Objectives (5 - 7 minutes)

1. Understanding the concept of movement: Students should be able to understand that movement is an essential part of games and play. They should be able to identify different types of movements, such as running, jumping, and hiding, and how these movements are used in games like Hide and Seek and Tag.

2. Knowledge of the rules and basic structures of Hide and Seek and Tag: Students should be able to explain the basic rules of these two games, including the objective of the game, how players win and lose, and how the game is structured.

3. Development of social and emotional skills: Through participation in games and play, students should be able to develop social skills, such as cooperation, respect for rules, and teamwork. Additionally, they should be able to deal with the emotions that arise during the game, such as joy, frustration, and disappointment.

Secondary objectives:

• Stimulation of creativity and imagination: Through playful activities, students should be encouraged to explore their creativity and imagination, creating strategies and imaginary situations during the game.
• Improvement of motor coordination: Students should have the opportunity to practice and improve their basic motor skills, such as running, jumping, and hiding, during Hide and Seek and Tag activities.

Introduction (10 - 12 minutes)

1. Recalling previous content: The teacher will start the lesson by reminding students about the importance of movement and physical activity for health and well-being. Simple questions can be asked, such as: "Who remembers why it is important to play and move every day?" or "What are the ways you know to stay active?".

2. Problem situations: The teacher will present two problem situations to spark students' interest:

   • "Imagine you are in a large park and want to play with your friends, but you don't know which game to choose. What would you do?".
   • "What if you were playing and suddenly someone said they couldn't play anymore because they didn't know how to play? How would you feel?".

3. Contextualization: The teacher will explain that Hide and Seek and Tag games are very popular and are games that can be played in almost any place, without the need for special toys or materials. Additionally, they will highlight that these games help develop important skills, such as motor coordination, socialization, and respect for rules.

4. Capturing students' attention: To spark students' interest, the teacher can share some curiosities or stories related to Hide and Seek and Tag games. For example, they can talk about how these games are played in different parts of the world, or how the rules may vary by region. Additionally, they can mention that many professional athletes, like soccer players, used to play Tag when they were children, and how this helped develop their athletic skills.

Development (20 - 25 minutes)

1. Activity 1: "The Velociraptor Tag" (10 - 12 minutes)

   • The teacher will draw several circles of different sizes on the floor of the court or schoolyard. These circles will represent "islands".
   • Students will be divided into two groups: the "Velociraptors" and the "Treasure Hunters". The "Velociraptors" are the taggers and the "Treasure Hunters" are the runners.
   • The "Treasure Hunters" must run from one island to another, trying to avoid being tagged by the "Velociraptors".
   • If a "Velociraptor" tags a "Treasure Hunter", the "Treasure Hunter" becomes a "Velociraptor".
   • The game continues until all "Treasure Hunters" have been tagged or until time runs out. The group with the most "Treasure Hunters" at the end of the game wins.

2. Activity 2: "Treasure Hunt" (10 - 12 minutes)

   • The teacher will hide objects (toys, balls, cones, etc.) in a delimited space, such as the court or schoolyard.
   • Students will be divided into two groups: the "Treasure Hunters" and the "Treasure Protectors".
   • The goal of the game is for the "Treasure Hunters" to find and bring the hidden objects back to the starting area without being caught by the "Treasure Protectors".
   • If a "Protector" catches a "Treasure Hunter", the "Treasure Hunter" must leave the object they were carrying and return to the starting area.
   • The game continues until all objects have been found or until time runs out. The group that finds the most objects wins.

3. Activity 3: "Musical Hide and Seek" (10 - 12 minutes)

   • The teacher will organize a modified version of Hide and Seek, where students must hide when the music is playing and try to find a safe spot when the music stops.
   • The teacher will play music and students must move around the playing area. When the music stops, students must find a place to hide. The last student to find a safe spot will be the next 'tagger'.
   • The game continues until all students have had the opportunity to be the 'tagger'.

These activities are just suggestions. The teacher can choose one or more of them, depending on the available time and the pace of the class's learning. The important thing is that students have the opportunity to experience the concepts of Hide and Seek and Tag in a playful and dynamic way, developing their physical and social skills.

Feedback (8 - 10 minutes)

1. Group discussion (3 - 4 minutes)

   • The teacher will gather all students for a large group discussion. Each group will have the opportunity to share their experiences during the activities. Students can discuss the strategies they used, the rules they had to follow, how they felt during the game, among other aspects.
   • The teacher will guide the discussion, encouraging students to reflect on what they have learned. Questions like: "What were the most important rules you had to follow?", "How did you feel when you caught/tagged someone? And when you were caught/tagged?" can be asked.

2. Connection with theory (3 - 4 minutes)

   • The teacher will review the concepts of movement, rules, and structure of Hide and Seek and Tag games, reinforcing how these concepts were applied during the practical activities.
   • The teacher can ask questions to help students make the connection between theory and practice, such as: "How did you use movement during the games?" or "How did the game rules help organize the play?".

3. Individual reflection (2 - 3 minutes)

   • The teacher will propose that students make an individual reflection on what they learned in the lesson. For this, they will ask two simple questions:
     1. "What was the most fun thing you did during the lesson and why?".
     2. "What did you learn today that you can use when playing Hide and Seek or Tag with your friends?".
   • Students will have a minute to think about their answers. Then, those who feel comfortable can share their reflections with the class.

This feedback is a crucial step to consolidate students' learning. Through group discussion, connection with theory, and individual reflection, students will have the opportunity to reflect on their experiences, reinforce what they have learned, and apply this knowledge in future situations.

Conclusion (5 - 7 minutes)

1. Review of concepts (2 - 3 minutes)

   • The teacher will recap the main points covered during the lesson. They will remind students about the importance of movement and physical activity for health and well-being, and how Hide and Seek and Tag games provide a fun way to stay active.
   • Additionally, the teacher will reinforce the rules and basic structures of these two games, reminding students about the game's objective, how players win and lose, and how the game is structured.

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

   • The teacher will explain again how the lesson connected theory to practice. They will highlight that through playful activities, students were able to experience and apply the theoretical concepts of movement and game rules.
   • Additionally, they will emphasize that the skills developed during the lesson, such as motor coordination, socialization, and respect for rules, are skills that can be applied not only in games but also in other daily life and school activities.

3. Extra materials (1 minute)

   • The teacher will suggest some extra materials for students, so they can continue learning and having fun with Hide and Seek and Tag games. These materials may include online videos showing different variations of these games, books or magazines with stories or drawings related to the games, or even mobile apps that allow students to play virtual versions of these games.
   • The teacher can also suggest that students play Hide and Seek and Tag at home, in the park, or in the schoolyard, so they can practice what they learned during the lesson.

4. Importance of the subject for daily life (1 minute)

   • Finally, the teacher will explain why the subject covered in the lesson is important for students' daily lives. They will emphasize that by learning about the importance of movement and physical activity, and by developing skills like motor coordination, socialization, and respect for rules, students are acquiring tools that will help them stay healthy, active, and happy.
   • Additionally, the teacher will remind that Hide and Seek and Tag games are simple and fun games that can be played almost anywhere, without the need for special toys or materials, making these games a great option to have fun with friends and family.