Objectives (5 - 10 minutes)

1. Understanding the concept of soil: The main objective is for students to understand soil as a natural resource formed from physical, chemical, and biological processes that occur in the Earth's crust. They should be able to describe the characteristics of soil, including its composition, texture, color, water and nutrient retention capacity, among others.

2. Identification of soil types: Students should be able to identify the main types of soil, such as sandy, clayey, and silty, and understand the differences between them. They should also be able to identify fertile and infertile soils and explain why this distinction is important for agriculture and other soil uses.

3. Recognition of the importance of soil: Students should be able to understand the importance of soil for the environment and human life. They should be able to explain how soil plays a vital role in supporting plant and animal life, food production, water filtration, climate regulation, and biodiversity maintenance.

Secondary objectives:

• Encourage research and critical thinking: Through practical activities and group discussions, students should be encouraged to research more on the subject and develop critical thinking skills.

• Develop communication skills: Students should be encouraged to express their ideas and opinions clearly and respectfully, both during group discussions and when presenting the results of their research.

Introduction (10 - 15 minutes)

1. Review of related content: The teacher should start the class by recalling related concepts that have already been studied, such as the structure of the Earth, rock formation, and the different layers of soil. This can be done through a quick oral review, questioning students about what they remember about these topics. (3 - 5 minutes)

2. Problem situation 1: "The Mystery of the Lost Soil": The teacher should present a fictional scenario where a rural community is suffering from a loss of productivity in their crops. Despite using the same cultivation methods, some areas are producing less than before. The question posed is: what could be causing this difference in productivity? (3 - 5 minutes)

3. Problem situation 2: "The Enigma of the Adapted Plant": Next, the teacher should present a second scenario, this time in a tropical forest. In this case, a plant that is not usually found in that environment is growing abundantly. The question posed is: how did this plant manage to adapt to a soil that is not ideal for it? (3 - 5 minutes)

4. Contextualization of the importance of the subject: The teacher should explain that understanding soil is crucial for agriculture, forestry, construction, civil engineering, archaeology, and many other areas. Additionally, knowledge about soil is fundamental for environmental conservation and climate change mitigation. (2 - 3 minutes)

5. Gaining students' attention: To spark students' interest, the teacher can share some curiosities about soil. For example, they can mention that soil is the largest carbon reservoir on Earth, that a handful of soil can contain more living organisms than the total world population, or that there are more types of soil than plants and animals combined. (2 - 3 minutes)

Development (20 - 25 minutes)

1. Activity "Soil in Your Hands":

   • Preparation: The teacher should prepare in advance three types of soil - sand, clay, and humus - in sufficient quantity for each group of students. Additionally, they should provide water and transparent containers for the activity.

   • Execution: Students, divided into groups of no more than five, should receive the prepared materials. They should then mix each type of soil with water in their respective containers and observe the differences in visible characteristics, such as color, texture, and water retention capacity. Students should record their observations and discuss in groups what they might indicate about the properties of each type of soil. (10 - 15 minutes)

   • Discussion and Conclusions: At the end of the activity, the teacher should lead a classroom discussion where each group shares their observations and conclusions. The goal is for students to understand that different types of soil have different characteristics and properties, which directly affect their use and potential. (5 - 10 minutes)

2. Activity "Soil and Biodiversity":

   • Preparation: The teacher should provide images of different ecosystems - such as forests, deserts, grasslands, and mountains - and information about the types of soil present in each.

   • Execution: Students, still divided into groups, should analyze the images and the provided information. They should then discuss and record the possible relationships between soil types and the biodiversity of each ecosystem. For example, they can think about how nutrient-rich soil can favor the growth of a wide variety of plants, which in turn can attract a great diversity of animals. (10 - 15 minutes)

   • Discussion and Conclusions: After the activity, the groups should share their analyses and conclusions with the class. The teacher should guide the discussion, highlighting the importance of soil for biodiversity and ecosystem maintenance. (5 - 10 minutes)

3. Activity "Soil and Human Life":

   • Preparation: The teacher should prepare in advance cards with different uses of soil - such as agriculture, construction, mining, waste management, among others. Additionally, they should prepare information about the types of soil most suitable for each of these uses.

