Objectives (5 - 7 minutes)

1. Understand the definition of Uniformly Accelerated Motion (UAM) and its importance in the study of physics. Students should be able to identify real situations that exemplify UAM, as well as its relationship with constant acceleration.

2. Interpret the graphs of UAM and understand how they represent motion. Students should be able to analyze a position vs. time graph, velocity vs. time graph, and acceleration vs. time graph, and extract relevant information about the motion.

3. Solve problems applying the equations of UAM. Students should be able to use the UAM equations (such as v = vo + at and s = s0 + vot + 1/2at^2) to solve problems involving the motion of bodies in real situations.

Secondary Objectives:

• Develop critical thinking and problem-solving skills through the application of theoretical concepts in practice.
• Stimulate active participation and teamwork through discussion and problem-solving in groups.
• Promote student autonomy in the learning process, encouraging the search for knowledge beyond the classroom.

Introduction (10 - 12 minutes)

1. Review of previous concepts: The teacher should start the lesson by briefly reviewing the concepts of kinematics, uniform motion, and acceleration. This can be done through questions directed at the students, such as 'What is acceleration?' and 'How can we identify uniform motion?'. This review will serve to remind students of the necessary concepts to understand Uniformly Accelerated Motion (UAM).

2. Problem situations: Next, the teacher should present two situations involving UAM. For example, they can talk about a car that starts from rest and accelerates at a constant rate, or about an object that is thrown upwards and then descends, both cases with constant acceleration. The teacher should challenge the students to think about how they could graphically represent these movements and how they could calculate the position, velocity, and acceleration at different moments.

3. Contextualization: The teacher should then contextualize the importance of UAM, explaining that it is used to describe various real-life phenomena, such as the motion of vehicles, the fall of objects, and even the motion of planets. They can mention that understanding UAM is fundamental in areas such as engineering, physics, astronomy, among others.

4. Engaging students' attention: To spark students' interest, the teacher can share curiosities about UAM. For example, they can mention that Isaac Newton's famous phrase 'An object at rest tends to stay at rest, and an object in motion tends to stay in motion with the same speed and in the same direction unless acted upon by a force' describes the principle of UAM. Additionally, they can mention that UAM is used in video games to simulate the realistic movement of characters and objects.

5. Introduction of the topic: Finally, the teacher should introduce the topic of the lesson - the graphs of UAM. They can explain that these graphs are powerful tools for understanding and analyzing motion, as they show us how the position, velocity, and acceleration of an object change over time.

This Introduction should create a conducive environment for learning, arousing students' curiosity and interest in the lesson topic.

Development (20 - 25 minutes)

1. Modeling Activity - Graph Construction (10 - 12 minutes): Students will be divided into groups of 3 to 4 members. Each group will receive a set of cards with information about a uniformly accelerated motion. Each card will represent a time interval and will have information about the position, velocity, and acceleration of the object in that interval. The group's challenge will be to use these cards to construct three graphs: position vs. time, velocity vs. time, and acceleration vs. time. Students should justify their choices and argue about the coherence of their graphs with the information provided on the cards. At the end of the activity, each group will present their graphs to the class, and the other students will ask questions to test the group's understanding of UAM.

   • Necessary materials: Sets of cards with information about UAM (position, velocity, acceleration, and time)

2. Practical Activity - Problem Solving (10 - 12 minutes): After the modeling activity, students will be challenged to solve practical problems involving UAM. Each group will receive a set of problems that they must solve together. The problems will be varied and may include, for example, calculating the position and velocity of an object at different moments, determining the acceleration from a graph, or interpreting a graph to describe the motion of an object. The teacher will circulate around the room, assisting the groups as needed and encouraging discussion and critical thinking.

