Objectives (5 - 7 minutes)

1. Introduction to the Concept of Time: The main objective of this lesson is to help students understand the passage of time and how things change over it. For this, they will be invited to explore the differences between games and play activities from different times.

2. Identification of Differences and Similarities: Students should be able to identify the differences and similarities between games and play activities from the past and the present. This will help them develop comparison skills and understand that things were not always as they are now.

3. Development of Social Skills: Through participation in games and play activities, students will have the opportunity to develop social skills, such as teamwork, respect for rules, and conflict resolution. This will be encouraged through interaction with peers during practical activities.

Introduction (10 - 12 minutes)

1. Recalling Previous Content: The teacher will start the lesson by reminding students about the concept of time and how it is divided into days, months, and years. They may use a calendar on the wall to assist in the explanation.

2. Problem Situations: The teacher may propose two problem situations to the students:

   • First, they can ask: 'Have you ever stopped to think about how adults used to have fun when they were children? Did they play the same games you play today?'.
   • Second, the teacher can question: 'What if, instead of playing on a tablet or cell phone, you had to have fun with games that do not use electricity, like children did in the past. How would it be?'.

3. Contextualization of the Importance of the Subject: The teacher will explain that learning about games and play activities from the past is not just a curiosity, but also a way to understand how society and culture evolve over time. In addition, by playing old games, students can exercise creativity and imagination, essential characteristics for child development.

4. Introduction to New Content:

   • The teacher can start by telling a short story about how children used to play in the past, for example: 'Many years ago, when there were no video games or cell phones, children had fun with simple toys, like cloth dolls, wooden cars, and balls. They played tag, hide and seek, hopscotch, among other games'.
   • To arouse students' curiosity, the teacher can add: 'Did you know that hopscotch, one of the most popular games to this day, started being played in Roman times? And that hide and seek has its origins in Ancient Greece? Let's learn more about these games and play activities today!'.

Development (20 - 25 minutes)

In this stage, the teacher should propose two practical activities that allow students to explore the difference between games and play activities from different times. The suggested activities are:

1. Memory Games (10 - 12 minutes)

   • Necessary materials: cards or papers with images representing different games and play activities (can be drawn or printed and glued on pieces of paper), pen.
   • The teacher should divide the class into groups of up to five students. Each group will receive a stack of cards with images of different games and play activities.
   • The goal of the game is for students, in turns, to pick a card and try to remember how the game or play activity is carried out. They should describe the play activity, the rules, what the game environment is like, etc.
   • If the group guesses correctly, they earn 1 point. If they are wrong, the turn passes to the next group. The game continues until all cards are used.
   • In the end, the teacher can promote a group discussion, asking students to share which play activities they remembered and what their rules were.

2. Creating a 'Play Activities Museum' (10 - 13 minutes)

   • Necessary materials: cardboards, colored pencils, magazines, scissors, glue, tape.
   • The teacher should divide the class into groups and provide each group with a cardboard, magazines, and other art materials.
   • Each group will have the task of creating a poster that represents a specific time period (the teacher can suggest, for example, the Roman times, the Middle Ages, the 19th century, etc.).
   • On the poster, students should draw or paste images of popular play activities from that time and write a brief description of the rules of each play activity.
   • After the posters are finished, the teacher should display the works in the room, creating the 'Play Activities Museum'. Each group will have the opportunity to briefly explain the play activities and rules they chose.

Both activities stimulate interaction among students, critical thinking, and creativity, allowing them to explore and better understand the difference between play activities from different times.

Return (10 - 15 minutes)

1. Group Discussion (5 - 7 minutes)

   • The teacher should gather all students in a large circle and promote a group discussion about the activities carried out.
   • Each group will have the opportunity to share the play activities they remembered and the rules they discussed. Other students can ask questions or comment on their own experiences with the play activities.
   • The teacher should encourage students to compare play activities from the past with those of the present, highlighting the differences and similarities. They can ask, for example: 'Which play activities did you notice are still popular today? And which play activities seem to have fallen out of use?'.

2. Connection with Theory (3 - 5 minutes)

   • After the discussion, the teacher should review the main points of the lesson, reinforcing the idea that play activities are a playful way to understand the changes that occur in society over time.
   • They should emphasize that, just like games and play activities, many other things we do today, such as how we dress, how we communicate, and how we have fun, have also changed over time.
   • The teacher can ask: 'Can you think of other things that have changed since the time of the games we studied today?'. They should encourage students to share their ideas and perceptions.

3. Final Reflection (2 - 3 minutes)

   • To conclude the lesson, the teacher should propose that students reflect for a minute on what they have learned.
   • They can ask two simple questions to guide the reflection: 'What was the oldest play activity you learned about today and how is it played? Would you like to play that play activity again?'.
   • The teacher can ask some students to share their reflections with the class, if they feel comfortable.

This return stage is crucial to consolidate learning, allowing students to reflect on what they have learned and how they can apply that knowledge in other situations. In addition, group discussion promotes interaction and exchange of experiences among students, further enriching learning.

Conclusion (5 - 7 minutes)

1. Lesson Summary: The teacher should start the conclusion by recapping the main points covered during the lesson. They can recall the play activities from the past that were discussed, the rules students remembered, and the differences and similarities observed between play activities from different times. Additionally, they should reinforce the central idea that games and play activities are a way to understand the changes that occur in society over time.

2. Connection between Theory and Practice: The teacher should explain how the practical activities carried out during the lesson helped illustrate and deepen students' understanding of the topic. They can mention, for example, how the memory game allowed students to explore their memories and knowledge about old play activities, while the activity of creating the 'Play Activities Museum' invited them to research and learn about play activities from different times.

3. Suggestion of Additional Materials: The teacher can suggest some extra materials for students who wish to learn more about the subject. These may include children's history books that address play activities from the past, documentaries or online videos about old play activities, and educational websites or apps that offer interactive story games.

4. Relevance of the Subject to Daily Life: Finally, the teacher should explain why the subject covered in the lesson is important for students' daily lives. They can mention that by learning about play activities from the past, students are connecting with the history and culture of their country. Additionally, by playing old games, they are exercising important skills, such as creativity, imagination, teamwork, and problem-solving.

5. Lesson Closure: The teacher should end the lesson on a positive note, praising students' participation and effort during the activities and encouraging them to continue exploring and learning about the subject on their own. They can say: 'Congratulations to everyone for participating in the activities and sharing your ideas and knowledge. Remember, history is everywhere, even in the games we play. Keep exploring and learning, and see you in the next lesson!'.

This final conclusion stage is essential to consolidate learning, reinforce the relevance of the subject, and motivate students to continue learning and exploring the topic on their own. Additionally, by connecting theory to practice and suggesting extra materials, the teacher is providing students with a more comprehensive and meaningful learning experience.