Objectives (5 - 7 minutes)

1. Understanding the Concept of Field Lines: Students should be able to understand the concept of field lines in electricity, recognizing that they represent the direction and intensity of the electric field. They should learn that field lines move from high electric potential to low.

2. Identification and Representation of Field Lines: Students should be able to identify field lines in different situations and represent them graphically. This includes understanding how field lines behave around positive and negative electric charges, and how they are distributed in uniform and non-uniform electric fields.

3. Application of the Concept of Field Lines: Students should be able to apply the concept of field lines to predict the behavior of electric charges in different situations. For example, they should be able to predict the force and trajectory of a charged particle in an electric field, based on the distribution of field lines.

   Secondary Objectives:

   • Development of Scientific Thinking: Through the study of field lines, students should develop their scientific thinking skills, including the ability to observe, infer, predict, and test.

   • Application of Knowledge in Everyday Situations: Students should be encouraged to apply the concept of field lines in everyday situations, such as understanding the action of a magnet or the operation of a particle accelerator.

Introduction (10 - 15 minutes)

1. Recalling Necessary Concepts: The teacher should start the lesson by briefly reviewing fundamental concepts that are necessary for understanding the current topic. These concepts may include the definition of electric field, the difference between positive and negative charges, and the idea that charges of the same sign repel each other and opposite charges attract. This can be done through a quick group discussion or with the help of visual resources, such as diagrams or models.

2. Presenting Problem Situations: Next, the teacher should present two problem situations related to the lesson topic to the students. The first one could be: "Imagine you have two electric charges, one positive and one negative, and you need to predict how they will interact. How would you do that?" The second situation could be: "Have you ever wondered why charged particles in a particle accelerator follow curved trajectories? How do you think field lines can help us understand this?"

3. Contextualizing the Importance of the Subject: The teacher should then contextualize the importance of the subject, explaining how understanding field lines is fundamental to the comprehension of many electrical and magnetic phenomena encountered in daily life. For example, field lines help us understand why magnets attract certain objects, or why our electronic devices work.

4. Introducing the Topic with Curiosities and Stories: To spark students' interest, the teacher can introduce the topic with some curiosities or stories. For example, they can mention that the idea of field lines was introduced by Michael Faraday, a famous scientist and inventor of the 19th century, who also made important discoveries in areas such as electromagnetism and electrochemistry. Another curiosity is that the visual representation of field lines, with arrows indicating the direction of the field, was inspired by Faraday observing how magnetic field lines behaved around a magnet.

5. Proposing the Challenge: Finally, the teacher should challenge the students to understand and be able to represent field lines in different situations, and to use this understanding to predict the behavior of electric charges. The teacher should emphasize that, although it is a challenging topic, it is fundamental for the study of electricity and has many practical applications.

Development (20 - 25 minutes)

1. Practical Activity - "Building an Electric Field" (10 - 12 minutes)

   • Class Division: The teacher should divide the class into groups of up to 5 students. Each group will receive a kit of materials that includes: a sheet of paper, a pencil, some small Styrofoam balls (representing electric charges), and some toothpicks.
   • Activity Description: The teacher should explain that the activity consists of "building" a miniature electric field on the sheet of paper. The Styrofoam balls will be used to represent the electric charges and the toothpicks will be used to draw the field lines.
   • Activity Steps:
     1. Each group should choose one of the Styrofoam balls to represent a positive electric charge and another one to represent a negative electric charge.
     2. The groups should then position the Styrofoam balls on the sheet of paper, so that opposite charges are close to each other, as if they were "interacting".
     3. Using the toothpicks, the groups should draw the field lines, starting from the positive charge and heading towards the negative charge. They should observe how the field lines behave, curve, move apart or come together, and how their distribution changes as they move the charges.
     4. At the end of the activity, each group should present to the class their "miniature electric field", explaining what they observed and the conclusions they drew.

2. Interactive Activity - "Simulating an Electric Field" (10 - 13 minutes)

   • Activity Description: The teacher should present the students with an interactive simulation of an electric field on a tablet or computer. The simulation should allow students to "play" with the electric charges and observe how the field lines behave.
   • Activity Guidelines:
     1. Students should be encouraged to explore the simulation freely, moving the electric charges, observing the field lines, and making notes about what they observe.
     2. They should be challenged to predict how the field lines will behave before making a move, and to verify if their predictions were correct.
     3. Students should also be encouraged to think about how the distribution of field lines affects the force and trajectory of charged particles.

