Objectives (5 - 7 minutes)

1. Understanding the Digestive System of Animals: Students should be able to understand the general concept of the digestive system of animals, focusing on its main functions and the relationship of these functions with animal nutrition and health.

2. Differentiation between the Digestive System of Different Animal Groups: Students should be able to identify and explain the differences between the digestive systems of different animal groups, such as vertebrates and invertebrates, herbivores and carnivores, etc.

3. Connection of the Digestive System with the Animal's Food and Environment: Students should be able to understand how an animal's digestive system is related to the type of food it consumes and the environment in which it lives.

   Secondary Objectives:

   • Stimulation of Critical Thinking: Students should be encouraged to think critically about how the characteristics of an animal's digestive system affect its life and its role in the ecosystem.

   • Promotion of Teamwork: Through group activities, students should be encouraged to collaborate with each other to achieve the learning objectives.

Introduction (10 - 15 minutes)

1. Review of Previous Content: The teacher should start the lesson by recalling and briefly reviewing concepts related to cells, tissues, and organs. This is essential for students to understand the structure and function of the digestive system. Additionally, it is important to reinforce prior knowledge about nutrition and the importance of food in the body.

2. Problem-Based Situations:

   • Problem 1: The teacher can propose the following situation: "Imagine you are a marine biologist studying the feeding habits of whales. Why is it important to understand the digestive system of these marine mammals for species conservation and ecosystem preservation?".

   • Problem 2: Next, the teacher can present another situation: "Now, imagine you are a veterinarian at a zoo and you have to take care of a lion. How does the lion's digestive system, a carnivore, differ from a human's digestive system, an omnivore? How does this affect the lion's diet and health?".

   These problem-based situations serve to spark students' interest in the lesson's topic and to prompt them to think about the importance of the digestive system in different contexts.

3. Contextualization and Importance of the Subject: The teacher should explain to students that the study of the digestive system is essential to understand how animals obtain the necessary nutrients for their survival and how these nutrients are processed in the body. This has significant implications for animal health, ecology, and food production.

4. Gaining Attention:

   • Curiosity 1: The teacher can inform students that, for example, a cow's digestive system is capable of digesting cellulose, a component of plants that is not digested by the human digestive system. This is possible due to the presence of special bacteria in the cow's digestive system.

   • Curiosity 2: The teacher can mention that some snake species are able to swallow prey whole, thanks to their flexible jaws and highly efficient digestive system. Then, the teacher can ask the students: "How do you think the snake digests the whole prey?".

   These curiosities aim to arouse students' curiosity and attention to the lesson's topic.

Development (20 - 25 minutes)

1. Activity 'Creation of an Animal' (10 - 15 minutes):

   • Step 1: The teacher should divide the class into groups of five. Each group will receive a large sheet of paper, pens, and colored pencils.

   • Step 2: The teacher should explain the activity: "You are biologists who have discovered a new animal species. Your task is to create a drawing of this animal and then outline its digestive system".

   • Step 3: Each group should start drawing the animal, taking into account its external appearance, diet, and habitat. The teacher should move around the room, providing guidance and clarifying doubts.

   • Step 4: After finishing the drawing of the animal, each group should draw its digestive system, indicating the main parts and briefly explaining how these parts function.

   • Step 5: Finally, each group should present its animal and its digestive system to the class, explaining the choices they made and how the animal's digestive system is adapted to its diet and habitat.

   This playful activity allows students to apply and deepen their knowledge about the digestive system of animals, while developing teamwork, communication, and critical thinking skills.

2. Activity 'Digestion Simulation' (10 - 15 minutes):

   • Step 1: The teacher should prepare different 'foods' for the simulation in advance, such as cookies, bread, gelatin, fruit juice, among others. Each 'food' should be placed in a transparent plastic bag and properly labeled.

   • Step 2: The teacher should explain the activity: "You will simulate the digestion process of different foods. Each group will receive a 'food' and will have to 'digest' it using materials available in the laboratory".

   • Step 3: Each group should receive a 'food' and a list of materials they can use in the simulation (e.g., water, scissors, coffee filter, etc.). The teacher should move around the room, providing guidance and clarifying doubts.