   • Execution: Students, still in groups, should receive the cards and information. They should then discuss and match the cards with the corresponding information, trying to identify the types of soil most suitable for each use. (10 - 15 minutes)

   • Discussion and Conclusions: At the end of the activity, the groups should share their matches with the class. The teacher should guide the discussion, emphasizing the importance of knowledge about soil for making sustainable decisions and preserving the environment. (5 - 10 minutes)

These activities allow students to explore the concept of soil in a practical and contextualized way, facilitating understanding and retention of the content. Additionally, they encourage collaboration, research, and critical thinking, essential skills for active and meaningful learning.

Return (10 - 15 minutes)

1. Group Discussion (5 - 7 minutes):

   • Preparation: The teacher should gather all students for a group discussion. Each group should briefly share their conclusions or solutions from the activities performed.

   • Execution: A representative from each group should explain the main observations of their activity to the rest of the class. The teacher should ensure that all students have the opportunity to speak and hear their peers' ideas.

   • Facilitation: The teacher should facilitate the discussion by asking questions that help students connect their observations with the theoretical concepts discussed in the introductory part of the class. The teacher can also use this moment to correct any misconceptions or misunderstandings.

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

   • Reflection: The teacher should encourage students to reflect on how the practical activities relate to the theory presented at the beginning of the class. They can ask questions like: "How do the characteristics you observed in the different types of soil relate to the soil properties we discussed?" or "How does the importance of soil for biodiversity that you identified relate to what we learned about the importance of soil for life on Earth?".

   • Connection: The teacher should help students make the connection between theory and practice, highlighting the main points learned during the class and how they were applied in the activities.

3. Self-assessment and Reflection (2 - 3 minutes):

   • Questioning: The teacher should propose that students reflect silently for a minute and then answer some questions: "What was the most important concept you learned today?", "What questions remain unanswered?".

   • Sharing: After the reflection, students should be invited to share their answers with the class. This can be done voluntarily or through a quick round of questions and answers. The teacher should encourage an open and respectful discussion, valuing all students' opinions.

   • Feedback: The teacher should use this moment to provide feedback to students, praising their efforts, answering unresolved questions, and clarifying misunderstandings. They can also take the opportunity to reinforce the most important concepts of the class and motivate students to continue learning about the subject.

This Return is a crucial part of the lesson plan as it allows the teacher to assess students' progress, correct misunderstandings, and consolidate learning. Additionally, it provides students with the opportunity to reflect on what they have learned, make connections with their prior knowledge, and identify areas that need further study.

Conclusion (5 - 7 minutes)

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

   • The teacher should start the Conclusion by recalling the main concepts discussed during the class, such as the definition of soil, its formation, the characteristics of different types of soil, and the importance of soil for life on Earth.

   • They should highlight the main ideas that emerged during the practical activities and group discussions, emphasizing how they illustrate and reinforce the theoretical concepts presented.

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

   • Next, the teacher should explain how today's class allowed students to make the connection between theory and practice. They should highlight how the practical activities helped illustrate and consolidate the theoretical concepts, and how the group discussion allowed students to explore the practical applications of the acquired knowledge.

   • The teacher should also emphasize that the ability to make this connection is crucial for deep and meaningful understanding of the concepts, and that it will be useful in all fields of knowledge.

3. Supplementary Materials (1 - 2 minutes):

   • The teacher should then suggest some supplementary materials for students who wish to deepen their understanding of the subject. These can include books, articles, videos, websites, and apps that provide additional information about soil and its properties.

   • They can, for example, recommend a documentary about the importance of soil for life on Earth, an educational game that allows students to simulate different soil formation processes, or a website that provides detailed information about different types of soil.

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

   • To conclude, the teacher should emphasize the importance of soil for students' daily lives. They should explain that, although we often do not realize it, almost everything we use and consume depends on soil in some way - from the food we eat, to the building materials of our houses, to the water we drink and the air we breathe.

   • The teacher should encourage students to reflect on how the knowledge acquired in the class can help them make more informed and sustainable decisions in their daily lives. For example, they can think about how understanding soil properties can help them take better care of their plants at home, or how knowledge about different soil uses can help them think more critically about environmental and social issues.

This Conclusion allows the teacher to reinforce the main points of the class, provide directions for future study, and motivate students to continue learning about the subject. Additionally, it helps students make the connection between what they have learned and their daily lives, which can increase their motivation and engagement with the subject.