Objectives (5 - 7 minutes)

1. Understand the concept and formation of images in convex and concave mirrors.

   • Students should be able to define what a convex and concave mirror is, and how light behaves when incident upon them.

2. Identify the characteristics of images formed in convex and concave mirrors.

   • Students should be able to describe the main characteristics of the formed images, such as size, orientation, and nature (real or virtual).

3. Apply the learned concepts to solve practical problems involving convex and concave mirrors.

   • Students should be able to use the formulas and rules studied to solve exercises and practical problems related to the topic.

Secondary Objectives:

• Develop critical thinking and problem-solving skills.
• Encourage active participation and teamwork.
• Promote the application of physical concepts in everyday life.

The teacher should present the lesson Objectives clearly and concisely, ensuring that students understand what is expected of them by the end of the session.

Introduction (10 - 15 minutes)

1. Review of Previous Concepts:

   • The teacher should start the lesson by reviewing the concepts of light reflection and plane mirrors, which were studied in previous classes. This can be done through a brief discussion, quick questions, or a short quiz. This review is essential for students to better understand the concepts that will be introduced in this lesson.

2. Problem Situations:

   • The teacher can propose two problem situations to arouse students' curiosity and motivate them to explore the topic:

     • Situation 1: 'Imagine you are at an amusement park and see a person looking at themselves in a mirror that seems to 'stretch' their image. How would you explain this phenomenon?'
     • Situation 2: 'Now, imagine you are in a clothing store and see a mirror that makes you look thinner. What would be happening in this case?'

   • These situations can be discussed in small groups, and students can be encouraged to share their ideas and assumptions.

3. Contextualization:

   • The teacher should highlight the importance of convex and concave mirrors in our daily lives, mentioning examples of their practical applications, such as in car rearview mirrors, security mirrors in stores and supermarkets, makeup mirrors, among others.

4. Topic Introduction:

   • The teacher should introduce the topic of convex and concave mirrors in an engaging and interesting way. For example, they can tell the story of how these mirrors were discovered and how scientists came to understand image formation in them.

   • Another possibility is to present curiosities about mirrors, such as the fact that concave mirrors are used in telescopes to amplify light and see distant objects.

   • Finally, the teacher should present the objective of the lesson, which is to understand how light behaves when incident upon convex and concave mirrors and how this results in image formation.

Development (20 - 25 minutes)

1. Practical Activity with Convex and Concave Mirrors:

   • The teacher should divide the class into groups of up to 5 students. Each group will receive a convex mirror and a concave mirror.

   • The activity consists of exploring the mirrors, using light sources (such as flashlights) and objects (such as pens or fingers) to observe image formation.

   • Students should record their observations, drawing the formed images and noting their characteristics (size, orientation, nature).

   • At the end of the activity, each group should present their observations to the class, explaining what they understood about image formation in convex and concave mirrors.

   • This practical activity will help students visualize and better understand the theoretical concepts presented in the Introduction of the lesson.

2. Question and Answer Game: Mirror, Mirror on the Wall...

   • The teacher should prepare a question and answer game on the lesson topic.

   • The questions can range from basic concepts to more complex problems involving the application of the concepts.

   • The game can be conducted competitively, with a prize for the group that answers the most questions correctly.

   • This game will help review the learned concepts while students have fun and actively engage in the lesson.

3. Modeling Activity: Creating Our Own Mirrors

   • For this activity, each group will receive a piece of aluminum foil, a balloon, and a plastic bottle.

   • Students should inflate the balloon and then stick the aluminum foil on the inflated part of the balloon, so it is smooth and uniform.

   • Next, they should fill the plastic bottle with water and attach the balloon to the bottle's mouth (the balloon should be inside the bottle, with the aluminum foil facing out).

   • Students will notice that the aluminum foil acts as a mirror, reflecting light.

   • The teacher can then explain that, in fact, they have just created a homemade convex mirror!

   • This modeling activity will allow students to build their own learning tools, helping them better understand the concept of convex and concave mirrors.

These activities should be carried out in a playful and interactive way, encouraging the participation of all students. The teacher should move around the classroom, assisting students, clarifying doubts, and stimulating discussion. By the end of the Development, students should have a solid understanding of image formation in convex and concave mirrors.

Return (8 - 10 minutes)

1. Group Discussion (3 - 4 minutes):

   • The teacher should gather all students and promote a group discussion on the solutions or conclusions found by each team during the practical activities and the question and answer game.

   • Each group should share their observations and conclusions, and other students should be encouraged to ask questions and make comments.

   • The teacher should moderate the discussion, ensuring that all students have the opportunity to speak and that the main points are addressed.

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

   • The teacher should then make the connection between the activities carried out and the theory discussed in the Introduction of the lesson.

   • The teacher can ask students how they believe the activities relate to the theoretical concepts, and should explain, if necessary, the connections that were not made by the students.

   • This step is important to reinforce the learned concepts and for students to realize the practical application of the theory.

3. Individual Reflection (2 - 3 minutes):

   • The teacher should propose that students reflect individually on what they learned in the lesson.

   • To do this, the teacher should ask questions like: 'What was the most important concept you learned today?' and 'What questions have not been answered yet?'.

   • Students should have a minute to think about these questions and then will be invited to share their answers with the class.

   • The teacher should listen carefully to the students' answers and, if necessary, clarify doubts or reinforce concepts.

4. Teacher's Feedback (1 minute):

   • Finally, the teacher should provide overall feedback on the lesson, highlighting strengths and areas that need improvement.

   • The teacher should encourage students to continue studying the subject and to ask questions if doubts arise.

   • The teacher can also propose extra activities for students who wish to deepen their knowledge.

This Return stage is essential to consolidate learning, stimulate reflection, and assess students' understanding of the topic. Additionally, it allows the teacher to identify possible gaps in students' understanding and plan future interventions, if necessary.

Conclusion (5 - 7 minutes)

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

   • The teacher should start the Conclusion by recalling the main concepts covered in the lesson: what convex and concave mirrors are, how light behaves when incident upon them, and the characteristics of the formed images (size, orientation, nature).

   • It may be useful to conduct a quick quiz to reinforce learning, asking students to define the concepts or describe the characteristics of images formed in different situations.

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

   • The teacher should then reinforce how the practical activities carried out in the lesson helped illustrate and deepen the understanding of theoretical concepts.

   • It can be mentioned, for example, how the observations made during the activity with convex and concave mirrors confirmed what was discussed in theory.

   • Next, the teacher should again highlight the practical applications of convex and concave mirrors, reinforcing the relevance of the topic in students' daily lives.

3. Additional Materials (1 minute):

   • The teacher should suggest additional study materials for students who wish to deepen their knowledge on the subject.

   • This may include additional readings, explanatory videos, online simulations, among others.

   • For example, the teacher can recommend a video showing the construction of a homemade concave mirror from a spoon, or an interactive website that allows students to explore image formation in different types of mirrors.

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

   • Finally, the teacher should emphasize the importance of the subject for students' daily lives.

   • It can be mentioned, for example, how understanding image formation in convex and concave mirrors is essential to comprehend the functioning of various objects and technologies present in our daily lives, such as car rearview mirrors, cameras, and telescopes.

   • The teacher can also emphasize how the study of convex and concave mirrors contributes to the development of important skills, such as observation, critical thinking, and problem-solving.

The Conclusion of the lesson is a crucial moment to consolidate the acquired knowledge, make connections with the real world, and motivate students to continue studying the subject. The teacher should ensure that all important points have been addressed and that students feel confident to apply what they have learned in other situations.