Objectives (5 - 10 minutes)

1. Provide students with a basic understanding of general gymnastics, focusing on rotations and acrobatics, and how they can be performed both with and without the use of appropriate equipment. The teacher should explain what a rotation is (a turn around an axis) and what an acrobatics is (body movements involving balance, strength, and flexibility).

2. Allow students to identify and experience the different types of rotations and acrobatics that can be performed. Students will be encouraged to participate in practical activities where they can try to perform these movements and observe their classmates as they also try.

3. Develop students' observation skills by asking them to observe and describe the rotations and acrobatics they see, both in themselves and in their classmates. Students will be encouraged to share their observations, thus helping to build a collaborative learning environment.

Introduction (10 - 15 minutes)

1. Reviewing content: The teacher starts the lesson by reminding students of the gymnastics activities already performed, such as jumps, runs, balance, and arm and leg movements. He may ask some students to briefly demonstrate these movements. The teacher may also ask students if they know what an acrobatics and a rotation are, to assess the class's prior knowledge.

2. Problem situations: The teacher presents two situations to arouse students' curiosity and motivate them to learn more about rotations and acrobatics:

   • 'Imagine you are a bird flying in the sky. How would you rotate or do a somersault in the air?'
   • 'Now, imagine you are a circus artist. What would you do to balance on a tightrope or to do a somersault in the air?'

3. Contextualization: The teacher explains that rotations and acrobatics are important movements in general gymnastics, which is practiced not only in competitions but also in recreational activities such as dance, theater, and circus. He may mention examples of famous athletes, dancers, or circus artists who use these movements in their performances.

4. Introduction of the topic: To spark students' interest, the teacher can share some curiosities about rotations and acrobatics:

   • 'Did you know that, to do a somersault in the air, you need a lot of strength and flexibility? Gymnasts train hard to be able to perform this movement safely and beautifully.'
   • 'And did you know that in artistic gymnastics, athletes perform rotations and acrobatics on various apparatus, such as the horizontal bar, the pommel horse, and the rings? Each apparatus requires a different type of movement and skill from the gymnast.'

With these activities, students will be encouraged to reflect, express themselves, and actively participate in the learning process, making the lesson more dynamic and interesting.

Development (20 - 25 minutes)

1. Activity: 'Acrobatics Circle'

   1.1. The teacher organizes the class in a large circle on the classroom floor or on the playground, if possible.

   1.2. Each student will have the opportunity to present a simple acrobatics to the class. Acrobatics can include things like rolling on the floor, doing a handstand, or making a basic jump.

   1.3. While each student presents their acrobatics, the other students are encouraged to observe and applaud.

   1.4. After each student's presentation, the teacher asks the class what they noticed about the acrobatics presented. For example, 'How did João maintain balance in the handstand?' or 'How did Maria manage to make such a high jump?'

   1.5. After the observations, the teacher briefly explains the techniques used by each student, making connections with the concepts of balance, strength, and flexibility.

2. Activity: 'Rotations Circuit'

   2.1. The teacher organizes a circuit with activity stations involving different types of rotations, such as spinning around oneself, a somersault, a forward roll (if possible).

   2.2. Students are divided into groups, and each group starts at a station.

   2.3. After a set time, the teacher signals the station change.

   2.4. As students go through the stations, the teacher circulates around the circuit, offering guidance and correcting posture if necessary.

   2.5. At the end of the circuit, the teacher gathers the class and asks each group to share something they learned or observed about the rotations.

3. Activity: 'Movement Creation'

   3.1. The teacher proposes that students, in small groups, create a sequence of movements that includes at least one rotation and one acrobatics.

   3.2. Each group will have a set time to rehearse and refine their sequence.

   3.3. After the rehearsal time, each group will present their sequence to the class.

   3.4. The other students will observe, and at the end, each group will receive feedback from classmates and the teacher.

The teacher should choose one or two of the above activities, depending on the available time and the pace of the class's learning. The goal of these activities is to allow students to explore, experiment, and create their own gymnastics movements, developing motor skills, creativity, and teamwork.

