Objectives (5 minutes)

1. Know and understand the basic rules of playing marbles and spinning tops: Students should learn the fundamental rules of these two traditional games. They should understand how the game is played, what the objectives are, and what actions are allowed and prohibited during the game.

2. Develop motor and cognitive skills through playing games: Students should be able to apply the rules learned in practice, playing marbles and spinning tops. This will not only help in developing their motor skills but also allow the application of mathematical concepts and strategies of logical thinking.

3. Promote cooperation and respect through group play: The teacher should encourage students to play in groups, promoting cooperation and mutual respect. This includes learning to wait for their turn, respect the rules of the game, and deal with victory and defeat appropriately.

Introduction (10 - 15 minutes)

1. Review of previous concepts: The teacher should start by reviewing basic concepts of movement and coordination with the students. This may include questions like: 'What are the different types of movements we can make with our bodies?' or 'How can we move from one place to another?' The teacher can also review with the students the importance of following rules and respecting others during play.

2. Problem Situations: The teacher can then present two problem situations. The first one could be: 'How can we use our coordination and motor skills to move a small marble from one point to another without touching it with our hands?' The second problem situation could be: 'How can we use our strength and precision to make a spinning top spin for the longest time possible?' These problem situations will serve as an introduction to the games of marbles and spinning tops.

3. Contextualization: The teacher should briefly explain the origin and cultural importance of these two games. For example, it can be mentioned that the marble game is very old, dating back over 2,000 years, and that the spinning top is one of the oldest toys in humanity. The teacher can also mention that these games, besides being fun, help develop motor skills such as coordination and precision, and cognitive skills such as strategy and logical thinking.

4. Capturing students' attention: To capture students' attention, the teacher can share some curiosities about the games. For example, it can be mentioned that in the past, in the absence of marbles, children used stones, nuts, or even fruits. Regarding the spinning top, it can be told that in some cultures, the spinning top was used to predict the future. Additionally, the teacher can show some examples of marbles and spinning tops, if possible, and discuss the different colors, sizes, and materials used in the making of these toys.

Development (20 - 25 minutes)

1. Theoretical Explanation: The teacher should start by explaining the basic rules of the marble game. Students should be shown the correct way to hold the marble, the target that must be hit, and how to launch the marble correctly. Next, the teacher should explain the rules of the spinning top game, showing how to wind the string correctly, how to spin the top, and the objective of the game. During this explanation, the teacher should include practical examples and demonstrations to facilitate students' understanding.

2. Group Play Activity: Next, the teacher should divide the class into small groups and give each group a set of marbles and spinning tops. The students should then have the opportunity to play, experiencing the rules that were explained earlier. The teacher and/or assistant should move around the groups, helping and correcting as necessary.

3. Pedagogical Rotation Activity: After a few minutes, the teacher should suggest that the groups engage in a 'pedagogical rotation,' where each group teaches others how to play. This not only reinforces the students' understanding of the rules and strategies of the games but also promotes communication and cooperation skills.

4. Group Reflection: To conclude the practical part of the lesson, the teacher should gather all students in a large circle and facilitate a group reflection. Each group should share something new they learned during the lesson and a difficulty they faced. The teacher should then lead a discussion about these experiences, highlighting the positives and suggesting solutions for the difficulties encountered.

5. Connection with Theory: Finally, the teacher should review the rules and concepts learned during the lesson, making a connection between theory and practice. For example, questions like: 'How does the way we hold the marble or the spinning top affect our game?' or 'How can the force and direction with which we launch the marble or spin the top be considered physics concepts?' This final discussion helps reinforce learning and show students how games can be a fun and effective way to learn.

Return (10 - 15 minutes)

1. Group Discussion: The teacher should start the return session by gathering all students in a large circle. Each group will have the opportunity to share the discoveries and solutions they found during the game. The teacher should facilitate the discussion, ensuring that all students have a chance to speak and that conversations remain focused and respectful. This is an opportunity for students to learn from each other and for the teacher to assess each student's understanding and progress.

2. Connection with Theory: The teacher should then review the rules of the marble and spinning top game, asking students how they managed to apply these rules during the game. The teacher should also ask questions to help students make the connection between theory and practice. For example, the teacher can ask: 'How does the way we hold the marble or the spinning top affect our game?' or 'How can the force and direction with which we launch the marble or spin the top be considered physics concepts?'

3. Individual Reflection: To conclude the lesson, the teacher should suggest that students reflect individually on what they have learned. The teacher can ask two simple questions to guide students' reflection: - 'What was the most fun part of today's lesson and why?' - 'What did you learn today that you can use in other situations, whether at school, at home, or with friends?' The teacher should give students a minute to think and then those who feel comfortable can share their answers with the group.

4. Teacher Feedback: The teacher should take this opportunity to give feedback to the students. Effort, cooperation, and respect shown during the game can be praised. The teacher can also highlight areas for improvement and suggest strategies to enhance the motor and cognitive skills developed during the lesson.

5. Closure: The teacher should end the lesson by thanking everyone for their participation and effort. It should be reinforced that the goal of the lesson is not just to learn how to play marbles and spinning tops, but also to develop motor, cognitive, and social skills in a fun and playful way. The teacher should encourage students to continue practicing these games at home or with friends, reminding them of the importance of respecting rules and the diversity of skills and strategies.

Conclusion (5 - 10 minutes)

1. Lesson Summary: The teacher should start the conclusion by summarizing the main points covered during the lesson. This includes the rules and objectives of the marble and spinning top game, the strategies and motor and cognitive skills involved, and the importance of respecting rules and cooperation in group games. The teacher should then reinforce the connection between theory and practice, reminding students how they applied the rules and concepts learned during the game.

2. Connection between Theory, Practice, and Applications: The teacher should then discuss the importance and practical applications of the concepts learned. For example, it can be mentioned how coordination, precision, and strategy are useful skills not only in games but also in everyday activities such as writing, drawing, assembling puzzles, among others. The teacher can also highlight how respecting rules and the diversity of skills and strategies is a fundamental social skill.

3. Extra Materials: The teacher should suggest some extra materials for students to explore at home. This may include online videos with tips and tricks for playing marbles and spinning tops, children's books that explore these games, or even visiting a museum or antique fair to see historical marbles and spinning tops. The teacher can also encourage students to share their findings and experiences with the class in the next lesson.

4. Subject Importance: Finally, the teacher should explain the importance of the subject for students' lives. Besides being fun activities, playing marbles and spinning tops help develop motor, cognitive, and social skills that are essential for children's learning and development. These games also have significant cultural and historical value, and learning about them can help students appreciate and respect cultural diversity.

5. Closure: The teacher should end the lesson by reinforcing that learning does not have to be a boring and monotonous task, but can be fun and exciting. By incorporating games and activities into their lessons, the teacher is providing students with an enjoyable and effective way to learn. The teacher should encourage students to continue exploring and learning in a playful manner, reminding them that curiosity and the desire to learn are the best tools for success.