Objectives (5 - 7 minutes)

1. Understand Uniform Motion (UM) and its characteristics: Students should be able to define what Uniform Motion is, understand that it is a motion that occurs with constant speed and without acceleration, and recognize the characteristics that distinguish it from other types of motion.

2. Build and interpret UM graphs: In this objective, students should learn how to build UM graphs, representing time and position, time and velocity, and time and acceleration. In addition, they should be able to interpret these graphs, identifying the information they provide about the motion.

3. Solve problems involving UM with the help of graphs: Finally, students should apply the acquired knowledge to solve practical problems involving Uniform Motion, using graphs as a tool for resolution. This includes determining the speed, position, and time, based on the information provided by the graph.

Secondary Objectives:

• Stimulate critical thinking and problem-solving: In addition to learning the specific concepts and skills related to Uniform Motion, students should be encouraged to develop critical thinking and problem-solving skills, which are essential in the discipline of Physics and in many other areas of knowledge.

• Promote teamwork and communication: During practical activities, students should be encouraged to work in teams, promoting collaboration and communication among them.

Introduction (10 - 15 minutes)

1. Review of Necessary Concepts: The teacher should start the lesson by reviewing the basic concepts of kinematics, such as what motion is, position, velocity, and acceleration. It is important for students to have a solid foundation of these concepts before moving on to the specific topic of the lesson. The teacher can do this through direct questions to the students or through a brief quiz.

2. Problem Situations: To spark students' interest, the teacher can present two problem situations involving Uniform Motion and graph construction. For example:

   • "Imagine you are on a race track and running at a constant speed. What would be the graph of your position over time?"
   • "If a car is moving at a constant speed of 50 km/h on a straight road, what would be the graph of its velocity over time?"

3. Contextualization: The teacher should then contextualize the importance of Uniform Motion and graphs in real life. He/she can mention how these concepts are used in various areas, such as calculating travel routes, weather forecasting, and even in creating animations in movies and games.

4. Introduction to the Topic: To introduce the topic in an engaging way, the teacher can share some curiosities or interesting facts about Uniform Motion and graph construction. For example:

   • "Did you know that Uniform Motion is one of the most basic and important concepts in physics? It serves as the basis for understanding many other physical phenomena."
   • "Uniform Motion graphs are used not only in physics but also in many other areas of science and engineering. They help us understand and predict how objects will move in time and space.

Development (20 - 25 minutes)

1. Practical Activity - "Turtle Race" (10 - 12 minutes): In this activity, students will simulate an experiment of Uniform Motion. They will form teams of 3 to 4 people. Each team will receive a toy turtle and a race track marked with lines. The goal is to make the turtle move along the track at a constant speed.

   • The teacher should provide stopwatches so that teams can measure the time and a ruler to measure the distance traveled by the turtle.
   • Teams should record the time and distance traveled by the turtle every second. With this data, they will build graphs of position versus time and velocity versus time.
   • The teacher should move around the room to help teams, clarify doubts, and ensure they understand the concept of Uniform Motion.
   • At the end of the activity, teams should present their graphs to the class, explaining how they built them and what they represent.

2. Discussion Activity - "Analyzing Graphs" (5 - 7 minutes): In this activity, students will work in their teams to analyze and interpret Uniform Motion graphs. The teacher should provide each team with a series of graphs and a list of questions to guide the discussion.

   • Questions may include: "What is the object's speed?", "Is it moving forward or backward?", "What is the object's position at a certain moment?", among others.
   • The teacher should move around the room, listening to the discussions and clarifying doubts.
   • At the end of the activity, some teams should be invited to share their conclusions and explain how they reached them.

3. Problem-Solving Activity - "Uniform Motion Challenge" (5 - 6 minutes): In this activity, students will solve practical problems involving Uniform Motion. The teacher should provide each team with a series of problems involving the construction and interpretation of Uniform Motion graphs.

   • Problems may include: "Given a velocity versus time graph, draw the position versus time graph.", "Given an acceleration versus time graph, draw the velocity versus time graph.", among others.
   • Teams should work together to solve the problems, using the knowledge they acquired during the lesson.
   • At the end of the activity, the teacher should review the answers with the class, clarifying any doubts that may arise.

Return (8 - 10 minutes)

1. Group Discussion (3 - 4 minutes): The teacher should gather the students and promote a group discussion. He/she can start by asking each team how they solved the problems and what they learned from the practical activities. The goal is for students to share their experiences and discover different ways to approach and solve Uniform Motion problems. The teacher should ensure that all students have the opportunity to speak and that all contributions are valued.

2. Connection to Theory (2 - 3 minutes): After the discussion, the teacher should make the connection between the practical activities and the theory presented at the beginning of the lesson. He/she should explain how the concepts of Uniform Motion and graph construction were applied in the activities and how they are used to solve real-world problems. The teacher can use examples from the activities to illustrate these points and reinforce the importance of theoretical understanding for practical application.

3. Individual Reflection (2 - 3 minutes): Finally, the teacher should propose that students make an individual reflection on what they have learned. He/she can do this through 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 today in everyday situations?"

   The teacher should give a minute for students to think about the questions and then ask for volunteers to share their answers. He/she should encourage students to be honest in their reflections and to express any doubts or difficulties they may have. The teacher should address these doubts and difficulties in the best possible way, either by clarifying the questions immediately or by proposing that they be discussed in future classes.

4. Teacher's Feedback (1 minute): To end the lesson, the teacher should provide feedback to students on what went well and what can be improved. He/she should praise the students' efforts, highlight key achievements, and emphasize the importance of what was learned. At the same time, the teacher should identify areas that may need more attention and suggest ways for students to enhance their knowledge and skills outside the classroom.

Conclusion (5 - 7 minutes)

1. Summary of Contents (2 - 3 minutes): The teacher should start the Conclusion by recapping the main points covered in the lesson. He/she should recall the definition of Uniform Motion, the characteristics that distinguish it from other types of motion, the construction and interpretation of UM graphs, and the resolution of problems involving UM with the help of graphs. Additionally, the teacher should highlight the importance of Uniform Motion and graphs in understanding many other physical phenomena.

2. Connection between Theory, Practice, and Applications (1 - 2 minutes): The teacher should then explain how the lesson connected theory, practice, and applications. He/she should highlight how the practical activities helped students understand and apply theoretical concepts and see the relevance of these concepts in the real world. The teacher can use examples from the activities to illustrate these points and reinforce the importance of theoretical understanding for practical application.

3. Extra Materials (1 minute): The teacher should suggest extra materials for students who wish to deepen their knowledge of Uniform Motion and graph construction. These materials may include textbooks, educational videos, physics websites, and simulation apps. The teacher should encourage students to explore these resources on their own and to bring any questions or observations to the next lesson.

4. Importance of the Subject (1 - 2 minutes): To conclude, the teacher should emphasize the importance of Uniform Motion and graphs in everyday life. He/she can mention how these concepts are used in various areas, such as in engineering to design structures that support uniform movements, in weather forecasting to understand how clouds and winds move, and even in sports activities to analyze athletes' performance. The teacher should emphasize that by understanding and applying these concepts, students are developing skills that are valuable not only in physics but also in many other areas of life.