Objectives (5 - 7 minutes)

1. Understand Human Body Movement: Students should acquire a clear understanding of how the body moves, which organs and systems are involved, and how they work together to enable a person to move.

2. Identify Systems Contributing to Movement: Students should be able to identify the main systems of the human body that contribute to movement, such as the muscular system and the skeletal system, and understand how they interact.

3. Discuss the Importance of Exercise for Body Movement: Students should be able to discuss and understand the importance of exercise for effective and healthy body movement. They should understand how exercise strengthens muscles and improves coordination.

Secondary Objectives:

• Stimulate Active Student Participation: In addition to the main Objectives, the teacher should also aim to stimulate active student participation, encouraging them to ask questions, participate in discussions, and engage in practical activities.

• Promote Autonomous Learning: The teacher should encourage students to seek knowledge beyond the classroom, promoting independent research and reading materials related to the topic.

Introduction (10 - 15 minutes)

1. Review of Previous Content: The teacher should start the lesson by briefly reviewing the anatomy and physiology concepts relevant to the lesson, including the structure and function of muscles, bones, and joints. This review can be done through questions and answers or a word matching activity.

2. Initial Problem Situations (2 - 3 minutes): The teacher should then present two problem situations to arouse students' interest and introduce the topic. The situations may be:

   • "How does a soccer player manage to kick the ball so hard and accurately?"
   • "Why does a person with a broken or injured knee have difficulty moving?"

3. Contextualization (2 - 3 minutes): The teacher should explain the importance of studying human body movement, linking it to everyday situations. For example, one can discuss how knowledge about body movement is essential to understand and prevent sports injuries, for rehabilitation after an injury, or for improving athletic performance.

4. Topic Introduction (3 - 5 minutes): The teacher should then introduce the lesson topic, explaining that students will learn about the different systems of the human body that allow movement, how they interact, and how exercise affects these systems.

5. Curiosities and Stories Related to the Topic (3 - 4 minutes): To capture students' attention, the teacher can share some curiosities or stories related to the topic:

   • "Did you know that skeletal muscles, which are the muscles that allow us to move, represent about 40% of an adult's body weight?"
   • "Did you know that people who exercise regularly tend to have stronger bones and are less likely to develop osteoporosis, a condition that weakens bones and increases the risk of fractures?"

At the end of the Introduction, students should be familiar with the lesson topic, motivated to learn more, and prepared for the content that will be presented.

Development (20 - 25 minutes)

1. "Body in Action" Activity (10 - 12 minutes)

   • Preparation: The teacher should divide the class into groups of 3 to 5 students. Each group will receive a set of cards, each representing a system of the human body (for example, muscular system, skeletal system, circulatory system, etc.). The teacher should ensure that each group has a complete set of cards, representing all systems.

   • Activity: The students, in their respective groups, should then work together to assemble a "human body," placing the cards in the correct order. They should discuss among themselves, using their prior knowledge and referring to the review done at the beginning of the lesson, to determine the correct order of the systems. Once they have placed the cards in the correct order, they should briefly discuss how each system contributes to body movement.

   • Group Discussion: After completing the activity, each group should share their findings with the class. The teacher should facilitate the discussion, clarifying concepts, asking questions, and encouraging students to participate.

2. "Create Your Exercise" Activity (10 - 12 minutes)

   • Preparation: The teacher should provide each group with a set of cards, each representing a type of exercise (for example, running, push-ups, stretching, etc.). Each group should also receive a human paper doll, drawn on a large sheet of cardboard.

   • Activity: The students, in their respective groups, should then work together to "dress" their paper doll with the exercise cards. They should carefully consider which body systems would be most affected by each exercise and where the exercise cards should be placed on the paper doll to reflect this. For example, the "running" card could be placed near the leg muscles, while the "push-ups" card could be placed near the arm muscles.

   • Presentation: After completing the activity, each group should present their paper doll to the class, explaining which body systems would be most affected by each exercise and why. The teacher should facilitate the presentation, asking questions, providing feedback, and encouraging students to participate.

