate the stars. They will be able to draw the observed constellations and give them names.

   1.3. Step 3 - Presentation: At the end, each group will present their constellation to the class, explaining the reason for the given name and the figure it represents. (10 - 12 minutes)

2. Activity 'Constellation Hunt': This activity is a simulation of how our ancestors identified constellations in the sky.

   2.1. Step 1 - Preparation: The teacher will scatter paper cards with constellation drawings on the classroom floor (pre-selected and known by the students). The students will be divided into groups again, and each group will receive a 'sky map' prepared by the teacher, containing the same constellations as the cards, but without the identification.

   2.2. Step 2 - Hunt: Using their 'magnifying glasses' (flashlights), students will have to 'hunt' for the constellations on the floor and identify them on their maps.

   2.3. Step 3 - Analysis: After the 'hunt', the teacher will lead a discussion about the found constellations, encouraging students to describe the figures, the relationship between them, and the story behind each one. (10 - 12 minutes)

These two activities, when carried out in the classroom, will allow students to experience what it is like to observe and create constellations, as well as understand the importance and beauty of these groupings of stars. They are playful activities that stimulate creativity, observation, and cooperation among students. Additionally, they allow students to move around and interact with the environment, contributing to meaningful learning.

Closure (10 - 15 minutes)

1. Group Discussion: The teacher will gather all students in a large circle to promote group discussion. Each group will have the opportunity to share the constellations they created, the names they gave, and the story behind each one. During the presentation, other students will be encouraged to ask questions and make comments, promoting interaction and mutual respect. (5 - 7 minutes)

2. Connection with Theory: After the presentations, the teacher will review the theoretical concepts of the lesson, explaining how the constellations created relate to those in the sky. He may use the drawings of the constellations made by the students to exemplify and reinforce the idea that constellations are groupings of stars that appear to form figures. Additionally, the teacher may reinforce that each culture has its own constellations and that they are like 'drawings' made by people using the stars. (3 - 5 minutes)

3. Final Reflection: To conclude the lesson, the teacher will propose that students reflect on what they have learned. He will ask two simple questions to stimulate reflection:

   3.1. 'Which constellation did you enjoy creating the most and why?'

   3.2. 'Why do you think people from different places and times created different constellations?'

The teacher will give a minute for students to think about the questions, and then those who wish to may share their answers with the class. (2 - 3 minutes)

This closure is essential to consolidate students' learning, allowing them to reflect on what they have learned and how it relates to the world around them. Furthermore, group discussion and connection with theory promote collaborative learning and a deeper understanding of the concepts.