Objectives (5 - 7 minutes)

1. Understand the concept of prefixes of the International System of Units (SI): The teacher should guide the lesson so that students understand what prefixes are, how they work and why they are used in the SI. Students should be able to explain the use of prefixes and identify their presence in units of measurement.

2. Correctly apply prefixes in the conversion of units of measurement: Students should be able to not only identify the presence of prefixes, but also to apply them correctly in unit conversion exercises. The teacher should ensure that students understand the logic behind the use of prefixes and their importance in simplifying calculations.

3. Recognize the importance of prefixes in everyday life and in other disciplines: In addition to understanding the use of prefixes in Physics, students should be able to recognize their relevance in other disciplines and in everyday life. The teacher should provide practical examples and everyday situations where the use of prefixes is essential.

Secondary Objectives:

• Promote discussion and exchange of ideas: The teacher should encourage students to actively participate in the lesson, promoting discussion and exchange of ideas. This not only enriches learning, but also helps students to consolidate the knowledge acquired.

• Stimulate critical thinking: The teacher should present problem situations that require students not only to apply the knowledge acquired, but also to develop critical thinking. This can be done through open-ended questions, challenges and complex problems to be solved in groups.

• Develop autonomy and responsibility for one's own learning: Through the flipped classroom methodology, students are encouraged to take responsibility for their own learning. The teacher should guide them in this process, but also give them space to seek knowledge autonomously and cooperatively.

The estimated time for the completion of the Objectives is 25 to 30 minutes.

Introduction (10 - 15 minutes)

1. Review of related content: The teacher should begin the lesson by reviewing two basic concepts that are fundamental to the understanding of the prefixes of the International System of Units (SI): the concept of unit of measurement and the concept of powers of 10. This review can be done through quick and interactive questions that encourage student participation. For example, the teacher can ask students about the definition of a unit of measurement and ask them to give examples of powers of 10. In addition, the teacher can propose some simple unit conversion challenges so that students can see the need to use prefixes.

2. Problem situations: Next, the teacher should present two problem situations that will be the starting point for the development of the theory. The first problem situation could be: "If you had to measure the distance between the Earth and the Moon, what unit of measurement would you use? What if you had to measure the distance between two stars?" The second problem situation could be: "If you had to measure the amount of water in a glass, what unit of measurement would you use? What if you had to measure the amount of water in a swimming pool?" These problem situations aim to make students realize the need to use different units of measurement depending on the context and the importance of prefixes in simplifying these measurements.

3. Contextualization: To arouse students' interest, the teacher can contextualize the importance of SI prefixes in everyday situations. For example, the teacher can talk about the importance of prefixes in economics, medicine, engineering, among others. The teacher can also present curiosities, such as the fact that the largest known distance in the universe, the distance between two galaxies, is measured in megaparsecs (Mpc), a unit that only makes sense because of the SI prefixes. In addition, the teacher can talk about the importance of prefixes in communication, since they allow very large or very small quantities to be expressed concisely.

4. Gaining students' attention: To gain students' attention, the teacher can start the lesson with a curiosity. For example, the teacher can tell the story of the German physicist Wilhelm Conrad Röntgen, who discovered X-rays in 1895 and was the first winner of the Nobel Prize in Physics. The curiosity is that the unit of measurement for X-rays, the roentgen (R), was named in his honor. Another way to gain students' attention is through practical activities. For example, the teacher can bring different objects to the classroom and ask students to measure their dimensions using different units of measurement. This will help students to realize the need to use prefixes.

The estimated time for the Introduction is 10 to 15 minutes.

Development (20 - 25 minutes)

1. Activity "Discovering the Prefixes" (10 - 12 minutes): The teacher should divide the class into groups of a maximum of 5 students and give each group a set of cards. Each card should contain a unit of measurement (e.g., meter, centimeter, kilometer, milliliter, etc.) and a number. The number should be a power of 10 (e.g., 10, 100, 1000, 0.1, 0.01, etc.). The activity consists of the students, in their respective groups, correctly associating the cards, i.e., each unit of measurement should be associated with the power of 10 that represents it. At the end of the activity, each group should present its association and explain the reasoning used. The teacher should correct any possible mistakes and reinforce the logic behind the use of prefixes.

   • Step 1: The teacher distributes the cards to each group.
   • Step 2: The students, in their respective groups, associate the cards correctly.
   • Step 3: Each group presents its association and explains the reasoning used.
   • Step 4: The teacher corrects any possible mistakes and reinforces the logic behind the use of prefixes.

2. Activity "Converting Units" (7 - 8 minutes): Still in their groups, students should solve unit conversion exercises. The teacher should provide a list of exercises that includes examples of conversion between units of the same system (e.g., from millimeters to centimeters, from centimeters to meters, etc.) and between units of different systems (e.g., from meters to feet, from grams to pounds, etc.). Students should use SI prefixes to perform the conversions. The teacher should circulate around the room, helping groups that are having difficulties and clarifying possible doubts.

   • Step 1: The teacher provides the list of exercises.
   • Step 2: The students, in their respective groups, solve the exercises.
   • Step 3: The teacher circulates around the room, helping groups that are having difficulties and clarifying possible doubts.