Feedback (10 - 15 minutes)

1. Group Discussion

   1.1. The teacher gathers all students in a large circle and starts a group discussion. He asks questions like: 'Which acrobatics did you enjoy watching the most and why?' and 'Which rotations did you find most challenging and why?'. These questions encourage students to reflect on what they have learned and express their opinions respectfully.

   1.2. The teacher may also ask: 'What did you learn today about acrobatics and rotations that you didn't know before?'. This question helps assess students' understanding of the topic and the effectiveness of the activities carried out.

2. Connection with Theory

   2.1. The teacher then gives a quick review of the theoretical concepts covered during the lesson, highlighting the main ideas. For example, he may recall that acrobatics involve balance, strength, and flexibility, and that rotations are turns around an axis.

   2.2. Next, the teacher asks: 'How did you apply these concepts during the practical activities?'. This helps reinforce the connection between theory and practice, and check if students understood the concepts presented.

3. Individual Reflection

   3.1. To conclude the lesson, the teacher proposes a moment of individual reflection. He gives students two minutes to think about what they learned in the lesson. During this time, students are encouraged to think about their experiences during the practical activities and how they can apply what they learned in other situations.

   3.2. After the reflection period, the teacher asks two simple questions for students to share their reflections: 'What was most surprising for you in today's lesson?' and 'How can you use what you learned today at home or in other activities?'. The teacher should listen carefully to students' answers and encourage them to share their ideas.

Feedback is a crucial part of the lesson plan, as it allows the teacher to assess students' progress, reinforce the concepts learned, and stimulate reflection and application of knowledge. Additionally, group discussion and individual reflection promote metacognitive awareness, which is students' ability to reflect on their own learning process.

Conclusion (5 - 10 minutes)

1. Summary of Contents (2 - 3 minutes)

   1.1. The teacher starts the conclusion by recalling the main points covered during the lesson. He may ask review questions like 'Who can tell me what a rotation is?' and 'Who can tell me what an acrobatics is?'.

   1.2. The teacher then briefly recaps the definitions of rotations and acrobatics, and how they relate to general gymnastics. He also reinforces the concepts of balance, strength, and flexibility, which are essential for performing these movements.

   1.3. The teacher also summarizes the practical activities carried out, highlighting the main observations and discoveries made by students. For example, he may mention the different ways in which students managed to maintain balance during the acrobatics, or the strategies they used to perform the rotations.

2. Connection between Theory and Practice (1 - 2 minutes)

   2.1. The teacher explains how the lesson connected theory, practical activities, and real-world applications. He may mention, for example, how the acrobatics and rotations students learned can be used not only in gymnastics but also in other physical activities such as dance, theater, and even playground games.

   2.2. The teacher also highlights how the observations made during the practical activities helped reinforce the theoretical concepts. For example, he may say: 'When you observed your classmates' acrobatics, you could see in practice how balance, strength, and flexibility are important for performing these movements'.

3. Extra Materials (1 - 2 minutes)

   3.1. The teacher suggests some extra materials for students who wish to deepen their knowledge of general gymnastics, rotations, and acrobatics. These materials may include books, online videos, educational websites, and interactive apps.

   3.2. For example, the teacher may recommend some videos of professional gymnasts performing different types of rotations and acrobatics, or suggest a book with practical gymnastics activities that students can do at home.

4. Importance of the Subject (1 - 2 minutes)

   4.1. Finally, the teacher concludes the lesson by highlighting the importance of the subject. He explains that general gymnastics, with its rotations and acrobatics, is not just a sport but also a form of artistic expression and a fun way to keep the body active and healthy. He also mentions that by learning about gymnastics, students are developing motor skills, coordination, balance, strength, flexibility, and concentration, which are important for various daily activities.

   4.2. Additionally, the teacher emphasizes that by participating in gymnastics activities, students are learning to work as a team, to respect the diversity of skills, and to value the effort and dedication required to acquire new skills.

At the end of the lesson, students should have a basic understanding of general gymnastics, rotations, and acrobatics, and be motivated to continue learning about the subject. They should also have a deeper appreciation of the importance of gymnastics as a fun and beneficial physical activity.