Objectives (5 - 10 minutes)

1. Understand what scientific thinking and common sense are: In this objective, students should be able to define and differentiate scientific thinking from common sense. They should understand that scientific thinking is based on research methods and evidence, while common sense is formed by popular beliefs and opinions.

2. Identify situations where scientific thinking and common sense may conflict: Students should be able to recognize situations in which science and common sense may diverge. This implies understanding that, although common sense can be useful in many aspects of everyday life, it is not always based on facts or evidence.

3. Analyze the importance of scientific thinking for society: In this objective, students should understand why scientific thinking is crucial for social, technological, and medical development. They should be able to identify areas of everyday life that are influenced by science and technology.

   Secondary Objectives:

   • Stimulate critical thinking: Students should be encouraged to question and reflect on the information they receive, distinguishing between what is based on scientific evidence and what is based on popular beliefs.

   • Promote group discussion: Through group discussion, students should learn to express their opinions respectfully and consider others' perspectives.

   • Develop research skills: To achieve the above objectives, students may be asked to conduct research on related topics in order to deepen their understanding and present their findings to the class.

Introduction (10 - 15 minutes)

1. Reviewing Previous Content: The teacher should start the lesson by reviewing the concepts of critical thinking, logical reasoning, and scientific methodology that were discussed in previous classes. This is essential for students to better understand the content of the current lesson. The teacher can do this through a brief review or a quick quiz to assess students' prior knowledge.

2. Problem Situations:

   • Scenario 1: The teacher can propose the following situation: "Imagine you are in a group of friends discussing the best way to lose weight. Each person gives an opinion based on their personal experiences, but no one mentions the importance of a balanced diet and regular physical exercise. How do you think scientific thinking could contribute to this discussion?"
   • Scenario 2: Next, the teacher can present another situation: "Now, let's imagine a friend tells you they will not vaccinate their child because they heard that vaccines cause autism. How would you respond to this person, considering scientific thinking and common sense?"

3. Contextualization: The teacher should explain to students that understanding scientific thinking versus common sense is essential for everyday life. Often, we are confronted with conflicting information and need to be able to evaluate the validity of this information. For example, when making decisions about health, finances, or politics, it is important to consider scientific evidence rather than relying solely on popular beliefs.

4. Engaging Students' Attention: To spark students' interest, the teacher can share some curiosities or stories related to the topic:

   • Curiosity 1: "Did you know that common sense was not always accepted as a valid form of knowledge? During the Middle Ages, for example, scientific thinking was considered heretical, and many scientists were persecuted for their ideas."
   • Curiosity 2: "Have you heard of the 'Fermi Paradox'? It's a question that scientists debate: if there are so many stars and planets in the universe, why haven't we found evidence of extraterrestrial life? This is a situation where scientific thinking and common sense may conflict."

5. Topic Presentation: Finally, the teacher should formally introduce the topic of the lesson: "Today, we will discuss what scientific thinking and common sense are, how they differ, and in what situations they may conflict. We will also explore the importance of scientific thinking for society."

Development (20 - 25 minutes)

1. Activity 1: Card Game (10 - 15 minutes)

   • Activity Description: The teacher should divide the class into groups of 4 or 5 students. Each group will receive a deck of cards, where each suit represents an area of knowledge (Natural Sciences, Social Sciences, Mathematics, and Technology) and each card represents a topic within that area. For example, the Natural Sciences suit may contain cards representing "Evolution," "Gravity," "DNA," etc. The Technology suit may have cards like "Artificial Intelligence," "Internet," "Smartphones," etc.

   • Activity Development: Each group should select a card from the top of each suit and then discuss whether the topic represented by the card is more commonly understood through scientific thinking or common sense. After the discussion, each group should justify their decision. For example, if the group selected the "Evolution" card and decided that it is more commonly understood through scientific thinking, they should explain that the theory of evolution is based on decades of scientific research and evidence, not just popular beliefs.

   • Activity Objective: This activity aims to help students apply what they have learned about scientific thinking and common sense in practical situations. Additionally, it fosters group discussion and the development of critical thinking.

