Objectives (5 - 7 minutes)

1. Understand the concept of Uniform Motion (UM) and its practical application in the real world. This includes understanding that UM is a motion in which the object's speed remains constant over time, and how this translates into a straight line on the position vs. time graph.

2. Learn to calculate the average speed in a UM, using the formula: 𝑉 = 𝑆/𝑡, where V is the average speed, S is the distance traveled, and t is the time. Students should be able to apply this formula to solve problems related to UM.

3. Develop problemsolving skills through the use of practical examples and exercises. Students should practice applying the concepts and formulas learned to solve problem situations involving UM.

   Secondary Objectives:

   • Identify real situations that can be modeled as UM and calculate the average speed in those cases.
   • Apply the concept of UM in everyday situations, allowing the understanding of the importance and relevance of this concept in practical life.

Introduction (10 - 12 minutes)

1. Review of previous concepts (3 - 4 minutes): The teacher should start the lesson by reviewing the concepts of velocity and acceleration, which are fundamental for understanding Uniform Motion. Students should be encouraged to participate by sharing what they remember of these concepts and how they may be related to Uniform Motion.

2. Problem situation (3 - 4 minutes): Next, the teacher should present two problem situations that will serve as a hook for the topic Introduction. For example, the teacher may ask: 'Imagine you are walking on a treadmill at a constant speed. What type of motion are you performing? And what do you think you could use to calculate the average speed of this motion?' Or 'If a car is traveling at 80 km/h on a straight and flat road, what type of motion is it performing? And how can we calculate the distance the car has traveled after 2 hours of travel?'

3. Contextualization (2 - 3 minutes): The teacher should then explain the importance of Uniform Motion in the real world. Examples such as the motion of an airplane in cruise, the movement of the hands of a clock, or the movement of the Sun in the sky can be mentioned. All of these are examples of motions that, although not apparent, are uniform, and the understanding of this concept is fundamental for various practical applications.

4. Introduction to the topic (2 - 3 minutes): Finally, to introduce the topic in a way that captures the students' attention, the teacher can share some curiosities or stories. For example, one can talk about how the discovery of Uniform Motion was fundamental for the scientific revolution of the 17th century, or about how the invention of the mechanical clock was one of the first steps towards understanding and studying Uniform Motion. Another interesting curiosity is the application of Uniform Motion in games, such as the famous game 'The Witness', which is entirely based on solving puzzles involving Uniform Motion.

Development (20 - 25 minutes)

1. Uniform Motion Simulation Activity (7 - 10 minutes)

   • The teacher should divide the class into groups and provide each group with a tape measure, a stopwatch, and a toy car.
   • In a long straight corridor, students should measure a certain distance (for example, 10 meters) and then use the toy car to travel that distance.
   • One student in the group will be responsible for starting the stopwatch when the car begins to move and stopping it when the car reaches the end of the distance.
   • Another student will be responsible for recording the measured time.
   • Students should repeat the experiment at least twice to ensure the accuracy of the results.
   • Next, students should calculate the average speed of the toy car using the formula 𝑉 = 𝑆/𝑡, where V is the average speed, S is the distance traveled, and t is the time.
   • Finally, students should discuss the conclusions of the experiment and how they relate to the concept of Uniform Motion.

2. Uniform Motion Modeling Activity (7 - 10 minutes)

   • For this activity, the teacher should provide students with a series of everyday situations that can be modeled as Uniform Motion, such as the movement of the hands of a clock, the movement of the Sun in the sky, the motion of an airplane in cruise, etc.
   • Students should choose one of the situations and then draw a position vs. time graph for that situation.
   • They should then identify the average speed of this Uniform Motion and calculate the total distance traveled in a certain interval of time.
   • Students should present their conclusions to the class, explaining how they arrived at these results and what difficulties they encountered.

3. Discussion and Correction of Activities (6 - 8 minutes)

   • After all groups have completed the activities, the teacher should lead a classroom discussion where each group will present their conclusions and the results of their activities.
   • During the discussion, the teacher should correct conceptual errors, clarify doubts, and highlight the important points of Uniform Motion observed during the activities.
   • It is important for the teacher to encourage the participation of all students in the discussion, promoting a collaborative and respectful learning environment.

