Objectives (5 - 7 minutes)

1. Understand the physical properties of materials: Students should be able to identify and describe the basic physical properties of materials, such as color, texture, shape, weight, size, and flexibility.

2. Recognize the importance of physical properties in material identification: Students should understand that the different physical properties of materials are used to differentiate and classify them. They should also be able to relate these properties to the functions that materials perform in our daily lives.

3. Develop observation and description skills: Through practical activities, students should enhance their observation and description skills, learning to use appropriate scientific language to describe the physical properties of materials.

Secondary Objectives:

• Stimulate curiosity and interest in science, showing students how science is present in our daily lives.

• Promote teamwork and communication through group discussions and presentations of activity results.

Introduction (10 - 12 minutes)

1. Recalling previous content: The teacher starts the lesson by reminding students about the concept of 'materials' and their importance in our lives. Some simple questions can be asked to activate students' prior knowledge, such as 'What materials do you use to write in the classroom?' or 'What materials do we use to build our houses?'.

2. Problem situations: The teacher then proposes two problem situations to arouse students' curiosity and introduce the lesson's theme:

   • 'Have you ever wondered why we use glass to make windows and not paper, for example?'
   • 'And why do we use plastic to make many toys and not wood?'.

3. Contextualization of the theme: The teacher explains that the answer to these questions lies in the physical properties of materials, which are the characteristics that make each material unique. Examples of physical properties, such as color, texture, weight, shape, among others, can be given.

4. Capturing students' attention: To capture students' attention, the teacher can present some curiosities related to the lesson's theme. For example, they can say that 'diamond is the hardest material that exists' or 'a shark's skin is covered with dermal denticles, which are small scales that help the shark swim faster'.

5. Introduction to the topic: Finally, the teacher introduces the lesson's topic, explaining that they will learn more about the physical properties of materials and how these properties are important for our daily lives. They can show different materials and ask students to describe their properties. This will prepare them for the practical activities they will carry out during the lesson.

Development (20 - 25 minutes)

The teacher proposes two practical activities to explore the physical properties of materials. The activities should be chosen based on the availability of materials and feasibility of execution in the classroom.

Activity 1: 'Discovering Properties' (10 - 12 minutes)

1. Materials needed: The teacher prepares a box with different objects (e.g., a plastic ball, a book, a sheet of paper, a stone, a cloth doll, a pen, a glass cup, etc.). The objects should have different physical properties, such as texture, shape, weight, material of manufacture, etc.

2. Activity organization: Students are divided into groups of up to four members. Each group receives the box with the objects and a sheet of paper to record their observations.

3. Step by step:

   • The teacher instructs students to pick one object at a time from the box without looking and then pass the object to the next student.
   • Each student must, without looking, touch and feel the object they received and describe it, trying to guess what it is and what its physical properties are.
   • After all students have had the chance to touch the object, the group discusses and tries to reach a consensus on the object's description and its properties.
   • The group records their observations and conclusions on the paper.
   • The process is repeated until all objects have been explored.

4. Conclusion: After the activity, the teacher facilitates a group discussion where each team shares their observations and conclusions about the objects. The teacher reinforces the physical properties of the materials discussed in the activity and helps relate them to everyday objects.

Activity 2: 'Mysterious and Fun' (10 - 13 minutes)

1. Materials needed: The teacher prepares a series of small packages, each containing a different material (e.g., cotton, sand, water, plastic, glue, etc.). Opaque bags are also needed to hide the packages.

2. Activity organization: Students are organized into groups of up to four members. Each group receives a list of possible materials and a sheet of paper to record their observations.

3. Step by step:

   • The teacher places one of the packages inside an opaque bag and passes it to the first group. Each group must, without looking, touch and feel the package through the bag and try to guess which material is inside.
   • They must then record their observations and conclusions on the paper.
   • The bag is passed to the next group, and the process is repeated.
   • When all groups have had the chance to explore the package, the teacher reveals the material and discusses its physical properties with the class.

4. Conclusion: After the activity, the teacher facilitates a group discussion where each team shares their observations and conclusions about the materials. The teacher reinforces the physical properties of the materials discussed in the activity and helps relate them to everyday objects.

By completing these activities, students will have understood in a practical and fun way the physical properties of materials. Group discussion enriches learning by allowing the exchange of experiences and ideas among students. Additionally, the activities stimulate critical thinking, observation, and description, fundamental skills for the study of science.

Feedback (8 - 10 minutes)

1. Group discussion (3 - 4 minutes): The teacher gathers all students in a large circle and initiates a group discussion. Each group is invited to share their observations, conclusions, and responses from the activities carried out. The teacher should encourage all students to participate and listen attentively to their peers' contributions. During the discussion, the teacher can ask questions to stimulate critical thinking and deepen students' understanding of the physical properties of materials.

2. Connection with theory (2 - 3 minutes): After the discussion, the teacher revisits the theoretical concepts presented at the beginning of the lesson and relates them to the discoveries and observations made by students during the activities. They can ask students how they applied the physical properties of materials to identify them during the activities and how these properties are present in our daily lives.

3. Individual reflection (2 - 3 minutes): To conclude the lesson, the teacher suggests that students engage in individual reflection on what they have learned. They can ask two simple questions to guide this reflection:

   • 'Which physical property of materials caught your attention the most today? Why?'
   • 'How can you apply what you learned today about the physical properties of materials in your daily life?'

4. Teacher feedback (1 minute): The teacher takes advantage of the end of the lesson to provide general feedback to the class, reinforcing the main points learned and praising the effort and participation of everyone. They can also point out areas that need further study and practice, encouraging students to continue exploring the topic at home.

Feedback is an essential part of the lesson plan, as it allows the teacher to assess students' understanding of the topic and adjust their teaching if necessary. Additionally, it reinforces learning and stimulates reflection, helping students internalize the concepts learned.

Conclusion (5 - 7 minutes)

1. Summary of contents (2 - 3 minutes): The teacher recaps the main points learned during the lesson, reinforcing students' understanding of the physical properties of materials. They can quickly review the different physical properties discussed, such as color, texture, shape, weight, size, and flexibility, and how these properties are used to differentiate and classify materials.

2. Connection between theory and practice (1 - 2 minutes): Next, the teacher highlights how the practical activities carried out in the classroom allowed students to apply theoretical concepts in a concrete and meaningful way. They can mention specific examples from the activities, explaining how students used their observations and conclusions to identify and describe the physical properties of materials.

3. Suggestions for additional materials (1 minute): The teacher suggests additional materials for students to deepen their understanding of the physical properties of materials. This may include books, videos, interactive games, and educational websites. Some examples of resources are:

   • Book 'The Science of Materials' by Angela Royston
   • Video 'Properties of Materials' from the Little Scientists channel
   • Online game 'Discovering the Properties of Materials' from the ABC of Science website.

4. Importance of the subject for daily life (1 - 2 minutes): Finally, the teacher explains the importance of the physical properties of materials for our daily lives. They can give simple examples, such as choosing the type of material for building a house (brick for walls, glass for windows, metal for doors, etc.) or selecting the material for making a toy (plastic for a doll, cloth for a teddy bear, wood for a puzzle, etc.). The teacher can also mention how understanding the physical properties of materials is essential for many professions, such as architects, engineers, designers, chemists, among others.

5. Closure (1 minute): The teacher concludes the lesson by reinforcing the importance of what was learned and congratulating the students for their effort and participation. They can encourage them to continue exploring the world around them, observing and questioning the properties of materials they encounter in their daily lives.