Objectives (5 - 7 minutes)

1. Understand the concept of force and its applications in physics, especially in the context of dynamics.
2. Analyze the different forms of force and how they act in a dynamic situation.
3. Apply the acquired knowledge to solve practical problems related to the theme, such as calculating the resultant force in a system of forces.

Secondary Objectives:

1. Develop critical and analytical thinking skills when dealing with dynamic problems.
2. Improve problem-solving skills, especially in the application of physics formulas and concepts.
3. Encourage teamwork and collaboration through practical group activities.

Introduction (8 - 10 minutes)

1. Review of previous concepts: The teacher starts the lesson by reviewing the concepts of force and dynamics that were studied in previous classes. This review can be done through questions directed at the students, encouraging active participation. For example, the teacher can ask about everyday situations involving forces and ask students to identify the different types of acting forces. Additionally, it may be useful to review Newton's laws, which are fundamental to understanding dynamics.

2. Problem situations: The teacher proposes two problem situations that arouse students' curiosity and introduce them to the topic in a playful way. The first situation may involve an object in accelerated motion, and the second may involve an object in equilibrium. The teacher asks students to discuss in small groups possible explanations for the behavior of these objects, considering the acting forces.

3. Contextualization: The teacher discusses the importance of studying dynamics, highlighting its applications in various areas such as engineering, biology, sports, among others. It can be mentioned, for example, the importance of understanding dynamics for the construction of bridges, for the study of human body movement, or for analyzing an athlete's performance in a sports competition.

4. Introduction to the topic: The teacher introduces the topic of the lesson - 'Dynamics: Force Marking' - explaining that students will learn to identify and calculate different forces acting on a moving object. It can be mentioned that through this knowledge, it will be possible to understand and predict the behavior of various systems, from a simple pendulum to a complex planetary system.

5. Curiosities: To arouse students' curiosity, the teacher can share two curiosities related to the topic. The first curiosity may be about the origin of the term 'dynamics', which comes from the Greek 'dynamikós', meaning 'force'. The second curiosity may be about the discovery of Newton's laws, which revolutionized the study of dynamics. The teacher can tell the story of how Isaac Newton, observing an apple falling from a tree, questioned what made it fall and, from that question, developed his laws of motion.

Development (20 - 25 minutes)

1. Activity 1 - 'The Great Forces Race' (10 - 12 minutes)

   • Group division: The teacher divides the class into groups of 3 to 5 students and provides each group with a set of materials, including a smooth surface, a series of small objects (e.g., toy cars), and a set of magnets of different sizes and forces.

   • Challenge statement: The teacher presents the challenge: each group must design a 'magnetic car' that can travel the longest distance possible on the smooth surface, using only the magnetic force of the magnets. The challenge is that the magnets cannot be directly glued to the car, but must be fixed in a static position on the surface so that the car is attracted to them.

   • Activity development: The groups have a set time to plan, build, and test their cars. They must consider the magnetic force of the magnets, the mass of the car, and the friction resistance of the surface. After testing their cars, the groups record the distance traveled for each attempt.

   • Discussion and reflection: After the activity, the teacher leads a class-wide discussion in which groups share their strategies, discuss the challenges encountered, and reflect on how the forces acted on their cars.

2. Activity 2 - 'The Strong Hand' (10 - 12 minutes)

   • Group division: The teacher keeps the same groups from the previous activity and provides each group with a dynamometer, which is a force measurement instrument.

   • Challenge statement: The teacher presents the challenge: each group must measure the force required to lift a backpack full of books from the ground to a predetermined height. The height can be adjusted to make the activity challenging but still safe for the students.

   • Activity development: The groups have a set time to plan and carry out their measurements. They must consider the weight of the backpack (which is the force to be overcome), the lifting height, and the work done to overcome this force.

   • Discussion and reflection: After the activity, the teacher leads a class-wide discussion in which groups share their measurements, discuss the difficulties encountered, and reflect on the concept of work and energy, which is related to force and displacement.

3. Activity 3 - 'Solving the Balance Enigma' (5 - 7 minutes)

   • Group division: The teacher keeps the same groups from the previous activity and provides each group with a two-pan balance.

