Objectives (5 - 7 minutes)

1. Understand the difference between heat and temperature:

   • Identify the scientific definitions of these terms and contrast them with their common uses.
   • Analyze examples of everyday situations where heat exchanges and temperature variations occur.

2. Learn the concept of thermal sensation:

   • Understand how thermal sensation can differ from the actual temperature, especially in extreme cold or heat conditions.
   • Evaluate the importance of thermal sensation for human comfort and weather forecasting.

3. Apply the acquired knowledge to analyze everyday phenomena:

   • Interpret information about temperature and thermal sensation presented in weather forecasts.
   • Propose explanations for temperature and thermal sensation variations in different contexts, such as indoors, outdoors, and in different seasons.

Introduction (10 - 15 minutes)

1. Review of Previous Content:

   • The teacher should review Science concepts, such as energy and its different forms, especially thermal energy, and how it relates to heat and temperature.
   • They should also review the idea of measurement and scale, fundamental concepts to understand temperature.

2. Problem Situations:

   • The teacher can propose the following questions for reflection: "Why do we feel colder when we leave a pool on a windy day, even if the temperature is high?" and "Why does a winter day at 5°C feel colder than a night in the desert with the same temperature?"

3. Contextualization:

   • The teacher should highlight the relevance of studying heat and temperature, explaining that these concepts are essential to understand natural phenomena, weather forecasting, the physics of buildings and household appliances, and even the functioning of the human body.

4. Attention and Curiosity:

   • To spark students' interest, the teacher can start the lesson with some curiosities, such as: "Did you know that the coldest point in the known universe is here on Earth, in a physics laboratory?" or "Did you know that the burning sensation we feel when touching a very cold object is actually caused by the same mechanism that makes us feel heat?"
   • The teacher can also mention practical applications of studying heat and temperature, such as the invention of the thermometer, building climate control, and the development of clothing and equipment for protection against extreme cold or heat.

Development (20 - 25 minutes)

1. Activity 1: "Heat Cup" (10 - 12 minutes)

   • The classroom will be divided into groups of up to 5 people.
   • Each group will receive an equal amount of ice cubes in a plastic container.
   • The groups will create strategies to make their ice cubes last longer without melting. They can use materials available in the classroom, such as paper, cardboard, fabric, etc.
   • During the activity, the teacher will walk around the room, encouraging discussion among students about heat, temperature, and thermal insulation.
   • After the set time, the group that still has the largest volume of intact ice will be the winner of the "Heat Cup".
   • This activity will allow students to explore concepts such as heat transfer, thermal insulation, and the influence of ambient temperature on the speed of ice melting in a practical and fun way.

2. Activity 2: "Weather Forecast" (10 - 12 minutes)

   • Students will continue working in their groups. Each group will receive a description of different weather conditions, such as a sunny day with no wind, a cloudy and windy day, a desert night, etc.
   • The groups will discuss and write their predictions about how the thermal sensation would be in these conditions and why.
   • Then, each group will present their predictions to the class, explaining their reasoning. This will encourage idea exchange and argumentation based on scientific concepts.
   • The teacher will lead a discussion about the students' predictions, correcting misconceptions and highlighting good explanations.
   • This activity will allow students to apply what they have learned about heat, temperature, and thermal sensation to interpret and make predictions about weather conditions.

3. Discussion (5 - 8 minutes)

   • After the activities, the teacher will open a discussion with the students to consolidate learning.
   • Students will be encouraged to share what they have learned, the challenges they faced, and how they overcame these challenges.
   • This discussion will also serve to clarify any remaining doubts and correct possible misunderstandings.

Return (8 - 10 minutes)

1. Group Discussion (3 - 5 minutes):

   • Each group will have up to 3 minutes to share their solutions or conclusions from the "Heat Cup" and "Weather Forecast" activities with the class.
   • The teacher should moderate this discussion, ensuring that all groups have the opportunity to speak and that time is respected.
   • During the presentations, the teacher should highlight the most important and correct points presented by the students, reinforcing the correct application of the concepts of heat, temperature, and thermal sensation in practical contexts.
   • The teacher should also intervene to correct any misconceptions or misunderstandings that may arise during the groups' presentations.

2. Connection between Activities and Theory (2 - 3 minutes):

   • After the groups' presentations, the teacher should briefly recap the activities, highlighting how they connect with the theory presented in the lesson's introduction.
   • For example, the teacher can emphasize how the "Heat Cup" demonstrated the concept of heat transfer and thermal insulation and how the "Weather Forecast" activity allowed students to apply their knowledge about heat, temperature, and thermal sensation in real scenarios.

3. Individual Reflection (3 - 4 minutes):

   • To conclude the lesson, the teacher suggests that students make a brief reflection on what they have learned.
   • The teacher can ask questions like: "What was the most important concept learned today?" and "What questions have not been answered yet?".
   • Students will have a minute to think about these questions and then will be invited to share their answers with the class.
   • This reflection activity will help students consolidate their learning and identify any gaps in their understanding that can be addressed in future lessons.

Conclusion (5 - 7 minutes)

1. Recapitulation (2 - 3 minutes):

   • The teacher should briefly summarize the main points of the "Heat and Temperature" topic discussed during the lesson. They should emphasize the difference between heat and temperature, the importance of understanding thermal sensation, and how these concepts apply to everyday life.
   • The teacher can review the results of the practical activities, reminding students of the observations made during the "Heat Cup" and the predictions from the "Weather Forecast" activity, and how this relates to the theoretical concepts presented.

2. Theory-Practice Connection (1 - 2 minutes):

   • The teacher should highlight how the lesson aimed to integrate theory with practice. They can mention how the practical activities allowed students to apply the theoretical concepts of heat, temperature, and thermal sensation in real and tangible situations.
   • They should reinforce that understanding these concepts is not only important for scientific knowledge but also has practical applications in everyday life, such as understanding weather forecasts, choosing the right clothing for the day, or understanding the functioning of devices that use heat.

3. Extra Materials (1 - 2 minutes):

   • To complement learning in the classroom, the teacher can suggest additional study materials. These may include online explanatory videos on the topic, websites with simple experiments that students can do at home to explore more about heat and temperature, or books that delve deeper into the discussed concepts.
   • The teacher should remind students that learning is a continuous process that extends beyond the classroom and encourage them to explore and learn more about the topics that sparked their interest.

4. Topic Importance (1 minute):

   • Finally, the teacher should reiterate the importance of the content learned for everyday life. They can highlight daily situations where understanding heat, temperature, and thermal sensation is useful or even necessary.
   • The teacher should emphasize that science is not just a set of facts and theories but a way to understand and interact with the world around us.