Objectives (5 - 7 minutes)

1. Understand the concept of Olympic Sports and Olympics: Students should be able to define and understand what Olympic Sports and the Olympics are, recognizing their historical and cultural importance. They should understand the difference between Olympic sports and other types of sports.

2. Identify and classify Olympic Sports: Students should be able to identify and classify Olympic Sports. They should be able to distinguish between summer and winter sports, as well as recognize the sports that have been added or removed from the Olympic program over time.

3. Appreciate the importance of participating in the Olympics: Students should develop an appreciation for participating in the Olympics. They should understand the value of effort, teamwork, perseverance, and fair play involved in Olympic competition.

Secondary Objectives:

• Promote interest in sports and physical activity: By learning about Olympic Sports and the Olympics, it is expected that students will be motivated to participate in sports and physical activities, thus promoting a healthy lifestyle.

• Stimulate research and teamwork: Through group activities and research, students will also be encouraged to develop research and teamwork skills.

Introduction (10 - 15 minutes)

1. Review of Previous Content: The teacher should start the lesson by reminding students about the concept of sports and the importance of movement and physical activity for health and well-being. Additionally, it is important that students are familiar with the concept of sports competition and fair play, as these are essential elements of the Olympics. The teacher can do this through a brief discussion or quiz to assess students' prior knowledge on the subject. (3 - 5 minutes)

2. Problem-Solving Scenarios to Spark Interest: The teacher can present two problem-solving scenarios to spark students' interest in the topic. One of them could be: 'Did you know that not all sports are played in the Olympics? Which sports do you think are and which are not?' The other problem-solving scenario could be: 'How do you think athletes feel when representing their country in the Olympics? What challenges might they face?' These questions aim to stimulate students' curiosity and prepare them for exploring the topic. (2 - 3 minutes)

3. Contextualization of the Subject: The teacher should then contextualize the importance of the subject, explaining how the Olympics are a global event that unites people from different cultures and backgrounds through sports. The teacher can mention examples of famous Olympic athletes and how they have become inspirations for millions of people around the world. Additionally, the teacher can discuss how participating in the Olympics can be an opportunity for athletes to promote peace and unity among nations. (3 - 5 minutes)

4. Gaining Attention: To capture students' attention, the teacher can share fun facts about Olympic Sports and the Olympics. For example, the teacher can mention that the oldest sport in the Olympics is wrestling and that the first athlete to light the modern Olympic torch was the Greek Konstantinos Kondylis at the 1896 Games. Additionally, the teacher can talk about the existence of the Paralympic Games, which are a version of the Olympics for athletes with disabilities. (2 - 3 minutes)

Development (20 - 25 minutes)

1. Activity 'Creation of a New Olympic Sport' (10 - 12 minutes)

   • Group Formation: The teacher should divide the class into groups of up to 5 students and explain that each group will be responsible for creating a new Olympic sport. Students should think about rules, equipment, and the type of physical skills that would be necessary to compete.

   • Brainstorming and Planning: Each group should conduct an initial brainstorming session to generate ideas and then choose one idea to develop. They should discuss and plan how their sport would be played, what the basic rules would be, and what type of equipment would be needed.

   • Presentation and Feedback: Finally, each group should briefly present their new sport to the class. The teacher and other students should offer feedback and constructive comments. This activity aims to stimulate creativity, critical thinking, and collaboration among students, as well as deepen their understanding of the rules and characteristics of Olympic Sports.

2. Activity 'Debate: Inclusion or Exclusion of Olympic Sports' (10 - 12 minutes)

   • Research and Preparation: The teacher should divide the class into two groups and assign each group a list of Olympic Sports, along with some information about each sport. One group will be responsible for arguing in favor of including the sport in question in the Olympics, while the other group will argue in favor of exclusion. Each group should research the assigned sport and prepare their arguments.

