Objectives (5-7 minutes)

1. Understand the concept of environmental pollution: Students should be able to define environmental pollution and identify the main factors that contribute to air, water, and soil pollution.

2. Identify and classify types of pollution: Students should be able to recognize and categorize different types of pollution (such as chemical, noise, and thermal pollution) and understand the negative effects each can have on the environment and human health.

3. Understand the consequences of pollution on the environment and human health: Students should be able to describe the implications of pollution on our everyday lives, including the degradation of the environment, the loss of biodiversity, and the impacts on human health.

   Secondary Objectives:

   • Develop environmental awareness: Through the study of pollution, students should be encouraged to reflect on their role in preserving the environment and preventing pollution.

   • Foster research and critical thinking: Students should be encouraged to seek out more information on the topic, question, and analyze different sources of pollution and their consequences.

Introduction (10-12 minutes)

1. Review prior knowledge: The teacher should begin the lesson by reviewing basic concepts of ecology and the environment, such as the definition of an ecosystem, the importance of biodiversity, and the interaction between living organisms and their environment. This step is crucial for the understanding of the concepts that will be addressed in the class, since pollution is a human interference in the natural environment.

2. Problem situations: The teacher can present two problem situations to instigate students' thinking. The first one could be the description of a river that, over time, became more and more polluted, to the point that it is no longer possible to use its water for consumption or recreation. The second situation could involve the description of a city with high levels of air pollution, causing respiratory problems in its inhabitants. Both situations should lead students to think about the causes and consequences of pollution.

3. Contextualization: The teacher should explain the importance of studying environmental pollution, highlighting how pollution directly affects students' daily lives, from the quality of the air they breathe to the availability of drinking water. Additionally, the teacher can mention real-world examples of how pollution has impacted the planet, such as the increase in the greenhouse effect and climate change.

4. Introducing the topic: To arouse students' interest, the teacher can share some curiosities or interesting facts about pollution. For instance, they can mention that plastic is one of the main pollutants in the oceans or that air pollution is responsible for millions of premature deaths each year. Another curiosity that can be shared is the existence of "garbage islands" in the oceans, areas where the concentration of plastic debris is so high that they become practically impassable for marine life.

Development (20-25 minutes)

1. Theory: What is pollution and its types (7-8 minutes):

   1.1. Definition of environmental pollution: The teacher should start the explanation by stating that environmental pollution is the introduction of substances, energy, or noise into the environment that, in high enough levels, are harmful to living organisms and the environment as a whole.

   1.2. Types of pollution (air, water, soil, noise, and thermal): The teacher should then detail the main types of pollution, starting with air pollution, which involves the release of harmful substances into the atmosphere, usually as a result of the burning of fossil fuels.

   1.3. Causes and consequences of air pollution: The teacher should explain the main causes and consequences of air pollution, including the formation of acid rain, global warming, and the health problems associated with air pollution.

   1.4. Water and soil pollution: The teacher should then move on to water and soil pollution, describing how the release of chemicals and industrial waste can contaminate rivers, lakes, aquifers, and soil.

   1.5. Noise and thermal pollution: Finally, the teacher should address noise pollution, which is the presence of unwanted and harmful sounds, and thermal pollution, which is the increase in the temperature of a body of water due to human activity.

2. Group discussion: Causes and effects of pollution (10-12 minutes):

   2.1. Group division: The teacher should divide the class into groups of five students and distribute a type of pollution for each group to discuss.

   2.2. Research and discussion: Each group should research and discuss the main causes and consequences of the type of pollution assigned to it. They should be encouraged to use real-world examples and to think about how the pollution affects the daily lives of people and the environment.

   2.3. Presentation: After the discussion, each group should present their conclusions to the class. The teacher should facilitate the discussion, asking questions to deepen the students' understanding.

3. Practical activity: Simulation of pollution scenarios (8-10 minutes):

   3.1. Preparing the simulation: The teacher should prepare in advance small plastic boxes, representing different natural environments (such as a river, a lake, a field, a city). They should then "pollute" each environment with different materials, such as paper (representing air pollution), food coloring (representing water pollution), garbage (representing soil pollution), and small electronic devices that make noise (representing noise pollution).

