Objectives (5 - 7 minutes)

1. Understanding the concept of Ecology: The teacher must ensure that students understand what Ecology is and what its scope is. This includes understanding how Ecology studies the interactions between organisms and their physical and biological environment.

2. Identification of environmental components: Students should be able to identify the different components of an ecosystem, including organisms, communities, populations, habitats, and ecological niches.

3. Understanding ecological relationships: Students should be able to describe and understand the different types of ecological relationships, such as competition, predation, mutualism, commensalism, and amensalism.

• Secondary objectives:

  • Encouragement of research and discussion: The teacher should encourage students to research more about the topic and discuss their findings with the class. This will help deepen students' understanding of the subject.

  • Development of critical thinking skills: The teacher should encourage students to think critically about ecological relationships and how they affect organisms and the environment. This will help develop critical thinking and problem-solving skills in students.

Introduction (10 - 15 minutes)

1. Review of previous content: The teacher starts the lesson by reviewing basic Biology concepts that are fundamental for understanding the lesson's topic, such as the definition of ecosystem, biome, species, population, community, and habitat. This can be done through direct questions to students or through a brief quiz to assess the class's prior knowledge.

2. Presentation of problem situations: The teacher then presents two problem situations that will spark students' interest in the subject:

   • Situation 1: "Imagine that in a forest there are various types of trees, shrubs, plants, animals, and insects. How do you think all these living beings interact with each other and with the environment around them?"

   • Situation 2: "Have you ever noticed that in a garden or backyard, even if we take care of the plants, insects always appear, such as ants, butterflies, and bees? Why does this happen and what is the role of these insects in that environment?"

3. Contextualization of the subject's importance: After presenting the situations, the teacher contextualizes the importance of studying Ecology, showing how understanding the interactions between living beings and the environment is essential for biodiversity conservation, understanding climate change, and predicting and controlling diseases, among other aspects.

4. Introduction of the topic in an engaging way: To spark students' interest, the teacher can present curiosities and interesting facts about Ecology, such as:

   • Curiosity 1: "Did you know that the word 'Ecology' comes from the Greek 'oikos', which means 'house' or 'environment', and 'logos', which means 'study'? In other words, Ecology is the study of the 'house' or 'environment' of living beings."

   • Curiosity 2: "Did you know that some plants have the ability to 'eat' insects? That's right, they are carnivorous plants! They can capture and digest small insects to obtain nutrients that are scarce in the environment where they live."

After the Introduction, students should be prepared for the Development of the lesson content, with a clear view of the importance and applications of Ecology.

Development (20 - 25 minutes)

1. Ecosystem Classification Activity (10 - 12 minutes):

   • The teacher divides the class into groups of 4 to 5 students and provides each group with a list of different ecosystems, such as tropical forest, desert, tundra, open sea, etc.
   • The students must then classify the ecosystems according to the characteristics they believe define them and the interactions they believe occur in these ecosystems.
   • After the activity's conclusion, each group must present their classification to the class, explaining the reasoning behind their choices.
   • The teacher should guide the discussion, clarifying concepts and correcting possible misconceptions.

2. Ecological Relationships Game Activity (10 - 12 minutes):

   • Using cards prepared in advance, the teacher promotes a game of ecological relationships. Each card represents an organism and contains information about its ecological characteristics, such as the type of food it consumes, the type of habitat it occupies, and the interactions it has with other organisms.
   • Each group receives a set of cards and must organize the organisms in a food web, representing the ecological relationships present.
   • The teacher circulates among the groups, assisting and clarifying doubts.
   • After the game's conclusion, the teacher leads a classroom discussion, highlighting the main characteristics of the ecological relationships represented and the interactions between the organisms.

3. Debate Activity on Environmental Impacts (5 - 7 minutes):

   • The teacher presents a contemporary environmental problem, such as deforestation of a forest area for road construction.
   • Each group must debate the possible consequences of this environmental impact, considering the concepts of ecosystem, biodiversity, and ecological relationships.
   • After the debate, each group presents its conclusions to the class, and the teacher leads a general discussion, highlighting the main points raised and the connections with the lesson's content.

