Objectives (5 - 7 minutes)

1. Introduce the concept of temperature and its measurement units (Celsius and Fahrenheit) in a playful and interactive way, allowing students to perceive the influence of temperature in their daily lives and in different contexts (for example, weather, food temperature, body temperature, etc.).

2. Enable students to recognize and identify different temperature scales (Celsius and Fahrenheit) and to understand the differences and similarities between them.

3. Develop students' ability to read and interpret temperature scales, using visual and practical resources to facilitate the understanding of the concept. Additionally, it is intended that students are able to establish comparison relationships between different temperatures and identify situations where it is more appropriate to use each unit of measurement (Celsius or Fahrenheit).

Introduction (10 - 12 minutes)

1. Content Review (2 - 3 minutes): The teacher starts the lesson by reminding students about the concept of measurement and some measurement units already studied, such as meter, liter, and kilogram. Questions like: "Do you remember when we measured the size of an object with a ruler?" or "And when we measured the amount of water in a glass?" can be asked to reinforce the idea that measurement is a way to compare quantities.

2. Problem Situation (4 - 5 minutes): The teacher proposes two problem situations related to temperature. The first one could be: "Have you noticed that the pool water is warmer than tap water? Why do you think that is?". The second situation could be: "In winter, when it's very cold, we wear warmer clothes. But when it's hot, we wear lighter clothes. Why do we do that?". These questions aim to arouse students' curiosity and motivate them to learn more about the topic.

3. Contextualization (2 - 3 minutes): The teacher explains that temperature is a very important measure in our daily lives. He may mention that temperature is used to predict the weather, to cook food, to regulate body temperature, among other things. Additionally, the teacher may mention that there are different ways to measure temperature and that each of them is used in different countries. For example, in Brazil, we mainly use the Celsius scale, but in some other countries, such as the United States, the Fahrenheit scale is more common.

4. Topic Introduction (4 - 5 minutes): The teacher introduces the topic of temperature in an interesting and engaging way for the students. He can start by saying that temperature is something we feel all the time, but we can use numbers to describe it. Additionally, he can mention that temperature is so important that we even have a special day to celebrate it, Temperature Day (January 23).

Next, the teacher can show two thermometers, one marking 0 °C and the other marking 32 °F, and ask the students which one represents a colder temperature. He can explain that the Celsius thermometer is more common in Brazil and that 0 °C represents the freezing point of water, while the Fahrenheit thermometer is more used in the United States and that 32 °F also represents the freezing point of water. This introduction aims to arouse students' interest and prepare them for the content that will be covered in the lesson.

Development (20 - 25 minutes)

1. Theory with Visual Resources (7 - 10 minutes):

   • The teacher starts the explanation about temperature measurement units, focusing initially on the Celsius scale. He uses the thermometer from 0 °C, which represents the freezing point of water, and the thermometer at 100 °C, which represents the boiling point of water under normal atmospheric pressure.
   • To facilitate understanding, the teacher can use a water jug and a heater to demonstrate the temperature variation and the change of state of water.
   • Next, the teacher introduces the Fahrenheit scale, showing the thermometer from 32 °F (freezing point of water) to 212 °F (boiling point of water).
   • Compares the two scales, showing that the Fahrenheit thermometer has a smaller graduation due to its historical origin.
   • During the explanation, it is important for the teacher to encourage student participation by asking questions and encouraging them to make observations.

2. Classroom Fixation Activity (10 - 12 minutes):

   • The teacher divides the class into small groups and distributes activity sheets with problems involving temperature.
   • The proposed activities should include situations that allow students to apply the knowledge acquired about the Celsius and Fahrenheit scales. For example, situations like "Maria measured her body temperature and got 36.5 °C. What would this temperature be in Fahrenheit?" or "Lucas went to the United States and saw on the thermometer that the temperature was 50 °F. What would this temperature be in Celsius?" can be proposed.
   • The teacher circulates around the classroom, assisting the groups and clarifying any doubts that may arise.

3. Educational Games (3 - 5 minutes):

   • To end the lesson in a playful and fun way, the teacher can propose games related to temperature.
   • One example is the "Crazy Thermometer": Students are divided into two groups. Each group receives a poster with a temperature scale (Celsius or Fahrenheit) and some markers (small colored post-its, for example). The teacher reads a problematic situation related to temperature, and the students, in their groups, must mark the corresponding temperature on the scale. For example, the teacher can say: "The water is boiling. What is the temperature on the Celsius scale? And on the Fahrenheit scale?". The group that correctly marks first wins the point.
   • Another game is "Temperature in the City": The teacher draws an imaginary map of the city on the board and marks some places, such as the school, the park, the ice cream shop, the beach, among others. In each place, the teacher tells a story related to the temperature. For example, "At the beach, the temperature is 30 °C and people are enjoying the sun and cooling off in the sea. At the ice cream shop, the temperature is -10 °C and the ice cream seller needs to wear a very warm coat to work". The students, in their groups, must use a toy thermometer to mark the temperature at each location. The group that correctly marks the temperature in more places wins the game.

