Objectives (5 - 7 minutes)

1. Understand the concept of Uniform Motion (UM): Students should be able to define what Uniform Motion is, identifying its main characteristics and properties.

2. Analyze and interpret UM graphs: Students should learn how to read and understand Uniform Motion graphs, being able to extract information such as constant velocity and distance traveled.

3. Solve practical problems involving UM: Students should be able to apply the acquired knowledge to solve practical problems involving Uniform Motion, such as calculating the velocity of an object at a certain moment in time or the distance traveled in a time interval.

Secondary objectives:

• Develop logical and mathematical reasoning skills: Through the resolution of practical problems, students should develop their logical and mathematical reasoning skills.

• Stimulate curiosity and interest in Physics: By presenting the content in a dynamic and contextualized way, the lesson should arouse students' curiosity and interest in the discipline of Physics.

Introduction (10 - 12 minutes)

1. Review of previous contents (3 - 4 minutes): The teacher should start the lesson by reviewing the concepts of average velocity and acceleration, which were studied in previous classes. These concepts are fundamental for understanding Uniform Motion, which will be the focus of the lesson.

2. Problem situation 1 (3 - 4 minutes): The teacher can present the following situation: 'Imagine you are on a straight and flat road, and the only thing you can do is walk at a constant speed. How would you describe this type of motion? How could you graphically represent this motion?'

3. Contextualization (2 - 3 minutes): The teacher should contextualize the importance of Uniform Motion, explaining that it is very common in everyday life. For example, when a car is on a straight and flat road, and the driver maintains a constant speed, it is in Uniform Motion.

4. Curiosities (2 - 3 minutes): The teacher can share two curiosities to arouse students' curiosity. The first is that the concept of Uniform Motion was formulated by Galileo Galilei, one of the greatest physicists in history. The second is that the first concepts of Uniform Motion were used to describe the motion of planets around the Sun.

5. Presentation of the topic (1 minute): After the review, presentation of problem situations, and curiosities, the teacher should introduce the topic of the lesson: 'Today, we will study Uniform Motion and how to represent it graphically. We will see how to solve practical problems involving this type of motion.' The teacher should make it clear that the goal is for students to understand the concept and be able to apply it in practical situations.

Development (20 - 25 minutes)

1. Modeling Activity (10 - 12 minutes): The teacher should divide the class into groups of up to 5 students. Each group will receive a meter paper sheet, colored markers, and a toy car. The teacher should also provide a ruler and a stopwatch.

   • Step 1: The teacher instructs the students to mark a horizontal axis on the meter paper sheet, representing time (it is suggested to be from 0 to 10 seconds).

   • Step 2: Next, the students should mark a vertical axis, representing the distance traveled by the toy car (it is suggested to be from 0 to 10 meters).

   • Step 3: The students should place the toy car at the origin of the Cartesian plane (point (0,0)) and, at the teacher's signal, release the car, letting it roll freely on the table. While the car moves, one student from each group should record on the graph the distance traveled by the car in each second.

   • Step 4: After the activity ends, the students should analyze the generated graph. The teacher should lead a discussion in the classroom, highlighting that the graph is a straight line (a characteristic of Uniform Motion) and that the slope (angular coefficient) of the line represents the constant velocity of the car.

2. Problem-Solving Activity (10 - 12 minutes): Still in groups, students should solve a set of problems involving Uniform Motion. The teacher should provide a list of problem situations, where students must identify the type of motion (UM) and calculate the average velocity and the distance traveled.

   • Step 1: The teacher distributes the problem list to each group. Each problem should be contextualized, for example, 'A car travels on a straight and flat road at a constant speed of 80 km/h. How long will it take to travel 200 km?' or 'An athlete runs on a circular track of 400 meters. He completes one lap in 60 seconds. What is his average speed?'

   • Step 2: The students, in their groups, should discuss the best strategy to solve each problem, applying the concepts of Uniform Motion. They should calculate the average velocity and the distance traveled for each situation.

   • Step 3: After solving the problems, the teacher should lead a discussion in the classroom, clarifying any doubts that arise and reinforcing the important concepts of Uniform Motion.

In both activities, the teacher should circulate around the classroom, assisting the groups, asking questions to provoke critical thinking, and correcting possible interpretation errors. At the end of the activities, the teacher should summarize the main points covered, reinforcing the concepts and skills developed.

Return (8 - 10 minutes)

1. Group Discussion (3 - 4 minutes): The teacher should gather all students and promote a group discussion. Each group will have a maximum of 3 minutes to share their solutions and conclusions from the activities carried out. During the presentations, the teacher should encourage the participation of all students, asking questions to stimulate critical thinking and reflection on what was learned.

2. Connection with Theory (2 - 3 minutes): After the group presentations, the teacher should make a connection between the practical activities and the theory studied. They should highlight how the concepts of Uniform Motion were applied in solving problems and modeling the graph. The teacher should emphasize that theory is the basis for understanding and solving practical problems.

3. Individual Reflection (2 - 3 minutes): The teacher should propose that students reflect individually on what they learned in the lesson. They can ask 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 reflect, and then the teacher can ask some students to share their answers with the class.

4. Feedback and Clarification of Doubts (1 minute): Finally, the teacher should ask for feedback from students about the lesson, asking if they found the activities useful and if they felt they learned more about Uniform Motion. The teacher should also clarify any remaining doubts, ensuring that all students have understood the lesson content.

By the end of the lesson, students should have consolidated their knowledge of Uniform Motion, be able to interpret graphs of this type of motion, and solve practical problems involving it. In addition, the lesson should have stimulated critical thinking, problem-solving, and teamwork.

Conclusion (5 - 7 minutes)

1. Summary of Contents (2 - 3 minutes): The teacher should summarize the main points covered during the lesson, recalling the concepts of Uniform Motion, the interpretation of its graphs, and the resolution of practical problems involving this type of motion. Additionally, the teacher should reinforce the skills developed by students, such as logical and mathematical reasoning.

2. Connection between Theory, Practice, and Applications (1 - 2 minutes): The teacher should emphasize how the lesson connected theory, practice, and applications of Uniform Motion. They can highlight how modeling the graph and solving practical problems allowed students to apply theoretical concepts in a concrete and contextualized way. The teacher should also emphasize that Uniform Motion is a fundamental concept in Physics, with various practical applications, such as describing the motion of cars, bicycles, planets, among others.

3. Additional Materials (1 minute): The teacher should suggest additional materials for students who wish to deepen their knowledge of Uniform Motion. These materials may include explanatory videos, simulation websites, and online exercises. For example, the teacher can recommend the use of PhET (a project from the University of Colorado that offers interactive simulations for the teaching of Science and Mathematics) to explore the concept of Uniform Motion in a visual and interactive way.

4. Importance of the Subject (1 minute): Finally, the teacher should emphasize the importance of the subject covered for students' everyday lives, showing that Uniform Motion is present in various daily situations. For example, the teacher can mention that understanding Uniform Motion is essential to understand how cars move on a road, how athletes run on a track, among other examples. The teacher should reinforce that Physics is not just a set of formulas and abstract concepts, but a science that helps us understand the world around us.