Objectives (5 - 10 minutes)

1. Understanding Average Speed and its calculation: Students should understand the concept of average speed and how to calculate the average speed of uniformly varied motion. This includes the use of the formula v = Δs/Δt, where v is the average speed, Δs is the change in position, and Δt is the change in time.

2. Calculation skills of average speed: Students should be able to apply the formula of average speed to various scenarios of uniformly varied motion in order to calculate the average speed of a moving object.

3. Connection between average speed and uniformly varied motion: Students should be able to relate the calculation of average speed to the concept of uniformly varied motion, understanding how the speed of an object varies uniformly over time.

Secondary Objectives

• Application of the concept to practical situations: Students should be able to apply the concept of average speed to real-world situations, such as the movement of a car on a road or an object falling from a height.

• Development of critical thinking: When working on problems involving average speed, students should be encouraged to think critically about the problem and how they are applying the formula. This will help them develop problem-solving skills and logical thinking.

Introduction (10 - 15 minutes)

1. Review of previous concepts: The teacher should start the lesson by reviewing the concepts of uniform and varied motion that were studied in previous classes. This can be done through a quick review or quiz to ensure that all students understand these fundamental concepts before moving on to the average speed of uniformly varied motion.

2. Problem situation: The teacher can present two problem situations to instigate the students' interest. The first one could be: "Imagine you are riding a bike and, every minute, you increase your speed by 2 m/s. How can you calculate your average speed during the entire time you are pedaling?". The second problem situation could be: "If a car is accelerating uniformly from 0 to 60 km/h in 10 seconds, what is its average speed during this time?".

3. Contextualization: The teacher should explain the importance of calculating average speed in various fields, such as engineering, physics, sports, among others. For example, in engineering, calculating average speed is crucial for designing efficient transportation systems. In sports, average speed is often used to evaluate athletes' performance.

4. Introduction to the topic: To capture the students' attention, the teacher can share some curiosities or facts about average speed. For example, they can mention that the world record for average speed in a land vehicle is 1,227.985 km/h, set by the Thrust SSC in 1997. Another curiosity could be that in physics, average speed is often used to describe the motion of subatomic particles.

5. Introduction of the theory: Finally, the teacher should introduce the theory of average speed of uniformly varied motion. Explain that average speed is the rate of displacement of an object over time and that, in uniformly varied motion, the speed varies uniformly over time. Additionally, the teacher should present the formula for average speed and how to apply it to calculate the average speed in different scenarios.

Development (20 - 25 minutes)

1. Practical activity with toy cars and stopwatches (10 - 15 minutes):

   • Preparation: The teacher should divide the class into groups of 3 to 4 students and provide each group with a toy car, a stopwatch, and adhesive tape. The teacher should mark a starting line and a finish line on the classroom floor or hallway.
   • Activity: Each group should perform the following activity: They should place the toy car at the starting line, mark the initial position of the car with the adhesive tape, and then release the car. As the car moves from the starting line to the finish line, one group member should measure the time it takes for the car to cover that distance with the stopwatch. Once the car has crossed the finish line, another group member should mark the new position of the car with the adhesive tape.
   • Analysis: After completing the activity, students should record their data (time and distance) and then calculate the average speed of the toy car using the formula v = Δs/Δt. Students should compare the results obtained by each group and discuss possible sources of error. The teacher should guide the discussion, helping students understand the relationship between average speed and uniformly varied motion.

2. Problem-solving activity (10 - 15 minutes):

   • Preparation: The teacher should prepare a series of problems related to the calculation of average speed of uniformly varied motion. The problems should vary in difficulty to meet the learning needs of all students.
   • Activity: Students, still in their groups, should solve the proposed problems. They should discuss problem-solving strategies and work together to find solutions. The teacher should circulate around the room, offering support and clarifying any doubts.
   • Discussion: After solving the problems, the teacher should lead a classroom discussion where students present their solutions and share their problem-solving strategies. The teacher should highlight key points and clarify any misunderstandings that may have arisen.