   • Step 4: Students should start the simulation by cutting the 'food' into small pieces (representing chewing), adding water (representing salivation), and filtering the resulting mixture (representing nutrient absorption).

   • Step 5: Then, students should observe and record the changes that occur in the 'food' during the simulation, comparing it with what they know about the digestion process.

   • Step 6: Finally, each group should present their results to the class, explaining how the 'food' was 'digested' and relating the simulation to the digestive system of animals.

   This practical and visual activity allows students to better understand the digestion process and the importance of the digestive system in obtaining nutrients from food.

Return (8 - 10 minutes)

1. Group Discussion (3 - 5 minutes):

   • Step 1: The teacher should facilitate a group discussion, where each team will share their conclusions and findings about the digestive system of animals.

   • Step 2: Presentations should be brief, with each group having a maximum of 3 minutes to share their ideas. The teacher should ensure that all groups have the opportunity to speak and that time is respected.

   • Step 3: During the presentations, the teacher should ask questions to encourage reflection and deepen students' understanding. Examples of questions could be: "Why did you choose this type of food for your animal and how does it affect its digestive system?" or "What are the main similarities and differences you found between the digestive system of your animal and the human digestive system?".

   • Step 4: The teacher should moderate the discussion, ensuring that all points are considered and that the discussion remains focused and productive.

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

   • Step 1: After the presentations, the teacher should provide a brief summary of the main ideas and concepts discussed, emphasizing the connection with the theory presented at the beginning of the lesson.

   • Step 2: The teacher should reinforce the importance of understanding the digestive system of animals, highlighting how this knowledge can be applied in different contexts, such as species conservation, veterinary medicine, food production, among others.

3. Individual Reflection (2 - 3 minutes):

   • Step 1: The teacher should suggest that students reflect individually on what they learned in the lesson. To do this, the teacher can ask questions like: "What was the most important concept you learned today?" and "What questions have not been answered yet?".

   • Step 2: Students should have a minute to think about the questions. Then, they can share their answers with the class, if they wish. The teacher should value all answers, promoting an environment of respect and appreciation for different perspectives.

   • Step 3: The teacher should take note of the main reflections from students, which can serve as a starting point for the next lesson or for further study of the digestive system in future activities.

This Return is essential for the teacher to assess students' learning, clarify remaining doubts, and promote reflection on the learning process. Additionally, it promotes the consolidation of acquired knowledge and the connection between theory and practice.

Conclusion (5 - 7 minutes)

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

   • Step 1: The teacher should provide a brief summary of the main points covered in the lesson, recalling the structure and function of the digestive system of animals, the differences between the digestive systems of different animal groups, and the relationship between the digestive system, food, and the animal's environment.

   • Step 2: The teacher should reinforce the most important concepts, such as the importance of the digestive system in obtaining nutrients from food, and the diversity and complexity of animal digestive systems.

   • Step 3: The teacher should also highlight the skills and competencies developed during the lesson, such as critical thinking, teamwork, and the ability to apply theoretical knowledge in practical situations.

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

   • Step 1: The teacher should explain how the lesson connected theory, practice, and applications. For example, the teacher can mention how the 'Creation of an Animal' activity allowed students to apply their theoretical knowledge about the digestive system in a practical and playful context.

   • Step 2: The teacher should also emphasize the relevance of the lesson's topic in different contexts, such as species conservation, veterinary medicine, food production, among others.

3. Extra Materials (1 - 2 minutes):

   • Step 1: The teacher should suggest extra materials for students who wish to deepen their knowledge about the digestive system of animals. These materials may include books, articles, videos, websites, among others.

   • Step 2: For instance, the teacher can recommend a documentary about the feeding and digestive system of different animals, or an interactive website that allows students to explore the digestive system of an animal of their choice.

4. Importance of the Subject in Daily Life (1 minute):

   • Step 1: Finally, the teacher should emphasize the importance of the lesson's topic in daily life. For example, the teacher can mention how knowledge about the digestive system can help people make healthy food choices, better understand digestion-related health issues, or contribute to species conservation.

   • Step 2: The teacher should encourage students to continue exploring the topic outside the classroom, and to apply what they have learned in their lives and future careers.