Objectives (5 - 10 minutes)

1. Introduce the concept of 'matter' in a simple and clear way, explaining that everything around us is made of matter.
2. Teach students the difference between solid, liquid, and gaseous matter, using everyday examples to facilitate understanding.
3. Stimulate students' observation and curiosity about everyday materials, encouraging them to think about their properties and physical states.

Secondary Objectives:

• Promote interaction among students, encouraging participation and sharing of ideas during activities.
• Develop oral expression skills, allowing students to present their observations and thoughts clearly and organized.
• Foster students' interest in science, showing that it is present in our daily lives in a simple and fun way.

Introduction (10 - 15 minutes)

1. Review of previous contents: The teacher will start the class by reminding students of some basic science concepts, such as different types of animals and plants. This will serve as a basis for introducing the new content, as the idea that everything around us is made of 'something' is essential for understanding the concept of 'matter'.

2. Problem situation 1:

   • The teacher will ask students to observe the objects around them in the classroom, and most of the objects will probably be identified as 'things' or 'objects'.
   • The teacher will then ask: 'What do you think these objects are made of? Why are they different from each other?'. These questions will stimulate students' curiosity and prepare them for the introduction of the concept of matter.

3. Problem situation 2:

   • The teacher will bring two containers, one with water and another with a piece of paper.
   • The teacher will ask: 'What happens if I put the paper in the water? And if I put the paper in the oven?'. This will introduce the idea that matter can appear in different forms (solid, liquid, gaseous) and that these forms can change depending on the conditions.

4. Contextualization:

   • The teacher will explain that matter is a very important concept for science, as it helps us understand the world around us.
   • To make the subject more interesting and relevant, the teacher may mention that scientists use knowledge about matter to create new materials, such as fabrics, plastics, and medicines, and also to understand and solve environmental problems, such as pollution.

This introductory stage is crucial to prepare students for the new content, arousing their curiosity and interest and establishing the relevance of the subject to their daily lives.

Development (20 - 25 minutes)

1. Definition of Matter (5 - 7 minutes)

   • The teacher will start the explanation by defining 'matter' as everything that occupies space and has mass, that is, everything we see, touch, smell, and that has weight.
   • Using easy-to-understand examples, such as: a rock, a book, an apple, a drop of water, a cloud, the air we breathe, the teacher will explain that all of these are examples of matter.
   • The teacher will reinforce that matter can be found in different physical states: solid, liquid, and gaseous.

2. Solid Materials (5 - 7 minutes)

   • The teacher will explain that solid materials are those that maintain their shape and occupy a specific place. Examples: table, chair, pencil, eraser, toys.
   • The teacher can bring some solid objects to the classroom and ask students to touch and feel the texture of these objects, reinforcing the concept.

3. Liquid Materials (5 - 7 minutes)

   • The teacher will explain that liquid materials are those that do not have a fixed shape and can take the shape of the container they are in. Examples: water, juice, milk, oil.
   • The teacher can bring a container with water and demonstrate to students how water adapts to the shape of the container.

4. Gaseous Materials (5 - 7 minutes)

   • The teacher will explain that gaseous materials are those that do not have a fixed shape or volume. Examples: air, water vapor.
   • The teacher can perform a simple demonstration by filling a balloon with air and explaining that air is an example of gaseous matter that we cannot see, but we can feel.

5. Summary and Recapitulation (5 minutes)

   • After explaining the different states of matter, the teacher will make a brief summary of the concepts presented, highlighting the differences between the 3 states: solid, liquid, and gaseous.
   • The teacher will encourage students to share what they have learned, asking them to identify some examples of each state of matter in their surroundings.
   • This will allow the teacher to assess students' understanding and reinforce any points that may have been misunderstood.

These activities are designed to be interactive and engaging, allowing students to explore and experiment with the different states of matter. The teacher must be attentive to guide and answer any questions that may arise during the development stage of the lesson.

Return (10 - 15 minutes)

1. Group Discussion (5 - 7 minutes)

   • The teacher will invite students to share their discoveries and observations made during the practical activities. Each group will have the opportunity to present what they have discovered, facilitating the exchange of ideas and collective learning.
   • During the presentations, the teacher will ask questions to stimulate students' reflection, such as: 'Why do you think water becomes liquid when it is hot and solid when it is cold?' or 'Can you think of more examples of objects that are solid, liquid, or gaseous?'.

2. Connection with Theory (3 - 5 minutes)

   • After the presentations, the teacher will review the theoretical concepts presented at the beginning of the class and check if students can make the connection between theory and practical activities.
   • The teacher may ask: 'How do the activities we did connect with what we learned about matter?'. This will allow students to reflect on what they have learned and understand how theoretical knowledge applies in practice.

3. Final Reflection (2 - 3 minutes)

   • To end the class, the teacher will propose that students reflect for a minute on what they learned in that class.
   • The teacher will ask two simple questions to guide students' reflection: 'What was the most interesting thing you learned today about matter?' and 'How can you use what you learned today in your daily life?'.
   • At the end of the minute of reflection, the teacher will invite some students to share their answers, reinforcing the importance and applicability of the content learned.

This return stage is essential to consolidate students' learning and evaluate the effectiveness of the lesson. By allowing students to share their discoveries and reflections, the teacher can identify any points of confusion or misunderstanding and plan future lessons to address these knowledge gaps.

Conclusion (5 - 7 minutes)

1. Lesson Summary (2 - 3 minutes)

   • The teacher will summarize the main points covered in the lesson, reinforcing that everything around us is made of matter and that it can appear in different states: solid, liquid, and gaseous.
   • The teacher will recall the practical examples used during the lesson to illustrate each of these states, such as water, air, and solid objects.

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

   • The teacher will explain that the lesson connected theory and practice, as students were able to observe and touch different types of matter during the activities, which helped solidify the concept in their minds.
   • The teacher will also remind that, in addition to the practical activities, the theory presented at the beginning of the class was crucial for students to understand and interpret their observations.

3. Extra Materials (1 minute)

   • The teacher will suggest some extra materials for students to explore more about the subject at home, such as children's science books, educational videos online, and even simple experiments that can be done with adult supervision.
   • Some suggestions may include: 'The Science Book of Wonders' by Clifford A. Pickover, educational videos from the 'Mundo da Menina' channel on YouTube, and experiments like observing water evaporation and the change of matter state with the action of heat or cold.

4. Importance of the Subject in Daily Life (1 - 2 minutes)

   • Finally, the teacher will reinforce the importance of the subject in daily life, explaining that knowledge about matter is essential for us to understand the world around us.
   • The teacher will highlight that, thanks to this knowledge, we can understand why water boils when heated, why ice melts when heated, among other everyday situations.
   • In addition, the teacher will mention that many of our daily behaviors, such as choosing clothes for the weather, preparing food, and personal hygiene, involve understanding the different states of matter.

This conclusion stage is essential to ensure that students leave the class with a clear understanding of the topic covered, as well as to stimulate continued learning outside the classroom. By reinforcing the importance and applicability of the subject, the teacher contributes to the development of a scientific mindset in students, encouraging them to observe and question the world around them.