Objectives (5 - 7 minutes)

Main Objectives:

1. Understand what a magnet is and how magnetism works.
2. Identify the characteristics and properties of a magnet.
3. Apply the acquired knowledge to solve problems related to magnetism.

Secondary Objectives:

1. Develop observation and analysis skills to understand magnetism in everyday life.
2. Foster curiosity and interest in physics, especially in the study of magnetism.

The teacher should dedicate some time at the beginning of the class to clearly present these Objectives to the students, ensuring that they understand what will be covered and what is expected for them to learn. This can be done through a brief discussion or a brainstorming activity about what the students already know or think about magnetism. The teacher can then relate these initial ideas of the students to the learning Objectives of the lesson.

Introduction (10 - 15 minutes)

Review of Previous Content:

1. The teacher should review basic physics concepts that are fundamental to understanding magnetism, such as the notion of a field and its interactions, and the existence of natural forces, such as gravity.
2. It may also be useful to briefly review the concept of electrons and the idea that they have a property called spin, which is responsible for generating a magnetic field.

Problem Situations:

1. The teacher can present to the students the situation where a compass always points north. He can ask: Why does the compass behave this way? What makes the compass needle turn?
2. Another situation could be that of a magnet attracting paper clips. The teacher can ask: Why are the paper clips attracted to the magnet? What makes them stick to it?

Contextualization:

1. The teacher should highlight the importance of magnetism in our daily lives, mentioning applications such as the compass, the operation of electric motors, power generators, and even in modern technologies like computer hard drives and credit cards.
2. It may also be interesting to mention how magnetism is explored in various areas of science and technology, such as in medicine (magnetic resonance imaging), industry (material separation), and space exploration (radiation protection).

Attention Gain:

1. The teacher can introduce the story of how magnetism was discovered by chance, through a Greek legend about a shepherd named Magnes, who noticed that the iron tools he used stuck to a rock he found.
2. Another curiosity that can be mentioned is the existence of animals that can detect the Earth's magnetism, such as bees and turtles, and how this helps them in their migrations.

Development (20 - 25 minutes)

Theory Explanation (10 - 12 minutes)

1. What is a magnet? The teacher should explain that a magnet is an object that has the ability to attract ferromagnetic materials (such as iron, nickel, and cobalt) and to orient itself according to the Earth's magnetic field. Additionally, he should emphasize that magnetism is an inherent property of some materials, like iron, and can be induced in others, like copper, through special processes.
2. How does magnetism work? The teacher should explain that magnetism is a force that acts at a distance, meaning that the magnet does not need to touch the object to attract it. He should emphasize that magnets have two poles (north and south) and that like poles repel each other, while opposite poles attract. Additionally, he should mention that magnetism is generated by the moving electrons in the atoms of the magnetic material.
3. What are magnetic field lines? The teacher should explain that magnetic field lines are imaginary lines that represent the direction a small compass would point if it were at a certain point in the magnetic field. He should emphasize that these lines never cross and are denser near the magnet's poles.
4. How can a magnet magnetize another object? The teacher should explain that when a magnet is placed near an object that can be magnetized, the electrons of the object align with the magnet's magnetic field, causing the object to temporarily become a magnet. He should emphasize that upon removing the magnet, the object loses its magnetization.

Practical Activities (10 - 13 minutes)

1. Experiment with lemon and nails: The teacher should demonstrate a simple experiment where a nail is magnetized using a lemon and a copper wire. He should cut the lemon in half, stick the nail in one of the halves, and wrap the copper wire around the nail. Then, he should connect the wire ends to a battery. The electrons in the wire will circulate and create a magnetic field around the nail, magnetizing it.
2. Activity with compasses and magnets: The teacher should distribute compasses and magnets to the students and ask them to check how the compass behaves in the presence of the magnets. They should observe that the north pole of the compass always points to the south pole of the magnet. Additionally, the teacher can ask the students to try to separate the two poles of a magnet with force, to observe the repulsion.
3. Activity of magnetizing paper clips: The teacher can distribute some paper clips and magnets to the students and ask them to try to magnetize the clips. They should notice that by rubbing the clip with the magnet in a single direction, the clip becomes a temporary magnet and can attract other clips.

Correction and Discussion (3 - 5 minutes)

1. The teacher should guide the students in correcting the activities, clarifying doubts, and highlighting the main learning points.
2. He should also promote a discussion about the practical applications of magnetism, relating to the examples presented in the Introduction, and encouraging the students to think about other possibilities of using magnetism in their lives or in different areas of knowledge.

Return (8 - 10 minutes)

Review of Concepts (3 - 4 minutes)

1. The teacher should review the main concepts covered in the lesson, reinforcing the idea that magnets have two poles (north and south), which attract when they are of different poles and repel when they are of the same pole.
2. He should emphasize that magnetism is an inherent property of some materials, like iron, and can be induced in others, like copper, through special processes.
3. He should remind that magnets can temporarily magnetize other objects that are capable of being magnetized, and that this phenomenon occurs due to the interaction of the materials' electrons with the magnet's magnetic field.

Connection with the Real World (2 - 3 minutes)

1. The teacher should reinforce the importance of magnetism in our daily lives, mentioning again the practical applications presented in the Introduction of the lesson, such as the compass, electric motors, power generators, computer hard drives, credit cards, among others.
2. It may also be interesting to ask the students to think about other everyday situations where magnetism is present, such as in magnetic toys, refrigerator locks, speakers, etc.

Reflection on Learning (3 - 4 minutes)

1. The teacher should propose that the students reflect on what they learned in the lesson, asking: What was the most important concept you learned today? What questions have not been answered yet?
2. He should give a minute for the students to think about these questions and then ask them to share their answers with the class.
3. The teacher should value all answers, even if they are not exactly what he expected, as each student has a unique learning process. Additionally, he should take advantage of this reflection moment to identify possible gaps in the students' understanding and plan future activities to address these difficulties.

Conclusion (5 - 7 minutes)

Recapitulation of Contents (2 - 3 minutes)

1. The teacher should summarize the main concepts covered in the lesson, reinforcing the idea that a magnet has two poles (north and south) and that like poles repel each other, while opposite poles attract.
2. He should recall that magnetism is an inherent property of some materials and can be induced in others.
3. He should reinforce that magnetism is a force that acts at a distance and is generated by the moving electrons in the atoms of the magnetic material.
4. Finally, he should reiterate that magnets can temporarily magnetize other objects that are capable of being magnetized.

Connection of Theory with Practice (1 - 2 minutes)

1. The teacher should explain how the practical activities carried out during the lesson helped to consolidate the theoretical concepts presented.
2. He should highlight that the experiment with the lemon and the nail, the activity with the compass and the magnet, and the activity of magnetizing paper clips allowed the students to observe in practice the behavior of magnets and the interaction between magnetic fields.

Supplementary Materials (1 - 2 minutes)

1. The teacher can suggest additional study materials for students who wish to deepen the knowledge acquired. These materials may include educational videos, science websites, textbooks, among others.
2. He can also indicate simple experiments that students can perform at home to explore more about magnetism, such as trying to magnetize other objects besides paper clips using a magnet.

Importance of Magnetism (1 minute)

1. Finally, the teacher should reinforce the importance of magnetism in our daily lives, revisiting the practical applications presented in the Introduction of the lesson.
2. He should emphasize that without magnetism, many modern technologies that we use daily, such as cell phones, computers, and household appliances, would not be possible.