Objectives (5 - 7 minutes)

1. Understand the concept of heat, its nature, and how it is transferred between bodies. Students should be able to identify different forms of heat transfer (conduction, convection, and radiation) as well as everyday situations where these phenomena occur.

2. Understand the meaning of temperature as a measure of the degree of agitation of the particles of a body. Students should be able to explain how and why temperature changes when heat is added or removed from a system.

3. Differentiate between temperature and thermal sensation, recognizing that the thermal sensation can vary depending on factors such as wind and humidity. Students should be able to give examples of situations where temperature and thermal sensation can be different.

Secondary objectives:

• Stimulate observation, experimentation, and scientific investigation through practical activities.
• Promote critical thinking and discussion about the impact of heat and temperature variations on daily life and the environment.
• Facilitate the connection between the theoretical concepts learned and their practical application.

Introduction (10 - 15 minutes)

1. Review of related content: (3 - 5 minutes)

   • The teacher begins the class by reviewing the concepts of matter and energy, making a brief summary about the movement of particles in different states of matter (solid, liquid, and gas).
   • Next, he introduces the idea that heat is a form of energy that can be transferred from one body to another.

2. Presentation of problem situations: (3 - 5 minutes)

   • The teacher can present two problem situations to arouse the students' interest:
     • Situation 1: On a winter day, why do we feel colder when touching a metal object than when touching a wooden object, even if both are in the same environment?
     • Situation 2: Why, on a hot day, do we feel a sense of refreshment when we enter a swimming pool, even if the water is warmer than our body temperature?

3. Contextualization of the importance of the topic: (2 - 3 minutes)

   • The teacher can emphasize the importance of studying heat and temperature to understand natural phenomena and technological applications.
   • Examples could include the operation of air conditioners and refrigerators, weather forecasting, energy production in thermal power plants, among others.

4. Introduction to the topic with motivating elements: (2 - 3 minutes)

   • The teacher can share some curiosities, such as:
     • Curiosity 1: Why does the sand on the beach get so hot in the sun, while the seawater remains relatively cool?
     • Curiosity 2: Did you know that there is a place on Earth, called Death Valley, where the temperature has reached 56.7°C? And yet, the thermal sensation could be even higher due to the low humidity!
   • These curiosities can help arouse the students' curiosity and show the relevance of the topic to understanding the world around them.

Development (20 - 25 minutes)

1. Activity 1 - Heat transfer experiment: (10 - 12 minutes)

   • Material required: Two identical thermos bottles, hot water, cold water, two thermometers, aluminum foil, paper towel, adhesive tape.
   • Procedure:
     • The teacher divides the class into groups and provides each with the material for the activity.
     • Initially, students should fill one of the bottles with hot water and the other with cold water, noting the initial temperatures.
     • Next, they should wrap one of the bottles with aluminum foil (representing a good heat conductor) and the other with paper towel (representing a poor heat conductor), securing them with tape.
     • After 10 minutes, the students should measure and record the water temperature in each bottle.
     • They should compare the temperature variations and discuss their observations, relating them to the concepts of conduction and thermal insulation.
   • Objective: Understand heat transfer and the importance of heat conducting and insulating materials.

2. Activity 2 - Debate on thermal sensation: (10 - 12 minutes)

   • Material required: Images of different scenarios (a sunny day at the beach, a winter day in the mountains, a rainy day, etc.).
   • Procedure:
     • The teacher presents the images and asks the students how they believe they would feel in each scenario in terms of thermal sensation.
     • The students should debate their perceptions and justify them considering factors such as temperature, humidity, wind, etc.
     • The teacher guides the discussion, highlighting the difference between temperature and thermal sensation, and how various factors can influence thermal sensation.
   • Objective: Understand the difference between temperature and thermal sensation and identify the factors that influence thermal sensation.

3. Activity 3 - Greenhouse effect simulation: (5 - 8 minutes)

   • Material required: Two identical transparent containers, two thermometers, transparent plastic, adhesive tape, lamp.
   • Procedure:
     • The students place a thermometer in each container.
     • Next, they cover one of the containers with transparent plastic, securing it with tape.
     • They place both containers under the lamp and observe the temperature variation in each for a few minutes.
     • They should compare the temperature variations and discuss their observations, relating them to the greenhouse effect.
   • Objective: Understand the greenhouse effect and how thermal radiation contributes to the temperature increase.

Note: During the development of the activities, the teacher should circulate around the room, observing the work of the groups, clarifying doubts, encouraging discussion and critical thinking.

Feedback (8 - 10 minutes)

1. Group Discussion: (3 - 4 minutes)

   • After the activities are completed, the teacher should gather all the students and promote a group discussion. Each group should share their solutions or conclusions, explaining their observations, the procedures they used, and how they arrived at their answers.
   • The teacher should facilitate the discussion, asking questions to deepen the students' understanding and highlighting the main learning points. This allows students to learn from each other and helps consolidate their understanding of the concepts of heat and temperature.

2. Connection with the Theory: (2 - 3 minutes)

   • The teacher should help the students make connections between the practical activities and the theoretical concepts discussed. For example, how did the experiment with the thermos bottles demonstrate heat transfer and the importance of heat conductors and insulators? How did the debate on thermal sensation reflect the difference between temperature and thermal sensation? How did the greenhouse effect simulation exemplify thermal radiation and the greenhouse effect?
   • The objective is for students to understand how theory applies in practice and see the relevance and usefulness of the concepts they have learned.

3. Individual Reflection: (1 - 2 minutes)

   • To conclude the class, the teacher can propose a moment of individual reflection. The students should think about what they have learned and identify which were the most important points for them.
   • The teacher can suggest some questions to guide the reflection, such as: "What was the most important concept you learned today?", "How could you apply what you learned in your daily life?" or "What questions have not yet been answered?"

4. Feedback and Planning for Future Classes: (1 - 2 minutes)

   • Based on the discussion and reflection, the teacher should make a general assessment of the class's progress and identify any areas that may need more attention in future classes.
   • The teacher can also collect feedback from the students about the class, asking what they liked the most and what they found most challenging. This can help plan future classes and adjust the teaching approach to better meet the students' needs.

Conclusion (5 - 7 minutes)

1. Class Summary: (2 - 3 minutes)

   • The teacher should start the conclusion of the class by recapitulating the main concepts that were addressed. This includes the definition of heat and temperature, the difference between them, the methods of heat transfer (conduction, convection, and radiation), and the distinction between temperature and thermal sensation.
   • This recap helps consolidate the knowledge acquired and recall the most important points.

2. Connection between theory and practice: (1 - 2 minutes)

   • Following the summary, the teacher should highlight how the practical activities carried out during the class demonstrated the theoretical concepts discussed.
   • For example, the experiment with the thermos bottles illustrated heat transfer and the role of thermal conductors and insulators, while the debate on thermal sensation and the greenhouse effect simulation demonstrated how these concepts apply in the real world.

3. Extra materials: (1 - 2 minutes)

   • To complement the learning of the class, the teacher can suggest some additional resources that the students can explore in their free time.
   • These resources can include educational videos, interactive websites, books, and articles on heat and temperature.
   • It is important that these additional materials are appropriate for the students' level of understanding and that they are aligned with the learning objectives of the class.

4. Relevance of the subject: (1 - 2 minutes)

   • Finally, the teacher should emphasize the importance of the concepts of heat and temperature in everyday life and in various areas of science and technology.
   • This can include examples of how understanding these concepts is crucial for the operation of household appliances, weather forecasting, understanding global warming, among others.
   • This final part helps motivate students to continue learning about the subject, showing how the knowledge acquired is relevant and applicable beyond the classroom.