Objectives (5 - 7 minutes)

1. Understand Snell's Law: Students should be able to understand and explain Snell's Law, which relates the angles of incidence and refraction of a light ray as it passes from one medium to another with different refractive indices.

2. Apply Snell's Law in real-world situations: Students should acquire the ability to apply Snell's Law in practical problems. This includes the ability to calculate the angle of refraction when the refractive index of the originating medium and the destination medium are known.

3. Develop problem-solving skills: In addition to understanding and applying Snell's Law, students should enhance their problem-solving skills. This involves the ability to carefully analyze the problem, identify what is given and what is asked, and apply the correct formula to find the solution.

   Secondary Objectives:

• Develop teamwork skills: During practical activities, students will be encouraged to work in groups, promoting collaboration and effective communication among them.

• Stimulate critical thinking: In addition to solving problems, students will be motivated to question and think critically about the concepts presented, deepening their understanding of the topic.

Introduction (10 - 15 minutes)

1. Review of previous content: The teacher should start the lesson by reviewing the concepts of refraction and refractive index that were learned in previous classes. This can be done through a brief review, either through a quick quiz or through an open discussion. The teacher should ensure that all students understand these concepts before moving on to the main topic of the lesson.

2. Problem situations: The teacher can then present two problem situations to arouse the students' interest in the topic. For example:

   • "Why does light bend when passing from one medium to another, such as from air to water or from air to glass?"
   • "Why does a stick appear broken when partially submerged in water?"

3. Contextualization: The teacher should then contextualize the importance of Snell's Law, explaining that this law is fundamental for us to understand optical phenomena that occur in our daily lives, such as the formation of mirages, the separation of colors by the refraction of light in a prism, among others.

4. Presentation of the initial problem situation: To introduce the topic in a more interesting way, the teacher can present an initial problem situation. For example:

   • "Imagine you are in a soccer game and need to calculate the angle at which the sunlight will reflect on the ball so you can hit it. How could you use Snell's Law to solve this situation?"

5. Importance of the subject: Finally, the teacher should discuss the importance of the subject to be studied, explaining that Snell's Law is not just a theoretical concept, but a practical tool used in various areas, including engineering, architecture, health sciences, and medical imaging technology.

Development (20 - 25 minutes)

1. Simulation Activity: The teacher should distribute to the students a set of cubes made of different transparent materials, such as plastic, glass, and acrylic, and a light source (it can be a small flashlight). The students, in groups of up to five, should position the light source in a way that a ray of light strikes the surface of one of the cubes. The challenge is to, using a protractor and a ruler, measure the angles of incidence and refraction of light as it passes from air to the interior of the cube.

   This activity aims to concretize the concept of Snell's Law, allowing students to observe in practice how light behaves when passing from one medium to another, and how the difference in refractive index between these media affects the angle of refraction. Additionally, it promotes interaction among students and experimentation, contributing to a better understanding of the subject.

2. Problem-Solving Activity: After the simulation activity, the teacher should propose a practical problem for the students to solve in groups. For example, "A ray of light strikes the surface of the water in a lake at an angle of 30° relative to the normal. If the refractive index of water is 1.33, what will be the angle of refraction?".

   Students should discuss and analyze the problem, identify what is given and what is asked, and apply Snell's Law to find the solution. The teacher should move around the room, guiding and clarifying doubts, but without providing the answer directly. This activity aims to develop students' problem-solving skills, as well as the practical application of Snell's Law.

3. Group Discussion Activity: To conclude the Development stage, the teacher should promote a group discussion about the observations and conclusions made by the students during the activities. The teacher should encourage students to share their experiences and difficulties, promoting the exchange of ideas and critical thinking. Additionally, the teacher can ask guiding questions to consolidate students' understanding of Snell's Law.

   For example, the teacher can ask: "How did the angle of incidence affect the angle of refraction in our experiments? And if we used a glass cube instead of a plastic one, what do you think would happen?". This activity aims to reinforce students' learning, clarify possible doubts, and consolidate their understanding of the topic.

Return (8 - 10 minutes)

1. Group Discussion: The teacher should gather all students for a group discussion. Each group should share their solutions to the problem proposed in the Development stage. During this discussion, the teacher should highlight the key points of Snell's Law that were applied in each solution, reinforcing students' understanding of the topic. Additionally, the teacher should encourage students to ask questions and exchange ideas, promoting a collaborative learning environment.

2. Connection with Theory: After the discussion, the teacher should connect the practical activity with the theory presented in the Introduction of the lesson. For example, the teacher can show how measuring the angles of incidence and refraction in the simulation activity is directly related to Snell's Law. This will help students realize the applicability of the theoretical concepts studied.

3. Individual Reflection: The teacher should then propose that students reflect individually for a minute on the answers to the following questions:

   1. What was the most important concept learned today?
   2. What questions have not been answered yet?

   This individual reflection is important for students to consolidate what they have learned and identify possible gaps in their understanding. The teacher can ask some students to share their answers with the class, which can lead to a more in-depth discussion and help clarify possible doubts.

4. Teacher Feedback: Finally, the teacher should provide feedback to the students, praising their contributions, highlighting strengths, and pointing out areas that may need more attention. The teacher should also reinforce the importance of the topic studied, highlighting examples of everyday situations where Snell's Law is applied. This will help students understand the relevance of what they have learned and motivate them to continue exploring the subject.

Conclusion (5 - 7 minutes)

1. Content Summary: The teacher should start the Conclusion of the lesson by briefly summarizing the main points covered. This includes the definition of Snell's Law, an explanation of what the refractive index is, the relationship between angle of incidence and angle of refraction, and how to apply Snell's Law to solve practical problems. The teacher should ensure that all students have understood these fundamental concepts before proceeding.

2. Connection between Theory, Practice, and Applications: Next, the teacher should reinforce the importance of connecting theory with practice and applications. He can, for example, remind students how the practical activities carried out in the classroom helped visualize and better understand the theory of Snell's Law. Additionally, the teacher should emphasize again the practical applications of Snell's Law, such as in optical problems, engineering, and health sciences.

3. Suggestion of Additional Materials: The teacher should then suggest additional study materials for students who wish to deepen their knowledge on the subject. This may include textbooks, educational videos, physics websites, among others. The teacher should briefly explain each recommended material and how it can help students consolidate what they have learned in the lesson.

4. Importance of the Subject for Everyday Life: Finally, the teacher should reinforce the importance of the subject studied for everyday life. For example, he can mention how Snell's Law is applied in various everyday situations, such as in the formation of mirages, in the refraction of light in eyeglasses and cameras, in the separation of colors in a prism, among others. The teacher should encourage students to observe these phenomena in their daily lives, thus promoting the connection between theory and practice.

5. Closure: The teacher should conclude the lesson by thanking the students for their participation and effort, and encouraging them to continue studying and exploring the fascinating world of Physics. He should remind students of the importance of reviewing the content learned and preparing for the next lesson. Finally, the teacher should bid farewell to the class and conclude the lesson.