Objectives (5 minutes)

1. Understand the concept of a flat mirror and its application in image formation, both virtual and real.
2. Identify and describe the main characteristics of an image formed by a flat mirror, such as lateral reversal and size conservation.
3. Develop the ability to trace light rays in a flat mirror diagram to determine the position and size of an image.

Secondary objectives:

• Develop critical thinking and analytical skills by studying how light behaves in different situations.
• Encourage active student participation through discussions and practical activities, promoting collaborative learning.
• Enhance problem-solving abilities, since image formation in flat mirrors involves applying physical principles to solve complex problems.

Introduction (10 - 15 minutes)

1. Review of previous concepts: The teacher begins the class by reviewing the concepts of light reflection and image formation in concave and convex mirrors, which were studied in previous lessons. This review is essential so that students can correctly understand and apply the concepts that will be covered in the class. (5 minutes)

2. Problem situation: The teacher presents two problem situations to arouse students' interest. The first situation is that of a magician using a mirror to make an object disappear. The second situation is that of a person looking in a mirror and noticing that the image is inverted. The teacher asks students how these phenomena can be explained by Physics. (5 minutes)

3. Contextualization: Then, the teacher contextualizes the importance of studying flat mirrors, highlighting their practical applications, such as in bathroom mirrors, car mirrors, telescopes, periscopes, among others. The teacher can also mention the importance of flat mirrors in art, optics and technology, which can further arouse students' interest in the subject. (2 minutes)

4. Introduction to the topic: Finally, the teacher introduces the topic of the lesson, the flat mirror and image formation. He explains that, unlike concave and convex mirrors, which bend light, flat mirrors reflect light without distorting it, which results in images with unique characteristics. The teacher can arouse students' curiosity by mentioning that image formation in flat mirrors is a widely studied phenomenon with applications ranging from art to particle physics. (3 minutes)

Development (20 - 25 minutes)

1. Theory: Flat Mirrors and Light Reflection (10 minutes)

   1.1. Definition of Flat Mirrors: The teacher begins by explaining that a flat mirror is a flat, polished surface that reflects light regularly. He emphasizes that, unlike concave and convex mirrors, flat mirrors do not bend light.

   1.2. Reviewing the Law of Reflection: The teacher reiterates the law of reflection, which states that the angle of incidence is equal to the angle of reflection. He can do this through a brief review or practical demonstration.

   1.3. Reflection in Flat Mirrors: The teacher explains that when light strikes a flat mirror, it is reflected in such a way that the reflected light rays are parallel to each other. He can illustrate this with a diagram or an animation.

   1.4. Characteristics of Reflection in Flat Mirrors: The teacher highlights some characteristics of reflection in flat mirrors, such as lateral reversal (the image is inverted in relation to the object) and size conservation (the image has the same size as the object).

2. Theory: Image Formation in Flat Mirrors (10 minutes)

   2.1. Position of the Image: The teacher explains that, in a flat mirror, the image is formed at the same distance from the mirror as the object, but on the other side. He can demonstrate this with a diagram or an animation.

   2.2. Type of Image: The teacher explains that the image formed by a flat mirror is always virtual, upright and the same size as the object. He can illustrate this with practical examples.

   2.3. Drawing Light Rays in Flat Mirrors: The teacher demonstrates how to draw light rays in a flat mirror diagram to determine the position and size of the image. He can do this step by step, with the participation of the students, to ensure that everyone understands the process.

3. Practical Activity: Solving Image Formation Problems in Flat Mirrors (5 minutes)

   3.1. **The teacher presents students with a series of problems involving image formation in flat mirrors. Students are challenged to draw the light rays and determine the position and size of the image. The teacher circulates around the room, assisting students as necessary and clarifying doubts. This activity allows students to apply theoretical concepts in a practical way and develop their problem-solving skills.

