Objectives (5 - 10 minutes)

1. Understand the structure and function of proteins: Students should be able to describe the structural characteristics of proteins, including the amino acid sequence and the formation of peptide bonds. Additionally, they should understand how a protein's structure determines its function.

2. Identify the importance of proteins in everyday life: Students should be able to recognize the presence of proteins in their daily lives, from nutrition to their use in everyday products such as detergents and fabrics.

3. Recognize the processes of protein synthesis and degradation: Students should understand how proteins are produced and degraded in living organisms. This includes understanding the processes of transcription and translation, as well as the importance of proteases in protein breakdown.

Secondary Objectives

1. Establish connections between the structure and function of proteins: Students should be able to make inferences about a protein's function based on its structure. For example, they should understand how an enzyme's structure determines its catalytic activity.

2. Develop critical thinking and problem-solving skills: Through the study of proteins, students will have the opportunity to develop their critical thinking skills by analyzing data and making inferences. Additionally, they will be challenged to solve problems related to the structure and function of proteins.

3. Promote an appreciation for the complexity and importance of biochemistry: By understanding the biochemistry of proteins, students will gain a deeper appreciation for the complexity and importance of biochemical science, both in everyday life and in medicine and biotechnology.

Introduction (10 - 15 minutes)

1. Review of Previous Content: The teacher should start the lesson by briefly reviewing the concepts of nucleic acids and amino acids, as they are the basis for understanding proteins. This can be done through targeted questions to students, encouraging them to recall and apply what they have learned previously.

2. Problem-Solving Scenarios: After the review, the teacher can present two problem-solving scenarios to engage students. The first scenario could be: 'Why can't most people digest lactose in adulthood?' The second could be: 'How can a small change in the amino acid sequence cause serious diseases like cystic fibrosis?' These questions will serve as a starting point for the discussion on the importance of proteins and their structure in everyday life and health.

3. Contextualization: The teacher should then contextualize the importance of proteins, explaining that they are the main actors in most biological processes. Examples of proteins found in food (such as milk casein), medications (such as insulin), and everyday products (such as detergents) can be mentioned. Additionally, the teacher can highlight the importance of proteins in medicine, explaining that many diseases are caused by mutations in proteins.

4. Introduction to the Topic: Finally, the teacher should introduce the topic of the lesson - the biochemistry of proteins. This can be done by sharing a curiosity, such as the fact that all proteins in our body are made from only 20 types of amino acids. Another interesting fact is that the order of amino acids in a protein chain is determined by our DNA. This latter fact can serve as a bridge to explain the processes of transcription and translation, which will be covered in the lesson.

Development (20 - 25 minutes)

1. Activity 'Building a Protein' (10 - 12 minutes):

   • For this activity, the teacher should prepare colored cards representing different amino acids (with the amino acid name, three-letter abbreviation, and one-letter abbreviation), as well as cards representing peptide bonds.

   • Students, divided into groups of 4 or 5, will receive a set of amino acid cards and peptide bond cards. They should work together to assemble a chain of amino acids, connecting them with peptide bonds.

   • The teacher should circulate around the room, observing the groups' work and clarifying doubts.

   • After the completion of the protein assembly, the teacher should ask a representative from each group to present their protein to the class, explaining which amino acids were used and how they are connected.

2. Activity 'DNA, RNA, and Proteins Game' (10 - 12 minutes):

   • For this activity, the teacher should prepare colored cards representing DNA bases (adenine, thymine, cytosine, and guanine), RNA bases (adenine, uracil, cytosine, and guanine), and amino acids.

   • Students, still divided into groups, will receive a set of cards and will be challenged to 'translate' the sequence of DNA or RNA bases into a sequence of amino acids, following the rules of transcription and translation.

   • The teacher should guide the students to use the cards as a guide and to work together to solve the challenge.

   • After completing the activity, the teacher should ask a representative from each group to present the amino acid sequence they obtained and the corresponding protein.

