Objectives (5 - 10 minutes)

1. Understand the difference between conductors and insulators: The teacher should guide the students to a clear and concise understanding that conductors are materials that allow the flow of electric charge, while insulators are materials that prevent the flow of electric charge.

2. Identify examples of conductors and insulators: Students should be able to identify and differentiate common examples of conductor and insulator materials. This may include metals such as copper and aluminum as conductors, and plastic and wood as insulators.

3. Relate electrical conductivity to the atomic structure of materials: The teacher should lead a discussion on how the atomic structure of materials affects their ability to conduct electricity. This will help students realize that the presence of free electrons is an important factor in electrical conductivity.

Secondary Objectives:

• Encourage active participation in group discussions: The teacher should encourage students to share their ideas and thoughts during the lesson. This can be done through direct questions, group discussions, and practical activities.

• Promote the application of knowledge in problem-solving: Students should have the opportunity to apply what they have learned about electrical conductivity in problem-solving. This can be done through sample problems or a practical project.

Introduction (10 - 15 minutes)

1. Review of previous concepts:

   • The teacher should start the lesson by briefly reviewing previous concepts that are relevant to the current topic. This may include the definition of electricity, electric charge, electrons, and ions.

2. Problem situations to stimulate curiosity:

   • The teacher can present two problem situations to stimulate students' curiosity and prepare them for the lesson topic. For example: "Why does a metal wire conduct electricity, but a piece of wood does not?" and "Why does a light bulb light up when connected to an outlet, but not when touched by a plastic pen?"

3. Contextualization of the topic's importance:

   • The teacher can then contextualize the importance of the topic by explaining how understanding the difference between conductors and insulators is crucial in many practical applications. For example, in electrical engineering, it is crucial to know which materials to use for conducting wires and which to use for insulators to avoid short circuits and other failures.

4. Introduction to the topic with curiosities and practical applications:

   • To capture students' attention, the teacher can share some curiosities or practical applications related to the topic. For example, they may mention that graphene, a two-dimensional carbon material, is one of the best-known electrical conductors, or that birds on high-voltage wires are not electrocuted because they are not in contact with the ground, which acts as a conductor.

By the end of this stage, students should be motivated and prepared to learn more about conductors and insulators in electricity.

Development (20 - 25 minutes)

1. Theory presentation (10 - 15 minutes):

   • Definition of conductors and insulators: The teacher should start the theoretical presentation by defining what conductors and insulators are. They should emphasize the idea that conductors allow electricity to flow easily through them, while insulators block it.
   • Atomic structure: Next, the teacher should explain how the atomic structure of materials affects their electrical conductivity. They should mention that metals are good conductors because they have many free electrons, while insulators like wood and plastic have few or no free electrons.
   • Examples of conductors and insulators: The teacher should then provide concrete examples of conductor and insulator materials that students can recognize and understand. They can use everyday objects such as metal wires, plastic pens, household appliances, among others.
   • Types of materials: The teacher should also explain that there are semiconductor materials, which have variable conductivity depending on conditions. They can mention silicon, for example, which is used in many electronic devices.
   • Importance in everyday life: Finally, the teacher should reiterate the importance of understanding the difference between conductors and insulators in everyday life and in various industries.

2. Guided practice (5 - 10 minutes):

   • Identification of materials: The teacher should then propose a practical activity where students must identify whether various materials are conductors or insulators. For this, they can bring a box with different materials such as coins, aluminum foil, plastic, wood, etc. Students should touch the materials with one end of a bare wire and the other on the terminal of a battery. If the light bulb lights up, the material is a conductor; if it does not light up, it is an insulator.

3. Group discussion (5 - 10 minutes):

   • Reflection on the activity: After the activity, students should be divided into small groups to discuss which materials are conductors and which are insulators, and why. They should also discuss how the atomic structure of materials influences their electrical conductivity.

