Objectives (5 - 7 minutes)

1. Understanding of physical quantities: Students should be able to understand the concept of physical quantities and their importance in Physics. They should learn to differentiate between fundamental and derived quantities, as well as understand the need for standardization of these quantities.

2. Identification and classification of physical quantities: Students should be able to identify and classify physical quantities into their respective categories (time, mass, length, etc.), recognizing the corresponding units of measurement for each quantity.

3. Problem-solving involving physical quantities: Students should be able to apply the concepts learned to solve practical problems involving physical quantities. They should learn to convert units of measurement, perform operations with quantities, and interpret the results correctly.

Secondary Objectives

• Development of critical thinking skills: Through problem-solving involving physical quantities, students will be encouraged to develop critical thinking skills, such as the ability to analyze, synthesize, and evaluate information.

• Encouragement of teamwork: The group activities proposed during the lesson will promote teamwork, encouraging students to discuss and solve problems together.

• Promotion of a positive attitude towards Physics: By making the learning of Physics more interactive and applied, the lesson will contribute to promoting a positive attitude towards the discipline.

Introduction (10 - 15 minutes)

1. Review of Previous Concepts: The teacher should start the lesson by briefly reviewing concepts that are fundamental to the understanding of the current topic. This may include a review of units of measurement, the difference between scalar and vector quantities, and the importance of using the International System of Units. This step is crucial to ensure that all students are on the same page and ready to assimilate the new concepts. (3 - 5 minutes)

2. Problem Situation 1: The teacher should then present two problematic situations that arouse the students' interest and encourage them to think about the application of physical quantities. For example:

   • 'Imagine you are in a relay race. How would you measure the time it took to cover the distance?'
   • 'If you have an object weighing 1 kg and an object weighing 10 kg, how can you determine which one is 'heavier'?'

   These situations should serve to illustrate the importance of physical quantities in the real world and to motivate students to learn more about the subject. (3 - 5 minutes)

3. Contextualization of the Subject: The teacher should then explain the importance of physical quantities in different areas of knowledge and everyday life. He/she can mention examples of how physical quantities are used in engineering, medicine, meteorology, economics, etc. In addition, the teacher can highlight how a lack of understanding of physical quantities can lead to errors and misunderstandings. (2 - 3 minutes)

4. Introduction to the Topic: Finally, the teacher should introduce the topic of the lesson - Physical Quantities. He/she can do this in an intriguing or curious way, sharing some curiosities or stories related to the theme. For example:

   • 'Did you know that the unit of time measurement, the second, is defined by the frequency of oscillation of the radiation emitted by the cesium-133 atom?'
   • 'What if I told you that the speed of light, one of the most important physical quantities, is a universal constant and nothing can travel faster than it?'

   These curiosities should serve to capture the students' attention and prepare them for a more in-depth study of physical quantities. (2 - 3 minutes)

Development (20 - 25 minutes)

1. Theory: Concept of Physical Quantities (5 - 7 minutes):

   • The teacher should start the theoretical part of the lesson by explaining that physical quantities are properties of a phenomenon, body, or substance that can be measured.
   • He/she should emphasize that physical quantities can be classified into two categories: scalar quantities, which are completely determined by a number and a unit (e.g., mass, time), and vector quantities, which, in addition to the number and unit, require a direction and a sense (e.g., velocity, force).
   • The teacher should explain that for each physical quantity, there is a corresponding unit of measurement, and that these units are standardized by the International System of Units (SI).

2. Theory: Units of Measurement (5 - 7 minutes):

   • The teacher should then explain that units of measurement are conventions established to facilitate communication and comparison of measurements.
   • He/she should present the most common units of measurement, such as meter (m), kilogram (kg), second (s), etc., and explain how to perform conversions between them.
   • The teacher should emphasize the importance of using the correct units when performing calculations, and how this can affect the results.

3. Theory: Classification of Physical Quantities (5 - 7 minutes):

   • The teacher should then explain how physical quantities can be classified into different categories, such as time, mass, length, etc.
   • He/she should present the most common categories and discuss examples of quantities that belong to each of them.
   • The teacher should explain that although quantities of the same category can be measured with the same unit, they are distinct and should not be confused.

4. Practice: Exercise Resolution (5 - 7 minutes):

   • After the theoretical explanation, the teacher should propose some reinforcement exercises for the students to solve.
   • These exercises should involve the identification and classification of physical quantities, the conversion of units of measurement, and the interpretation of results.
   • The teacher should encourage students to work in groups to solve the exercises, promoting discussion and the exchange of ideas.
   • At the end of each exercise, the teacher should review the solution with the class, clarifying any doubts that may arise.

Return (8 - 10 minutes)

1. Lesson Review (3 - 4 minutes): The teacher should start the Return stage by reviewing the main points covered during the lesson. He/she can ask students to recall and explain the concepts learned, such as the definition of physical quantities, the difference between scalar and vector quantities, the importance of units of measurement, and the classification of physical quantities. This review is essential to reinforce learning and ensure that the concepts were correctly understood.

2. Connection with Theory (2 - 3 minutes): The teacher should then ask students to make the connection between the theory presented and the practical exercises solved. For example, he/she can ask how the classification of physical quantities helped solve the exercises, or how the conversion of units of measurement was applied in practice. The teacher should encourage students to explain in their own words, thus reinforcing the understanding of the concepts.

3. Reflection on Practice (2 - 3 minutes): The teacher should ask students to reflect on what they learned during the lesson. He/she can ask questions like:

   • 'What was the most important concept you learned today?'
   • 'What questions have not been answered yet?'
   • 'How can you apply what you learned about physical quantities in everyday situations or in other disciplines?' The students' answers to these questions can help the teacher assess the effectiveness of the lesson and identify any areas that need to be reinforced or clarified in future classes.

4. Teacher's Feedback (1 - 2 minutes): Finally, the teacher should give overall feedback on the class's participation and performance during the lesson. He/she should praise the students' efforts, highlight strengths, and point out areas for improvement. The teacher should also encourage students to continue practicing at home, reviewing the concepts, and solving more exercises to solidify learning.

Conclusion (5 - 7 minutes)

1. Summary of Contents (2 - 3 minutes): The teacher should recap the main points covered during the lesson, reinforcing the concepts of physical quantities, units of measurement, classification, and conversion of quantities. He/she should highlight the differences between scalar and vector quantities, and the importance of standardizing units of measurement. The teacher should ensure that all students have understood the essential concepts before moving on.

2. Connection between Theory and Practice (1 - 2 minutes): The teacher should emphasize how the theoretical concepts learned during the lesson were applied in practice, through the resolution of the proposed exercises. He/she should explain how understanding physical quantities and their units of measurement can help solve everyday problems, and how a lack of understanding of these concepts can lead to errors and misunderstandings.

3. Additional Materials (1 minute): The teacher should suggest some complementary study materials for students who wish to deepen their knowledge of physical quantities. These materials may include Physics books, educational websites, explanatory videos, etc. The teacher should encourage students to explore these materials at their own pace and seek help whenever they have doubts.

4. Importance of the Subject (1 - 2 minutes): Finally, the teacher should reinforce the importance of studying physical quantities for everyday life and other disciplines. He/she can mention examples of how physical quantities are used in engineering, medicine, meteorology, economics, etc., and how a proper understanding of these quantities can help make better and more informed decisions in various situations. The teacher should end the lesson by emphasizing the relevance of the subject to students' daily lives and their academic and professional future.