Objectives (5 - 10 minutes)

1. Understand the concept of electricity: The teacher must ensure that students understand what electricity is, how it moves, and why it is important. This can be done through a brief theoretical review or a group discussion.

2. Identify the different types of conductor and insulator materials: Students should learn to identify materials that allow or prevent the flow of electricity. This can be done through practical examples and group discussions.

3. Apply knowledge about conductors and insulators in everyday situations: The teacher should help students understand how knowledge about conductors and insulators can be applied in real-life situations. This can be done through practical activities and discussions.

Secondary Objectives:

• Stimulate critical thinking and problem-solving: The teacher should encourage students to think critically about the subject and apply the knowledge gained to solve practical problems.

• Promote group collaboration: The teacher should encourage discussion and collaboration among students so they can learn from each other and enhance their teamwork skills.

Introduction (10 - 15 minutes)

1. Review of previous concepts: The teacher should start the lesson by briefly reviewing the concepts of atoms, electrons, and the difference between thermal conductors and insulators. This is crucial for students to understand how electricity behaves in different materials. (3 - 5 minutes)

2. Problem situation 1 - The smart house: Next, the teacher can present the following situation: "Imagine you are designing a smart house, where all appliances and devices are controlled by electricity. How would you decide which materials to use to build the house, considering that some materials conduct electricity and others block it?" This question should prompt students to think about the concepts that will be addressed in the lesson. (3 - 5 minutes)

3. Contextualization of the subject's importance: The teacher should then explain how knowledge about conductors and insulators is crucial in various areas of everyday life and technology, including house construction, electrical engineering, electronics, and even electrical safety. (2 - 3 minutes)

4. Curiosities: To spark students' interest, the teacher can share some curiosities about the subject. For example, they can mention that gold is an excellent conductor of electricity, making it a widely used material in high-precision electronic devices. On the other hand, glass is a good insulator, making it a safe material to use in windows of tall buildings. (2 - 3 minutes)

5. Problem situation 2 - The electronic thief: To conclude the Introduction, the teacher can propose a second situation: "Imagine you are a detective investigating a thief who disables electronic security systems in houses to commit robberies. How would you use your knowledge about conductors and insulators to help in the investigation?" This question can pique students' curiosity and prepare them for the practical lesson. (3 - 5 minutes)

Development (20 - 25 minutes)

1. Material experimentation activity (10 - 15 minutes): The teacher should prepare a series of materials for the practical activity. These materials should include a battery, conductor wires, and a variety of materials that students will test to determine if they are conductors or insulators. Students should be divided into groups of 3 to 4 people. Each group should receive a box containing the materials and the task of testing the materials and classifying them as conductors or insulators.

   • Step 1: The teacher should guide students to assemble a simple circuit with the battery and conductor wires. They should observe that the light bulb lights up, indicating that electricity is flowing.
   • Step 2: Next, students should start testing the different materials. They should connect one end of the conductor wire to the battery and the other end to the material they are testing. If the light bulb lights up, the material is a conductor. If the light bulb does not light up, the material is an insulator. Students should record their findings.
   • Step 3: After testing all materials, the groups should share their discoveries with the class. The teacher should guide a discussion on why certain materials are conductors and others are insulators, based on the atomic structure of the materials.

2. Science theater activity (5 - 10 minutes): After the experimentation activity, the teacher should organize a science theater. In this theater, students will dramatize the properties of conductors and insulators they have learned. The teacher should provide a basic script that includes scenes like "The Conductor Parade" and "The Island of Insulators".

   • Step 1: The teacher should divide students into groups and assign each group a scene from the script.
   • Step 2: Students should then rehearse their scenes, using the concepts they learned in class.
   • Step 3: At the end of the activity, each group should present their scene to the class. The teacher should guide a discussion after each scene to ensure students understand the concepts represented.