4. Feedback and clarification of doubts (5 minutes):

   • Feedback from the discussion: The teacher should ask each group to share their conclusions with the class. They should guide the discussion, clarifying any misunderstandings and reinforcing the correct concepts.
   • Clarification of doubts: Finally, the teacher should give students the opportunity to ask questions and clarify any doubts they may have.

By the end of this stage, students should have a solid understanding of the difference between conductors and insulators, and how the atomic structure of materials affects their electrical conductivity. They should also be able to identify examples of conductors and insulators and apply these concepts in practice.

Return (10 - 15 minutes)

1. Review and connection to practice (5 - 7 minutes):

   • The teacher should start this stage by recalling the main concepts discussed in the lesson, emphasizing the difference between conductors and insulators, and how the atomic structure of materials influences electrical conductivity.
   • Next, the teacher should review the practical activity carried out. They can ask some groups which materials they classified as conductors and insulators, and why. The goal is to make a direct connection between theory and practice, reinforcing students' understanding of the topic.
   • The teacher should also take this opportunity to address any common errors students may have made during the practical activity and correct these misconceptions if necessary.

2. Individual reflection (3 - 5 minutes):

   • The teacher should then suggest that students reflect individually on what they learned in the lesson. They can do this by asking questions such as: "What was the most important concept you learned today?" and "What questions have not been answered yet?".
   • Students should have time to think about these questions, and the teacher should encourage them to write down their answers if they wish.

3. Sharing reflections (2 - 3 minutes):

   • After the reflection time, the teacher should ask some students to share their answers with the class. This can be done voluntarily so that students feel more comfortable sharing their reflections.
   • The goal of this activity is to promote metacognition, that is, to make students reflect on their own learning process. This can help them identify any areas where they may still have doubts, and also reinforce what they have learned.

4. Teacher feedback (2 minutes):

   • Finally, the teacher should provide general feedback on the lesson. They should praise the class's strengths and also identify any areas that may need more practice or clarification.
   • The teacher should also reinforce the importance of the topic and how it applies to students' daily lives or other areas of knowledge.

By the end of this stage, students should have a clear understanding of the concepts discussed in the lesson, and they should also be able to reflect on their own learning process. This can help them consolidate what they have learned and identify any areas that may need reinforcement in future lessons.

Conclusion (5 - 10 minutes)

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

   • The teacher should start the Conclusion by summarizing the main points of the lesson. They should reaffirm the definition of conductors and insulators, the relationship between atomic structure and electrical conductivity, and examples of materials that fall into each category.
   • They can do this interactively by asking students to remember and share what they have learned. This helps reinforce the acquired knowledge and ensures that everyone has understood the concepts.

2. Connecting Theory with Practice (1 - 2 minutes):

   • The teacher should then explain how the lesson connected theory with practice. They can mention the practical activity carried out, where students had the chance to identify conductor and insulator materials, and how this demonstrated the application of the learned concepts.
   • They can also reinforce the importance of understanding the difference between conductors and insulators in everyday life and in various industries, as discussed in the Introduction of the lesson.

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

   • The teacher can suggest extra materials for students who wish to deepen their understanding of the topic. This may include physics books, educational websites, explanatory videos, and practical experiments that students can do at home if they have the necessary materials.
   • For example, they can suggest the book "Fundamentals of Physics" by Halliday, Resnick, and Walker, which is a common reference in physics education, or the website "Khan Academy," which offers a variety of free educational resources.

4. Relevance of the Topic to Daily Life (1 - 2 minutes):

   • Finally, the teacher should summarize the importance of the topic for daily life. They can mention that knowledge about conductors and insulators is fundamental in many situations, from choosing materials for electrical wires at home to understanding how electronic devices we use daily work.
   • They can also recall the curiosities and practical applications presented in the Introduction of the lesson to reinforce the relevance and applicability of the topic.

By the end of this stage, students should have a clear and comprehensive understanding of the lesson topic. They should be able to summarize the concepts learned, understand the connection between theory and practice, and appreciate the importance of the topic for daily life and other areas of knowledge.