Objectives (5 - 7 minutes)

1. Understand and differentiate the concepts of scientific thinking and common sense, recognizing their characteristics and applications.
2. Develop critical analysis skills to identify situations where scientific thinking and common sense may conflict.
3. Apply the learned concepts in solving everyday problems, prioritizing scientific thinking.

Secondary objectives:

• Stimulate curiosity and questioning about the world around, encouraging students to seek answers based on scientific thinking.
• Promote reflection on the importance of scientific thinking in today's society, highlighting its influence and impact in various areas of knowledge.

Introduction (10 - 15 minutes)

1. Review of previous contents (3 - 5 minutes): The teacher should start the class by reviewing fundamental concepts of philosophy, such as critical thinking and rationality. This review is essential for students to understand and contextualize the new contents that will be presented. Additionally, the teacher can reinforce the importance of questioning and doubting as essential tools for the formation of scientific thinking.

2. Problem situations (5 - 7 minutes): The teacher can present to the students two situations that illustrate the difference between scientific thinking and common sense. For example:

   • Situation 1: "Why do we see the Sun when looking at the sky and not the Moon, even though we know the Moon is closer to Earth?"
   • Situation 2: "Why, despite knowing that the Earth is round, do we still see in many maps its representation as a plane?"

3. Contextualization (2 - 3 minutes): The teacher should then explain how scientific thinking and common sense are present in various everyday situations, from decision-making to problem-solving. Examples such as choosing a medication based on scientific evidence (scientific thinking) and belief in superstitions (common sense) can be mentioned.

4. Introduction to the topic (2 - 3 minutes): To spark students' interest, the teacher can introduce the topic by telling the story of Galileo Galilei and society's resistance to accepting his scientific discoveries. Another curiosity that can be mentioned is the origin of the term "common sense," which dates back to ancient Greek philosophy.

5. Lesson objectives (1 - 2 minutes): Finally, the teacher should present the lesson objectives, emphasizing that students will be able to differentiate and apply scientific thinking and common sense, and that understanding these concepts is fundamental for the formation of critical and conscious citizens.

Development (20 - 25 minutes)

1. Theory presentation (10 - 12 minutes): The teacher should explain in detail the concepts of scientific thinking and common sense, highlighting their main characteristics, differences, and applications. To do so, the following steps can be followed:

   • Definition of scientific thinking: The teacher should explain that scientific thinking is a systematic investigation process based on evidence. It is characterized by curiosity, observation, experimentation, hypothesis formulation, testing, and critical analysis. It should be emphasized that scientific thinking seeks to understand and explain the world objectively, without relying on beliefs, opinions, or intuitions.

   • Definition of common sense: The teacher should explain that common sense is knowledge acquired non-systematically, through daily experience, culture, and tradition. It is characterized by simplicity, generalization, and social acceptance. It should be noted that common sense is not necessarily wrong, but it can be limited, superficial, and contradictory.

   • Differences between scientific thinking and common sense: The teacher should highlight that while scientific thinking seeks truth through investigation and critical analysis, common sense accepts as true information that is popular, familiar, or intuitive. The teacher can use examples to illustrate these differences, such as the belief that the Earth is flat (common sense) versus the scientific evidence that the Earth is round (scientific thinking).

2. Guided discussion (5 - 7 minutes): After the theory presentation, the teacher should lead a classroom discussion to deepen students' understanding of the concepts presented. For this, the following steps can be followed:

   • Question students about everyday situations involving scientific thinking and common sense. For example, why do many people believe in superstitions even though they have no scientific basis?

   • Ask students to share their opinions and personal experiences with scientific thinking and common sense. For example, what are the sources of information they consider most reliable? Why do they believe or not in certain ideas?

   • Encourage students to question and reflect on their own beliefs and ideas, thus stimulating critical thinking and the formation of informed opinions.