   • Challenge statement: The teacher presents the challenge: each group must find out the weight of an unknown object using only the balance and a series of standardized weights.

   • Activity development: The groups have a set time to plan and carry out their measurements. They must consider the balance of forces on the scale and Newton's action-reaction law.

   • Discussion and reflection: After the activity, the teacher leads a class-wide discussion in which groups share their strategies, discuss the difficulties encountered, and reflect on how force is measured and calculated in real situations.

In these activities, students will have the opportunity to work in teams, apply the concepts of force and dynamics in a practical and contextualized way, and develop critical thinking and problem-solving skills.

Return (8 - 10 minutes)

1. Group Discussion (3 - 5 minutes) After the conclusion of the activities, the teacher gathers all students and promotes a group discussion. Each group will have up to 2 minutes to share their solutions or conclusions with the rest of the class. During this discussion, the teacher should:

   • Ask questions to each group to stimulate reflection and critical thinking.
   • Encourage students to explain the reasoning behind their solutions and consider different approaches to the same problem.
   • Praise the efforts and achievements of each group, reinforcing the idea that the learning process is as valuable as the final result.

2. Connection with Theory (2 - 3 minutes) After the group discussion, the teacher should make the connection between the practical activities and the theory presented in the Introduction of the lesson. For this, the teacher can:

   • Recall the concepts of force and dynamics discussed at the beginning of the lesson and how they apply to the practical situations the students have just explored.
   • Highlight how the experiments performed illustrate the principles of physics and help to better understand the concept of force.
   • Explain how the ability to apply theory to practical situations is fundamental not only in physics but in many other disciplines and professions.

3. Individual Reflection (3 - 4 minutes) Finally, the teacher proposes that students reflect individually on what they learned during the lesson. For this, the teacher can ask the following questions:

   1. What was the most important concept you learned today?
   2. What questions have not been answered yet?
   3. How can you apply what you learned today in real-life situations?

   The teacher should give a minute for students to think about each question and then may ask some students to share their answers with the rest of the class. This final reflection helps students consolidate what they have learned and identify any gaps in their understanding that may need further clarification.

This Return is a crucial part of the lesson, as it allows the teacher to assess students' progress, identify any persistent difficulties, and reinforce the most important concepts. Additionally, by promoting reflection and discussion, the teacher helps students become more autonomous and engaged learners.

Conclusion (5 - 7 minutes)

1. Summary and Recapitulation (2 - 3 minutes) The teacher starts the Conclusion of the lesson by summarizing the main points covered. This includes a recap of the concepts of force and dynamics, as well as a review of the practical activities carried out. The teacher can highlight the most interesting findings or the most creative solutions found by the students.

2. Connection between Theory and Practice (1 - 2 minutes) Next, the teacher reinforces the importance of practical activities for understanding theory. The teacher should emphasize how applying theoretical concepts in practical situations helps solidify students' understanding. It can be mentioned, for example, how the application of magnetic force was illustrated in the activity 'The Great Forces Race', or how the activities 'The Strong Hand' and 'Solving the Balance Enigma' allowed students to experiment with the concept of force and measurement.

3. Extra Materials (1 - 2 minutes) The teacher suggests extra materials for students who wish to deepen their understanding of the lesson topic. This may include recommended readings, educational videos, interactive simulation websites, or additional problems for resolution. For example, the teacher may suggest that students watch a video about Newton's laws, read a chapter from a physics textbook, or try to solve more dynamics problems.

4. Importance of the Topic (1 minute) Finally, the teacher emphasizes the importance of the lesson topic for everyday life. It can be mentioned, for example, how understanding dynamics and forces can help explain everyday phenomena such as vehicle movement, object falling, or the sensation of forces in physical activities. Additionally, the relevance of the topic to careers and areas of study such as engineering, architecture, biology, and medicine can be emphasized.

At the end of the lesson, students should not only have acquired new knowledge and skills but also have understood the importance and applicability of what they have learned. Furthermore, the Conclusion of the lesson provides a moment for the teacher to assess students' progress, clarify any remaining doubts, and motivate students to continue exploring the topic on their own.