In this development stage, the teacher has the freedom to choose activities that best suit his class, considering the dynamics of the classroom and the students' level of knowledge. The goal is for students to consolidate the knowledge acquired in a practical and fun way.

Return (8 - 10 minutes)

1. Group Discussion (3 - 4 minutes):

   • The teacher gathers the class in a large circle for a group discussion about the solutions found for the activities.
   • Each group is invited to share how they arrived at their answers, the challenges they faced, and the strategies they used.
   • During the discussion, the teacher encourages students to ask each other questions and give constructive feedback.

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

   • After the discussion, the teacher reviews the main points of the lesson, making the connection between theory and the practical activities carried out.
   • For example, he can recall that the freezing point of water on the Celsius scale is 0 °C and on the Fahrenheit scale is 32 °F, and that the boiling point of water on the Celsius scale is 100 °C and on the Fahrenheit scale is 212 °F.
   • Additionally, he can reinforce that the Celsius scale is more used in Brazil and the Fahrenheit scale is more used in the United States, but it is important to know both scales as we can encounter both in different situations.

3. Final Reflection (3 - 4 minutes):

   • To conclude the lesson, the teacher proposes that students reflect on what they have learned.
   • He asks two simple questions for students to think for a minute and then share their answers with the class.
     • First question: "What was the most interesting thing you learned about temperature today?"
     • Second question: "How can you use what you learned today about the Celsius and Fahrenheit scales in your daily life?"
   • The teacher values the students' answers, reinforcing the importance of learning and applying knowledge in real situations.

Throughout the return, the teacher must maintain an environment of respect and appreciation for each student's effort and learning. It is important for him to be attentive to identify possible comprehension difficulties and provide additional clarifications if necessary. Additionally, the teacher should take advantage of this stage to assess students' progress and make adjustments in the next lessons, if needed.

Conclusion (5 - 7 minutes)

1. Summary and Recapitulation (2 - 3 minutes):

   • The teacher concludes the lesson by giving a brief summary of the main points covered. He reinforces that temperature is a very important measure in our daily lives and that there are different ways to measure temperature, such as the Celsius and Fahrenheit scales.
   • The teacher reminds students that 0 °C represents the freezing point of water on the Celsius scale, while 100 °C represents the boiling point of water. In the Fahrenheit scale, 32 °F represents the freezing point of water, and 212 °F represents the boiling point.
   • He emphasizes the importance of knowing and understanding the two temperature scales, as they are used in different contexts, depending on the place and situation.

2. Extra Materials (1 - 2 minutes):

   • The teacher suggests some additional resources for students to deepen their knowledge on the subject. He can recommend textbooks that address the topic in a more in-depth manner, educational websites with games and interactive activities on temperature, and educational videos available on the internet.
   • Some examples of YouTube channels that have educational videos on temperature are "Manual do Mundo", "Mundo da Matemática", and "Pequeno Cientista". These channels usually explain concepts in a simple and fun way, which can help students consolidate what they learned in the lesson.

3. Importance of the Subject (1 - 2 minutes):

   • Finally, the teacher explains the importance of understanding temperature measurement units. He can mention that temperature is a measure we use daily, whether to choose the clothes we will wear, to regulate the shower temperature, or to cook food correctly.
   • Additionally, he can explain that temperature is a measure that has implications in many areas of knowledge, such as physics, biology, geography, and even history. He can give examples, such as the importance of temperature for the life of animals and plants, for climate formation, for the cooking and cooling processes of food, and for the conservation of artworks, among others.
   • The teacher concludes the lesson by reinforcing that the knowledge acquired about temperature measurement units is very useful and applicable in many everyday situations, and that today's learning will be a foundation for future studies and discoveries.

Throughout the conclusion, the teacher must maintain a posture of valuing each student's effort and learning, reinforcing that everyone is capable of learning and that mistakes are part of the learning process. Additionally, it is important for the teacher to be attentive to identify possible doubts or difficulties of the students and provide additional clarifications, if necessary.