Objectives (5 - 7 minutes)

1. Understanding of cell structure: Students should be able to understand and describe the basic structure of a cell, comprehend the difference between prokaryotic and eukaryotic cells, and identify the main cellular organelles.

2. Knowledge about different types of cells: Students should be able to identify and compare different types of cells present in the human body, such as nerve cells, muscle cells, and blood cells, and understand how their structures relate to their functions in the organism.

3. Understanding of cellular organization in the human body: Students should be able to explain how cells organize to form tissues, organs, and systems in the human body, and how the cooperation between different types of cells allows the proper functioning of the organism.

Secondary objectives:

• Stimulate critical thinking and research skills: Through the use of inverted classroom methodology, students will be encouraged to research and deepen their knowledge on the topic, contributing to the development of research skills and critical thinking.

• Promote active participation and teamwork: The practical activities proposed in the lesson plan aim to promote active participation of students in the learning process, encouraging teamwork and idea exchange.

Introduction (10 - 15 minutes)

1. Review of previous content: The teacher starts the lesson by reviewing previous concepts that are fundamental for understanding the current topic, such as the definition of a cell, the basic unit of life, and the importance of cells in forming all living beings. Additionally, it is important to review the difference between unicellular and multicellular organisms, and how cells organize to form tissues, organs, and systems. (3 - 5 minutes)

2. Problem situations: The teacher proposes two situations that stimulate students' curiosity and lead them to reflect on the subject of the lesson.

   • Situation 1: "Why do some cells in our body have such different shapes and functions, even though they all share the same origin?"
   • Situation 2: "How do cells organize to form complex structures such as the brain, heart, and lungs?" (2 - 3 minutes)

3. Contextualization: The teacher explains the importance of the topic, showing how understanding the structure and organization of cells is fundamental to understanding how our body functions and how diseases and dysfunctions can occur at the cellular level. The teacher may also mention examples of recent scientific discoveries that were made possible thanks to the study of cells, such as gene therapy and tissue engineering. (2 - 3 minutes)

4. Capturing students' attention: To capture students' attention, the teacher can share curiosities or stories related to the topic. Some suggestions are:

   • Curiosity 1: "Did you know that the human body is composed of about 37 trillion cells? And that each of these cells is a world in itself, with a 'brain' (the nucleus) that contains all the genetic information necessary for the formation of a human being?"
   • Curiosity 2: "Have you heard of 'immortal cells'? They are cells that, unlike most cells in our body, are capable of dividing indefinitely. These cells have played a crucial role in several important scientific discoveries, such as the polio vaccine and the development of gene therapy." (3 - 5 minutes)

Development (20 - 25 minutes)

1. Activity 'Modeling the Cell' (10 - 12 minutes)

   • Description: In this activity, students will be divided into groups and will receive materials (playdough, toothpicks, beads, etc.) to build cell models. Each group will be responsible for building a model of an animal cell and a model of a plant cell, focusing on the main organelles of each type of cell.

   • Step by step:

     1. The teacher provides the necessary materials for the activity and briefly explains the function of each of them (for example, the playdough represents the cytoplasm, the toothpicks are the microtubules, the beads are the ribosomes, etc.).
     2. The students, in their groups, start building the models, following the teacher's instructions and consulting available resources (textbooks, science websites, etc.).
     3. While the students build the models, the teacher circulates around the room, clarifying doubts and guiding the students.
     4. After the completion of the models, each group presents their work to the class, explaining the organelles that were represented and their functions.

2. Activity 'Cell Game' (10 - 12 minutes)

   • Description: In this activity, students will play a thematic board game about cells. The game will involve questions and challenges related to the structure and function of cells, and students will have to work as a team to advance in the game.

   • Step by step:

     1. The teacher presents the game and explains the rules.
     2. Students are divided into groups and each group chooses a 'game master' who will be responsible for rolling the dice and moving the group's piece on the board.
     3. The game starts and, in each round, the group playing has to answer a question or complete a challenge related to cells. The questions and challenges can be prepared by the teacher in advance or students can be encouraged to create their own questions and challenges during the activity.
     4. The game continues until a group reaches the end of the board. At that moment, the teacher reviews the answers and explanations given by the groups, clarifying possible doubts and reinforcing important concepts.

3. Activity 'Debating the Importance of Cells' (5 - 7 minutes)

   • Description: In this activity, students will be encouraged to reflect on the importance of cells for human life and society. The teacher proposes some discussion questions and students, in their groups, must debate them and prepare arguments to present to the class.