These activities are designed to promote students' understanding of Ecology concepts and ecological relationships, as well as to develop their critical thinking and group work skills. Additionally, by addressing real environmental problems, students are encouraged to reflect on the importance of studying Ecology for environmental conservation.

Return (8 - 10 minutes)

1. Group Discussion (3 - 4 minutes):

   • The teacher should facilitate a group discussion with all students to share each team's solutions or conclusions. This will allow students to learn from different perspectives and approaches from their peers.
   • During the discussion, the teacher should ask targeted questions to ensure that the concepts learned during the activities are correctly applied. For example: "How did you classify ecosystem X and why?" or "What were the main ecological relationships you identified in the food web you created?"
   • The teacher can also ask students to relate their conclusions to the theory presented in the lesson. This will help reinforce the concepts learned and connect theory with practice.

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

   • After the discussion, the teacher should summarize the main ideas discussed, highlighting the concepts and ecological relationships that were applied during the activities.
   • For example, the teacher can revisit the ecosystem classifications made by the groups and explain how the characteristics they used to classify the ecosystems reflect the ecological interactions that occur in those environments.
   • The teacher can also highlight the main ecological relationships identified in the food webs created by the groups and explain how these relationships affect the structure and dynamics of ecosystems.

3. Individual Reflection (3 - 4 minutes):

   • To conclude the lesson, the teacher should propose that students reflect individually on what they have learned. This can be done through guiding questions, such as: "What was the most important concept you learned today?" and "What questions have not been answered yet?"
   • The teacher should give a minute for students to think about the questions and then ask for some volunteers to share their answers with the class. This will allow the teacher to assess students' understanding and identify possible gaps in learning that need to be addressed in future lessons.
   • At the end of the reflection, the teacher should reinforce the importance of studying Ecology for understanding and conserving biodiversity and for preventing and controlling diseases. Additionally, the teacher should encourage students to continue exploring the topic and seek answers to unanswered questions.

This Return moment is essential to consolidate students' learning, evaluate the effectiveness of the teaching strategies used, and plan the next steps in the teaching-learning process.

Conclusion (5 - 7 minutes)

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

   • The teacher should summarize the main points covered during the lesson, reinforcing the concepts of Ecology, environmental components, and ecological relationships.
   • For example, the teacher can recap the ecosystem classifications made by the groups, highlight the main ecological relationships identified in the food webs, and recall the conclusions of the debate on environmental impacts.
   • The teacher should also reinforce the importance of studying Ecology for understanding and conserving biodiversity and for preventing and controlling diseases.

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

   • The teacher should highlight how the practical activities carried out during the lesson allowed students to apply the theoretical concepts of Ecology and understand how ecological interactions affect organisms and the environment.
   • For example, the teacher can mention the ecosystem classifications and the food webs created by the groups as concrete examples of how theoretical concepts can be applied in practice.
   • The teacher should also emphasize that the ability to apply theory in practice is essential for the study of Biology and other sciences.

3. Additional Materials (1 - 2 minutes):

   • The teacher should suggest additional study materials for students who wish to deepen their knowledge on the topic.
   • These materials may include Ecology books, websites of research institutions and environmental conservation, nature documentaries, among others.
   • For example, the teacher can suggest that students watch a documentary about a specific ecosystem and reflect on the ecological relationships observed.

4. Relevance of the Subject to Daily Life (1 minute):

   • To conclude, the teacher should reinforce the importance of studying Ecology for students' daily lives.
   • For example, the teacher can explain how understanding ecological interactions can help predict and control diseases, understand climate change, and conserve biodiversity.
   • The teacher should also encourage students to apply what they have learned in the lesson to their daily lives, for example, by observing and reflecting on the interactions between living beings in their local environments.