3. Activity 'Proteins in Everyday Life' (5 - 8 minutes):

   • For this activity, the teacher should prepare a list of everyday products that contain proteins (such as milk, meat, eggs, detergents, shampoos, etc.).

   • Students, still divided into groups, will receive the list and will be challenged to find information about the proteins present in these products, such as the protein's function, amino acid sequence, and three-dimensional structure.

   • The teacher should guide the students to use their smartphones or tablets to research the necessary information.

   • After completing the activity, the teacher should ask a representative from each group to share the information they found with the class.

Feedback (10 - 15 minutes)

1. Group Discussion (5 - 7 minutes):

   • After completing the activities, the teacher should gather all students for a group discussion. Each group will have up to 3 minutes to share their findings and conclusions from the activities.

   • During the discussion, the teacher should encourage students to explain their answers, justifying based on the biochemistry concepts discussed in the lesson.

   • The teacher should moderate the discussion, asking questions to deepen students' explanations and to correct any misconceptions.

2. Connection to Theory (3 - 5 minutes):

   • After the discussion, the teacher should revisit the theoretical concepts covered in the lesson, relating them to the practical activities.

   • For example, the teacher can ask: 'How does the activity of building a protein with amino acid and peptide bond cards relate to the structure and function of proteins we discussed?'

   • The teacher should explain that, similar to the activity, the sequence of amino acids and the three-dimensional shape of proteins are crucial for their real-life structure and function.

   • The teacher should also reinforce the importance of transcription and translation processes in protein formation, relating them to the 'DNA, RNA, and Proteins Game' activity.

3. Final Reflection (2 - 3 minutes):

   • To conclude the lesson, the teacher should propose that students reflect for a minute on the following questions:

     1. What was the most important concept you learned today?
     2. What questions have not been answered yet?

   • After the minute of reflection, the teacher can ask for some volunteers to share their answers with the class.

   • The teacher should listen attentively to students' responses, as they can provide valuable feedback on the effectiveness of the lesson and on which concepts need to be reinforced in future classes.

4. Preparation for the Next Lesson (1 - 2 minutes):

   • Finally, the teacher should inform students about what will be covered in the next lesson, preparing them for the next topic.

   • For example, the teacher can say: 'In the next lesson, we will delve deeper into the processes of protein synthesis and degradation, as well as explore more examples of proteins and their functions in everyday life and in medicine.'

   • The teacher should encourage students to review the lesson material at home and to ask questions if there is anything they did not fully understand.

Conclusion (5 - 7 minutes)

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

   • The teacher should start the conclusion by summarizing the main points covered in the lesson. The structure of amino acids, the formation of peptide bonds, the amino acid sequence in the protein, and its importance in determining the protein's function should be reviewed.

   • The transcription and translation processes should also be reinforced, and how they are related to protein formation.

   • Finally, the examples of proteins in everyday life should be recapitulated, highlighting the importance of these molecules in various aspects of our lives.

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

   • The teacher should explain how the lesson connected theory (with the explanation of fundamental concepts of protein biochemistry), practice (with the protein assembly and DNA/RNA sequence translation activities), and applications (with the discussion on the presence and function of proteins in everyday products).

   • It should be emphasized that protein biochemistry is not just a theoretical topic, but has practical applications that affect our daily lives and medicine.

3. Extra Materials (1 - 2 minutes):

   • The teacher should suggest extra materials for students who wish to deepen their knowledge on the subject. This may include readings from biology or biochemistry books, scientific articles, educational videos online, among others.

   • The teacher can also suggest extra activities, such as researching the structure and function of specific proteins, or attempting to assemble a larger and more complex protein using a molecular model.

4. Importance of the Subject (1 minute):

   • Finally, the teacher should summarize the importance of the subject presented for students' daily lives. It should be reinforced that proteins are essential components for the functioning of all living organisms, including humans.

   • The teacher can highlight the relevance of proteins in nutrition, health, and industry. For example, the difficulty in digesting lactose in many people is due to the lack of an enzyme (a protein) that breaks down lactose.

   • The teacher can also mention the importance of proteins in medicine, such as in the development of drugs and treatments for various diseases.