   • Debate: The groups should then present their arguments in a structured debate. Each group will have a designated time to present their arguments, followed by a question and answer session. The teacher should act as a moderator to ensure that the debate is respectful and constructive.

   • Final Reflection: After the debate, the teacher should lead a final reflection, asking students to share what they learned from the activity. The teacher should emphasize the importance of respecting the diversity of sports and appreciating the effort and dedication that athletes from all Olympic Sports demonstrate to participate in the Olympics.

Both activities are designed to be fun and engaging, allowing students to apply what they have learned in practical and meaningful ways. Additionally, they promote important skills such as critical thinking, creativity, collaboration, and communication.

Return (8 - 10 minutes)

1. Group Discussion (3 - 5 minutes):

   • The teacher should gather all students for a group discussion. Each group should briefly share the solutions or conclusions they reached during the activities. This will allow students to learn from each other and see different perspectives on the same topic.
   • The teacher should facilitate the discussion by asking questions to deepen students' understanding and promote reflection. For example, the teacher may ask: 'How did you reach this conclusion?' or 'What were the challenges you faced when creating a new Olympic sport?'.
   • The teacher should ensure that all students have the opportunity to speak and that the discussion is respectful and constructive.

2. Connection to Theory (2 - 3 minutes):

   • After the discussion, the teacher should make the connection between the activities and the theory presented at the beginning of the lesson. The teacher should highlight how the activities helped students understand and apply the concepts of Olympic Sports and the Olympics.
   • The teacher should reinforce the main learning points, referring back to the activities. For example, the teacher may say: 'During the debate, you were able to identify the criteria for a sport to be included or excluded from the Olympics, as we discussed in the theory.'.

3. Individual Reflection (2 - 3 minutes):

   • Finally, the teacher should suggest that students reflect individually on what they learned during the lesson. The teacher can ask guiding questions for reflection, such as: 'What was the most important concept you learned today?' and 'What questions have not been answered yet?'.
   • The teacher should encourage students to write down their answers and share any questions or doubts they may have. This will allow the teacher to assess students' understanding and plan future lessons based on their needs and interests.

The Return stage is crucial for consolidating learning and for the teacher to assess students' progress. Additionally, it provides an opportunity for students to reflect on how what they have learned applies to their lives and the world around them.

Conclusion (5 - 7 minutes)

1. Summary and Recapitulation (2 - 3 minutes): The teacher should start the Conclusion stage by summarizing and recapitulating the main points of the lesson. This includes the definition of Olympic Sports and the Olympics, the difference between summer and winter sports, and the importance of participating in the Olympics. The teacher can use a whiteboard or slide presentation to highlight these points and help students visualize them.

2. Connection between Theory, Practice, and Applications (1 - 2 minutes): The teacher should then explain how the lesson connected theory, practice, and applications. For example, the teacher can mention how the activity of creating a new Olympic sport allowed students to apply the theory of Olympic sports in a practical and fun way. Additionally, the teacher can discuss how the debate activity helped students understand the real implications and challenges of including and excluding sports from the Olympic program.

3. Extra Materials (1 minute): The teacher should suggest extra materials for students who wish to deepen their knowledge of Olympic Sports and the Olympics. This may include documentaries, books, sports websites and news, and virtual Olympic games. The teacher can share these suggestions in writing or through an email or online learning platform.

4. Everyday Applications (1 - 2 minutes): Finally, the teacher should highlight the relevance of the topic to students' daily lives. The teacher can discuss how Olympic values, such as effort, teamwork, perseverance, and fair play, are applicable not only in sports, but in all areas of life. Additionally, the teacher can emphasize the importance of physical activity and sports for health and well-being, and how understanding Olympic Sports and the Olympics can inspire students to engage more in sports and physical activities.

The Conclusion stage is crucial for consolidating students' learning and for them to see the relevance and applicability of what they have learned. Additionally, suggesting extra materials and discussing everyday applications can motivate students to continue exploring the topic outside the classroom.