Objectives (5 - 7 minutes)

1. Understanding the Game Rules: Students should be able to explain and demonstrate the rules of the Blind Man's Bluff game. They should understand how the game is played, how the 'blind man' is chosen, and how the other participants should move to avoid being touched.

2. Developing Motor Coordination: Students should be able to practice the game, moving through space in a coordinated and controlled manner. They should use their sense of touch and hearing to orient themselves in the environment and avoid being caught by the 'blind man'.

3. Promoting Socialization and Respect: Students should learn the importance of respecting the game rules and their peers. They should understand that, although it is a competitive game, it is crucial to respect each other's limitations and differences. Additionally, the group activity should promote interaction and cooperation among participants.

Secondary Objectives:

• Stimulating Spatial Reasoning: The Blind Man's Bluff game requires participants to move in the environment without being able to see. This challenges the spatial reasoning of students, an important skill that can be enhanced through practice.

• Promoting Fun and Active Leisure: In addition to all the physical and cognitive benefits, the lesson should offer students a moment of fun and joy. Games like Blind Man's Bluff are a great way to promote active leisure, encouraging students to move and have fun in a healthy way.

Introduction (10 - 12 minutes)

1. Review of Previous Concepts: The teacher should start the lesson by reminding students of some important Physical Education concepts that were covered in previous classes. This may include the importance of movement and physical activity for health, the notion of fair play, and the importance of respecting rules and peers during games. (2 - 3 minutes)

2. Problem Situation 1:

   • The teacher can ask students if they have ever felt lost in an unfamiliar place or if they have played hide-and-seek and how that experience was. This serves to introduce the concept of moving in a space without being able to see and the importance of hearing and touch in that situation. (2 - 3 minutes)

3. Problem Situation 2:

   • The teacher can ask students to close their eyes and try to touch an object placed on a nearby chair. This demonstrates the difficulty of moving without vision and the importance of touch and spatial perception. (2 - 3 minutes)

4. Contextualization of the Subject's Importance:

   • The teacher should explain that the Blind Man's Bluff game is a fun way to experience these situations and develop motor coordination, spatial perception, and socialization. Additionally, the teacher can mention that Blind Man's Bluff is a traditional game that has been played by children for generations, and it is important to know and preserve these games. (2 - 3 minutes)

5. Capturing Students' Attention:

   • To spark students' interest, the teacher can share two facts about Blind Man's Bluff. First, they can say that the game is called Blind Man's Bluff because, in the past, one of the participants dressed up as a goat and the others tried to catch them. Second, the teacher can mention that Blind Man's Bluff is played in different ways around the world. For example, in France, the game is called 'Colin Maillard' and in China, it is known as 'Hei Bai Pei'. (2 - 3 minutes)

This introduction should prepare students for the main activity, which will be practicing the Blind Man's Bluff game. Additionally, it should arouse curiosity and interest in the subject, making the lesson more engaging and enjoyable.

Development (20 - 25 minutes)

1. Theory Development (5 - 7 minutes):

   1. Origin of the Blind Man's Bluff Game: The teacher should start by explaining that Blind Man's Bluff is a very old game that has existed for hundreds of years. They can mention that in ancient times, people did not have access to many toys, so they invented simple and fun games to entertain themselves. Blind Man's Bluff was one of those games. (1 - 2 minutes)

   2. Basic Rules of the Game: The teacher should then describe the basic rules of Blind Man's Bluff. They can explain that at the beginning of the game, all players, except the 'blind man', should position themselves in a circle or in a delimited area. The 'blind man' should be blindfolded and, with the help of the other players, should try to catch someone. The other players should move and make noise to confuse the 'blind man' and avoid being caught. If the 'blind man' manages to touch someone, that person becomes the new 'blind man' and the game restarts. (2 - 3 minutes)

   3. Objective of the Game: The teacher should emphasize that the objective of the game is not only to catch other players but also to develop hearing, spatial perception, motor coordination, and respect for rules and peers. (1 - 2 minutes)

2. Preparation for Practice (5 - 7 minutes):

   1. Space Delimitation: The teacher should organize the space according to the number of students and the class size, clearly delimiting the playing area to avoid accidents.

   2. Choosing the 'Blind Man': The teacher can ask students to form a circle and, randomly, choose the first 'blind man'. This can be done through a draw or an additional game, such as 'rock, paper, scissors'.

   3. Blindfolding the 'Blind Man': The 'blind man' should be blindfolded, ensuring they cannot see anything.

   4. Positioning of Students: The other students should position themselves around the 'blind man', maintaining a safe distance to avoid collisions.

3. Practice of the Blind Man's Bluff Game (10 - 15 minutes):

   1. Start of the Game: The teacher should start the game by touching the 'blind man's' shoulder to signal the beginning. At this point, students should start moving slowly to avoid being caught.

