Objectives (5 - 10 minutes)

1. Understanding the Plant Kingdom: Students should be able to understand the concept of the Plant Kingdom, understanding that it is one of the five main kingdoms of biological classification, and that this kingdom is made up of multicellular and autotrophic organisms, that is, they produce their own food through photosynthesis.
2. Identification of Plant Characteristics: Students should be able to identify the general characteristics of plants, such as the presence of eukaryotic cells, the capacity for photosynthesis, sexual reproduction, and the presence of cellulose cell walls.
3. Differentiation of Types of Plants: Students should be able to differentiate the main types of plants, such as bryophytes, pteridophytes, gymnosperms, and angiosperms, based on their distinct characteristics. They should understand, for example, that bryophytes are non-vascular plants and that angiosperms are the plants that produce flowers and fruits.

Secondary Objectives:

• Application of Knowledge: Students should be able to apply the knowledge acquired about the Plant Kingdom and its characteristics to identify plants in their environment, or from images and descriptions.

• Stimulation of Critical Thinking: Throughout the class, students should be encouraged to question and think critically about the characteristics and classifications of plants, in order to develop scientific thinking skills.

• Development of Research Skills: Students should be guided to seek additional information about the Plant Kingdom and its subdivisions, using reliable sources and respecting copyright laws. This will contribute to the development of research and critical reading skills.

Introduction (10 - 15 minutes)

1. Review of Previous Content: The teacher begins the class by reminding students about the Kingdoms of Life, emphasizing the Plant Kingdom. They can ask questions to check students' prior understanding, such as "What are the defining characteristics of an organism in the Plant Kingdom?" or "What are the main differences between plants and other organisms in the Animal Kingdom, for example?". This review is essential to prepare the ground for the new content that will be addressed.

2. Problem Situation: The teacher presents two problem situations to awaken students' interest. The first situation could be the following: "Imagine that you are a scientist on an expedition to an unknown island. There, you find organisms that seem to be plants, but that do not look like the plants that you know. How would you classify them?" The second situation could be: "Have you ever stopped to think why plants are green? And if there were plants of other colors, what would they look like?" These problem situations aim to stimulate students' curiosity and prepare them for the new content.

3. Contextualization: The teacher explains the importance of studying the Plant Kingdom, highlighting that plants are the basis of most food chains, produce the oxygen we breathe and play a crucial role in regulating the climate. In addition, knowledge about plants is essential for various areas, such as agriculture, medicine, and environmental conservation.

4. Capturing Attention: To awaken students' interest, the teacher can share some curiosities about plants. For example, they can mention that the oldest plant in the world, a type of green algae, has existed for about 1.6 billion years. Another interesting fact is that, of the more than 300,000 known plant species, almost 90% are angiosperms, most of which are flowering plants. The teacher can also show images of unusual plants, such as Rafflesia arnoldii, which produces the largest flowers in the world, or Welwitschia mirabilis, which has a unique appearance and can live for up to 2,000 years.

Development (20 - 25 minutes)

1. Activity "Classification Challenge" (10 - 12 minutes)

   • Description: The teacher divides the class into groups of four or five students and provides each group with a selection of images and descriptions of different plant species, including representatives of bryophytes, pteridophytes, gymnosperms, and angiosperms. The challenge is to correctly classify each image or description according to the type of plant.

   • Step by step: The teacher guides students to discuss in their groups, analyze the characteristics presented in each image and description, and classify them. Then, each group should present their classifications, justifying their choices based on the characteristics of the plants. The teacher corrects together with the class, clarifying doubts and reinforcing key concepts.

   • Objectives: This activity aims to allow students to apply the theoretical knowledge acquired to classify different plant species. In addition, it promotes cooperation and discussion among students, as well as the development of critical thinking.

2. Activity "Creating an Ideal Plant" (10 - 13 minutes)

   • Description: In this activity, students, still in their groups, are challenged to create an ideal plant to live in a certain environment. Each group receives a large sheet of paper, color pens, and a list of different environments, such as a desert, a rain forest, a lake, etc.

   • Step by step: The teacher guides students to draw their ideal plant, considering the characteristics that would make it well adapted to the chosen environment. Students should justify their choices, explaining how each characteristic would help the plant survive and thrive.