3. Application activity of the concept (5 - 10 minutes):

   • Preparation: The teacher should prepare a list of real-world situations that involve calculating the average speed of uniformly varied motion. The situations may include, for example, the movement of a car on a road, the movement of an elevator, the movement of an object falling from a height, among others.
   • Activity: Each group of students should choose one of the situations from the list and apply the concept of average speed to solve the problem. They should calculate the average speed of the object in the proposed situation and present their result to the class. The teacher should facilitate the discussion, helping students understand how to apply the concept of average speed in different contexts.

Return (10 - 15 minutes)

1. Group discussion (5 - 7 minutes):

   • The teacher should call each group to share the solutions or conclusions of their activities or problems. Each group will have up to 3 minutes to present.
   • During the presentations, the teacher should observe and take notes on how students are applying the concept of average speed of uniformly varied motion, what strategies they are using to solve the problems, and whether they have managed to make the connection between theory and practice.
   • After each presentation, the teacher should provide constructive feedback, praising what was well done and suggesting improvements or clarifying doubts, if necessary.

2. Connection with the theory (2 - 3 minutes):

   • After all presentations, the teacher should lead a brief discussion to connect the practical activity and problem-solving with the theory presented in the Introduction of the lesson.
   • The teacher should reinforce the importance of understanding the formula for average speed and how to apply it correctly to calculate the average speed of uniformly varied motion.
   • Additionally, the teacher should emphasize the need to interpret the results correctly and ensure that the calculations are correct.

3. Individual reflection (3 - 5 minutes):

   • The teacher should ask students to reflect individually on what they learned in the lesson. They should think about questions like: "What was the most important concept I learned today?", "What questions have not been answered yet?" and "How can I apply what I learned today in everyday situations?".
   • Students should have a minute to think about these questions. After the reflection time, the teacher can ask some volunteers to share their answers with the class.
   • The teacher should listen carefully to the students' answers, as this can provide valuable feedback on what the students understood and which areas still need to be worked on.

4. Teacher's feedback (1 - 2 minutes):

   • To end the lesson, the teacher should provide overall feedback on the class performance. This may include praise for efforts, observed improvements, and areas that need to be reinforced.
   • The teacher should also encourage students to continue practicing the calculation of average speed of uniformly varied motion and to apply this concept in their daily lives.

This Return moment is crucial to consolidate learning and ensure that students have understood the lesson content. Additionally, it provides an opportunity for the teacher to assess the effectiveness of the lesson and make adjustments, if necessary, for future classes.

Conclusion (5 - 7 minutes)

1. Summary and Recapitulation (2 - 3 minutes):

   • The teacher should recap the main points of the lesson, recalling the definition of average speed, the formula to calculate it (v = Δs/Δt), and the relationship between average speed and uniformly varied motion.
   • The teacher should review the practical examples and problems discussed during the lesson, highlighting the key steps to solve each one and how theory was applied in practice.
   • Students should be encouraged to ask questions or clarify any remaining doubts at this time.

2. Connection of Theory with Practice (1 - 2 minutes):

   • The teacher should emphasize how the lesson connected theory (concepts of average speed and uniformly varied motion) with practice (calculations and problem-solving).
   • It should be emphasized that calculating average speed is an important tool to understand the motion of objects in real life, whether it's a car accelerating on a road, an elevator going up, or a person riding a bike.

3. Extra Materials (1 minute):

   • The teacher should suggest additional study materials for students who want to deepen their knowledge on the topic. This may include physics textbooks, educational websites, explanatory videos, among others.
   • For example, the teacher may recommend reading specific chapters of a physics textbook or watching short videos on calculating average speed.

4. Importance of the Topic (1 - 2 minutes):

   • Finally, the teacher should explain the importance of the topic covered for students' daily lives. It should be emphasized that the ability to calculate and understand average speed is useful in many aspects of life, from planning travel routes to understanding athletes' performance in sports like Formula 1.
   • The teacher may conclude by reinforcing that physics is not just a subject to be studied in the classroom, but a powerful tool to understand the world around us and solve real-life problems.