Objectives (5 - 7 minutes)

1. Understand the concept of Ecological Pyramids: Students should acquire a basic understanding of what ecological pyramids are, how they are formed, and their importance for studying the relationships between living beings and the environment.

2. Identify the types of Ecological Pyramids (Number, Biomass, and Energy Pyramids): Students should be able to distinguish between the three types of ecological pyramids, recognizing the distinct characteristics of each one and understanding how they represent the structure and functioning of ecosystems.

3. Interpret Ecological Pyramids: Students should develop skills to interpret the data presented in an ecological pyramid, relating them to the concepts learned and making inferences about trophic relationships in an ecosystem.

Secondary Objectives:

• Stimulate curiosity and critical thinking: Through the study of ecological pyramids, students will be encouraged to question and reflect on the interdependence of living beings and the importance of ecosystem conservation.

• Promote active and collaborative learning: The lesson plan will include practical activities and group discussions, providing students with the opportunity to apply theoretical knowledge in a practical and interactive way.

• Develop research and presentation skills: Students will be encouraged to seek complementary information on the topic in order to deepen their understanding and prepare a presentation for the next class.

Introduction (10 - 15 minutes)

1. Review of Previous Content: The teacher should start the lesson by reviewing the basic concepts of ecology and trophic relationships, such as food chains and webs. This review is crucial for students to understand the complexity of the relationships between living beings in an ecosystem and, consequently, the formation of ecological pyramids.

2. Problem Situations:

   • The teacher can present the following situation: 'Imagine that in a lake we have 1000 plants, 100 fish, and 10 birds. If the plants are the base of the food chain, how can we numerically represent the trophic relationships between these living beings?'

   • Another possible problem situation: 'If the fish population were to decrease by half, what would happen to the other populations in this ecosystem?'

3. Contextualization:

   • The teacher can explain the importance of ecological pyramids in the study of ecology and ecosystem conservation. For example, how they help us understand the complexity of interactions between living beings and the environment and predict the consequences of changes in these ecosystems.

   • In addition, practical applications of this knowledge can be mentioned, such as in the management of natural resources and the conservation of biodiversity.

4. Engaging Students' Attention:

   • The teacher can start by sharing a curiosity, such as the fact that ecological pyramids were proposed by Charles Elton, one of the pioneers in the study of modern ecology, in the 1920s.

   • Another interesting curiosity is that ecological pyramids are not always pyramid-shaped. They can have inverted forms when biomass or energy decreases along the food chain, which may indicate an ecosystem in imbalance.

   • Finally, the teacher can present a practical application, such as the use of ecological pyramids in assessing the environmental impact of human activities, such as fishing, agriculture, and natural resource exploitation.

Development (20 - 25 minutes)

1. Activity 'Building Ecological Pyramids' (10 - 12 minutes):

   • Necessary materials: A3 paper sheets, colored pencils, ruler, scissors, glue, and cut-out images of living beings (plants, herbivores, carnivores, etc.).

   • Students, divided into groups of 4 to 5, will receive the materials and the task of building three ecological pyramids (number, biomass, and energy) for an ecosystem of their choice (forest, lake, desert, etc.).

   • Each pyramid should be drawn on an A3 paper sheet and assembled on a support so that it can stand. The living beings, represented by cut-out images, should be glued to the pyramid according to their trophic position.

   • The teacher should circulate around the room, guiding the students, clarifying doubts, and verifying if the pyramids are being built correctly.

   • At the end of the activity, each group will present their pyramids to the class, explaining how they arrived at that representation and what it represents in terms of trophic relationships and energy flow.

2. Activity 'Interpreting Ecological Pyramids' (10 - 12 minutes):

   • Necessary materials: Printed ecological pyramids (number, biomass, and energy) from different ecosystems.

   • Students, still in their groups, will receive different printed ecological pyramids. The task will be to interpret these pyramids, making notes on which species seem to be more abundant, which are the main energy consumers and producers, and whether the pyramid is pyramid-shaped or inverted.

   • The groups should discuss their observations and conclusions, and prepare a brief presentation to share with the class.

   • The teacher should circulate around the room, guiding the students, clarifying doubts, and encouraging discussion.

   • Each group will have 3 minutes to present their observations and conclusions. After all presentations, the teacher should summarize, highlighting the main points discussed and relating them to theoretical concepts.

3. Activity 'Debates on Ecological Pyramids' (5 - 8 minutes):

   • Necessary materials: List of debate questions (prepared in advance by the teacher), stopwatch.

