Objectives (5 - 7 minutes)

1. Main Objective: Introduce students to the basic concepts of gymnastics, emphasizing the fundamental elements of balance, jumps, and turns. By the end of this lesson, students should be able to identify and describe these elements in practical contexts.

2. Secondary Objective: Develop students' body awareness through a series of practical activities related to gymnastics. This includes practicing different balance positions, jumps, and turns. Students should be able to recognize and reproduce these positions safely and controlled.

3. Secondary Objective: Foster teamwork and cooperation among students. Through games and activities, students will be encouraged to interact and collaborate with each other to achieve the proposed goals. This will help strengthen students' social and emotional skills.

Introduction (10 - 15 minutes)

1. Review of Previous Content: The teacher should start the lesson by reminding students of related content that has been previously covered, such as the importance of stretching, body care during exercise, and the difference between aerobic and anaerobic activities. This review is important to establish the necessary foundation for understanding gymnastics concepts.

2. Problem Situation: Next, the teacher can present two problem situations to engage students' interest. One of them could be: "Have you ever noticed how gymnasts in the Olympic Games can perform incredible movements with their bodies? How do they manage to maintain balance during these complex movements?" Another problem situation could be: "Have you ever tried to jump really high or do a spin in the air? How did it feel? Was it easy or difficult?" These questions will help prepare students for exploring the concepts of balance, jumps, and turns in gymnastics.

3. Contextualization: The teacher should then explain to students the importance of gymnastics, showing how it is an activity that can be practiced by people of all ages and brings various health benefits, such as muscle strengthening, improved motor coordination, and balance maintenance. Additionally, the teacher can mention how gymnastics is a very popular sport that can be practiced both recreationally and competitively.

4. Capturing Students' Attention: To spark students' interest, the teacher can share curiosities and stories related to gymnastics. For example, the teacher can mention that gymnastics is one of the oldest sports in the world, with records of its practice dating back over 2,000 years in ancient Greece. Furthermore, the teacher can mention some facts about artistic gymnastics, such as the majority of movements seen today in artistic gymnastics competitions were created in the 1920s by the German Kurt Thomas. Another interesting curiosity is that rhythmic gymnastics is a sport that combines the practice of body movements with the execution of acrobatic skills and the use of apparatus such as the rope, hoop, ball, clubs, and ribbon.

Development (20 - 25 minutes)

In this stage, the teacher will present the main concepts of gymnastics, focusing on the elements of balance, jumps, and turns. Dynamic, playful, and suitable activities will be proposed for the students' level, allowing them to explore and understand these concepts in practice.

1. Activity: "Dancing Statues" (10 - 15 minutes)

   This activity aims to develop students' balance and body awareness.

   • The teacher divides the class into small groups.
   • Each group chooses a student to be the "dance leader".
   • The "dance leader" must perform a series of slow and fluid movements, as if dancing, and suddenly stop in a balanced position.
   • The rest of the group must imitate the "dance leader's" position as quickly as possible, trying to maintain balance.
   • The teacher can increase the difficulty of the activity by asking the "dance leader" to include jumps and turns in their sequence of movements.

2. Activity: "Jump Race" (10 - 15 minutes)

   This activity aims to develop the ability to jump in different ways.

   • The teacher organizes the class into two lines.
   • At the teacher's signal, the first student in each line must jump in a specific way, such as a jump with both feet together, a one-legged jump, a spinning jump, etc.
   • After jumping, the student runs to a mark on the floor and returns to the line.
   • The next student can only start jumping after the previous one returns to the line.
   • The teacher can vary the ways of jumping, making the game more challenging.

3. Activity: "Crazy Spin" (10 - 15 minutes)

   This activity aims to develop the ability to spin on one's own axis.

   • The teacher organizes the class in a large circle.
   • At the teacher's signal, all students start spinning around their own axis.
   • The teacher, from time to time, shouts a number.
   • When they hear the number, students stop spinning and try to maintain balance in the position they are in.
   • The last one to fall gains a point for their team.
   • The teacher can vary the speed and direction of the spins to make the activity more challenging.

These are just suggestions for activities that the teacher can use to teach the concepts of balance, jumps, and turns. The teacher should choose the activity they consider most suitable for the students' level, the available space, and the materials at hand. It is important for the teacher to adapt the activities as needed to ensure the safety and comfort of the students.

Feedback (8 - 10 minutes)

1. Group Discussion: (3 - 4 minutes)

   After completing the practical activities, the teacher should gather all students in a large circle for a group discussion. Each group should have the opportunity to share their experiences and learnings during the activities. The teacher can ask guiding questions, such as "Which balance position was the most challenging to reproduce?", "What strategies did you use to maintain balance during the activities?" or "What did you discover about the importance of balance in gymnastics?".

2. Theory Connection: (2 - 3 minutes)

   After the group discussion, the teacher should connect the practical activities with the theory presented at the beginning of the lesson. For example, the teacher can reinforce how the activities of "Dancing Statues" and "Jump Race" helped explore the concepts of balance and jumps, respectively. Additionally, the teacher can highlight how the "Crazy Spin" activity allowed students to experience the sensation of spinning on their own axis, one of the essential movements in gymnastics.

3. Individual Reflection: (3 - 4 minutes)

   To conclude the lesson, the teacher should propose a moment of individual reflection, where students will have the opportunity to think about what they have learned. The teacher can ask two simple questions to guide this reflection:

   • "What was the most fun part of today's activities and why?"
   • "What did you learn today that can help you improve in an activity you enjoy doing at home or at school?"

This moment of reflection is important for students to consolidate what they have learned and realize the applicability of the knowledge acquired in their lives. Additionally, the teacher can use students' answers as feedback to assess the effectiveness of the lesson and plan future activities.

Conclusion (5 - 7 minutes)

1. Lesson Summary: (2 - 3 minutes)

   The teacher should start the conclusion by recapping the main points covered during the lesson. They should review the concepts of balance, jumps, and turns, emphasizing the importance of these elements in gymnastics practice. The teacher should also highlight the connection between theory and practice, reinforcing how the activities carried out in the classroom allowed students to experience and understand these concepts concretely.

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

   Next, the teacher should explain how the lesson connected theory, practice, and the application of concepts. They should emphasize how the playful activities allowed students to apply theoretical concepts in a practical and meaningful way. The teacher can also mention how the final reflection helped students realize the relevance of these concepts in their daily lives.

3. Extra Materials: (1 - 2 minutes)

   The teacher can then suggest some extra materials for students who wish to deepen their knowledge of gymnastics. They can recommend children's books on the subject, educational videos available on the internet, or even practical activities that can be done at home, such as setting up a small obstacle course or trying to reproduce some balance positions learned in class.

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

   Finally, the teacher should emphasize the importance of gymnastics for students' health and well-being. They should mention how gymnastics can help strengthen muscles, improve motor coordination and flexibility, and contribute to maintaining balance and correct posture. The teacher can also highlight how gymnastics, besides being a physical activity, is also a form of artistic expression that allows practitioners to explore and demonstrate the beauty and diversity of human movement.

The teacher should conclude the lesson by reinforcing the importance of the concepts learned and encouraging students to continue exploring and practicing gymnastics, whether at school, at home, or in other spaces. They should remind students that gymnastics is an activity that can be enjoyed by people of all ages and abilities, and that the most important thing is to have fun and enjoy the benefits that practicing gymnastics can bring to the body and mind.