Lesson Plan | Active Learning | Skate

Assumptions: This Active Lesson Plan assumes: a 100-minute class, prior student study with both the Book and the start of Project development, and that only one activity (among the three suggested) will be chosen to be conducted during the class, as each activity is designed to take up a significant portion of the available time.

Objectives

Duration: (5 - 10 minutes)

The objectives stage is crucial for guiding both the teacher and students about the lesson's focus. By clearly establishing what is expected to be achieved, it ensures that all efforts are aligned to meet the learning goals. In this lesson, the aim is for students to develop a comprehensive understanding of skateboarding as a sport, from its competitions to its technical specifics and equipment.

Main Objectives:

1. Identify skateboarding as a sport, understanding its competitions and categories.

2. Describe the main characteristics and equipment used in skateboarding.

Introduction

Duration: (20 - 25 minutes)

The introduction serves to engage students and connect previously studied content with the classroom environment. By presenting problem situations, critical thinking and practical application of prior knowledge are stimulated. The contextualization, in turn, seeks to demonstrate the importance of skateboarding as a sport and cultural practice, increasing the relevance of the topic for students and motivating them to explore the content more deeply during practical activities.

Problem-Based Situations

1. Imagine you are a skateboard athlete preparing for an important competition. What specific skills do you think are essential to stand out at the event and why?

2. Consider a scenario where a new skateboarding category is introduced in an international competition. What would be the main challenges for athletes accustomed to traditional categories?

Contextualization

Skateboarding is not just a means of transportation or leisure, but a culture closely tied to sport and artistic expression. Initially emerged as an alternative for surfers on days without waves, skateboarding has evolved into a global practice that encompasses high-level competitions and influences fashion, music, and urban design. With the inclusion of skateboarding in the Tokyo 2020 Olympics and the growing popularity of competitions like the X Games, the current context shows how skateboarding has become a relevant cultural and sporting force.

Development

Duration: (75 - 80 minutes)

The development stage is designed to put students in practical situations that make direct use of the prior knowledge acquired about skateboarding. The activities, besides being fun and engaging, aim to deepen students' understanding of the different facets of skateboarding, from its sporting practice to its cultural influence. This practical and interactive approach allows students to apply theoretical concepts in simulated or real contexts, promoting meaningful and lasting learning.

Activity Suggestions

It is recommended to carry out only one of the suggested activities

Activity 1 - Skateboarding at the Masters Track

> Duration: (60 - 70 minutes)

- Objective: Develop planning skills, motor coordination, and teamwork, applying knowledge about different categories and tricks in skateboarding.

- Description: In this activity, students are divided into groups of up to 5 people and each group is tasked with creating a sequence of tricks in a virtual skate track scenario. The track will be projected in the classroom using augmented reality, and students will use tablets or smartphones to interact with the track, choosing and executing the tricks.

- Instructions:

• Divide the class into groups of up to 5 students.

• Explain that each group will have 10 minutes to observe the track and plan the trick sequence.

• Guide students to use mobile devices to interact with the track and choose the tricks they want to execute.

• Each group must present their trick sequence, explaining the technique and name of each.

• At the end, conduct a vote to select the group that presented the most creative and technically well-executed tricks.

Activity 2 - Building the Ideal Skatepark

> Duration: (60 - 70 minutes)

- Objective: Encourage creativity and spatial planning, as well as promote understanding of the needs and characteristics of an adequate space for skateboarding practice.

- Description: Students, organized in groups, will have the mission of planning and designing an ideal skatepark. Using materials like paper, colored pencils, and a ruler, the groups will create a sketch of the skatepark, considering aspects such as area size, types of obstacles, and track flow.

- Instructions:

• Form groups of up to 5 students.

• Distribute drawing materials (paper, colored pencils, ruler).

• Ask each group to plan and draw a sketch of an ideal skatepark, considering size, types of obstacles, and track flow.

• Each group must present their sketch, explaining the choices made for each part of the skatepark.

• Conduct a group discussion about the different designs presented and their feasibility in practice.

Activity 3 - Historical Skateboarding: The Past Influencing the Present

> Duration: (60 - 70 minutes)

- Objective: Enhance students' knowledge of the evolution of skateboarding and its cultural importance, promoting research and presentation skills.

- Description: Students, in groups, will conduct a quick research on the history of skateboarding, its origins, and evolution to the present day. After the research, each group will create a small documentary or visual presentation to share with the class, highlighting key points that influenced skateboarding as a sport and culture.

- Instructions:

• Group students into teams of up to 5 people.

• Distribute research materials (internet access, books, magazines).

• Guide students to research the history of skateboarding, focusing on events and innovations that shaped current practice.

• Each group must prepare a visual presentation (slides, videos) to share with the class.

• At the end of the presentations, discuss with the class the findings and how they influence current skateboarding practices.

Feedback

Duration: (15 - 20 minutes)

The purpose of this feedback stage is to consolidate learning, allowing students to reflect on the practical and theoretical activities carried out. The group discussion helps reinforce the learned content and identify areas that may need further clarification. Additionally, this stage provides an opportunity for students to articulate verbally what they have learned, which is essential for knowledge retention.

Group Discussion

To start the group discussion, the teacher should gather all students and ask each group to share their findings and experiences from the activities performed. Suggest that they start by recalling the initial objectives of the lesson and discussing how each activity contributed to understanding skateboarding as a sport and culture. Encourage students to express what surprised or challenged them the most during the activities, and how they would apply their learning in real or future situations.

Key Questions

1. What were the main skills you developed while planning and executing the trick sequences in the 'Skateboarding at the Masters Track' activity?

2. How did researching the history of skateboarding influence your understanding of the evolution of this sport and its culture?

3. How was teamwork crucial during today's activities, and how does that relate to the practice of skateboarding?

Conclusion

Duration: (5 - 10 minutes)

The purpose of the conclusion stage is to consolidate the lessons learned in the lesson, summarizing the key points discussed and highlighting how the interaction between theory and practice was effective. Furthermore, it aims to reinforce the importance of skateboarding as a sport and culture, motivating students to continue exploring the topic and applying the acquired knowledge in various areas of their lives.

Summary

In this lesson, students explored skateboarding as both a sport and a culture, identifying its competitions, categories, and characteristics. Through practical activities, such as creating trick sequences in a virtual track, planning an ideal skatepark, and researching the history of skateboarding, students were able to apply and deepen their previously acquired knowledge, consolidating their understanding of skateboarding in its various facets.

Theory Connection

Today's lesson was structured to connect theory and practice in an integrated manner. The activities were designed for students to apply theoretical concepts about competitions, categories, and the history of skateboarding in practical and interactive scenarios, using augmented reality and research methods. This allowed for a more meaningful learning experience, where theoretical knowledge was immediately applied and tested, reinforcing students' understanding.

Closing

Understanding skateboarding goes beyond recognizing its tricks and athletes; it is also about appreciating its rich history and cultural influence. The practical activities conducted today helped students see this complexity, showing how skateboarding is not just a sport but a cultural element interconnected with music, fashion, and urban design. This deeper understanding can inspire further studies and even influence students' personal and professional choices.