Objectives (5-10 minutes)

1. Introduction to the World of Traditional Games - The main objective of this lesson is to introduce students to the world of traditional games, more specifically, marbles and spinning tops. The basic concepts of each game, their origins, and simple rules will be explored. Students will have the opportunity to touch and experiment with these games first-hand, stimulating hands-on learning and social interaction.

2. Development of Motor Coordination - In addition to acquiring knowledge about the games, the lesson aims to develop the students' motor coordination. By playing with marbles and spinning tops, they will be challenged to use different parts of their body with precision and control, which contributes to the development of this essential skill.

3. Promoting Team Spirit and Respect for the Rules - Through group play activities, the lesson also aims to encourage team spirit and respect for the rules. Students will learn the importance of playing by the rules and how fun and rewarding it can be to work as a team to achieve a common goal.

Secondary objectives include promoting logical reasoning, stimulating imagination and creativity, and valuing traditional games as part of society's cultural and recreational heritage.

Introduction (10-15 minutes)

1. Reviewing Concepts - The teacher will start the lesson by reminding the students about the basic concepts of games and play activities that they are already familiar with. This includes discussing what rules are, what competition is, and what it means to work as a team. This review will help prepare students to understand and appreciate the games of marbles and spinning tops.

2. Problem Situations - Next, the teacher will present two problem situations related to the games of marbles and spinning tops. The first one could be: "If you had to make a racetrack for your marble, what would that track look like?" The second one could be: "If you could invent a new rule for the game of spinning tops, what would it be?" These problem situations will stimulate the creativity and critical thinking of the students.

3. Contextualizing the Importance - The teacher will explain that the games of marbles and spinning tops are more than just fun activities. They are traditional games that have existed for many years and are part of the culture of many peoples. In addition, the teacher will emphasize that these games help develop important skills, such as motor coordination, logical reasoning, and respect for the rules.

4. Curiosities - To arouse the interest of the students, the teacher will share some curiosities about the games of marbles and spinning tops. For example, he/she could mention that the spinning top is one of the oldest toys in the world, dating back over 4,000 years. Another curiosity is that despite its small size, the marble can be used to play many different games, such as races, targets, and even skill games.

5. Grabbing the Attention of the Students - To grab the students' attention, the teacher can show some different spinning tops and marbles, with varied colors and designs. He/she can also demonstrate some tricks with the spinning top or show how to make different types of moves with the marble. By the end of the introduction, students should be curious and excited to start playing with these games.

Development (20-25 minutes)

1. Marble Play - Marble Roller Coaster (10-15 minutes)

   • The teacher will divide the class into groups of approximately 4-6 students. Each group will receive a kit of materials that includes a marble and a sheet of cardboard or foam sheet.
   • The challenge is to build a "roller coaster" for the marble using the cardboard or foam sheet. The roller coaster must have at least two curves and one slope.
   • Students will have some time to plan and build their roller coasters. They can fold the cardboard or shape the foam sheet to create the curves and the slope.
   • After the construction, each group will have the opportunity to put their marble on the roller coaster and watch it go down. The group whose marble completes the entire course of the roller coaster first wins the challenge.

2. Spinning Top Game - Crazy Top (10-15 minutes)

   • Again, the teacher divides the class into groups. Each group will receive a spinning top.
   • The challenge is to make the spinning top spin for as long as possible. To do this, students will be able to "juggle" with the spinning top, using different parts of their body to keep it spinning.
   • In each round, students from each group will attempt to keep their spinning top spinning. The group whose spinning top spins the longest wins the round.
   • Important: Before starting the game, the teacher should remind students of the safety rules: do not throw the spinning top at someone, keep a safe distance from classmates while the spinning top is spinning, etc.

During these activities, students will have the opportunity to experiment and explore the possibilities of the games. They will have to think of strategies to win, which stimulates critical thinking and creativity. In addition, they will have the chance to develop motor coordination, both in building their roller coaster and trying to keep their spinning top spinning. Finally, these activities also promote teamwork since students will need to collaborate and coordinate their actions to achieve the common goal.

Debrief (10-15 minutes)

1. Group Discussion (5-7 minutes)

   • The teacher will bring all the students together and ask each group to share their experiences building the roller coaster for the marble and trying to keep the spinning top spinning. Students can talk about what strategies they used, what challenges they faced, and how they felt while playing.
   • During the discussion, the teacher will ask questions to stimulate reflection, such as: "What did you learn while trying to keep the spinning top spinning for longer?", "What were the funniest and most difficult parts of building the roller coaster?", and "How was it to work as a team during the game?"
   • The teacher will also take advantage of the discussion to reinforce the concepts learned during the lesson, such as the importance of rules, respect for classmates, and teamwork.

2. Connection with the Theory (3-5 minutes)

   • Next, the teacher will connect the practical activities with the theory, reinforcing the concepts of motor coordination, logical reasoning, teamwork, and respect for the rules. He/she could ask, for example, "How do the games we played today help develop our motor coordination?" and "Why is it important to respect the rules when we are playing together?"
   • In addition, the teacher can also remind students that the games of marbles and spinning tops are traditional games that are part of our culture and history and that it is important to know and value them.

3. Final Reflection (2-3 minutes)

   • To conclude the class, the teacher will propose a moment of individual reflection. He/she will ask two simple questions and ask students to think about them for a minute before answering. The questions could be:
     1. "What did you enjoy the most about today's class and why?"
     2. "What new things did you learn about marble and spinning top games today?"
   • After a minute of reflection, some students will be invited to share their answers with the class.

This debriefing is a fundamental part of the lesson, as it allows students to reflect on what they have learned and to make connections between theory and practice. In addition, group discussion and individual reflection encourage oral expression and self-assessment, which are important skills to develop.

Conclusion (5-7 minutes)

1. Summary of the Lesson (2-3 minutes)

   • The teacher will summarize the key points covered during the lesson. He/she will remind the students about the importance of traditional games, such as marbles and spinning tops, and how they contribute to the development of motor coordination, logical reasoning, teamwork, and respect for rules.
   • The teacher will also highlight the hands-on activities that were carried out, such as building the marble roller coaster and attempting to keep the spinning top spinning, reinforcing the students' learning and experiences during these activities.

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

   • Next, the teacher will explain how the lesson connected theory, practice, and applications. He/she will emphasize that, in addition to learning about the games and play activities, students had the opportunity to experience them firsthand, which helps consolidate learning.
   • The teacher will also highlight that the activities were designed to promote the development of motor, cognitive, and social skills, which are fundamental to everyday life and academic success.

3. Extra Materials (1-2 minutes)

   • The teacher will suggest some extra materials for students who wish to delve deeper into the subject. This could include books about games and play activities, educational videos available on the internet, or even a visit to a park or museum that has exhibitions on traditional play activities.
   • The teacher can also encourage students to share the activities they have learned with their classmates and family members, thus promoting the appreciation and perpetuation of these traditional games.

4. Significance of the Topic (1 minute)

   • Finally, the teacher will explain the importance of the subject for the students' daily lives. He/she will emphasize that, besides being fun, games of marbles and spinning tops can be a healthy and playful way to pass the time, be it with friends or family.
   • Additionally, the teacher will highlight that, by learning to respect the rules and work as a team during the games, students are developing skills that will be useful in many different situations, both in and out of school.

This conclusion provides an opportunity for the teacher to reinforce the lesson's main points while providing students with additional resources to delve deeper into the topic. In addition, by explaining the importance of the topic for everyday life, the teacher helps students understand the relevance of what they have learned and appreciate the knowledge acquired.