3. Discussion and Reflection (3 - 5 minutes)

   • Group Discussion: After completing the activities, the teacher should lead a group discussion to review the main points learned. Students should be encouraged to share their insights, ask questions, and clarify any doubts they may have.

   • Individual Reflection: The teacher should then ask students to silently reflect for a minute on what they learned in the lesson. They should think about the answers to the following questions:

     1. What was the most important concept you learned today?
     2. What questions do you still have?

At the end of this stage, students should have a clear understanding of how the different systems of the human body contribute to movement and how exercise affects these systems. They should also have had the opportunity to work in teams, discuss concepts, engage in practical activities, and reflect on their learning.

Return (8 - 10 minutes)

1. Group Discussion (3 - 5 minutes)

   • Preparation: The teacher should gather all students and facilitate a group discussion. Each group will have up to 3 minutes to share their solutions or conclusions from the activities carried out.

   • Presentation: When presenting, each group should be able to explain how they arrived at their conclusions, which exercises they chose, where they placed them on the paper doll, and why. This will allow other students to understand different approaches to the same problem and promote cooperative learning.

   • Teacher Feedback: The teacher should provide constructive feedback to each group, praising valuable contributions and pointing out possible areas for improvement. The teacher can also ask additional questions to deepen students' understanding and correct any conceptual errors.

2. Connection with Theory (2 - 3 minutes)

   • Teacher Explanation: Based on the group discussions, the teacher should explain how the activities performed connect with the theory presented at the beginning of the lesson. This may involve reviewing the different systems of the human body, the importance of exercise for body movement, and how the systems interact during physical activity.

   • Reflective Questions: The teacher should then ask reflective questions to the students, encouraging them to think deeply about what they learned. This may include questions like:

     1. "What was the most important concept you learned today?"
     2. "How did the 'Create Your Exercise' activity help illustrate the interaction of the different body systems during movement?"
     3. "How can you apply what you learned today in your daily life or in other disciplines?"

3. Individual Reflection (2 - 3 minutes)

   • Reflection Moment: The teacher should then ask students to silently reflect for a minute on what they learned in the lesson. They should think about the answers to the reflective questions asked by the teacher and consider how they can apply what they learned.

   • Optional Sharing: After the minute of reflection, the teacher can invite students to briefly share their reflections with the class. This can help solidify learning and promote an open and collaborative learning environment.

At the end of this stage, students should have had the opportunity to reflect on what they learned, ask questions and clarify any doubts, and connect theory with practice. They should also be prepared to apply what they learned in future situations, both in the classroom and beyond.

Conclusion (5 - 7 minutes)

1. Content Summary (2 - 3 minutes): The teacher should start the Conclusion by recalling the main concepts covered during the lesson. This includes the nature of the different systems that allow human body movement, the interaction between these systems, and the importance of exercise for effective and healthy movement. The teacher can provide a brief summary, highlighting key points and clarifying any misunderstandings that may have arisen during the lesson.

2. Connection between Theory and Practice (1 - 2 minutes): Next, the teacher should explain how the lesson connected theory to practice. This can be done by referring to the practical activities carried out, such as building the "human body" and the "Create Your Exercise" activity, and how they helped illustrate and reinforce theoretical concepts. The teacher can also mention how group discussion allowed students to apply theory to practical situations and develop critical thinking and collaborative skills.

3. Additional Materials (1 - 2 minutes): The teacher should then suggest additional resources for students who wish to deepen their knowledge on the topic. This may include reference books, educational websites, online videos, interactive apps, and practical activities to do at home. For example, the teacher may recommend an online video demonstrating how the different body systems interact during movement, or an interactive app that allows students to explore human body anatomy in detail.

4. Topic Importance (1 minute): Finally, the teacher should summarize the importance of the topic presented for students' daily lives. It should be reinforced how the acquired knowledge can help them better understand their own body, make more informed decisions about their health, and improve their performance in physical activities. For example, the teacher may mention how understanding body movement is fundamental for sports practice, injury prevention, and rehabilitation after an injury.

At the end of this stage, students should have had the opportunity to consolidate their learning, reflect on what they learned, and prepare for future explorations of the topic. They should also be aware of the relevance of the topic to their lives and motivated to continue learning about it.