4. Discussion and Clarification of Doubts (5 minutes)

   4.1. **The teacher ends the lesson's Development stage by promoting a discussion on the topic presented. Students are encouraged to ask questions and share their ideas and observations. The teacher takes this opportunity to clarify any doubts that students may have and to reinforce important concepts. This discussion is also an opportunity for the teacher to assess students' level of understanding and make adjustments to the teaching approach, if necessary.

Feedback (10 - 15 minutes)

1. Review of Key Concepts (5 minutes)

   1.1. The teacher begins the Feedback stage by reviewing the main concepts covered in the lesson. He can do this through a brief recap, highlighting the definition of flat mirrors, the law of reflection, the characteristics of reflection in flat mirrors, the formation of images in flat mirrors and how to draw light rays in a flat mirror diagram to determine the position and size of the image.

   1.2. During this review, the teacher can ask students to explain the concepts in their own words. This not only helps to reinforce student understanding, but also allows the teacher to assess students' level of understanding and identify any areas that may need further review.

2. Connection to Practice and the Real World (5 minutes)

   2.1. After reviewing the key concepts, the teacher helps students make connections between what they have learned and the real world. For example, he can ask students where they see flat mirrors in their daily lives and how understanding image formation in flat mirrors can be useful in everyday situations.

   2.2. The teacher can also discuss some practical applications of image formation in flat mirrors. For example, he can talk about how periscopes, telescope mirrors and car rearview mirrors work based on the principles of image formation in flat mirrors.

3. Reflection and Self-Assessment (5 minutes)

   3.1. To end the lesson, the teacher asks students to reflect on what they have learned. He can do this through questions such as: "What was the most important concept you learned today?" and "What questions have not yet been answered?" Students are encouraged to write their answers in a notebook or on a sheet of paper.

   3.2. The teacher can also ask students to self-assess their understanding of the topic. He can do this on a scale of 1 to 5, where 1 represents very low understanding and 5 represents very high understanding. Students are encouraged to give an honest grade and justify their answer.

   3.3. **Based on student responses, the teacher can identify any areas that may need further review and plan reinforcement activities for future lessons.

4. Feedback and Closure (1 minute)

   4.1. Finally, the teacher thanks the students for their participation and effort in learning. He can also provide general feedback on the lesson, highlighting the strengths and areas that may need improvement. The teacher encourages students to continue studying the topic and to ask questions, if necessary.

Conclusion (5 - 10 minutes)

1. Summary and Recapitulation (3 minutes)

   1.1. The teacher recapitulates the main points covered during the lesson, reinforcing the definition of flat mirrors, the law of reflection, the characteristics of reflection in flat mirrors, the formation of images in flat mirrors and how to draw light rays in a flat mirror diagram to determine the position and size of the image.

   1.2. He can do this interactively, asking students to explain the concepts in their own words. This helps to verify students' understanding and reinforce concepts that may still be a bit confusing.

2. Connection between Theory, Practice and Applications (2 minutes)

   2.1. The teacher emphasizes how the lesson connected theory, practice and real-world applications. He can mention the practical activities carried out during the lesson, which allowed students to apply theoretical concepts in a practical way. In addition, he can highlight the applications of the concept of flat mirrors in the real world, such as in periscopes, telescope mirrors and car rearview mirrors.

3. Complementary Materials (1 minute)

   3.1. The teacher suggests some materials for complementary study. This may include physics books, educational websites with videos and animations on the subject, or even simple experiments that students can do at home to further explore the subject.

4. Relevance of the Topic (1 minute)

   4.1. Finally, the teacher reinforces the importance of the topic for everyday life and for other disciplines. He can mention how understanding image formation in flat mirrors can be useful in everyday situations, such as when looking in a mirror or using a periscope. In addition, he can emphasize how the study of flat mirrors connects with other areas of science, such as art and technology.

5. Feedback and Closure (1 minute)

   5.1. The teacher thanks the students for their participation and effort. He can also take this opportunity to provide individual feedback, if appropriate, praising students for their good performance and offering suggestions for improvement for those who may be struggling. Finally, the teacher ends the class, encouraging students to continue studying the subject and reminding them that he is available to answer any questions