Objectives (5 - 7 minutes)

1. Understanding the different forms of reproduction in living beings:

   • Students should be able to describe the different types of reproduction, including asexual reproduction (budding, fragmentation, binary fission, sporulation) and sexual reproduction (gamete fusion, fertilization, and zygote formation).
   • They should be able to explain the advantages and disadvantages of each type of reproduction, considering the environment in which the organism lives.

2. Identifying types of reproduction in different living beings:

   • Students should be able to recognize and distinguish the different types of reproduction in real examples, both in the animal and plant kingdoms.
   • They should be able to relate the type of reproduction to the characteristics of the living being and the environment in which it lives.

3. Applying knowledge about reproduction in problem-solving analysis:

   • Students should be able to solve problems and answer questions related to reproduction, applying the acquired knowledge.
   • They should be able to predict the most likely type of reproduction for a particular organism based on its characteristics and the environment in which it lives.

Introduction (10 - 15 minutes)

1. Review of previous content:

   • The teacher should start the lesson by briefly reviewing the basic concepts of reproduction, such as the definition of reproduction, the importance of reproduction for species perpetuation, and the difference between asexual and sexual reproduction. This can be done through a quick oral review, interactive questions, or even a small written activity.
   • The teacher should also reinforce the importance of the environment in determining the type of reproduction, recalling examples of organisms that reproduce in different ways.

2. Contextualization:

   • The teacher should then present two problem-solving situations to stimulate students' critical thinking. For example:
     • "Why do you think some plants can spread so quickly in a garden, while others take longer to multiply?"
     • "Why do most animals living in very different environments, such as deserts and oceans, reproduce in different ways? How does this help them survive in these environments?"
   • The teacher should encourage students to think about these questions, reminding them that they will be able to answer them at the end of the lesson.

3. Capturing students' attention:

   • The teacher should then introduce the lesson topic in an interesting and relevant way. For example, they can talk about how the ability to reproduce in different ways has allowed living beings to evolve into an incredible variety of shapes and sizes.
   • Another way to capture students' attention is by sharing curiosities about reproduction in the animal kingdom. For example, the teacher can mention that some lizard species can reproduce without a partner, in a process called parthenogenesis. Or that there are plants that can reproduce without having to produce flowers and seeds, such as ferns, which reproduce through spores.
   • The teacher can also talk about how humans, despite being mammals, have some reproductive characteristics that are more similar to other groups of animals, such as reptiles (for example, the presence of an egg, although internal, instead of giving birth to a live offspring).

Development (20 - 25 minutes)

1. Theory Presentation (10 - 12 minutes):

   • The teacher should start the theory presentation by explaining in detail each type of reproduction, starting with asexual reproduction. They should describe the different methods of asexual reproduction, such as budding, fragmentation, binary fission, and sporulation, and provide real examples of organisms that reproduce in each way.
   • Next, the teacher should move on to sexual reproduction, explaining what gamete fusion, fertilization, and zygote formation are. Again, real examples of organisms that reproduce sexually should be presented.
   • The teacher should then compare the two types of reproduction, highlighting the main differences and similarities between them. For example, they can discuss how asexual reproduction generates offspring genetically identical to the parent organism, while sexual reproduction leads to genetic variability.
   • The teacher should also emphasize the importance of the environment in determining the type of reproduction, recalling the examples of problem-solving situations presented in the Introduction.

2. Group Discussion (5 - 7 minutes):

   • After the theory presentation, the teacher should organize students into small discussion groups. Each group should discuss and write down their answers to the following questions:
     1. What are the advantages and disadvantages of asexual and sexual reproduction for species survival?
     2. How can the type of reproduction influence the evolution of a species?
     3. What type of reproduction do you think would be more common in organisms living in different environments (for example, a terrestrial environment versus an aquatic environment)? Why?
   • The teacher should circulate around the room, monitoring the discussions and providing guidance as needed. After the designated time, each group should share their answers with the class.

