Objectives (5 - 7 minutes)

1. Understand the concept of units of length and time measurement: Students should be able to understand that measurement units are used to quantify and compare the length of objects and the duration of events. They should become familiar with common measurement units such as centimeters, meters, seconds, and minutes.

2. Relate units of length and time measurement to everyday situations: Students should be able to identify and describe real-life situations where units of length and time measurement are used. This may include measuring the length of a pencil, the duration of a song, or the time it takes to get to school.

3. Apply knowledge about units of length and time measurement in practical activities: Students should be able to use units of length and time measurement in practical activities. This may include measuring the length of objects using a ruler, or measuring time using a clock or a stopwatch.

Introduction (10 - 12 minutes)

1. Review of previous content on numbers and counting: The teacher starts the lesson by reviewing with students the basic concepts of numbers and counting, which are fundamental for understanding measurement units. Some simple counting challenges can be proposed to engage students and activate their prior knowledge.

2. Problem situation: The teacher presents two problem situations to spark students' interest. The first situation could be: 'How can we know if one pencil is longer than the other?' and the second: 'How can we know how long it takes to get to school?' These situations are chosen to facilitate the introduction of the concepts of length and time, and how measurement units are used to solve these problems.

3. Contextualization: The teacher explains that units of length and time measurement are used daily in various situations. For example, when we measure the length of a pencil to see if it will fit in our pencil case, or when we use a clock to know what time it is.

4. Curiosities: The teacher shares some curiosities to arouse students' curiosity. For example, they can mention that the unit of time measurement, the second, was originally defined as 1/86,400 of the mean solar day. Another curiosity could be that the unit of length measurement, the meter, was originally defined as the distance between two marks on a platinum-iridium bar kept at the International Bureau of Weights and Measures in Paris.

5. Capturing students' attention: To capture students' attention, the teacher can conduct two interactive activities. The first is a snail race, where students time how long it takes for a snail to cover a certain distance. The second is a competition of 'who has the longest pencil', where students measure the length of their pencils using a ruler.

Development (20 - 25 minutes)

1. Activity 1: 'The snail race' (10 - 12 minutes)

   The teacher starts the activity by dividing students into small groups of 4 or 5. Then, they set a starting line and a finish line at a considerable distance.

   Step 1: Each group receives a snail and a stopwatch (or a clock with a stopwatch) and must observe the time it takes for the snail to cross the distance between the starting line and the finish line.

   Step 2: After measuring the time, students should record the duration and compare it with the other groups.

   Step 3: The teacher leads a classroom discussion so that students can realize the importance of measuring time in real situations, and how time is measured in seconds and minutes.

2. Activity 2: 'Measuring the classroom' (10 - 12 minutes)

   The teacher proposes the activity 'Measuring the classroom'. Students are again divided into small groups, and each group receives a tape measure.

   Step 1: Each group must measure the length and width of the classroom, recording the measurements in meters and centimeters.

   Step 2: After measuring, students should compare the measurements with the other groups.

   Step 3: The teacher leads a classroom discussion so that students realize the importance of length measurement in real situations, and how length is measured in meters and centimeters.

3. Activity 3: 'The crazy clock' (10 - 12 minutes)

   The teacher can conduct the activity 'The crazy clock' with the whole class.

   Step 1: The teacher sets a clock (or draws a clock on the board) with the numbers scrambled.

   Step 2: Then, the teacher asks students to indicate the time the teacher says out loud, pointing to the numbers on the clock.

   Step 3: The teacher can increase the difficulty by asking students to indicate the time in different units of measurement: hours, minutes, and seconds.

   Step 4: The teacher leads a classroom discussion so that students can realize the importance of time measurement in real situations, and how time is measured in hours, minutes, and seconds.

These activities are designed to be fun and engaging, while allowing students to apply and reinforce their knowledge about units of length and time measurement. At the end, the teacher can review the group activities for a general discussion, reinforcing the concepts learned.

Feedback (8 - 10 minutes)

1. Group discussion (3 - 4 minutes): The teacher gathers all students for a large group discussion. Each group has the opportunity to share the results of their practical activities. They can discuss the strategies they used to measure time or length, the measurement units they chose, and how they recorded their observations. The teacher should encourage all students to participate and listen attentively to their peers' contributions.

2. Connection with theory (2 - 3 minutes): After the discussion, the teacher revisits the theoretical concepts covered in the lesson. They emphasize how the practical activities relate to the theory, reinforcing the importance of units of length and time measurement. The teacher can use the examples brought by students to illustrate the application of these concepts in everyday situations.

3. Individual reflection (2 - 3 minutes): To conclude the lesson, the teacher proposes that students reflect for a minute on what they have learned. They ask two simple questions to guide the reflection:

   • 'What was the unit of length or time measurement that you used the most today and why?'
   • 'How will you use what you learned today in situations outside of school?'

   After this minute of reflection, the teacher gives the opportunity for some students to share their answers with the class, if they wish.

4. Teacher feedback (1 minute): The teacher ends the lesson by giving overall feedback on the class's performance. They highlight the strengths observed during the practical activities and participation in the group discussion. The teacher also identifies possible areas for improvement and suggests ways for students to deepen their understanding of the subject.

Feedback is a crucial stage of the lesson plan, as it allows the teacher to assess how much students have understood the content and adjust the teaching if necessary. Additionally, it provides students with the opportunity to consolidate what they have learned, reflect on their learning, and appreciate the effort they made during the lesson.

Conclusion (5 - 7 minutes)

1. Summary of Contents (2 - 3 minutes): The teacher starts the conclusion by summarizing the main points covered in the lesson. They reinforce the idea that measurement units are used to quantify and compare the length of objects and the duration of events. Additionally, they reiterate the units of length measurement (meter, centimeter) and time (second, minute) and how they are applied in everyday situations.

2. Connection between Theory and Practice (1 - 2 minutes): The teacher explains how the lesson connected theory and practice. They mention that through the practical activities, students were able to experience and apply the theoretical concepts learned. The activities 'The snail race', 'Measuring the classroom', and 'The crazy clock' allowed students to explore the concept of units of length and time measurement in a playful and meaningful way.

3. Additional Materials (1 minute): The teacher suggests some additional materials for students who wish to deepen their knowledge. They can recommend online educational games that address the topic of measurement units, math activity books that include measurement exercises, or even educational videos available on the internet. The teacher can also suggest that students continue to explore and practice measurement in everyday situations, such as measuring the time of a leisure activity or the length of an object at home.

4. Importance of the Subject (1 - 2 minutes): Finally, the teacher emphasizes the importance of studying measurement units. They explain that the ability to measure accurately is fundamental in many aspects of daily life, from cooking and crafting to planning and managing time. Additionally, the teacher highlights that understanding measurement units is essential for progress in mathematics and other areas of the school curriculum.

The conclusion serves to consolidate students' learning, reinforce the applicability of the concepts learned, and motivate the continuation of studying the topic. By the end of the lesson, students should have a clear understanding of units of length and time measurement and be able to apply this knowledge in practical situations.