   • The teacher will divide the class into two large groups and present a list of questions related to ecological pyramids (e.g., 'What would happen to the ecological pyramid if a species disappeared from the ecosystem?', 'Why are some ecological pyramids inverted?').

   • Each group will have a set time to discuss the question among themselves and prepare a response. After the set time, the groups will switch questions and repeat the process.

   • The teacher should monitor the discussions, clarify doubts, and ensure that all students are actively participating.

   • At the end of the activity, the teacher should summarize the main arguments presented by each group, highlighting the different perspectives and promoting respect and appreciation for diverse opinions.

Return (10 - 12 minutes)

1. Group Discussion (5 - 7 minutes):

   • The teacher should promote a group discussion, where each team will have the opportunity to share the solutions or conclusions found during the practical activities.

   • During the discussion, the teacher should encourage students to explain the reasoning behind their representations of ecological pyramids and justify their interpretations of the pyramid data they analyzed.

   • The teacher should also take this opportunity to clarify possible doubts and correct any misconceptions, ensuring that all students have understood the concepts properly.

   • It is important for the teacher to foster an environment of respect and appreciation for different opinions, encouraging the participation of all students and the collective construction of knowledge.

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

   • The teacher should then make the connection between the practical activities carried out and the theory presented at the beginning of the lesson, reinforcing the concepts of ecological pyramids, their characteristics, and the importance of their interpretation for understanding trophic relationships in an ecosystem.

   • For example, the teacher can highlight how the activity of building the pyramids allowed students to visualize concretely the trophic relationships and the flow of energy in ecosystems, while the activity of interpreting the pyramids developed the skill of data analysis and interpretation, so important for understanding science.

3. Final Reflection (3 - 5 minutes):

   • To conclude the lesson, the teacher should propose that students reflect individually on what they have learned.

   • The teacher can ask guiding questions, such as: 'What was the most important concept you learned today?', 'What questions have not been answered yet?', and 'How can you apply what you learned about ecological pyramids in your daily life?'

   • The teacher should give a minute for students to think about these questions, and then, if they feel that the class is comfortable to share, they can ask some volunteer students to express their reflections.

   • This reflection stage is important for students to consolidate what they have learned, identify possible difficulties or doubts, and realize the relevance of the content to their lives.

4. Teacher's Feedback (1 minute):

   • Finally, the teacher should give overall feedback on the lesson, highlighting the positive points and areas that need reinforcement.

   • The teacher should also reinforce the importance of continuous study and individual effort for successful learning.

   • The teacher can end the lesson with a motivating message, reminding students that ecology is a fascinating science and that understanding its concepts can contribute to the conservation of our planet.

Conclusion (8 - 10 minutes)

1. Summary and Recapitulation (3 - 4 minutes):

   • The teacher should start the Conclusion by summarizing the main points covered during the lesson. The concept of ecological pyramids, their characteristics, and the three types - number, biomass, and energy pyramids should be recalled.

   • The main conclusions obtained from the practical activities should also be highlighted, reinforcing the importance of correctly interpreting ecological pyramids for understanding trophic relationships in ecosystems.

2. Connection between Theory, Practice, and Applications (2 - 3 minutes):

   • The teacher should then explain how the lesson connected the theory of ecological pyramids with practice, through the activities of building and interpreting these structures.

   • The practical applications of the acquired knowledge should also be reinforced, such as in the management of natural resources, the assessment of the environmental impact of human activities, and the conservation of biodiversity.

3. Extra Materials (1 - 2 minutes):

   • The teacher should suggest extra materials for students to deepen their understanding of the topic. These materials may include books, articles, documentaries, and websites on ecology and ecological pyramids.

   • For example, the teacher can recommend the book 'Ecology: Individuals, Populations, and Communities' by Michael Begon, Colin R. Townsend, and John L. Harper, which presents in detail the concepts of population and community ecology, including the study of ecological pyramids.

4. Importance of the Subject (2 - 3 minutes):

   • Finally, the teacher should emphasize the importance of the subject for daily life. It should be reinforced how understanding ecological pyramids contributes to the comprehension of the complexity and interdependence of living beings in an ecosystem.

   • For example, the teacher can mention how the study of ecological pyramids can help us understand the consequences of human actions on biodiversity and ecosystems, and the importance of conserving and sustainably managing these resources.

   • The teacher can conclude the lesson by reinforcing the message that as future citizens and potential professionals in biological sciences, it is essential for students to understand and engage in the preservation of biodiversity and the conservation of ecosystems.