Objectives (5 - 7 minutes)

1. Present and discuss the importance of traditional games and play in the culture and development of children. Students should understand that these activities are not only fun, but also help in the development of motor, cognitive, and social skills.

2. Identify and name different traditional games and play. Students should be able to recognize and describe the characteristics of at least three traditional games or play activities.

3. Promote active participation of students, encouraging them to experience and play with the different proposed activities. The goal is for students to have the opportunity to experience traditional games and play, enhancing their motor and social skills.

Secondary Objectives:

• Foster respect for rules and peers during games and play, promoting cooperation and socialization among students.
• Stimulate the creativity and imagination of students, allowing them to explore different ways of playing and having fun.
• Develop the logical reasoning and decision-making of students, as many traditional games require strategy and planning.

Introduction (10 - 15 minutes)

1. Content review (3 - 4 minutes): The teacher starts the lesson by reminding students about the importance of physical activity and play, which were topics covered in previous classes. He can ask students which activities they remember doing and what their sensations were during those playtimes. The goal is to retrieve students' prior knowledge and prepare them for the new content.

2. Problem situations (5 - 6 minutes): The teacher presents two situations that will spark students' interest in the lesson's theme:

   • First, he can ask: 'Have you ever played hide and seek? How was it? Do you know how this game originated?' This question will prompt students to think about the origin of games and the importance of passing them down through generations.

   • Next, the teacher can propose: 'Imagine you went to a place where no one knows the games you know. How could you teach these games to the children in that place?' With this question, the teacher aims to make students reflect on the importance of knowing and valuing cultural diversity, including in relation to games and play.

3. Contextualization (2 - 3 minutes): The teacher explains that, just as there are different games and play activities in different cultures, there are also games and play activities that are traditional in Brazil. He mentions that these games are very important for our culture and development, as they help us learn rules, work as a team, and have fun. The teacher also highlights that many of these games do not require any special materials, just imagination and willingness to play.

4. Capturing students' attention (2 - 3 minutes): The teacher introduces the lesson topic by sharing two curiosities about traditional games and play:

   • First, he can say: 'Did you know that the hopscotch game, which many of you know, was already played by the ancient Romans? They used stones to mark the path and played with a small ball.' This curiosity serves to show students that some games are so old that they were played by people from very different cultures than ours.

   • Next, the teacher can share: 'And did you know that, in the past, people didn't have video games, cell phones, or television? They played all day, ran, jumped, had a lot of fun! And these games they invented are still alive today because they are very cool and make us feel good.' This curiosity aims to show students the importance of playing and moving, even with so many entertainment options available today.

Development (20 - 25 minutes)

1. Theory presentation (8 - 10 minutes):

   • The teacher starts the lesson by explaining that playing is one of the most important activities for children, as through play they develop various skills such as motor coordination, socialization, imagination, and problem-solving.

   • Then, he explains what traditional games and play are, saying that they are activities passed down from generation to generation and are part of a people's culture. The teacher mentions that these games may have been invented a long time ago, but they continue to be important for our development today.

   • The teacher also talks about the importance of respecting game rules and playing fairly and cooperatively. He explains that when we play, we are learning to live with other people, to respect their spaces, and to share.

   • Finally, the teacher mentions that many traditional games and play activities do not require sophisticated materials and can be done anywhere, whether at school, on the street, or at home.

2. Recognition activity (7 - 8 minutes):

   • After the explanation, the teacher proposes a recognition activity of traditional games and play. For example, he can show images or drawings of different games and ask students to identify which game is being shown.

   • The teacher can also describe a game and ask students to guess what it is. This activity aims to help students identify and recognize traditional games and play, developing their observation and memory skills.

3. Practical activity (5 - 7 minutes):

   • After the recognition activity, the teacher suggests that students choose a traditional game or play activity they would like to learn or teach to their peers. The teacher should guide them to think about the rules, the necessary space, and how they could teach this game to others.

   • Students can form small groups and, with the teacher's help, organize the game, explain the rules, and play. The teacher should supervise the activities, clarify doubts, and encourage everyone's participation.

