Objectives (5 - 7 minutes)

1. Understand the concept of a plane mirror and its application in physics.

2. Understand the phenomenon of light reflection and how it occurs in a plane mirror.

3. Learn to calculate reflection angles using the law of reflection.

Secondary objectives:

• Develop observation and critical thinking skills through practical experiments.

• Practice problem-solving and mathematical calculations related to the topic.

• Foster discussion and group collaboration for collective knowledge acquisition.

Introduction (10 - 12 minutes)

1. Content Review: The teacher will start the class by recalling the concepts of light and optics that are essential for understanding the topic. The concepts of light as an electromagnetic wave, the speed of light, the composition of white light, and the visible spectrum will be revisited. The concept of light as a particle, the concepts of light ray, light beam, and light source will also be recalled. (3 - 4 minutes)

2. Problem Situation: The teacher will present the students with two problem situations involving light reflection in plane mirrors:

   • A person is looking at themselves in a mirror and notices that when they raise their right hand, the image in the mirror raises the left hand. Why does this happen?

   • In a classroom, a beam of light hits a plane mirror and is reflected in another direction. How can we predict where the beam of light will be reflected? (2 - 3 minutes)

3. Contextualization: The teacher will then explain the importance of studying light reflection in plane mirrors, mentioning some of its practical applications in daily life, such as:

   • Use of mirrors in dance studios to enlarge the space and allow dancers to see their posture and movements from different angles.

   • Use of mirrors in vehicles to assist in maneuvering.

   • Use of mirrors in submarine periscopes to allow crew members to see what is happening above the water surface without having to leave the submarine. (3 - 4 minutes)

4. Introduction to the Topic: Finally, the teacher will present the topic of the lesson, light reflection in plane mirrors, in a way that sparks students' interest. This can be done in several ways, for example:

   • Telling the story of how the discovery and study of light and light reflection revolutionized science and technology, leading to the development of important inventions such as the lens, telescope, and camera.

   • Showing students an object that uses a plane mirror, such as a periscope, and asking them to speculate on how it works before explaining the theory behind it.

   • Sharing a curiosity about light reflection in plane mirrors, such as the fact that although a plane mirror seems to reflect an "inverted" image of an object, in reality, the image is "specular," meaning that left and right are not inverted, only front and back. (2 - 3 minutes)

Development (20 - 25 minutes)

1. Practical Activity "Mirror Game": The teacher will divide the class into groups of up to 5 students and provide each group with a plane mirror, a small object (such as a coin), and a ruler. The goal of the game is for each group, using only the mirror, the object, and the ruler, to try to calculate the angle of light reflection by moving the object in front of the mirror. The team that gets the reflection angle closest to 45 degrees wins the game. During the activity, the teacher should circulate around the room, assisting groups when necessary and encouraging discussion and logical reasoning. (10 - 12 minutes)

2. Interactive Activity "Plane Mirror Simulator": After the practical activity, the teacher will introduce a plane mirror simulator on the digital board or classroom computers. The simulator will allow students to manipulate the position of a light source and an object and observe the light reflection in the mirror. Each group will have the chance to use the simulator to conduct a series of experiments and observe how the position of the light source and the object affects the light reflection. During the activity, the teacher will circulate around the room, assisting groups when necessary and encouraging discussion and logical reasoning. (10 - 12 minutes)

3. Discussion Activity "Applications of Light Reflection": After the practical and interactive activities, the teacher will promote a classroom discussion about the applications of light reflection in plane mirrors. Each group will be invited to share their findings and conclusions from the practical and interactive activities and discuss how they relate to the practical applications mentioned in the lesson introduction. The teacher will facilitate the discussion, asking questions and providing feedback, and will encourage students to make connections between what they learned in the lesson and the world around them. (5 - 6 minutes)

These activities aim to promote students' understanding of the concept of a plane mirror and light reflection, as well as develop their observation, critical thinking, problem-solving, and group collaboration skills. Additionally, they provide students with the opportunity to learn in an active and engaging way, which can increase their motivation and interest in the subject.

Return (8 - 10 minutes)

1. Group Discussion (3 - 4 minutes): The teacher will gather all students and promote a group discussion. Each group will have up to 3 minutes to share their solutions or conclusions from the practical and interactive activities. During the presentations, the teacher should encourage other students to ask questions and express their opinions. The teacher should guide the discussion to ensure that the main concepts and ideas related to light reflection in plane mirrors are addressed.

2. Connection with Theory (2 - 3 minutes): After the presentations, the teacher will connect the practical and interactive activities with the theory. The teacher should reinforce the concepts of plane mirror, light reflection, and the law of reflection, and explain how these concepts apply to the situations presented in the activities. The teacher should also highlight common mistakes students may have made during the activities and explain how to correct them.

3. Individual Reflection (2 - 3 minutes): Next, the teacher will propose that students individually reflect for a minute on what they learned in the lesson. The teacher can ask questions such as:

   • What was the most important concept you learned today?
   • What question remains unanswered?
   • How can you apply what you learned today in everyday situations?

4. Sharing (1 minute): After individual reflection, the teacher will invite some students to share their reflections with the class. The teacher should emphasize that there are no right or wrong answers and that the goal is to promote self-assessment and metacognition. This step is important to consolidate learning and identify possible gaps in students' understanding that need to be addressed in future lessons.

This Return stage is crucial to check students' understanding of the lesson topic, clarify any remaining doubts, and promote reflection and metacognition. Additionally, it provides valuable feedback for the teacher on the effectiveness of their teaching strategies and students' progress.

Conclusion (5 - 7 minutes)

1. Summary of Contents (2 - 3 minutes): The teacher will recap the key points of the lesson, reinforcing the concepts of plane mirror, light reflection, and the law of reflection. They will also remind the practical applications of light reflection in plane mirrors, such as image formation in mirrors and periscopes. This is the time to clarify any misunderstandings and answer final questions from students.

2. Connection between Theory, Practice, and Applications (1 - 2 minutes): The teacher will highlight how the lesson connected theory, practice, and applications. They will reinforce that the theoretical understanding of light reflection is essential for correctly performing practical activities and that understanding the applications of light reflection helps make the topic more relevant and interesting for students.

3. Extra Materials (1 minute): The teacher will suggest some extra materials for students who want to deepen their understanding of light reflection in plane mirrors. These materials can include reference books, educational websites, explanatory videos, and simulation apps. For example, the teacher can suggest that students watch a video about the manufacturing of plane mirrors to better understand how they work.

4. Importance of the Topic (1 minute): Finally, the teacher will emphasize the importance of the topic learned for daily life. They can, for example, mention how knowledge about light reflection in plane mirrors can be useful for understanding and better using mirrors at home, school, or other places. The teacher can also highlight how light reflection is fundamental for the functioning of technologies such as cameras, telescopes, and periscopes.

This final Conclusion stage is crucial to consolidate learning, reinforce the relevance of the topic, and stimulate students' continued interest in the subject. Additionally, it provides students with additional resources to deepen their understanding of the topic and promotes autonomous learning and self-assessment.