Return (8 - 10 minutes)

1. Group Discussion (3 - 4 minutes)

   • The teacher should facilitate a group discussion about the solutions found by each team during the activities. Each group will have a maximum of 3 minutes to share their conclusions and the challenges they faced during the activities.
   • During this discussion, the teacher should encourage students to explain their answers and reason about the concepts learned. The teacher can ask questions to stimulate the discussion and deepen the students' understanding.
   • It is important for the teacher to listen attentively to the students' answers, correct any misunderstandings, and praise correct answers and good explanations.

2. Connection with Theory (2 - 3 minutes)

   • Next, the teacher should make the connection between the activities carried out and the theory studied. For example, the teacher may ask: 'How did the experiment with the toy car help us understand the concept of Uniform Motion? How did you apply the formula for average speed in this experiment?'
   • The teacher should reinforce the key concepts of Uniform Motion, emphasizing how they were applied in the activities and how they relate to the real world.
   • It is important for the teacher to explain that practice is a crucial part of the learning process, and that the activities carried out in the classroom help solidify the theoretical concepts.

3. Individual Reflection (2 - 3 minutes)

   • Finally, the teacher should propose that students reflect individually on what they learned in the lesson. The teacher can ask questions such as: 'What was the most important concept you learned today?' and 'What questions have not been answered yet?'
   • Students should be encouraged to write down their answers and share them with the class if they feel comfortable.
   • The teacher should reinforce that reflection is a powerful tool for learning, as it helps students consolidate what they have learned and identify areas that need further study or practice.

4. Lesson Closure (1 minute)

   • To conclude the lesson, the teacher should summarize the main points discussed and activities carried out, reinforce the key concepts of Uniform Motion, and highlight the importance of practice in learning Physics.
   • The teacher should also remind students of homework assignments, additional readings, or future studies that may be useful for deepening their understanding of Uniform Motion.
   • Finally, the teacher should thank the students for their participation and effort, and encourage them to continue to strive in their Physics studies.

Conclusion (5 - 7 minutes)

1. Summary and Recapitulation (2 - 3 minutes)

   • The teacher should start the Conclusion by summarizing the main points covered during the lesson. This includes the definition of Uniform Motion (UM), the formula for calculating the average speed in a UM, and how to represent a UM on a position vs. time graph.
   • The teacher can use a blackboard or a slide to review these concepts, highlighting the most important aspects and clarifying any remaining doubts.
   • During this process, the teacher should encourage students to participate by asking if they have any questions or if something is still unclear to them.

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

   • The teacher should then reinforce how the lesson connected the theory of UM with practice and applications in the real world. For example, the teacher can remind students of the group activities, such as the experiment with the toy car and the modeling of real situations as UM, and how these activities helped to better understand the concept of UM and its application.
   • The teacher should also reiterate the importance of UM in everyday situations, such as the movement of the hands of a clock, and how the ability to calculate the average speed in a UM can be useful in various practical situations.

3. Supplementary Materials and Self-Study (1 - 2 minutes)

   • To consolidate what was learned in the lesson, the teacher should suggest supplementary materials for self-study. This may include textbook chapters, explanatory videos online, simulation websites, and interactive exercises, among others.
   • The teacher should provide a list of these materials, along with instructions on how to use them effectively, such as focusing on understanding the fundamental concepts, practicing the application of formulas in different situations, and reviewing regularly to reinforce memorization and understanding.
   • Additionally, the teacher may suggest that students reflect on what they learned in the lesson, noting what the most important concepts were, what questions have not been answered yet, and which study strategies were most effective.

4. Subject Importance and Closure (1 minute)

   • Finally, the teacher should emphasize the importance of Uniform Motion for Physics and everyday life. For example, the teacher may mention how the ability to understand and calculate UM is crucial for various areas of science and engineering, and how understanding UM can help us better understand the world around us.
   • The teacher should thank the students for their participation and effort, and encourage them to continue studying and striving to understand and apply Physics concepts. The teacher may also remind students of the next lesson and homework assignments, and wish everyone a good day or a good night.