3. Group Discussion (5 - 7 minutes)

   • Discussion Direction: After the practical activities, the teacher should facilitate a group discussion, where students will have the opportunity to share their observations, reflections, and questions. The teacher should guide the discussion to reinforce the concepts learned and deepen the students' understanding.
   • Guiding Questions: To guide the discussion, the teacher can ask questions such as: "What did you observe when drawing the field lines in the 'Building an Electric Field' activity?", "How did the field lines behave in the interactive simulation? How does this relate to what we observed in the previous activity?", "How do field lines help us understand the behavior of electric charges? Can you think of a daily life situation where this understanding could be useful?"
   • Clarifying Doubts: The teacher should take advantage of the discussion to clarify any doubts students may have and to reinforce the most important concepts. They should also value the students' contributions, encouraging them to think critically and express their ideas clearly and respectfully.

Return (8 - 10 minutes)

1. Group Discussion - "Sharing Learnings" (3 - 5 minutes)

   • Group Presentations: The teacher should invite one member from each group to share the main discoveries and reflections that arose during the practical activities. Each group will have a maximum of 3 minutes to present.
   • Connection with Theory: The teacher should encourage students to make connections between the observations made during the activities and the theory discussed in the Introduction of the lesson. For example, they can discuss how the distribution of field lines around electric charges relates to the concept of electric field, or how the direction and intensity of field lines influence the behavior of charged particles.
   • Open Discussion: After all presentations, the teacher should open the discussion to the class, allowing students to ask questions, share their own observations and insights, and clarify any doubts they may have.

2. Connection with Practice - "Linking Theory to Everyday Life" (3 - 4 minutes)

   • Guided Discussion: The teacher should then lead a discussion on how the concept of field lines can be applied in everyday situations. For example, they can discuss how understanding field lines can help us understand the action of a magnet, the operation of a particle accelerator, or even the interaction between electric charges in our own bodies.
   • Student Reflection: Students should be encouraged to reflect on these applications, and to think about other situations where the concept of field lines could be useful. For instance, they can think about how field lines could help us understand the interaction between electric charges in lightning, in a circuit, or in an electrical circuit.

3. Self-assessment - "What Did I Learn?" (2 - 3 minutes)

   • Reflection Moment: The teacher should then propose an individual reflection moment, where students will have the opportunity to think about what they learned during the lesson. They can ask questions like: "What was the most important concept you learned today?", "What questions have not been answered yet?", "How could you apply what you learned today in everyday situations or in other study contexts?".
   • Optional Sharing: If there is time, the teacher can invite some students to share their answers with the class. This can help reinforce learning and motivate students for the upcoming lessons.
   • Feedback Collection: Finally, the teacher should thank the students for their participation and dedication, and encourage them to continue studying and learning. They can also take the opportunity to collect quick feedback on the lesson, asking students what they liked the most, what was most challenging, and what they would like to learn in the upcoming lessons.

This Return is crucial to ensure that the learning objectives of the lesson were achieved, to consolidate students' learning, and to motivate them to continue studying and learning. Furthermore, by promoting discussion and reflection, the teacher is helping students develop their critical thinking and self-assessment skills, which are essential for their success as autonomous learners and as scientists.

Conclusion (5 - 7 minutes)

1. Lesson Summary: The teacher should start the Conclusion of the lesson by giving a brief summary of the main points covered. They should recall the definition of field lines, how they represent the direction and intensity of the electric field, and how they behave in different situations, such as around positive and negative electric charges, and in uniform and non-uniform electric fields.

2. Connection between Theory, Practice, and Applications: Next, the teacher should highlight how the lesson connected theory, practice, and applications. They should recall the practical activities carried out, such as building a miniature electric field and the interactive simulation, and how these activities helped illustrate and deepen the theory. They should also recall the discussions about the applications of the concept of field lines in everyday situations and in different branches of science and technology.

3. Extra Materials: The teacher should then suggest some extra materials to students to deepen their understanding of the topic. These materials may include videos, interactive simulations, simple experiments to do at home, additional readings, and practice problems. For example, the teacher can suggest that students watch a video explaining the concept of field lines, or explore an online interactive simulation that allows manipulating electric charges and observing the behavior of field lines.

4. Importance of the Topic: Finally, the teacher should emphasize the importance of the topic for students' daily lives and for the world around them. For example, they can mention that understanding field lines is fundamental to the comprehension of many electrical and magnetic phenomena encountered in daily life, such as the operation of magnets, household appliances, and electronic devices. They can also mention that the concept of field lines has important applications in areas such as medicine (e.g., in electrocardiography) and engineering (e.g., in the design of electrical circuits and energy storage and generation devices).

5. Lesson Closure: The teacher should then conclude the lesson by thanking the students for their participation and effort, and encouraging them to continue studying and learning. They can also remind students about the next steps of the course, and what they can expect from the upcoming lessons. Finally, they should wish everyone a good day and remind them to take care of themselves and others.