Objectives (5 - 7 minutes)

1. Understand the concept of biodiversity and its importance to the planet, focusing on biological and geographical diversity.
2. Identify the different types of biodiversity that exist, such as genetic, species and ecosystem biodiversity.
3. Analyze the relationship between biodiversity and sustainability, understanding how the preservation of biological diversity contributes to maintaining the balance of ecosystems.

Secondary objectives:

• Develop information research and synthesis skills, using various sources to deepen knowledge about the topic.
• Promote the active participation of students, encouraging discussion and debate about the importance of biodiversity and actions for its preservation.

Introduction (10 - 15 minutes)

1. Review of previous concepts (3 - 5 minutes): The teacher starts the class by reviewing the fundamental concepts addressed in previous classes that are relevant to the understanding of biodiversity. This may include the definition of ecosystem, food chain, biotic and abiotic interactions, among others. This review is essential to ensure that all students have the same basic knowledge for the lesson.

2. Problem situations (3 - 5 minutes): The teacher presents two situations involving biodiversity to spark the interest of the students. The first situation could be the discussion about the extinction of a rare species in the region where the school is located and how it might affect the local ecosystem. The second situation could be exploring the concept of genetic biodiversity, with the discussion of the importance of genetic variety to species' adaptation to environmental changes.

3. Contextualization (2 - 3 minutes): The teacher explains the importance of biodiversity in the students' daily lives, highlighting how it is present in several aspects, such as food production, medicine, and climate regulation, among others. In addition, the teacher may give real examples of how the destruction of biodiversity can have serious consequences for humanity, such as the loss of species that could have been key to curing diseases.

4. Getting the students' attention (2 - 3 minutes): To arouse the interest of the students, the teacher may share interesting facts about biodiversity. For example, they may mention that although the Amazon represents only 1% of Earth's surface, it is home to about 10% of all known species. Another interesting fact is that, despite biodiversity being richer in the tropics, colder and drier areas also have unique species adapted to such extreme environments.

Development (20 - 25 minutes)

1. "Biodiversity in Play" Activity (10 - 12 minutes):

   In this activity, students will be divided into groups of up to 5 members. Each group will receive a thematic game board about biodiversity, which will have different categories of questions, such as "Threatened Species", "Ecosystems at Risk", "Local Biodiversity", among others. Each category will have a series of multiple-choice questions with different levels of difficulty.

   The dynamics of the game will be as follows: one student from each group will roll a dice and move their piece around the board. When they stop on a category, the group must answer the corresponding question. If they get it right, they will move again on the next roll of the dice. If they get it wrong, the turn will pass to the next group. The goal is to reach the end of the board, which will be the "Biodiversity House".

   The teacher must prepare the boards and the questions in advance, ensuring that they are in accordance with the Objectives of the class. In addition, the teacher must circulate around the room, helping the groups as needed and clarifying doubts.

2. "Biodiversity in My Region" Activity (10 - 13 minutes):

   In this activity, students will continue working in their groups. Each group will receive a map of the region where the school is located. Their task will be to identify and mark on the map the different types of ecosystems present in the region, as well as the most common native species.

   For this, students must use the knowledge they acquired in the class, as well as perform quick searches on the internet or in books available in the classroom. Additionally, students should discuss the importance of these ecosystems and species to the local and global biodiversity.

   At the end of the activity, each group should present their findings to the class, explaining the importance of biodiversity for the region they live in.

   In addition to assisting the groups, the teacher must use the presentations to connect the concepts addressed in the class and reinforce the importance of biodiversity for the sustainability of the planet.

3. "Debate: Biodiversity vs. Development" Activity (5 - 10 minutes):

   In this activity, students will be divided into two groups: one in favor of the economic exploration of natural resources, and the other in favor of the preservation of biodiversity. Each group will have a predetermined time to present their arguments, followed by time for replies and rebuttals.

   The objective of the debate is to get the students to think about the challenges and possible solutions for reconciling human development and the preservation of biodiversity. The teacher must mediate the debate, ensuring that the discussion is respectful and productive and bringing to the discussion the concepts addressed in the class.

   This activity promotes the development of argumentation skills, critical thinking and respect for different opinions, besides consolidating students' understanding of the importance of biodiversity.

Feedback (8 - 10 minutes)

1. Group Discussion (3 - 4 minutes):

   The teacher must bring together all the students for a group discussion. Each group will have up to 2 minutes to share the conclusions or solutions found during the activities.

   During the presentations, the teacher must encourage the participation of all students, fostering an environment of respect and appreciation for the different opinions. The teacher should also make connections between the groups' presentations and the theoretical concepts addressed in the class.

2. Theory-Practice Connection (2 - 3 minutes):

   After the group discussion, the teacher must revisit the theoretical concepts addressed in the class and make the connection with the practical activities performed by the students.

   For example, the teacher may ask students how the "Biodiversity in My Region" activity relates to the concept of genetic biodiversity, or how the debate on "Biodiversity vs. Development" illustrates the complexity of the issues related to biodiversity.

3. Final Reflection (2 - 3 minutes):

   To end the class, the teacher must propose that the students reflect individually on what they have learned. The teacher may ask questions like:

   1. What was the most important concept that you learned today?
   2. What questions are still unanswered?
   3. How can you apply what you learned today in your daily life or other disciplines?

   After a minute of reflection, the teacher may ask some students to share their answers. This not only helps the teacher assess the effectiveness of the lesson, but it also allows students to consolidate what they have learned and identify possible gaps in their understanding.

4. Feedback and Closing (1 minute):

   Finally, the teacher must thank everyone for participating and encourage students to continue exploring the theme of biodiversity outside the classroom. The teacher may also provide general feedback about the class, highlighting the strong points and identifying areas that need more attention.

   It is important for the teacher to emphasize the relevance of the topic and the importance of biodiversity for the sustainability of the planet, encouraging students to become conscious and active citizens in preserving biological diversity.

Conclusion (5 - 7 minutes)

1. Summary of Contents (2 - 3 minutes):

   The teacher must summarize the contents addressed during the class. This includes the definition of biodiversity, the different types of biodiversity (genetic, species, and ecosystems), and the relationship between biodiversity and sustainability. The teacher can reinforce the main points using examples from the activities carried out to illustrate each concept.

2. Theory-Practice Connection (1 - 2 minutes):

   The teacher must highlight how the class connected theory with practice, mentioning the activities carried out and how they enabled the students to apply the theoretical concepts. The teacher can emphasize the importance of active learning and student participation for understanding and retaining the content, encouraging them to continue studying and exploring the topic outside the classroom.

3. Extra Materials (1 minute):

   The teacher may suggest extra materials for students who wish to delve further into the topic of biodiversity. These may include books, documentaries, websites of nature conservation organizations, among others. The teacher should briefly explain the content of each material and how it can supplement what was learned in class.

4. Importance of the Theme (1 minute):

   To end, the teacher should reinforce the importance of biodiversity for life on the planet. The teacher may cite specific examples of how biodiversity affects students' daily lives, such as in food production, climate regulation, and medicine, among others. Furthermore, the teacher should emphasize that preserving biodiversity is everyone's responsibility and that small actions, such as mindful consumption and recycling, can make a difference.

5. Closing (1 minute):

   The teacher should end the class by thanking the students for their participation and effort and reinforcing that the next meeting will be an opportunity to deepen their understanding of biodiversity. The teacher may also recall the main points of the class and the objectives for the next class.