Objectives (5 - 10 minutes)

1. Understand physical quantities: The teacher should guide the students to understand what physical quantities are, as this is the fundamental concept for the comprehension of the topic. Through practical examples and the use of digital tools, students should be able to distinguish and define different physical quantities.

2. Differentiate scalar and vector quantities: The lesson should focus on explaining the differences between scalar and vector quantities. The teacher should emphasize that scalar quantities are those that are completely defined by a number and a unit, while vector quantities also include a direction and a sense.

3. Solve problems involving physical quantities: The teacher should guide the students to apply the concepts learned to solve practical problems. Students should be able to identify the physical quantities involved in a problem and apply the appropriate formulas to reach a solution.

Secondary Objectives

• Stimulate critical thinking: In addition to learning the concepts, students should be encouraged to think critically about how and why we use physical quantities in our daily lives and in various scientific applications.

• Promote teamwork: During the lesson, students should be encouraged to work in small teams to solve problems. This not only promotes collaboration but also helps students see different approaches to problem-solving.

Introduction (10 - 15 minutes)

1. Review of previous concepts: Initially, the teacher should briefly review the physics concepts already studied that are necessary for the understanding of the current lesson topic. This may include concepts such as units of measurement, vectors, and scalars. The teacher can do this through a brief classroom discussion or using interactive tools, such as games or quizzes, to engage students actively and check comprehension.

2. Problem situations: To arouse students' interest and contextualize the importance of the topic, the teacher can present two problem situations:

   a. 'Imagine you are measuring the speed of a car. Do you think only the speed value is enough to describe the situation? Why?'

   b. 'If you are sailing on a boat and want to know the direction and strength of the wind, what type of physical quantity would you need to use?'

3. Contextualization: The teacher should then explain that physical quantities are used to describe phenomena in our world quantitatively. They are fundamental in many areas of science and engineering, from everyday physics to particle physics. The teacher can give examples of how physical quantities are used in different contexts, such as in the automotive industry, meteorology, medicine, structural engineering, etc. This will help students see the relevance of the topic beyond the classroom.

4. Capturing students' attention: To capture students' attention, the teacher can share some curiosities or interesting facts related to the topic. For example:

   a. 'Did you know that the speed of light is a fundamental physical quantity? It is so important that the speed of light in a vacuum is defined as exactly 299,792,458 meters per second.'

   b. 'Physical quantities are used to describe everything, from the movement of planets to the behavior of subatomic particles. Without them, our understanding of the universe would be very limited!'

Development (20 - 25 minutes)

1. Activity 'What is the quantity?' (10 - 12 minutes):

   a. Description: The teacher will divide the class into groups of 4-5 students. Each group will receive a series of cards, each of which will describe a situation (e.g., 'You are measuring the amount of water that fits in a glass', 'You are measuring the air temperature outside the room'). The students' task will be to identify the physical quantity being measured in the described situation. They should also indicate whether the quantity is scalar or vector.

   b. Objective: This activity aims to have students apply the concepts of scalar and vector quantities in a practical and contextualized way. Additionally, it stimulates discussion and collaboration among group members.

   c. Steps: The teacher should distribute the cards to each group and set a time for the activity. After the determined time, each group should present their answers and justify their choices. The teacher should correct and clarify any doubts that arise.

2. Activity 'Path of Quantities' (10 - 12 minutes):

   a. Description: The teacher will prepare a trail in the classroom, with different marked stations. Each station will have a challenge related to physical quantities. The students, still in their groups, should go through the trail and solve each challenge. Challenges may include, for example, measuring the speed of a toy car going down an inclined plane, determining the force needed to move a box on a smooth surface, etc.

   b. Objective: The objective of this activity is to have students apply the concepts of physical quantities in a practical and playful way. Additionally, it promotes teamwork and problem-solving.

   c. Steps: The teacher should organize the trail in advance, ensuring that the challenges are appropriate for the students' level of understanding. On the day of the activity, the teacher should explain the rules to the students and clarify any doubts. The students should then go through the trail, solving the challenges and recording their answers. In the end, the teacher should gather the class and discuss the solutions.

