Objectives (5 - 7 minutes)

1. Understand the concept of work and resultant force: Students should be able to define the concept of work in physics and understand how the resultant force acts on an object to perform work.

2. Apply formulas and concepts to solve practical problems: Students should be able to apply the formulas and concepts learned to solve practical problems related to work and resultant force. This includes the ability to identify the acting forces, calculate the resultant force, and determine the work done.

3. Develop critical thinking and problem-solving skills: In addition to learning the concepts and formulas, students should also be able to apply this knowledge effectively to solve problems. This requires the development of critical thinking and problem-solving skills, which will be emphasized during the lesson.

Secondary Objectives:

• Promote interaction and collaboration among students: Inverted classroom encourages interaction and collaboration among students. Students will be encouraged to work in small groups to discuss and solve problems, promoting collaborative learning.

• Foster autonomy and responsibility for their own learning: Inverted classroom also promotes autonomy and responsibility for their own learning. Students will be encouraged to take responsibility for their own learning by preparing for the lesson by watching videos and reading study materials in advance.

Introduction (10 - 15 minutes)

1. Review of previous concepts: The teacher starts the lesson by reviewing fundamental physics concepts that are necessary for understanding the lesson topic. This may include defining force, displacement, and the difference between work and energy. The teacher may ask students questions, involving them in the review of previous concepts.

2. Problem situation: Next, the teacher proposes two problem situations involving the lesson topic. For example, 'How can we calculate the work done by a person pushing a box on an inclined plane?' or 'What is the resultant force needed to lift a 10kg box to a height of 2m?'. These problem situations are designed to spark students' interest and demonstrate the relevance of the topic.

3. Contextualization: The teacher then contextualizes the importance of the topic, explaining how understanding work and resultant force is essential for understanding everyday phenomena and practical applications, such as the operation of simple machines and the performance of physical tasks. Additionally, the teacher may mention how these concepts are applied in fields like engineering and architecture.

4. Capturing students' attention: To capture students' attention, the teacher may share some curiosities or stories related to the topic. For example, they may talk about the history of the development of the concept of work in physics, or how the ability to perform work is one of the characteristics that differentiate living beings from inanimate matter. Another curiosity could be about the importance of physical work for health and well-being, or how work efficiency can be increased through the correct application of force.

Development (20 - 25 minutes)

1. Board Game Activity (10 - 15 minutes): The teacher proposes a playful and interactive activity for students, where they will have to solve problems related to work and resultant force to advance in a board game.

   • Preparation: The teacher prepares a board game in advance with numbered squares and question and challenge cards. Each square on the board corresponds to a problem to be solved. The question and challenge cards contain problem situations involving the calculation of work and resultant force. Additionally, the teacher provides students with calculators and the necessary formulas to solve the problems.

   • Development: Students are divided into groups of 4 to 5 members. Each group receives a set of question and challenge cards and a calculator. The game starts with each group on a square of the board. To advance, the group must solve the problem of the square they are on. If the answer is correct, the group advances the number of squares corresponding to the answer. If the answer is wrong, the group stays on the same square. The first group to reach the end of the board is the winner.

   • Discussion and Feedback: After the game is completed, the teacher leads a discussion in the classroom about the strategies used by the groups to solve the problems and the difficulties encountered. The teacher also provides feedback on the correct answers and explains the concepts and formulas applied.

2. Laboratory Practical Activity (10 - 15 minutes): After the board game activity, students participate in a practical laboratory activity to apply the concepts of work and resultant force to a real situation.

   • Preparation: The teacher prepares the laboratory in advance with the necessary materials. For example, a 10 kg box, an inclined ramp, a tape measure, and a stopwatch.

   • Development: Students, again divided into groups, are instructed to lift the box to the top of the inclined ramp and measure the time it takes to complete the task. They must also measure the height of the ramp. Based on these measurements, students should calculate the work done to lift the box to the height of the ramp.

   • Discussion and Feedback: After the activity is completed, the teacher leads a discussion in the classroom about the results obtained by the groups. The teacher also provides feedback on the calculations made by the groups, explaining any errors and reinforcing the correct concepts.

These activities are designed to actively engage students in the learning process, promoting understanding and application of the concepts of work and resultant force in a fun and meaningful way.

Return (8 - 10 minutes)

1. Group Discussion (3 - 4 minutes): The teacher initiates a group discussion with all students, where each group shares their solutions, conclusions, and learnings from the practical activities. Each group will have up to 3 minutes to present their findings, during which other students will be encouraged to ask questions and make comments.

2. Connection with Theory (2 - 3 minutes): The teacher then makes a direct connection between the practical activities and the theory discussed in the lesson. This may include reviewing the formulas used in the calculations, discussing how the acting forces were identified and quantified, and comparing the results obtained with theoretical predictions. The teacher may also highlight common errors that students may have made and how to avoid them.

3. Individual Reflection (2 - 3 minutes): The teacher asks students to reflect individually on what they learned in the lesson. To facilitate reflection, the teacher may ask questions such as:

   1. What was the most important concept you learned today?
   2. What questions remain unanswered?
   3. How can you apply what you learned today in real situations?

   Students are encouraged to write down their answers, which can be shared with the class or used as a starting point for the next lesson.

4. Feedback and Closure (1 minute): Finally, the teacher requests feedback from students about the lesson. This may include questions like:

   1. What did you like most about today's lesson?
   2. What could be improved?

   Student feedback can be used to enhance future lessons. The teacher then concludes the lesson, reinforcing the key concepts and skills learned and thanking the students for their participation and effort.

Conclusion (5 - 7 minutes)

1. Summary of Contents (2 - 3 minutes): The teacher recaps the main points covered during the lesson, reinforcing the key concepts related to work and resultant force. This includes the definition of work, the identification of acting forces, the calculation of resultant force, and the determination of work done. The teacher may also review the formulas and methods used to solve practical problems.

2. Connection between Theory and Practice (1 - 2 minutes): Next, the teacher highlights how the lesson connected theory to practice. They may mention how the practical activities, such as the board game and the laboratory experiment, allowed students to apply theoretical concepts of work and resultant force to real situations. The teacher may also reinforce the importance of understanding theory to be able to solve practical problems.

3. Additional Materials (1 minute): The teacher suggests additional study materials for students who wish to deepen their knowledge on the topic. This may include recommended readings, explanatory videos, interactive websites, physics simulators, among others. The teacher may provide these materials on the school's virtual learning platform or guide students to find them on their own.

4. Practical Applications (1 - 2 minutes): Finally, the teacher highlights some practical applications of the concepts learned. They may mention how understanding work and resultant force is essential in various fields, such as engineering, architecture, physics, medicine, among others. The teacher may also relate these concepts to everyday situations, such as pushing an object, lifting a weight, climbing stairs, among others, to demonstrate the relevance and usefulness of what was learned.

This conclusion of the lesson serves to consolidate students' learning, reinforce the relevance and applicability of the concepts learned, and motivate students to continue studying the topic.