3. Practical activity (5 - 6 minutes): The teacher should propose a practical activity for students to apply the learned concepts. For this, the following steps can be followed:

   • Divide the class into groups and give each group a set of problem situations. Each situation should involve a conflict between scientific thinking and common sense. For example, a situation could be: "Why do many people believe that homeopathy works, despite the lack of scientific evidence?"

   • Ask the groups to discuss the situations and present their conclusions to the class. Students should be encouraged to use critical thinking and logical reasoning to defend their positions.

   • The teacher should then provide feedback, pointing out the successes and difficulties of the students in applying the concepts.

4. Conclusion (2 - 3 minutes): To conclude the Development, the teacher should briefly recap the main points, reinforcing the importance of scientific thinking and common sense in knowledge formation. Additionally, the teacher should emphasize that the ability to distinguish between scientific thinking and common sense is essential for making informed decisions and critically understanding the world.

Return (8 - 10 minutes)

1. Group discussion (3 - 4 minutes): The teacher should promote a group discussion, where each team will share the conclusions they reached during the practical activity. Each group will have a maximum of 2 minutes to present their ideas. The teacher should encourage students to explain their answers, grounding them in the concepts of scientific thinking and common sense discussed earlier. After each presentation, the teacher can open for questions and comments from other students, thus promoting the exchange of ideas and collective reflection.

2. Connection with theory (2 - 3 minutes): After all presentations, the teacher should make a connection between the students' conclusions and the theory presented. It should be highlighted where students correctly applied the concepts of scientific thinking and common sense, and also points that can be improved. For example, the importance of considering evidence and logical arguments in forming opinions, as opposed to beliefs and intuitions, can be emphasized.

3. Individual reflection (2 - 3 minutes): To end the class, the teacher should propose that students reflect individually on what they have learned. The teacher can ask questions like:

   1. "What was the most important concept you learned today?"
   2. "What questions have not been answered yet?"
   3. "How can you apply what you learned today in your daily life?"

   The teacher should give a minute for students to think silently, and then ask some students to share their reflections with the class. This will not only help the teacher assess students' understanding of the topic but also allow students to reinforce their learning and understand the relevance of the topic to their lives.

4. Closing (1 minute): To end the class, the teacher should thank the students for their participation, emphasize the importance of scientific thinking and common sense, and reinforce that questioning and curiosity are essential for continuous learning. The teacher can also give a brief Introduction to the topic of the next class, if there is a connection with the current content.

Conclusion (5 - 7 minutes)

1. Summary and Recapitulation (2 - 3 minutes): The teacher should start the Conclusion by summarizing the main points discussed during the class. This includes the definition and distinction between scientific thinking and common sense, the discussion of their characteristics and applications, and the importance of each in problem-solving and decision-making. The teacher can recall the problem situations discussed and the conclusions reached by the students. This summary serves to reinforce learning and ensure that all key concepts were understood by the students.

2. Connection between Theory, Practice, and Applications (1 - 2 minutes): The teacher should then highlight how the class connected theory, practice, and applications. This can be done by emphasizing the practical activity carried out, where students were able to apply the theoretical concepts discussed in real-world situations. The teacher can also mention how the understanding of scientific thinking and common sense can be applied in various areas of students' lives, from choosing a medication to forming opinions on social issues.

3. Extra Materials (1 - 2 minutes): The teacher should suggest extra materials for students who wish to deepen their knowledge on the topic. This may include books, articles, videos, documentaries, science and philosophy websites, among others. For example, the teacher can recommend reading the book "The Demon-Haunted World" by Carl Sagan, which discusses the importance of scientific thinking in modern society.

4. Importance of the Subject (1 minute): Finally, the teacher should summarize the importance of the topic addressed for students' daily lives. It should be emphasized that the ability to differentiate and apply scientific thinking and common sense is essential for the formation of critical and conscious citizens. The teacher can also reinforce that philosophy, despite often seeming distant from reality, is present in all aspects of our lives, from the simplest decisions to the most complex issues humanity faces.