Objectives (5 minutes)

1. Identify the physical properties of materials: Students should be able to recognize and differentiate some basic physical properties of materials, such as color, texture, shape, size, and weight. The teacher should guide direct observation and tactile exploration of these characteristics.

2. Relate physical properties to the functions of materials: Students should understand that the physical properties of materials are important in determining their functions. The teacher should provide practical examples, such as why a metal spoon is used to stir hot food, while a plastic spoon is not suitable for this task.

3. Stimulate curiosity and critical thinking: The teacher should encourage students to ask questions and think about the reasons behind the physical properties of materials. This can be done through practical activities, group discussions, and visual or tactile demonstrations.

Introduction (10 - 15 minutes)

1. Review of previous contents: The teacher should start by quickly reminding students about what materials are and why they are important in our daily lives. Simple questions can be asked to verify students' understanding, such as "What is a material we use to drink water?" (answer: glass) or "What do we use to write on the blackboard?" (answer: chalk).

2. Problem Situations: The teacher should propose two problem situations involving the physical properties of materials. For example, "Why is sand used to make sandcastles at the beach, but not water?" or "Why do we wear wool clothes in winter and cotton clothes in summer?" These questions should arouse students' curiosity and encourage them to think about the physical properties of materials.

3. Contextualization: The teacher should explain that understanding the physical properties of materials is very important in various situations in our daily lives. For example, when choosing a toy, we need to consider if it is safe, if it will not break easily, if it is suitable for the child's age, among others. Similarly, when choosing the clothes we will wear, we need to think if they are comfortable, if they will keep us warm or cool, if they are easy to wash and iron, etc.

4. Capturing students' attention: The teacher can then present two curiosities to arouse students' interest. First, an object made of aluminum, such as a soda can, can be shown, and students can be asked if they know it is the same material used to make airplanes. This can lead to a discussion about how the physical properties of aluminum (lightness, corrosion resistance) make it suitable for different uses. Next, the teacher can show a piece of paper and ask students why they think paper burns easily. This can lead to a discussion about how the physical properties of paper (being light, thin, and made of dry plant fibers) make it flammable.

Development (20 - 25 minutes)

1. Activity "The Game of Physical Properties" (10 - 15 minutes):

   • The teacher should divide the class into groups of 4 to 5 students.
   • Each group will receive a box with a variety of materials (e.g., stones, feathers, leaves, paper, plastic, wood, metal, fabric, etc.) and a sheet of paper with the listed physical properties (e.g., color, texture, shape, size, weight).
   • The group's task will be to associate each material with the physical properties they believe best describe it. For example, the stone can be associated with color and texture, the paper with color and shape, the feather with texture and weight, etc.
   • The teacher should walk around the room, guiding and assisting students in identifying and associating the physical properties.
   • In the end, each group should share their associations and justify their choices. This activity promotes observation, critical thinking, and communication.

2. Activity "The Human Body and the Properties of Materials" (10 - 15 minutes):

   • The teacher will pair up the students and give each pair a "Human Body of Materials" (drawing of a human body on cardboard, without the organs).
   • The goal of the activity is for students to "dress" the human body with the correct materials, according to the physical properties and functions of the organs. For example, the heart can be "dressed" with a red (color), soft (texture), and space-saving (size) material, such as a sponge.
   • The teacher should provide students with a variety of materials (cotton, paper, leaves, stones, etc.) so they can choose the most suitable for each organ.
   • At the end, each pair should present to the class the selection they made and the justifications for their choices. This activity promotes the practical application of knowledge about the physical properties of materials and the understanding of how these properties influence the functions of materials.

3. Activity "Game of Material Characteristics" (10 - 15 minutes):

   • The teacher will divide the class into two teams and give each team a set of cards with images representing different materials and a list of physical characteristics.
   • One member of each team at a time will have to pick a card and describe a physical characteristic of the material represented. If the opposing team guesses the material, they earn a point.
   • The teacher should guide students to describe the physical properties objectively, without directly stating the name of the material (for example, instead of "it is made of plastic," they can say "it is malleable," "it is light," etc.).
   • The game continues until all cards are used. The team with the most points at the end is the winner. This activity promotes careful observation of the physical properties of materials, clear communication, and teamwork collaboration.

Return (10 - 15 minutes)

1. Group Discussion (5 - 7 minutes):

   • The teacher should gather all students in a large circle for a group discussion. Each group will have the opportunity to share their discoveries and conclusions from the activities carried out.
   • The teacher should encourage students to explain their choices and reasoning, asking them how they arrived at a certain conclusion about the physical properties of materials.
   • During the discussion, the teacher should ask questions that lead students to connect the physical properties of materials with their functions and uses in everyday life.

2. Connection with Theory (3 - 5 minutes):

   • The teacher should then revisit the problem situations proposed at the beginning of the lesson and ask students if they can now better understand the answers.
   • The teacher should explain how the physical properties of materials, discussed during the practical activities, are important for solving these problem situations. For example, why water cannot be used to make sandcastles, or why we wear wool clothes in winter and cotton clothes in summer.

3. Final Reflection (2 - 3 minutes):

   • To conclude the lesson, the teacher should propose that students reflect on what they have learned.
   • The teacher can ask two simple questions to guide students' reflection: "What was the physical property of materials that you found most interesting and why?" and "How can you use what you learned today in your daily life?"
   • Students should be encouraged to share their reflections with the class, thus promoting a collaborative learning environment and stimulating critical thinking.

Conclusion (5 - 7 minutes)

1. Summary of Contents (2 - 3 minutes):

   • The teacher should start the conclusion by summarizing the main points of the lesson. This includes defining the physical properties of materials, such as color, texture, shape, size, and weight, and understanding how these properties are related to the functions and uses of materials.
   • The teacher should recall the main conclusions of the practical activities carried out, highlighting the most interesting or surprising discoveries made by the students.

2. Connection between Theory and Practice (1 - 2 minutes):

   • Next, the teacher should explain how the lesson connected theory with practice. It should be emphasized that through practical activities, students were able to apply theoretical knowledge about the physical properties of materials in a fun and meaningful way.
   • The teacher should highlight how the practical activities helped reinforce students' understanding of the topic and relate it to real-life situations.

3. Extra Materials (1 minute):

   • The teacher can suggest some extra materials for students who wish to deepen their knowledge on the subject. This may include children's science books that address the topic of material properties, or educational videos available online that present simple experiments involving material properties.
   • For example, the teacher may recommend the book "Why? How? - Science for Children" by Renata Junqueira de Souza, which contains various practical activities and curiosities about science for children in the early years of Elementary School.

4. Importance of the Subject (1 - 2 minutes):

   • Finally, the teacher should emphasize the importance of what was learned. They can explain that knowledge about the physical properties of materials is fundamental for various areas of knowledge and for daily life.
   • The teacher can give practical examples, such as the importance of knowing the properties of materials when choosing a toy or clothing, or when performing an activity at home, such as cooking or cleaning.
   • The teacher should encourage students to continue observing and exploring the properties of materials in their daily lives, and to ask questions about why things are a certain way, thus stimulating curiosity and critical thinking.