2. Activity 2: Everyday Scenarios (10 - 15 minutes)

   • Activity Description: After the card game activity, the teacher should propose some everyday scenarios that involve issues where scientific thinking and common sense may conflict. For example:

     1. "A friend tells you that drinking hot water with lemon every morning will prevent COVID-19. How would you respond, considering scientific thinking and common sense?"
     2. "You are watching a TV program that claims the Earth is flat. How would you react, considering scientific thinking and common sense?"

   • Activity Development: Groups should discuss each scenario and propose a response, taking into account what they have learned about scientific thinking and common sense. They should also explain why they chose that response, based on scientific evidence and/or popular beliefs, depending on the scenario.

   • Activity Objective: This activity aims to promote critical analysis of information and informed decision-making, essential skills for everyday life. Additionally, it reinforces students' understanding of the importance of scientific thinking for society.

3. Activity 3: Group Discussion (5 - 10 minutes)

   • Activity Description: To conclude the Development stage, the teacher should facilitate a group discussion about the responses proposed by each group in the everyday scenarios.

   • Activity Development: The teacher should encourage students to express their opinions respectfully and consider others' perspectives. He should also provide constructive feedback and clarify any doubts students may have.

   • Activity Objective: This activity aims to enhance students' communication and debate skills, as well as consolidate their understanding of scientific thinking and common sense.

Return (10 - 15 minutes)

1. Group Discussion (5 - 7 minutes):

   • Description: The teacher should organize a group discussion where each group of students shares their solutions or conclusions from the activities carried out. Each group should have a representative who will present the main ideas discussed in their group.
   • Development: The teacher should ensure that all groups have the opportunity to speak and that there is an environment of respect and active listening. During the discussion, the teacher can ask questions to deepen students' understanding and clarify any misunderstandings.
   • Objective: The objective of this discussion is to allow students to share their perspectives and learnings, promoting collaborative learning and the development of communication and argumentation skills.

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

   • Description: After the group discussion, the teacher should summarize the main points discussed, connecting them with the theory presented at the beginning of the lesson.
   • Development: For example, the teacher can highlight how the activities carried out illustrate the difference between scientific thinking and common sense, and how scientific thinking can contribute to informed decision-making.
   • Objective: The objective of this stage is to reinforce students' understanding of the lesson content and help them realize the relevance and applicability of what they have learned.

3. Final Reflection (2 - 3 minutes):

   • Description: To conclude the lesson, the teacher should propose that students reflect for a minute on the following questions:
     1. "What was the most important concept you learned today?"
     2. "What questions have not been answered yet?"
   • Development: After a minute of reflection, the teacher can ask some students to share their answers with the class.
   • Objective: The objective of this activity is to stimulate students' self-assessment and metacognition, helping them identify what they have learned and what they still need to learn. Additionally, it provides valuable feedback to the teacher on the effectiveness of the lesson and possible gaps in students' understanding.

Conclusion (5 - 10 minutes)

1. Lesson Summary (2 - 3 minutes):

   • Description: The teacher should summarize the main points covered during the lesson. He should reiterate the definitions of scientific thinking and common sense, highlight the situations in which these two types of thinking may conflict, and reinforce the importance of scientific thinking for society.
   • Objective: The summary aims to consolidate students' knowledge acquired during the lesson, reinforcing key concepts and relationships between them.

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

   • Description: The teacher should explain how the lesson connected the theory of scientific thinking and common sense with practice, through the activities carried out. He should emphasize that scientific thinking is not just an abstract concept but a practical tool that helps us evaluate the validity of the information we receive.
   • Objective: This stage aims to deepen students' understanding of the relevance and applicability of what they have learned, as well as enhance their critical thinking and analysis skills.

3. Extra Materials (1 - 2 minutes):

   • Description: The teacher should suggest additional materials for students who wish to deepen their understanding of the lesson's topic. These materials may include articles, videos, books, or reliable websites on the philosophy of science and critical thinking.
   • Objective: The indication of extra materials aims to encourage autonomous study and students' intellectual curiosity, as well as provide additional resources for understanding the lesson content.

4. Subject Relevance (1 - 2 minutes):

   • Description: Finally, the teacher should emphasize the importance of scientific thinking for everyday life. He can cite examples of how science and technology influence various areas of our lives, from medicine and engineering to agriculture and communication.
   • Objective: This stage aims to reinforce the relevance of the subject and motivate students to apply what they have learned in their daily lives, becoming more informed and critical citizens.