3. Problem-solving activity (5 - 10 minutes): Finally, the teacher should propose a series of practical problems for students to solve in groups. These problems should involve real-world situations that require the use of knowledge about conductors and insulators. Students should discuss the solutions in their groups and present their conclusions to the class. The teacher should guide the discussion and clarify any doubts students may have.

   • Step 1: The teacher should present a problem, such as: "How could you use knowledge about conductors and insulators to save energy in a house?".
   • Step 2: Students should discuss the problem in their groups and propose solutions.
   • Step 3: Each group should then present their solutions to the class. The teacher should guide a discussion on the solutions, highlighting the advantages and disadvantages of each and how they relate to the concepts of conductors and insulators.

These activities should help students consolidate their understanding of conductors and insulators and apply this knowledge in a practical and creative way.

Return (10 - 15 minutes)

1. Group discussion (5 - 7 minutes): The teacher should gather all students in a circle and promote a group discussion. Each group should briefly share their findings or solutions from the activities carried out. This is an opportunity for students to learn from each other, reflect on different approaches and perspectives, and consolidate their learning. The teacher should ensure that all students have the chance to speak and that the discussion remains focused on the concepts of conductors and insulators.

2. Connection with theory (2 - 3 minutes): After the discussion, the teacher should briefly review the theoretical concepts covered in the lesson and how they connect with the practical activities. For example, the teacher can recall that free electrons in conductor materials allow electricity to flow freely, while in insulator materials, electrons are strongly bound to atoms and cannot move easily. This should help students make the connection between practice and theory.

3. Individual reflection (3 - 5 minutes): The teacher should then propose that students reflect individually on what they learned in the lesson. This can be done through questions like:

   • What was the most important concept you learned today?
   • What questions remain unanswered?
   • How can you apply what you learned today in real-world situations?

   Students should be encouraged to write down their answers. After a minute of reflection, the teacher should ask some students to share their answers with the class. This reflection activity helps students consolidate their learning, identify any gaps in their understanding, and think about how they can apply what they learned.

4. Feedback and clarification of doubts (2 - 3 minutes): Finally, the teacher should provide feedback to students on their performance in the lesson and clarify any doubts that may have arisen during the activities. The teacher should encourage students to continue exploring the subject outside the classroom and to bring any questions or doubts to the next lesson. This helps ensure that students have a clear understanding of the topic and are prepared for the next stage of learning.

This Return is a crucial part of the lesson plan as it helps solidify learning, assess the effectiveness of the lesson, and prepare students for the next topic.

Conclusion (5 - 10 minutes)

1. Summary of key points (2 - 3 minutes): The teacher should start the Conclusion by summarizing the key points covered during the lesson. This includes the definition of electricity, the difference between conductors and insulators, and examples of each. The teacher can use graphs, diagrams, or models to reinforce the concepts.

2. Connection between theory, practice, and applications (2 - 3 minutes): Next, the teacher should explain how the lesson connected theory, practice, and applications of the subject. For example, the teacher can talk about how the experimentation activity allowed students to see in practice how different materials conduct or insulate electricity. The teacher can also highlight the everyday situations and technological applications discussed during the lesson, and how knowledge about conductors and insulators is relevant in those situations.

3. Additional study materials (1 - 2 minutes): The teacher should then suggest some additional materials for students to study at home. This may include additional readings, videos, interactive websites, or experiments that students can do on their own. The teacher should emphasize that continuous study and practice are essential for understanding and mastering the subject.

4. Relevance of the subject to everyday life (1 - 2 minutes): Finally, the teacher should summarize the importance of the subject for everyday life. This may include examples of how knowledge about conductors and insulators is useful in everyday situations, such as when choosing materials for a house, understanding how electronic devices work, or ensuring electrical safety. The teacher should emphasize that physics, despite often being considered an abstract discipline, has practical and relevant applications in our daily lives.

The Conclusion is a crucial part of the lesson plan as it helps consolidate learning and motivate students to continue studying the subject. By the end of the lesson, students should have a clear understanding of what they learned, how it applies to real life, and how they can continue learning and exploring the subject.