   2. Students' Movement: Students should move randomly, without straying too far from the center of the circle.

   3. Auditory Communication: Students should learn to communicate silently through small noises to help the 'blind man' orient themselves in space.

   4. Role Exchange: When the 'blind man' manages to catch someone, that person becomes the new 'blind man' and the game continues.

   5. End of the Game: The teacher should end the game after a set time or when most students have been caught.

At this point, the class should have a clear understanding of the rules and objectives of the Blind Man's Bluff game. They should have had the opportunity to practice the game and experience the feeling of moving without being able to see. This should have helped develop motor coordination, spatial perception, and respect for rules and peers. Additionally, the activity should have promoted fun and interaction among students.

Feedback (8 - 10 minutes)

1. Group Discussion (3 - 4 minutes):

   • The teacher should gather all students in a circle and propose a discussion about each one's experience during the Blind Man's Bluff game. Students should be encouraged to share their emotions, challenges, and victories during the activity. (1 - 2 minutes)
   • The teacher should ask guiding questions, such as 'How did you feel being the 'blind man'? And moving without being able to see? How did you communicate with your peers during the game?'. This should help consolidate learning and reflect on the skills developed during the game practice. (1 - 2 minutes)
   • The teacher should also highlight the fair play and respect attitudes observed during the game, reinforcing the importance of these values in the sports and social context. (1 minute)

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

   • The teacher should then connect the practical experience of the Blind Man's Bluff game with the theory presented at the beginning of the lesson. For example, they can ask, 'How did playing the Blind Man's Bluff game help you understand the importance of hearing and touch in spatial perception? How does the Blind Man's Bluff game contribute to the development of motor coordination and respect for rules and peers?'. (1 - 2 minutes)
   • The teacher can also recall the curiosities presented in the introduction, reinforcing the importance of Blind Man's Bluff as a traditional and fun game that has been played by children for generations. (1 minute)

3. Final Reflection (3 - 4 minutes):

   • To conclude the lesson, the teacher should propose that students reflect for a moment on what they have learned. They can ask two simple questions, such as 'What was the most fun part of the Blind Man's Bluff game for you? Why?' and 'What did you learn from the Blind Man's Bluff game that can be useful in other situations?'. Students should be encouraged to think silently for a minute before sharing their answers. (2 - 3 minutes)
   • At the end of the reflection, the teacher should reinforce the importance of movement and play in daily life, encouraging students to participate in physical and playful activities not only at school but also at home and in the community. (1 minute)

This feedback should allow students to consolidate what they have learned during the lesson, connect theory with practice, and reflect on the experience. Additionally, it should reinforce the values of fair play and respect, encouraging students to apply these principles not only in games but also in their daily interactions.

Conclusion (5 - 7 minutes)

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

   • The teacher should start the conclusion by summarizing the main points covered in the lesson. They can review the rules of the Blind Man's Bluff game, the importance of touch and hearing in spatial perception, and the benefits that playing the game brings to the development of motor coordination and socialization. (1 - 2 minutes)
   • Additionally, the teacher should emphasize the importance of respecting rules and peers, and the need to have fun in a healthy and active way. They can remind students that, despite being a competitive game, the most important thing is to participate and have fun, regardless of the outcome. (1 - 2 minutes)

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

   • The teacher should then explain how the lesson connected theory and practice. For example, they can say that the initial discussion about situations of not being able to see and moving without vision prepared students to understand the importance of touch and hearing in the Blind Man's Bluff game. (1 minute)
   • Additionally, the teacher can mention that playing the game allowed students to apply these skills in a playful and fun way, reinforcing the theory in a practical and meaningful manner. (1 minute)

3. Extra Materials (1 - 2 minutes):

   • The teacher should suggest some extra materials for students who wish to deepen their knowledge about the Blind Man's Bluff game. This may include educational videos about the game, children's books that mention Blind Man's Bluff, or even board games that involve the use of hearing and touch. (1 - 2 minutes)
   • The teacher can also encourage students to play Blind Man's Bluff at home, with siblings, cousins, or friends, to continue practicing the skills learned in class. (1 minute)

4. Importance of the Subject (1 minute):

   • Finally, the teacher should explain the importance of the subject for students' daily lives. They can say that, besides being a fun game, Blind Man's Bluff is a game that helps develop important skills, such as motor coordination, spatial perception, and respect for rules and peers. (30 seconds)
   • Additionally, the teacher can mention that by knowing and playing Blind Man's Bluff, students are participating in a cultural tradition that has been passed down from generation to generation. (30 seconds)

This conclusion should help consolidate students' learning, reinforce the importance of what was taught, and encourage them to continue learning and practicing. Additionally, it should reinforce the connection between Physical Education and students' daily lives, showing that the skills and knowledge acquired in the classroom are relevant and applicable outside the school environment.