   • Objectives: This activity aims to allow students to apply their knowledge about plant characteristics and biological adaptation in a creative way. In addition, it stimulates discussion and argumentation among students, as well as critical thinking and problem solving.

3. Activity "Debates about Plants" (5 - 7 minutes)

   • Description: The teacher proposes a classroom debate on a plant-related topic, such as the importance of plants for life on Earth, the need for plant conservation, or the use of plants in medicine. Students are divided into two groups, one in favor and one against a predetermined position.

   • Step by step: The teacher assigns each group time to prepare their arguments. Then, the groups present their arguments, with each group member contributing to the discussion. The teacher acts as a moderator, ensuring that the discussion is respectful and productive.

   • Objectives: This activity aims to promote critical thinking and argumentation, as well as active listening and responsiveness skills. In addition, it helps students develop a deeper and more contextualized understanding of the topic of plants.

Feedback (10 - 15 minutes)

1. Group Discussion (5 - 7 minutes)

   • Description: The teacher gathers all the students and initiates a group discussion, where each group shares their solutions or conclusions from the activities carried out. The teacher must ensure that all groups have the opportunity to present and that the discussion is respectful and constructive.

   • Step by step: The teacher invites a representative from each group to share the solution or conclusion of their activity. During the presentations, other students are encouraged to ask questions or make comments. After each presentation, the teacher can ask additional questions to deepen the discussion.

   • Objectives: This group discussion allows students to learn from each other, sharing different perspectives and approaches to the activities. In addition, it allows the teacher to assess students' understanding and identify any knowledge gaps that need to be addressed.

2. Connection with Theory (3 - 5 minutes)

   • Description: The teacher makes the connection between the activities carried out and the theoretical concepts presented at the beginning of the class. They highlight how the characteristics of plants were applied in the activities and how plant classification was used to solve problems.

   • Step by step: The teacher briefly reviews the main concepts presented at the beginning of the class and highlights how they were applied in the activities. They can, for example, ask students how they used the presence of conducting vessels to classify plants, or how they considered photosynthesis when creating their ideal plants.

   • Objectives: This step helps to reinforce theoretical concepts, demonstrating to students how they apply in practice. In addition, it allows students to make connections between different aspects of the content, which can facilitate learning and retention of information.

3. Individual Reflection (2 - 3 minutes)

   • Description: The teacher proposes that students reflect individually on what they learned in class. They ask targeted questions to guide students' reflection.

   • Step by step: The teacher proposes questions such as: "What was the most important concept you learned today?" and "What questions have not yet been answered?" Students have a minute to think about their answers.

   • Objectives: This step allows students to consolidate their learning, identify any doubts or areas of confusion and reflect on the importance of what they have learned. Students' responses also provide valuable feedback to the teacher about the effectiveness of the lesson and students' learning needs.

Conclusion (5 - 7 minutes)

1. Content Summary (2 - 3 minutes)

   • The teacher summarizes the main points covered during the class, reinforcing the definition of the Plant Kingdom, its general characteristics, and the differentiation between the main types of plants.
   • They can do a quick review of the activities carried out, highlighting the main conclusions or solutions found by the students and how they relate to the theoretical concepts.
   • It is important that the teacher be attentive to any misconceptions or misunderstandings that may arise during the summary, so that they can correct them and clarify any remaining doubts.

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

   • The teacher emphasizes how the class connected the theory about plants with the practice of the activities carried out.
   • They can highlight how plant classification and understanding of their characteristics help in identifying and studying different species of plants.
   • In addition, the teacher can mention how knowledge about plants has practical applications in various areas, such as agriculture, medicine, and environmental conservation.

3. Extra Materials (1 minute)

   • The teacher suggests some extra study materials for students who wish to deepen their knowledge of the Plant Kingdom. These may include biology books, trusted websites, educational videos, and documentaries.
   • They can also suggest some practical activities that students can do at home or in their local environment, such as identifying different plant species, observing the process of photosynthesis, or creating a small garden of different plants.

4. Importance of the Subject (1 - 2 minutes)

   • Finally, the teacher emphasizes the importance of studying plants for students' everyday lives. They can mention, for example, how plants provide the oxygen we breathe, produce the food we consume, and play a crucial role in regulating the climate.
   • The teacher can also highlight how knowledge about plants can be useful for students in their future lives, whether to deepen their understanding of nature and the environment, or to engage in careers related to biology, agriculture, medicine, or environmental conservation.