3. Discussion and Reflection (5 - 10 minutes):

   a. Description: After the conclusion of the activities, the teacher should lead a classroom discussion for students to reflect on what they have learned. The teacher can ask questions like: 'What was the most challenging task for your group? How did you overcome it?'. Additionally, the teacher can ask students to share their insights on the importance of physical quantities in our daily lives and in various scientific applications.

   b. Objective: This final stage aims to consolidate students' learning and stimulate reflection on the learning process. Additionally, it helps identify any gaps in students' understanding that may need to be reviewed in future classes.

   c. Steps: The teacher should guide the discussion, ensuring that all students have the opportunity to participate. The teacher should also make connections between the discussions and the activities carried out, reinforcing the concepts learned.

Return (10 - 15 minutes)

1. Group Discussion (5 - 7 minutes):

   • The teacher should gather all students and ask each group to share their solutions or conclusions from the activities. Each group will have a maximum of 3 minutes to make their presentation.
   • During the presentations, the teacher should encourage other students to ask questions and make comments, thus promoting a collaborative and interactive learning environment.
   • The teacher should take note of the main ideas and difficulties raised by each group, so they can address them in the general discussion that will follow.

2. Connection with Theory (3 - 5 minutes):

   • After the presentations, the teacher should briefly review the theoretical concepts that were applied during the activities. The teacher should explain how each activity relates to the theory of physical quantities, thus reinforcing students' learning.
   • The teacher can use the opportunity to clarify any misunderstandings or confusions that may have arisen during the activities, reinforcing the correct concepts and dispelling any misconceptions.

3. Individual Reflection (2 - 3 minutes):

   • To conclude the lesson, the teacher should propose a moment of individual reflection. Students should think for a minute about questions like: 'What was the most important concept you learned today?' and 'What questions do you still have about physical quantities?'.
   • The teacher can ask students to write down their answers, if they wish. These reflections can be used by the teacher to assess students' understanding of the topic and to plan future classes according to their needs.

4. Teacher Feedback (1 - 2 minutes):

   • Finally, the teacher should provide general feedback to the class, highlighting the strengths and areas for improvement observed during the lesson. The teacher should encourage students to continue practicing and studying the topic, and should reinforce availability to clarify any doubts that may arise.
   • The teacher can also take the opportunity to reinforce the importance of physical quantities in our daily lives and in different areas of knowledge, thus encouraging students to value and engage more with the discipline.

Conclusion (5 - 10 minutes)

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

   • The teacher should start the Conclusion by recalling the main topics covered during the lesson, emphasizing the definition of physical quantities, the differentiation between scalar and vector quantities, and the application of these concepts in problem-solving.
   • It is important for the teacher to make clear connections between theory and practical activities carried out, reinforcing students' understanding of the application of theoretical concepts.

2. Connection between Theory, Practice, and Applications (1 - 2 minutes):

   • The teacher should then emphasize how the lesson connected the theory of physical quantities with practice, through the activities carried out. This can be done, for example, by explaining how theoretical concepts were applied to solve the proposed challenges.
   • Additionally, the teacher should reinforce the practical applications of these concepts, highlighting how physical quantities are used in various areas of knowledge and everyday life.

3. Suggestion of Extra Materials (1 - 2 minutes):

   • The teacher should suggest extra materials so that students can deepen their knowledge on the topic. This may include reference books, educational websites, explanatory videos, among others.
   • The teacher can also recommend additional exercises for students to practice applying the concepts learned.

4. Importance of the Subject for Daily Life (1 - 2 minutes):

   • Finally, the teacher should emphasize the importance of physical quantities for daily life. For example, mention how these concepts are applied in everyday situations, such as measuring the speed of a car, determining the force needed to move an object, calculating atmospheric pressure, among others.
   • The teacher should emphasize that understanding and applying physical quantities is not only important for the physics discipline, but also for various other areas of knowledge and practical life.