4. Reflection on the activities (3 - 4 minutes):

   • After playing the games, the teacher suggests that students reflect on the experience. He can ask questions like: 'How was it to learn or teach this game?' 'What did you think of the rules?' 'How did you feel during the game?' 'Do you think this game is important? Why?'

   • The teacher should value students' opinions and reinforce the positive aspects of the experience, such as the importance of respecting rules, working as a team, and having fun. He can also take the opportunity to reinforce the concepts presented in the theory, reminding students that, besides being fun, traditional games and play are very important for our development.

Return (10 - 12 minutes)

1. Group discussion (5 - 6 minutes):

   • The teacher gathers all students and promotes a group discussion about the activities carried out. He can start by asking: 'Who can share a traditional game or play they learned or taught?' This gives each group the opportunity to present the game they chose and what they learned from it.

   • The teacher can also ask: 'What were the difficulties you encountered when learning or teaching the game? How did you solve these difficulties?' These questions encourage students to reflect on the learning process and the importance of cooperation and dialogue in problem-solving.

   • Additionally, the teacher can ask students to share their reflections on the experience of playing and learning a new game. He can ask: 'How did you feel playing in a different way? What did you learn from this experience?' These questions stimulate students to express their emotions and reflect on what they learned.

2. Connection with theory (3 - 4 minutes):

   • After the group discussion, the teacher makes the connection between the practical activities and the theory presented at the beginning of the lesson. He can say: 'Do you remember when we talked about the importance of playing and respecting the rules? Today, with the games we played, we were able to experience this in practice. You saw how important it is to respect the rules and also your peers, so that everyone can have fun.'

   • The teacher can also reinforce: 'And remember when we talked about how traditional games and play help us develop various skills, such as motor coordination, socialization, imagination, and problem-solving? Today, with the games we played, we were able to experience this. We realized how important it is to work as a team, think strategically, and adapt to different situations.'

3. Final reflection (2 - 3 minutes):

   • To conclude the lesson, the teacher proposes a moment of individual reflection. He can ask students to close their eyes and think about the games they played, the rules they learned, and the sensations they had during the lesson.

   • The teacher then asks two simple questions to guide students' reflection: 'What did you like most about today's lesson?' and 'What did you learn from the games we played?'

   • After a minute of silence, the teacher invites students to share their answers, if they feel comfortable. He should value all responses, reinforcing that each student learns in a different way, and encourage students to continue exploring and learning through games and play.

Conclusion (5 - 7 minutes)

1. Recapitulation (2 - 3 minutes):

   • The teacher starts the conclusion by recalling the main points covered during the lesson. He can say: 'Today, we learned about the importance of traditional games and play, which help us develop various skills, such as motor coordination, socialization, imagination, and problem-solving. We also saw that these games are very important for our culture and development, as they teach us to respect rules, work as a team, and have fun.'

   • The teacher can then review some of the traditional games and play activities discussed during the lesson, asking students if they remember the rules and characteristics of each one.

2. Connection between theory and practice (1 - 2 minutes):

   • Next, the teacher explains how the lesson connected theory to practice. He can say: 'During the lesson, we talked about the theory of traditional games and play, but we also had the opportunity to put this theory into practice, playing and learning new games. Thus, we were able to experience in practice the importance of respecting rules, working as a team, and having fun.'

3. Suggestions for extra materials (1 minute):

   • The teacher can suggest some extra materials for students to deepen their learning on the topic. He can recommend books, websites, videos, or games that talk about traditional games and play. For example, the teacher can suggest the book 'Brincadeiras de Outras Épocas' by Maria de Lourdes Siqueira or the website 'Jogos do Mundo' which brings a collection of traditional games from different countries.

4. Importance of the subject for daily life (1 - 2 minutes):

   • Finally, the teacher highlights the importance of the subject for students' daily lives. He can say: 'I hope you have learned how traditional games and play are important for our culture and development. Even with so many entertainment options available today, it is essential that we continue to play and move, as it does us a lot of good. Also, it is important that we value and know the games and play activities that are part of our culture, as they connect us with past generations and help us build our identity.'