Objectives (5 - 7 minutes)

1. Understand the concept of magnetism and magnets: Students should be able to define magnetism and explain what magnets are, how they work, and what their properties are.

2. Differentiate between types of magnets: Students should be able to distinguish between different types of magnets, such as natural and artificial ones, and understand the differences in their properties.

3. Identify practical uses of magnets: Students should be able to recognize and describe the various uses of magnets in everyday life and in various industries.

Secondary objectives:

• Stimulate curiosity: The teacher should encourage students to ask questions and explore the topic of magnetism beyond what is presented in class.

• Promote active participation: The teacher should create activities that involve students actively, stimulating discussion and collaboration.

Introduction (10 - 15 minutes)

1. Review of related content: The teacher should start the lesson by briefly reviewing the concepts of magnetic force and magnetic field that were previously studied. This can be done through direct questions to the students or through a brief theoretical review. (3 - 5 minutes)

2. Problem situations: Next, the teacher can present two problem situations that arouse students' interest in the topic. The first one could be: "How do magnetic levitation trains float without touching the rails?" The second one could be: "Why do compasses always point north?" These questions should serve as a starting point for the discussion on magnetism and the introduction of the topic of magnets. (5 minutes)

3. Contextualization: The teacher should then contextualize the importance of magnetism and magnets in everyday life and industry. He can mention examples such as the use of magnets in speakers, electric motors, refrigerators, and even in medical devices like magnetic resonance imaging. This will help students understand the relevance of the subject and engage in the lesson. (2 - 3 minutes)

4. Introduction to the topic: To start the study of magnets, the teacher can present the history of their discovery and development. He can mention the Greek philosopher Thales of Miletus, who observed the attraction of small pieces of amber by light objects, and the English physicist William Gilbert, who coined the term "magnet" and conducted pioneering studies on magnetism. The teacher can also mention the importance of magnets in navigation, which allowed sailors to explore the world more safely. (3 - 5 minutes)

Development (20 - 25 minutes)

1. Experiment 1 - "The Power of the Magnet" (10 - 12 minutes)

   • Materials needed: Bar magnets, small nails, bond paper, colored pens.
   • Procedure: The teacher should distribute the materials to each group of students. Then, they should place a bar magnet on a sheet of bond paper and spread the nails around it. Afterwards, they should observe and draw what happens to the nails. Finally, they should discuss in groups what they observed and how they can explain the phenomenon.
   • Objective: This experiment aims to demonstrate the magnetic force and the attraction effect of magnets on iron objects, stimulating students to think about the nature of magnetism.

2. Activity 1 - "Classification of Magnets" (5 - 7 minutes)

   • Materials needed: Different types of magnets (natural and artificial), paper, and pens.
   • Procedure: The teacher should provide students with a variety of magnets and ask them to classify them into groups according to their characteristics and properties. Students should record their observations and justify their classifications.
   • Objective: This activity aims to help students differentiate between the different types of magnets and understand the characteristics that distinguish them.

3. Activity 2 - "Magnets in Everyday Life" (5 - 6 minutes)

   • Materials needed: Various everyday objects (paper clips, coins, screws, etc.) and magnets.
   • Procedure: The teacher should distribute the objects and magnets to each group of students. They should then test which objects are attracted to the magnets and which are not. Afterwards, they should discuss in groups why some objects are attracted and others are not. Finally, they should identify practical uses for magnets based on their observations.
   • Objective: This activity aims to allow students to explore the use of magnets in everyday life, developing a practical understanding of their properties and applications.

4. Experiment 2 - "Creating a Magnet" (7 - 9 minutes)

   • Materials needed: Iron nails, a magnet, a basin of water, paper towel.
   • Procedure: The teacher should distribute the materials to each group of students. First, students should rub the magnet in the same direction on one of the iron nails for about a minute. Then, they should place the nail in the water basin, observing what happens. Finally, they should discuss in groups what they learned from the experiment.
   • Objective: This experiment aims to show students that it is possible to create a temporary magnet through the friction of a magnetic material (the magnet) on a non-magnetic material (the iron nail), reinforcing the concept of magnetization.

Return (8 - 10 minutes)

1. Group Discussion (3 - 4 minutes)

   • The teacher should gather all students and ask each group to share their conclusions or solutions found during the activities and experiments. This allows students to see different perspectives and understandings on the topic. Additionally, it allows the teacher to clarify any misunderstandings and reinforce the correct concepts.

2. Connection with Theory (2 - 3 minutes)

   • After the group presentations, the teacher should make a connection between the activities and experiments carried out and the theory discussed in the Introduction of the lesson. This can be done by highlighting how practical experiences confirm the theoretical concepts of magnetism and the action of magnets. The teacher can also reinforce the importance of magnetism in everyday life, recalling the examples of applications presented in the Introduction.

3. Individual Reflection (2 - 3 minutes)

   • The teacher should then propose that students reflect individually on what they learned in the lesson. This can be done through questions like: "What was the most important concept you learned today?" and "What questions have not been answered yet?" Students should have a minute to think about these questions and then can share their reflections with the class, if they wish. This allows students to consolidate their learning and identify any areas they still do not fully understand.

4. Feedback and Clarification of Doubts (1 minute)

   • Finally, the teacher should ask if there are any remaining doubts on the topic. If so, he should clarify the doubts as much as possible. The teacher can also ask for feedback from students about the lesson, inquiring if they found the activities and experiments interesting and useful for understanding the topic. This will allow the teacher to make adjustments in future lessons, if necessary, to better meet the needs and interests of the students.

Conclusion (5 - 7 minutes)

1. Summary and Recapitulation (2 - 3 minutes)

   • The teacher should review the key points of the lesson, recapitulating the concept of magnetism, the properties of magnets, the different types of magnets, and their practical uses. He should remind students of the activities and experiments carried out, reinforcing the main discoveries made by them. This will help solidify the acquired knowledge and connect theory to practice.

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

   • The teacher should explain again how the lesson connects the theory of magnetism to practice. For example, he can mention how the activities and experiments demonstrated the laws of magnetism and the action of magnets. Additionally, he should revisit the applications of magnets in everyday life and industry, emphasizing how theoretical knowledge is essential to understand and take advantage of these applications.

3. Extra Materials and Future Studies (1 minute)

   • The teacher should suggest additional materials for students to deepen their understanding of magnetism and magnets. This may include books, documentaries, educational websites, additional experiments, among others. He can also suggest related topics that students can explore, such as electromagnetism and the applications of magnets in medicine.
   • For example, the teacher may recommend the book "A Brief History of Time" by Stephen Hawking, which explores magnetism and other physical phenomena in an accessible and interesting way.

4. Importance of the Subject in Daily Life (1 minute)

   • Finally, the teacher should reinforce the relevance of magnetism and magnets in everyday life. For example, he can remind students that magnetism is essential for the functioning of many of the devices and technologies we use daily, such as computers, cell phones, cars, and trains. Additionally, he can highlight how understanding magnetism can lead to new inventions and scientific advances.