Objectives (5 - 10 minutes)

1. Understanding the Concept of Electric Charge: The teacher must ensure that students understand what electric charge is, its origin, and its types (positive and negative). Students should be able to explain the concept in their own words and identify examples of objects or particles with positive and negative charges.

2. Differentiation between Electric Charge and Electric Current: The teacher should clarify the difference between electric charge and electric current, which will be further explored in future classes. Students should be able to distinguish between the two concepts and understand that electric charge is the fundamental property of matter, while electric current is the flow of charge.

3. Calculating Electric Charge in a Body: The teacher should teach students how to calculate the electric charge in a body, given the quantity of electrons or protons. Students should be able to perform simple calculations to determine the electric charge of a body.

Secondary Objectives:

• Application of the Concept of Electric Charge in Everyday Life: The teacher should encourage students to identify situations in daily life where electric charge is present, such as in electronic devices, lightning, etc.

• Development of Critical Thinking and Autonomy: Throughout the class, the teacher should encourage students to question, reflect, and formulate hypotheses on the topic, thus promoting the development of critical thinking skills and autonomy in the learning process.

Introduction (10 - 15 minutes)

1. Recalling Previous Concepts: In order for students to adequately understand the topic 'Electric Charge,' the teacher should begin by briefly recalling the concepts of atom, protons, electrons, and neutrons. These concepts are fundamental to understanding the topic of the lesson, as electric charge is a property of electrons and protons.

2. Problem Situation: The teacher can present two problem situations to stimulate students' curiosity and critical thinking. The first one could be: 'Why does a balloon stick to the wall when rubbed on our hair?' The second problem situation could be: 'How do lightning, which are electrical discharges, form during a storm?'

3. Contextualization: The teacher should then contextualize the importance of studying electric charge, explaining that electricity is a fundamental part of our modern lives. It is the basis for the operation of numerous devices and technologies we use daily, from light bulbs and electronic devices to transportation systems, hospitals, and industries. Furthermore, understanding electric charge is essential for the comprehension of natural phenomena, such as lightning.

4. Curiosities: To spark students' interest, the teacher can share some curiosities about electric charge. One curiosity is that electric charge was discovered by chance by Thales of Miletus, a Greek philosopher, when he rubbed amber with a piece of sheepskin and observed that the amber attracted small objects. Another curiosity is that electric charge is the basis for the operation of one of humanity's most revolutionary inventions: the computer.

5. Introduction of the Topic: Finally, the teacher should introduce the topic 'Electric Charge' directly, explaining that electric charge is a fundamental property of matter and that it is responsible for diverse phenomena such as static electricity, lightning, the operation of electronic devices, and even the structure of atoms. The teacher can conclude the Introduction by stating that by the end of the lesson, students will be able to understand what electric charge is, how it manifests in different situations, and how it can be calculated.

Development (20 - 25 minutes)

1. Theoretical Explanation (10 - 12 minutes):

   1.1. Electric Charge and the Structure of the Atom: The teacher should start by explaining that electric charge is a fundamental property of matter and that all atoms are composed of particles that possess electric charge. Protons have a positive electric charge, electrons have a negative electric charge, and neutrons have no electric charge.

   1.2. Elementary Electric Charge: Next, the teacher should introduce the concept of elementary electric charge, explaining that the electric charge of electrons and protons is quantized, meaning it can only take integer multiples of a minimum quantity, which is the elementary electric charge. The elementary electric charge is represented by the letter e and its value is approximately -1.6 x 10^-19 C (Coulombs).

   1.3. Net and Neutral Electric Charge: The teacher should explain that in an atom, the number of protons is equal to the number of electrons, making the total electric charge of the atom zero. However, if an atom gains or loses electrons, it will become charged, meaning it will have a net electric charge different from zero.

   1.4. Electric Charge and Body Electrification: The teacher should address the concept of body electrification, explaining that if a body gains electrons, it will be negatively charged, and if a body loses electrons, it will be positively charged. The teacher can use the example of charging by friction, which occurs when we rub two bodies and one gains electrons from the other.