3. Practical Activity (5 - 6 minutes):

   • To consolidate the acquired knowledge, the teacher should propose a practical activity. For example, students can receive cards with images of different organisms and have to identify the type of reproduction of each one.
   • Additionally, the teacher can suggest that students create short stories or scenarios to describe situations in which a certain type of reproduction would be more advantageous. For example, "Imagine you are a plant living in a desert. How could asexual reproduction be advantageous for you?"
   • The teacher should encourage students to use creativity and imagination in this activity, reminding them that the goal is to apply the acquired knowledge and not necessarily to give the "right" answer.
   • At the end of the activity, the teacher should review the answers with the class, clarify any doubts, and reinforce key concepts.

Return (8 - 10 minutes)

1. Group Discussion (3 - 4 minutes):

   • The teacher should resume the group discussion, giving each group the opportunity to share their answers to the questions proposed in the practical activity.
   • Each group should present their conclusions, explaining the reasoning behind their answers and how they relate to the reproduction concept discussed in the lesson.
   • The teacher should facilitate the discussion by asking additional questions to deepen students' understanding and ensure that everyone is involved in the activity.

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

   • After all presentations, the teacher should summarize the ideas presented by the groups, connecting them with the theory presented at the beginning of the lesson.
   • The teacher should highlight how students' answers demonstrated an understanding of the different types of reproduction and how they relate to the characteristics of organisms and the environment.
   • The teacher can also take this opportunity to clarify any misunderstandings or misconceptions that may have arisen during the discussion.

3. Individual Reflection (2 - 3 minutes):

   • To conclude the lesson, the teacher should propose that students reflect individually on what they have learned.
   • The teacher can ask questions such as:
     1. "What was the most important concept you learned today?"
     2. "What questions have not been answered yet?"
   • The teacher should give students a minute to think about their answers and then open the discussion to those who want to share their reflections.
   • The teacher should encourage students to be honest in their answers and to express any doubts or difficulties they may have.
   • The teacher should remind students that learning is a continuous process and that it is normal to have questions or not fully understand a concept the first time it is presented.

4. Feedback (1 minute):

   • To assess the effectiveness of the lesson, the teacher can ask students for quick feedback, inquiring about what they thought of the lesson, if they understood the content, and if they feel they were able to achieve the learning objectives.
   • The teacher should remind students that their feedback is important and will help improve future lessons.

Conclusion (5 - 7 minutes)

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

   • The teacher should start the Conclusion by recalling the main points covered during the lesson. This includes the definition of reproduction, the difference between asexual and sexual reproduction, the different methods of asexual reproduction (budding, fragmentation, binary fission, sporulation), gamete fusion, fertilization, and zygote formation in sexual reproduction.
   • The teacher should also recap the advantages and disadvantages of each type of reproduction, and how the environment influences the choice of reproduction type.

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

   • The teacher should explain how the lesson connected theory with practice. They should reinforce how group discussion and practical activity allowed students to apply theoretical knowledge about reproduction in the analysis of problem-solving situations.
   • The teacher should also highlight how the use of real examples of organisms and real-world situations helped make the content more concrete and easy to understand.

3. Additional Materials (1 - 2 minutes):

   • The teacher should suggest some additional study materials for students who wish to deepen their understanding of the topic. This may include additional readings, biology videos, biology websites, or interactive online activities about reproduction.
   • The teacher can also recommend some reinforcement exercises for students to practice at home in order to solidify what was learned in the lesson.

4. Subject Importance (1 minute):

   • Finally, the teacher should emphasize the importance of the subject for students' daily lives. They can explain how knowledge about the different types of reproduction can help better understand the natural world and the diversity of life on Earth.
   • The teacher can also mention how understanding reproduction can be useful in other areas, such as agriculture (for example, in the cultivation of hybrid plants) or in medicine (for example, in understanding how genetic diseases are transmitted).