Objectives (5-10 minutes)

1. To familiarize students with the basic concepts of balance, jumps, and turns in gymnastics, explaining them in a simple and accessible way.

2. To develop students' ability to identify, describe, and demonstrate different types of balances, jumps, and turns. This can be done through demonstrations and observation.

3. To encourage active participation from students by having them try out balance, jump, and turn positions for themselves. Students should be encouraged to explore different movements and enjoy the learning process.

Secondary objectives:

• To foster collaboration and mutual respect among students through group activities and constructive observation and feedback.

• To promote the development of critical thinking and problem-solving by challenging students to find ways to improve their balance, jump, and turn skills.

Introduction (10-15 minutes)

1. Review of previous content: The teacher begins the lesson by reminding students about the importance of movement and physical activity for health and well-being. Questions can be asked such as: "Who remembers why it's important to exercise?" and "What are some of the benefits that exercise can have on our bodies?" The teacher then briefly reviews what gymnastics is, a physical activity that involves specific, controlled movements.

2. Problem situations: The teacher poses two situations to pique students' curiosity:

   • "Have you ever wondered how gymnasts manage to do those amazing moves in the air without losing their balance?"
   • "What if you had to jump from one high place to another, how would you land on your feet without getting hurt?"

3. Contextualization: The teacher explains that today in class they are going to learn a bit more about how gymnasts and athletes can perform these moves. The teacher also points out that even though they may not be training to become professional gymnasts, learning about balance, jumps, and turns can help them in various everyday situations, such as climbing a tree, jumping rope, or riding a bike.

4. Catching students' attention: To spark students' interest, the teacher can share some fun facts about gymnastics, such as:

   • "Did you know that gymnastics is one of the oldest activities in the world? It started over 2,000 years ago in ancient Greece!"
   • "And that gymnastics can be practiced by people of all ages? It helps improve strength, flexibility, balance, and motor coordination."

5. Introducing the topic: Finally, the teacher introduces the three elements of gymnastics that will be covered in the lesson: balance, jumps, and turns. Images or short videos of gymnasts performing these movements can be shown so that students have a visual idea of what they will be learning. The teacher can also demonstrate some basic movements to arouse students' curiosity and enthusiasm.

Development (20-25 minutes)

1. Balancing with the Class Activity

   • The teacher divides the class into groups of 4-5 students. Each group is given a task to complete, such as creating a human pyramid or a sequence of balance positions.
   • Students have to organize themselves and collaborate with each other, finding ways to keep their balance while also experimenting with different positions.
   • The teacher circulates around the room, observing and asking questions to guide the students, such as: "How can you adjust your balance to maintain the position?" or "Which parts of your body are you using to balance yourself?"
   • At the end of the activity, each group demonstrates their creation to the class, explaining how they were able to keep their balance.

2. Jumping with Fun Activity

   • The teacher now suggests a jumping game. Students are challenged to jump from one point to another without touching the ground in between.
   • The teacher marks the starting and ending points, which could be cushions, mats, or even drawings on the floor with chalk.
   • The students have to plan how they are going to perform the jumps, taking into account the distance and height, in order to reach the finish line without touching the ground.
   • The teacher can propose different variations of the game, such as jumping backwards, sideways, or even jumping over low obstacles.
   • During the activity, the teacher encourages students to reflect, asking things like: "How are you controlling the force of your jump?" or "How are you adjusting the direction of your jump?"
   • At the end, the students share their strategies and experiences with the class.

3. Spinning Through Space Activity

   • To work on turns, the teacher suggests a game of "musical statues."
   • Students are invited to move around the room while music is playing. When the music stops, they have to freeze and turn into a "statue" by performing a turn.
   • The teacher can guide the students to experiment with different types of turns, such as turning on one foot, turning on both feet, or turning with their arms extended.
   • During the activity, the teacher observes the students, giving tips on how to improve their turning technique. For example, "Try to focus your gaze on a fixed point so that you don't lose your balance" or "Use your arms to help with the rotation."
   • At the end, the students share the difficulties and lessons learned during the activity.

The teacher can choose one or more of these activities, depending on the time available and the students' interests. It is important to remember that the main objective is for students to experiment and have fun with the movements of balance, jumps, and turns, encouraging curiosity, discovery, and learning in a playful and enjoyable way.

Closure (10-15 minutes)

1. Group Discussion: The teacher gathers all the students in a large circle for a group discussion. Each group of students is invited to share their experiences and learning from the activities. They can talk about the strategies they used to keep their balance, the different types of jumps they tried, and the sensations and difficulties they had while performing the turns. The teacher should encourage all students to participate, providing a safe and respectful environment for them to express their opinions and feelings.

2. Connecting with Theory: After the discussion, the teacher makes the connection between the practical activities and theory. They can remind students about the concepts of balance, jumps, and turns and how they were applied during the activities. The teacher can also reinforce the tips and suggestions given during the activities, further explaining the importance of each of them. For example, they could say: "Remember when I told you to focus your gaze on a fixed point during the turn? This helps maintain balance and prevents dizziness!"

3. Individual Reflection: To conclude the lesson, the teacher suggests a moment of individual reflection. They pose two simple but meaningful questions for the students to think about what they learned during the lesson:

   • "Which balance, jump, or turn movement did you enjoy experimenting with the most and why?"
   • "What do you think you can do to improve your balance, jump, and turn skills?"

4. Sharing Reflections: After a minute of reflection, the teacher invites some students to share their answers with the class. This is an opportunity for students to practice oral expression, learn from each other, and for the teacher to assess what has been effectively learned. The teacher should praise the students' answers, regardless of whether or not they are correct, in order to encourage participation and engagement.

5. Conclusion: To close the lesson, the teacher thanks everyone for participating and reinforces the importance of balance, jumps, and turns not only in gymnastics, but also in other everyday activities. They can invite students to observe these movements in different situations and try to apply them in their games and activities. Finally, the teacher can suggest that students practice at home what they learned in class, whether it's trying to balance on one leg, jumping rope in different ways, or even doing a little turn.