Objectives (5 - 7 minutes)

1. Understanding the Concept of Uniform Motion (UM): Students should be able to understand the fundamental concept of UM, which is a motion where the body covers equal spaces in equal times, regardless of the direction. This includes identifying the characteristics of UM, such as constant velocity and absence of acceleration.

2. Interpretation of UM Graphs: Students should develop the ability to interpret UM graphs, recognizing the relationship between displacement, time, and velocity. They should also be able to identify if the motion is progressive (when displacement and velocity have the same sign) or retrograde (when they have opposite signs).

3. Calculation of Physical Quantities in UM: In addition to interpreting graphs, students should be able to calculate physical quantities related to UM, such as displacement, velocity, and time. This involves applying the appropriate formulas and understanding how these quantities relate.

Secondary Objectives

• Development of Critical Thinking: Through the study of Kinematics and, more specifically, UM, students will be encouraged to develop critical thinking skills, analyzing and interpreting information in a logical and systematic way.

• Promotion of Autonomous Learning: By the end of the lesson, students should be able to continue studying the subject autonomously, using available resources (books, internet, etc.) to deepen their understanding.

• Application of Knowledge in Practical Situations: Students should be able to apply the concepts learned in practical everyday situations, such as calculating the average speed of a car on a trip or the displacement time of an object in free fall.

Introduction (10 - 15 minutes)

1. Review of Previous Content: The teacher should start the lesson by reviewing previously studied Kinematics concepts, such as the definition of motion, rest, displacement, velocity, and acceleration. This review can be done through questions directed at the students, encouraging active participation and knowledge consolidation. (3 - 5 minutes)

2. Problem Situations: Next, the teacher should propose two problem situations involving Uniform Motion. For example, "Imagine you are in a car moving at a constant speed. How can you describe the motion you are experiencing?" and "If an object moves in a straight line with constant speed, how can we represent this motion on a graph?" These situations will arouse students' curiosity and prepare them for the Introduction of the new content. (2 - 3 minutes)

3. Contextualization: The teacher should then explain the importance of Uniform Motion, showing how it is present in our daily lives. For example, one can mention how cars on a straight and flat road move in UM, or how the hands of a clock move in UM. The goal is to show students that UM is not just an abstract concept, but something they frequently encounter in their lives. (2 - 3 minutes)

4. Topic Introduction: To spark students' interest, the teacher can share some curiosities about Uniform Motion. For example, one can mention that UM is one of the simplest movements to describe mathematically, as velocity is constant, or that UM is the most common type of motion in the universe, occurring in celestial bodies, subatomic particles, and many other physical systems. Another curiosity is that even a seemingly complex motion, such as that of a bicycle, can be approximated by a series of uniform motions. (3 - 5 minutes)

Development (20 - 25 minutes)

1. Theory Presentation (8 - 10 minutes): The teacher should start explaining the theory by presenting the concept of Uniform Motion. It should be emphasized that in UM, the body covers equal spaces in equal times, regardless of the direction. The teacher should reinforce that this characteristic is what distinguishes UM from other types of motion.

2. Characteristics of UM (3 - 5 minutes): Next, the teacher should discuss the characteristics of UM. It should be highlighted that in UM, velocity is constant and acceleration is zero. The teacher can use everyday examples to illustrate these characteristics. For example, a car moving on a straight and flat road at a constant speed is in UM.

3. UM Graphs (5 - 7 minutes): The teacher should then introduce UM graphs. It should be explained that there are three types of graphs that can be used to represent UM: the velocity versus time graph, the displacement versus time graph, and the acceleration versus time graph. The teacher should show examples of each of these graphs and explain how to interpret them.

4. Interpretation of Graphs (2 - 3 minutes): The teacher should explain how to interpret UM graphs. It should be emphasized that in the velocity versus time graph, velocity is represented on the vertical axis and time on the horizontal axis. In the displacement versus time graph, displacement is represented on the vertical axis and time on the horizontal axis. In the acceleration versus time graph, acceleration is represented on the vertical axis and time on the horizontal axis. The teacher should show examples of how to interpret these graphs.

5. Calculation of Physical Quantities in UM (2 - 3 minutes): The teacher should then explain how to calculate physical quantities in UM. The formulas for calculating displacement, velocity, and time in UM should be presented. The teacher should show examples of how to apply these formulas to calculate these quantities.

