Objectives (5 - 7 minutes)

1. Understand the rules of dodgeball: Students should be able to understand the basic rules of dodgeball, including how to move, how to burn, and how to avoid being burned.

2. Practice dodgeball: Students will have the opportunity to actively participate in the game of dodgeball, applying the rules they have learned. This will help develop their motor skills, coordination, and ability to work as a team.

3. Promote socialization and respect: During the class, students will be encouraged to interact with each other in a respectful and collaborative manner. Dodgeball is an excellent opportunity to promote socialization and mutual respect among students.

Secondary objectives:

• Encourage leadership and cooperation: During dodgeball, students will have the opportunity to take on leadership roles and work as a team to achieve a common goal.

• Develop the notion of space and time: Dodgeball involves the notion of space and time, as students need to move in the court space and react quickly to the actions of their game mates. This is an important secondary objective that will help students' performance in other physical and sports activities.

Please note that these objectives are only suggestions, and the teacher can adapt them according to the needs and reality of their class.

Introduction (10 - 15 minutes)

1. Review of previous contents: The teacher starts the class by reminding students of the games and activities that have been learned in previous classes. This may include racing games, ball games, circle games, among others. The teacher can also take this opportunity to review important concepts, such as respect for rules, teamwork, and motor coordination.

2. Problem situations: The teacher presents two situations that will arouse students' interest in the class.

   • First situation: 'Let's imagine we are on an island and need to collect coconuts. But, there is a group of monkeys trying to stop us. How can we move without being caught by the monkeys?'
   • Second situation: 'Now, imagine we are superheroes and have superpowers. We can move quickly and dodge obstacles. How will we use our superpowers to avoid being hit by fireballs?'

3. Contextualization: The teacher explains that, just like in imaginary situations, in the game of dodgeball, students need to move quickly and intelligently to avoid being 'burned'. The teacher also emphasizes that, just like in imaginary situations, in the game of dodgeball, it is important to respect the rules and game mates.

4. Introduction to the topic:

   • The teacher presents the game of dodgeball as a solution to the problem situations presented. Briefly explains that the objective of the game is to burn (touch) the opponent with the ball, without burning oneself or leaving the court, and that the team that burns all the players of the other team wins.
   • The teacher can also tell an interesting fact or story related to the game of dodgeball to further arouse students' interest. For example, the teacher can mention that the game of dodgeball is very old and was played by the Romans over 2,000 years ago, but the rules were very different from what we know today.

The teacher should maintain a relaxed and receptive environment to encourage students to ask questions and actively participate in the class. It is important to remember that the class should be adapted according to the students' level of development and reality.

Development (20 - 25 minutes)

During this development phase, students will have the opportunity to delve into the topic and apply the knowledge acquired. The teacher can choose one of the suggested activities below, depending on the available time and the characteristics and needs of the class.

1. Classic Dodgeball Game

• The teacher divides the class into two teams, clearly explaining the rules of the game. Each team will have a designated area on the court as a 'safe zone', where players cannot be burned.
• The objective is to burn all players of the opposing team. If a player is hit by a ball, they are considered 'burned' and must leave the court. However, if a player from the opposing team catches the ball before it touches the ground, they can 'burn' a player from the other team and allow a teammate who was 'burned' to return to the game.
• The game continues until all players of one team are burned. The team that manages to burn all players of the opposing team wins.
• During the game, the teacher should observe and guide the students, ensuring that they are respecting the rules and playing in a safe and respectful manner.

2. Dodgeball with Obstacles

• The teacher sets up the court with different obstacles, such as cones, benches, arches, etc. The obstacles should be placed in a way that creates narrow and challenging paths.
• The game follows the same rules as the classic dodgeball game, but with the additional difficulty of having to move through the obstacles.
• This activity can be especially useful for developing motor coordination, spatial and temporal awareness, and the ability to adapt movements to different situations.

3. Dodgeball with Foam Ball

• In this safer version of the dodgeball game, the teacher replaces the traditional ball with a foam ball or a balloon.
• The rules are the same as the classic dodgeball game, but with the advantage that if someone is hit, they will not feel pain.
• This is a great option for younger classes or for students who may feel uncomfortable with the speed or force of the traditional ball.

The teacher should adapt the chosen activity according to the class characteristics and the available space. Additionally, it is important for students to have time to rest and hydrate during the class, especially in more intense physical activities like dodgeball.

At the end of the activities, the teacher should hold a brief discussion with the students, asking about their experiences and what they learned from the activity. This helps to consolidate learning and identify possible areas for improvement in the upcoming classes.

Return (8 - 10 minutes)

1. Group Discussion: The teacher gathers all students and starts a group discussion about the activities carried out. During the discussion, the teacher asks questions to assess students' understanding of the rules of dodgeball, the strategies used, the difficulties encountered, and the solutions found to overcome them. Questions may include:

   • 'Which dodgeball rules did you find most important? Why?'
   • 'What was the best strategy you used to avoid being burned?'
   • 'Did you encounter any difficulties in the game? What did you do to overcome them?'

2. Connection with Theory: After the discussion, the teacher revisits the theoretical concepts presented at the beginning of the class and connects them with the practical experiences students have had. The teacher may ask:

   • 'How did the dodgeball rules help you during the activity?'
   • 'Were you able to apply respect for rules and teamwork during the game? How?'

3. Individual Reflection: To conclude, the teacher suggests that students engage in individual reflection on what they learned in the class. The teacher can ask two simple questions to guide students' reflection:

   • 'What did you like most about today's class and why?'
   • 'What did you learn today that you can use in other games or activities?'

During the return stage, the teacher should value the contributions of all students, encouraging an environment of respect and appreciation for different perspectives. Additionally, the teacher should carefully observe students' responses, seeking to identify possible learning gaps that need to be addressed in future classes.

The return is an essential stage of the lesson plan, as it allows the teacher to assess students' progress, reinforce the concepts learned, and identify areas that need more attention. Furthermore, it promotes self-reflection and student engagement with the learning process.

Conclusion (5 - 7 minutes)

1. Lesson Summary: The teacher concludes the class by summarizing the main points covered. Recaps the rules of dodgeball, the discussed strategies, the motor and social skills developed during the activity, and the importance of respecting rules and teamwork.

2. Theory and Practice Connection: The teacher emphasizes how the class connected theory, practices, and students' experiences. Highlights how the theoretical concepts presented at the beginning of the class were applied during the practical activities, and how these activities provided a deeper understanding of the concepts.

3. Extra Materials: The teacher suggests some extra materials for students who wish to deepen their learning about the game of dodgeball. This may include educational videos, online games, recommended books or websites. For example, the teacher may suggest that students watch a video explaining the rules of dodgeball in detail, or read a book about the history of the game.

4. Relevance of the Subject: To conclude, the teacher emphasizes the importance of dodgeball and similar games for students' everyday lives. Explains that, besides being a fun activity, dodgeball helps develop motor skills, coordination, spatial and temporal awareness, respect for rules, and teamwork. Additionally, the teacher highlights that dodgeball is a great way to exercise and socialize with classmates.

The conclusion is a crucial stage of the lesson plan, as it allows the teacher to reinforce the concepts learned, evaluate the effectiveness of the lesson plan, and prepare students for the next stages of learning. Furthermore, by highlighting the relevance of the subject, the teacher motivates students to continue learning and exploring the topic on their own.