   • Step by step:

     1. The teacher presents the discussion questions, for example: "Why is the study of cells important for medicine?", "How can tissue engineering revolutionize disease treatment in the future?", "What is the role of stem cells in tissue regeneration?".
     2. Students, in their groups, discuss the questions and prepare arguments based on their knowledge and previous discussions.
     3. Each group presents their arguments to the class and the teacher leads a general discussion, encouraging all students to participate.

Return (8 - 10 minutes)

1. Group Discussion (3 - 4 minutes)

   • Description: After the completion of the activities, the teacher gathers all students for a group discussion. Each group has up to 2 minutes to share their findings and solutions found during the activities. The goal is for students to learn from each other and see different perspectives on the same topic.

   • Step by step:

     1. The teacher calls a representative from each group to share the main discoveries and conclusions of their group.
     2. While students present, the teacher asks questions to deepen the discussion and promote critical thinking.
     3. After all presentations, the teacher summarizes the main ideas discussed and highlights the most important points.

2. Connection with Theory (2 - 3 minutes)

   • Description: After the group discussion, the teacher makes the connection between the practical activities carried out and the theory presented in the Introduction of the lesson. The goal is for students to realize how practice and theory complement and reinforce each other.

   • Step by step:

     1. The teacher briefly reviews the main concepts presented in the lesson, highlighting how they were applied in the practical activities.
     2. The teacher asks questions to verify if students understood this connection and clarifies possible doubts.

3. Individual Reflection (2 - 3 minutes)

   • Description: To conclude the lesson, the teacher proposes that students reflect individually on what they have learned. The teacher asks questions that encourage students to reflect on the learning process and the importance of the topic for their lives.

   • Step by step:

     1. The teacher suggests that students think for a minute about the following questions: "What was the most important concept you learned today?" and "What questions have not been answered yet?".
     2. After a minute, the teacher asks for volunteers to share their answers with the class.
     3. The teacher concludes the lesson by reinforcing the importance of studying cells for understanding how the human body works and for the advancement of medicine and biotechnology. The teacher also encourages students to continue studying the topic and to seek answers to the questions that have not been answered yet.

Conclusion (5 - 7 minutes)

1. Summary of Contents (2 - 3 minutes)

   • Description: The teacher summarizes the main points covered during the lesson, reinforcing the basic structure of cells, the difference between prokaryotic and eukaryotic cells, cellular organization in the human body, and the importance of studying cells for understanding how the body functions and for medicine.

   • Step by step:

     1. The teacher reiterates the importance of cells as the smallest structural and functional unit of living beings.
     2. The teacher recalls the main cellular organelles and their functions.
     3. The teacher recaps how cells organize to form tissues, organs, and systems in the human body.
     4. The teacher reinforces the importance of studying cells for medicine, biotechnology, and understanding how the human body works.

2. Connection between Theory, Practice, and Applications (1 - 2 minutes)

   • Description: The teacher explains how the lesson connected the theory, practice, and applications of studying cells. He highlights how the practical activities, such as building cell models and playing the cell game, allowed students to visualize and better understand the structure and function of cells. The teacher also revisits the problem situations and discussion questions, showing how they stimulated students to apply their knowledge and reflect on the importance of cells in human life and society.

   • Step by step:

     1. The teacher reiterates the main learnings from the practical activities, highlighting how they allowed students to visualize and better understand the structure and function of cells.
     2. The teacher revisits the problem situations and discussion questions, emphasizing how they stimulated students to apply their knowledge and reflect on the importance of cells in human life and society.

3. Extra Materials (1 - 2 minutes)

   • Description: The teacher suggests some extra materials for students who wish to deepen their knowledge on the topic. These materials may include biology books, science channels on YouTube, university websites with biology content, and cell-related mobile apps.

   • Step by step:

     1. The teacher lists some extra materials, such as biology books, science channels on YouTube, university websites with biology content, and cell-related mobile apps.
     2. The teacher emphasizes that the use of these materials is optional, but they can be useful for students who wish to deepen their knowledge on the topic.

4. Relevance of the Subject (1 minute)

   • Description: Finally, the teacher reinforces the relevance of the subject for students' daily lives, highlighting how the study of cells contributes to understanding how the human body works and to the advancement of medicine and biotechnology.

   • Step by step:

     1. The teacher emphasizes that the study of cells is fundamental for understanding how the human body works and for medicine, as many diseases and dysfunctions can be understood and treated from their cellular origins.
     2. The teacher highlights that biotechnology, an area that has become increasingly important, also depends on the study of cells, as many of its applications, such as gene therapy and tissue engineering, involve cell manipulation.
     3. The teacher concludes the lesson by reinforcing the importance of studying cells for human life and society, and encouraging students to continue exploring the fascinating world of cells.