6. Example Resolution (5 - 7 minutes): The teacher should then solve some examples step by step so that students can see how to apply the theory in practice. The examples should vary in difficulty, starting with simple examples and gradually progressing to more complex ones. The teacher should encourage students to ask questions and actively participate in solving the examples.

7. Discussion and Clarification of Doubts (2 - 3 minutes): At the end of the theory explanation and example resolution, the teacher should open a space for discussion and clarification of doubts. Students should be encouraged to ask questions and share their difficulties. The teacher should answer all questions and clarify all doubts, ensuring that all students have understood the lesson content.

8. Feedback and Closure (2 - 3 minutes): Finally, the teacher should provide feedback to the students, praising their effort and active participation and highlighting strengths and areas for improvement. The teacher should then conclude the lesson, reminding students to review the content and prepare for the next lesson.

Return (8 - 10 minutes)

1. Group Discussion (3 - 4 minutes): The teacher should divide the class into small groups and ask them to discuss the answers to the following questions:

   • "What was the most important concept learned today?"
   • "What questions have not been answered yet?"
   • "How can you apply what you learned today in practical situations?"

2. Sharing Group Conclusions (3 - 4 minutes): After the discussion, each group should share their conclusions with the class. The teacher should ensure that each group has the opportunity to speak and should encourage the participation of all students.

3. Connection with Theory (1 - 2 minutes): After hearing the group's conclusions, the teacher should make the connection with the theory presented in the lesson. For example, if a group mentions that the most important concept was understanding that in UM displacement is proportional to time, the teacher can reinforce this idea, explaining that this is one of the defining characteristics of UM.

4. Teacher's Feedback (1 - 2 minutes): The teacher should then provide feedback to the students, praising what was well done and offering suggestions for improvement. The teacher should also answer any questions that have not been answered yet and clarify any misunderstandings.

5. Individual Reflection (1 - 2 minutes): Finally, the teacher should propose that students reflect individually on what they learned in the lesson. The teacher can ask questions like:

   • "What was the most important concept you learned today?"
   • "What questions do you still have?"
   • "How can you apply what you learned today in real situations?"

6. Closure (1 minute): The teacher should end the lesson, encouraging students to continue studying the subject and prepare for the next lesson. The teacher should remind students to review the lesson content and do the proposed exercises to reinforce learning.

Conclusion (5 - 7 minutes)

1. Summary of Contents (2 - 3 minutes): The teacher should start the Conclusion of the lesson by summarizing the covered contents. The concept of Uniform Motion, its characteristics, the interpretation of graphs, and the calculation of physical quantities related to this type of motion should be recalled. The teacher should emphasize the most important points and clarify any remaining doubts.

2. Connection between Theory, Practice, and Applications (1 - 2 minutes): Next, the teacher should highlight the importance of connecting theory, practice, and applications. It should be reinforced how the theory of Uniform Motion was applied in solving practical examples and how these examples relate to everyday situations. For example, the teacher can revisit the problem situations proposed at the beginning of the lesson and show how the learned concepts were used to solve them.

3. Supplementary Materials (1 minute): The teacher should then suggest supplementary materials for students to deepen their understanding of Uniform Motion. These materials may include Physics books, online education websites, explanatory videos, and additional exercises. The teacher should explain the importance of using these materials to consolidate learning and clarify any remaining doubts.

4. Relevance of Content (1 - 2 minutes): Finally, the teacher should emphasize the relevance of the content presented to students' daily lives. It should be reinforced that Uniform Motion is one of the most common types of movements in nature and technology, and that understanding its characteristics and the ability to interpret its graphs are essential skills for the analysis and description of many physical phenomena. The teacher can give examples of how these skills can be applied in practical situations, such as calculating the average speed of a car on a trip or the displacement time of an object in free fall.

5. Closure (1 minute): The teacher should conclude the lesson, reinforcing the importance of continuous study and practice for understanding and mastering the content. The teacher should also remind students to review the lesson content and do the proposed exercises to reinforce learning. Additionally, the teacher should encourage students to ask questions and seek help whenever they have difficulties, ensuring that all students are ready for the next topic.