3. Activity "Prefix Challenge" (3 - 5 minutes): To finalize the Development stage, the teacher should propose a challenge to the class. The challenge consists of the students, still in their groups, creating a list of everyday situations that require the use of SI prefixes. The situations can be related to different contexts, such as time, distance, mass, volume, among others. The group that presents the most complete and creative list will be the winner. The objective of this activity is to make students realize the presence of SI prefixes in different aspects of daily life and their importance for the simplification of measurements.

   • Step 1: The teacher proposes the challenge.
   • Step 2: The students, in their respective groups, create the list of everyday situations.
   • Step 3: Each group presents its list.
   • Step 4: The teacher and the class evaluate the lists and choose the winning group.

The estimated time for the Development is 20 to 25 minutes.

Feedback (10 - 12 minutes)

1. Group Discussion (3 - 4 minutes): After the completion of the group activities, the teacher should gather all students for a group discussion. At this stage, each group should briefly share the solutions or conclusions they reached during the activities. The teacher should encourage everyone to participate, ensuring that each group has the opportunity to speak. During the discussion, the teacher should highlight the main points, correct any possible errors, and reinforce the important concepts.

   • Step 1: The teacher gathers all the students for the group discussion.
   • Step 2: Each group briefly shares its solutions or conclusions.
   • Step 3: The teacher highlights the main points, corrects any possible errors, and reinforces the important concepts.

2. Connection with Theory (3 - 4 minutes): After the group discussion, the teacher should make the connection between the activities carried out and the theory presented. The teacher should explain how the activities illustrate and apply the theoretical concepts of the prefixes of the International System of Units (SI). For example, the teacher can show how the "Discovering the Prefixes" activity demonstrates the relationship between units of measurement and powers of 10, and how the "Converting Units" activity shows the application of prefixes in unit conversion. The teacher should also answer any questions that students may have and clarify any points that are still unclear.

   • Step 1: The teacher makes the connection between the activities and the theory.
   • Step 2: The teacher answers any questions and clarifies any points that are still unclear.

3. Individual Reflection (2 - 3 minutes): To finalize the lesson, the teacher should suggest that students reflect individually on what they have learned. The teacher should ask questions that encourage reflection and self-assessment. For example, the teacher can ask: "What was the most important concept you learned today?" "What questions have not yet been answered?" "How can you apply what you learned today in everyday situations or in other disciplines?" Students should write down their answers, which can be shared with the class or given to the teacher, depending on the preference of the teacher and the students.

   • Step 1: The teacher suggests that students reflect individually on what they have learned.
   • Step 2: The students write down their answers.

4. Closure (1 minute): The teacher should close the lesson by thanking the students for their participation and reinforcing the importance of the prefixes of the International System of Units (SI) in everyday life and in other disciplines. The teacher should also remind students to study the lesson content and be prepared for the next lesson.

   • Step 1: The teacher thanks the students for their participation and reinforces the importance of SI prefixes.
   • Step 2: The teacher reminds students to study the lesson content and be prepared for the next lesson.

The estimated time for the Feedback is 10 to 12 minutes.

Conclusion (5 - 8 minutes)

1. Lesson Summary (2 - 3 minutes): The teacher should begin the Conclusion of the lesson by summarizing the main points covered during the lesson. This includes the definition of prefixes of the International System of Units (SI), the explanation of how they are used in the conversion of units of measurement, and the discussion of their importance in everyday life and in other disciplines. The teacher can use a chart or slide to highlight the main points and reinforce learning.

   • Step 1: The teacher summarizes the main points covered during the lesson.
   • Step 2: The teacher highlights the main learning points.

2. Connection between Theory, Practice, and Applications (1 - 2 minutes): Next, the teacher should emphasize how the lesson connected theory, practice, and applications. The teacher can, for example, talk about how the "Discovering the Prefixes" activity and the "Converting Units" activity helped students understand the theory of SI prefixes and apply it in practice. The teacher can also reinforce the importance of understanding SI prefixes to make correct and precise measurements in different contexts.

   • Step 1: The teacher emphasizes the connection between theory, practice, and applications.
   • Step 2: The teacher reinforces the importance of understanding SI prefixes to make correct and precise measurements.

3. Supplementary Materials (1 - 2 minutes): The teacher should then suggest supplementary materials for students who wish to deepen their knowledge about SI prefixes. These materials can include books, websites, videos, and online activities. The teacher can also make specific recommendations based on students' interests and level of understanding. For example, the teacher can suggest a video explaining SI prefixes in a fun and entertaining way for students who prefer to learn visually, or a more advanced book on the history and application of SI prefixes for students who are more interested in the subject.

   • Step 1: The teacher suggests supplementary materials for students who wish to deepen their knowledge about SI prefixes.
   • Step 2: The teacher makes specific recommendations based on students' interests and level of understanding.

4. Importance of the Subject (1 minute): Finally, the teacher should reinforce the importance of SI prefixes in everyday life and in other disciplines. The teacher can, for example, talk about how knowledge of SI prefixes can help students better understand news and scientific articles, to make correct and precise measurements in different contexts, and to communicate clearly and efficiently in situations involving large or small quantities. The teacher should encourage students to apply what they learned in class in their daily lives and in other disciplines.

   • Step 1: The teacher reinforces the importance of SI prefixes in everyday life and in other disciplines.
   • Step 2: The teacher encourages students to apply what they learned in class in their daily lives and in other disciplines.

The estimated time for the Conclusion is 5 to 8 minutes.