   3.2. Running the simulation: Each group should receive a box and observe the effects of pollution on their environment. They should discuss the changes observed and how this would affect the living organisms that inhabit the environment.

   3.3. Discussion of the results: After the simulation, each group should share their observations and conclusions with the class. The teacher should facilitate the discussion, highlighting the main points and reinforcing the importance of pollution prevention.

This Development structure allows students to acquire a comprehensive understanding of the concept of pollution and its implications. Furthermore, the group discussion and the practical activity promote collaboration, critical thinking, and the practical application of the knowledge acquired.

Feedback (8-10 minutes)

1. Group discussion (3-4 minutes):

   1.1. Sharing conclusions: The teacher should promote a group discussion, where each group will share the main conclusions of their research and discussions. Each group should have a maximum of 3 minutes to present. During the presentations, the teacher should encourage the other students to ask questions and share their perspectives.

   1.2. Connections with theory: After all the presentations, the teacher should make a synthesis of the main ideas raised, highlighting how they connect to the theory presented at the beginning of the class. This helps to reinforce the concepts learned and to show students the importance of applying theoretical knowledge to practical situations.

2. Individual reflection (2-3 minutes):

   2.1. Moment of reflection: The teacher should then propose a moment of individual reflection, where students will have one minute to think silently on the answers to the following questions:

    2.1.1. What was the most important concept you learned today? 
   
    2.1.2. What questions still haven't been answered?
   

   2.2. Sharing reflections: After the minute of reflection, the teacher should ask some students to share their answers with the class. Students' answers can help the teacher assess the class's understanding of the topic and identify any gaps in knowledge that need to be addressed in future classes.

3. Feedback and conclusion (1-2 minutes):

   3.1. Requesting feedback: The teacher should then request feedback from the students about the class. This could include questions such as: "What did you think of today's class?" or "What would you like to see more of in future classes?" The students' feedback can be valuable for the teacher to adjust their teaching approach and improve future classes.

   3.2. Conclusion: Finally, the teacher should summarize the main points of the class, reinforce the importance of the topic, and encourage students to continue learning about the subject. The teacher can suggest additional reading materials, videos, or documentaries that students can explore in their free time.

This Feedback component is an essential part of the lesson plan, as it allows the teacher to assess students' understanding, bridge the gap between theory and practice, and encourage students to continue learning about the topic. Additionally, the students' feedback can help the teacher improve their future classes.

Conclusion (5-7 minutes)

1. Summary and recapitulation (2-3 minutes):

   1.1. Reviewing the main points: The teacher should start the Conclusion by summarizing the main points discussed during the class. This includes the definition of environmental pollution, the different types of pollution (air, water, soil, noise, and thermal), and their causes and consequences.

   1.2. Recalling the practical activity: Next, the teacher should recall the practical activity conducted, highlighting the main observations made by the groups and the importance of understanding how pollution affects different environments and the life within them.

   1.3. Reiterating the importance of the topic: Finally, the teacher should reiterate the importance of the topic, emphasizing how pollution directly affects students' daily lives and the need for everyone to do their part in preventing pollution.

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

   2.1. Connecting theory and practice: The teacher should explain how the class connected the theory, practice, and applications of the topic. For example, the group discussion and the practical activity allowed students to apply the theory of pollution to real-world scenarios and to understand the practical implications of the concept.

   2.2. Everyday applications: The teacher should highlight how the knowledge acquired in class can be applied in students' daily lives. For instance, students can now identify different sources of pollution in their environment and take measures to prevent them.

3. Extra materials (1-2 minutes):

   3.1. Indicating supplementary materials: The teacher should suggest some reading materials, videos, or documentaries that students can explore in their free time to deepen their understanding of pollution. For example, the teacher can indicate a documentary about ocean pollution or a recent news article about air pollution in their community.

4. Importance of the Subject (1 minute):

   4.1. Closing the class: The teacher should close the class by reinforcing the importance of the topic and encouraging students to continue learning about pollution and how they can contribute to its prevention. The teacher can finish with a quote or a surprising fact to capture students' attention and leave them curious to learn more about the subject.