   • Necessary materials: Set of practical problems about UAM

3. Application Activity - UAM Challenge (5 - 6 minutes): To conclude the Development part, the teacher will present a challenge to the class. The challenge will consist of finding examples of UAM in everyday life and creating a graph to represent this motion. Students will have a short time to think and discuss in their groups, and then each group will present their example and graph to the class. This activity aims to reinforce the application of UAM in the real world and develop students' ability to identify and represent UAM.

   • Necessary materials: None, just the challenge presented by the teacher.

This Development stage is essential for the practical understanding of UAM and for the development of students' problem-solving and critical thinking skills. Group activities promote collaboration and dialogue, allowing students to learn from each other and feel more engaged in the learning process.

Return (8 - 10 minutes)

1. Group Discussion (3 - 4 minutes): The teacher should facilitate a group discussion, where each team will have up to 3 minutes to share the solutions or conclusions found in the activities carried out. During the presentations, the teacher should encourage other students to ask questions and make comments, thus promoting an environment of dialogue and collaborative learning.

2. Connection with Theory (2 - 3 minutes): After the presentations, the teacher should summarize the main observations and conclusions, emphasizing how they connect with the theory of UAM. The teacher should reinforce important concepts, correct possible misconceptions, and clarify any doubts that may have arisen during the activities. It is important for the teacher to highlight the practical application of the theoretical concepts studied, reinforcing the relevance of UAM in the real world.

3. Individual Reflection (2 - 3 minutes): To conclude the Return stage, the teacher should propose that students reflect individually on what they learned in the lesson. This can be done through questions like: 'What was the most important concept you learned today?' and 'What questions have not been answered yet?'. Students should have a minute to think about their answers. After this time, the teacher can ask some students to share their reflections with the class, promoting a final moment of exchange and learning.

   • Necessary materials: Time for individual reflection, reflection questions.

This Return stage is crucial to consolidate students' learning and to assess the effectiveness of the lesson. Through group discussions, students have the opportunity to learn from each other, clarify doubts, and see different perspectives on the same problems. The connection with theory allows students to see the relevance of the concepts learned and how they apply in practice. Individual reflection helps students internalize what they have learned and identify possible gaps in their understanding, which can guide autonomous study later on.

By the end of this stage, students should have a solid understanding of the graphs of UAM, how to interpret them, and how to use them to solve problems. Additionally, they should have developed valuable skills such as critical thinking, problem-solving, and teamwork.

Conclusion (5 - 7 minutes)

1. Lesson Summary (2 - 3 minutes): The teacher should summarize the main points covered during the lesson. They should recall the definition of Uniformly Accelerated Motion (UAM), the importance of graphs to represent UAM, and how to solve problems using the equations of UAM. The teacher should emphasize the practical application of these concepts and how they are used to describe and predict the motion of objects in the real world.

2. Theory-Practice Connection (1 - 2 minutes): Next, the teacher should reinforce how the lesson connected theory and practice. They can mention the modeling and problem-solving activities, and how they allowed students to apply theoretical concepts in practice. The teacher should highlight how understanding the graphs of UAM and the ability to solve related problems are essential for physics and many other areas of knowledge.

3. Extra Materials (1 minute): The teacher can suggest some extra materials for students who wish to deepen their understanding of UAM. These materials may include explanatory videos, science websites, physics books, among others. The teacher can share these suggestions through a list that will be sent to the students' email or posted on the online learning platform.

4. Everyday Applications (1 minute): Finally, the teacher should emphasize the importance of UAM in everyday life. They can mention practical examples of how UAM is used, such as in calculating the trajectory of a rocket, predicting the weather, the operation of an elevator, among others. The goal is to show students that physics is not limited to the classroom environment but has real and relevant applications in the world around them.

This Conclusion stage is essential to consolidate students' learning and to demonstrate the relevance and applicability of the concepts learned. By the end of the lesson, students should have acquired a solid understanding of the graphs of UAM, how to interpret them, and how to use them to solve problems. Additionally, they should have developed valuable skills such as critical thinking, problem-solving, and teamwork.