2. Discussion and Clarification of Doubts (5 - 7 minutes):

   2.1. Interactivity: The teacher should encourage students to actively participate in the class by asking questions, sharing their ideas and experiences, and clarifying their doubts. The teacher can use open-ended questions to promote discussion, such as: 'Can you think of other examples of charging by friction that occur in daily life?' 'What do you think happens when a body loses electrons?'

   2.2. Clarification of Doubts: The teacher should clarify any doubts that arise during the discussion, reinforcing the concepts that were presented and explaining them in different ways, if necessary.

3. Practical Activity (5 - 6 minutes):

   3.1. Calculation of Electric Charge: The teacher should propose a practical activity where students will have to calculate the electric charge of a body, given the number of electrons or protons. The teacher can provide the formula for calculating electric charge (C = n x e, where C is the electric charge, n is the number of electrons or protons, and e is the elementary electric charge) and some exercise examples. Students should solve the exercises in groups and present their solutions to the class. The teacher should correct the exercises, clarify any doubts that arise, and reinforce the concepts that were covered.

   3.2. Discussion of Results: At the end of the activity, the teacher should promote a discussion about the results obtained by the groups. For example, the teacher can ask: 'What is the relationship between the number of electrons or protons and the electric charge of a body?' 'What happens to the electric charge of a body if it gains or loses electrons?'

4. Connections with Reality (5 - 7 minutes):

   4.1. Application of the Concept of Electric Charge in Everyday Life: The teacher should encourage students to make connections between what was learned in the class and situations in daily life. For instance, the teacher can ask: 'How does the concept of electric charge apply to the operation of the electronic devices we use every day?' 'How can charging by friction explain the fact that when we walk on a carpet and touch a metal doorknob, we feel a small shock?'

   4.2. Reflection on the Importance of Studying Electric Charge: The teacher should conclude the class by reinforcing the importance of studying electric charge for the understanding of natural phenomena and for the development of technologies used in daily life. The teacher can ask: 'What would the world be like if there were no electric charge?' 'What would be the consequences for our lives if there was no electricity?'

Return (5 - 10 minutes)

1. Review of Key Concepts (3 - 5 minutes):

   1.1. The teacher should briefly review the key concepts learned during the class, such as the definition of electric charge, the difference between electric charge and electric current, elementary electric charge, body electrification, and calculation of electric charge. 1.2. The teacher can ask students to recall and summarize these concepts in their own words, encouraging the participation of all students. 1.3. The teacher should clarify any remaining doubts about these concepts, reinforcing the idea that it is normal to have doubts and that seeking answers is an important part of the learning process.

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

   2.1. The teacher should explain how the class connected theory, practice, and the application of electric charge concepts. 2.2. The teacher can highlight how the practical activity of calculating electric charge allowed students to apply theoretical concepts in a meaningful and concrete way. 2.3. The teacher can also emphasize how the discussion about the application of electric charge in daily life helped students understand the importance and relevance of these concepts.

3. Final Reflection (1 - 2 minutes):

   3.1. The teacher should ask students to reflect for a minute on the questions: 'What was the most important concept learned today?' and 'What questions have not been answered yet?' 3.2. After this minute of reflection, the teacher can ask some students to share their answers with the class, promoting an environment of respect and appreciation for different perspectives. 3.3. The teacher should then clarify any remaining doubts and reinforce the importance of the concepts learned for the understanding of natural phenomena and the development of technologies.

4. Class Closure (1 minute):

   4.1. The teacher should end the class by thanking the students for their participation and emphasizing the importance of studying electric charge for the understanding of natural phenomena and the development of technologies. 4.2. The teacher can also suggest some additional activities or readings for students who wish to deepen their knowledge on the topic. For example, the teacher can suggest that students research more about the structure of the atom, electromagnetic theory, body electrification, etc.