Educational Project Plan: Fun Sports
Grade: 4th Grade (Primary)
Main Issue: Critical reflection on skills, gender equality, and cultural richness
Scenario: Classroom (virtual via Zoom)
Duration: Two 60-minute lessons (total)
Methodology: Problem-Based Learning (PBL)
Focus Axes: Gender Equality
Materials: Pages 14–19 of the textbook, songs, digital games and activities
| Stage | Time | Activities | Details | Methodological Focus & Adaptation |
|---|---|---|---|---|
| Present | 10 min | Initial Reflection & Question | Pose: "What sports do you like? Do you think boys and girls can do the same sports?" | Engage students with open questions to activate prior knowledge and introduce gender equality themes. Use visuals to make it accessible. |
| Collect | 10 min | Brainstorm & Sharing | Students share sports they know, highlighting gender stereotypes they may have heard. | Encourage sharing using simple language, fostering a safe environment for opinions. |
| Formulate | 10 min | Define the Problem | Present the main question: "How can we see sports as a way to promote equality and cultural diversity?" | Clarify the problem, guiding students to think critically about skills, gender roles, and cultural variety. |
| Organize | 10 min | Group Roles & Tasks | Divide students into small virtual groups (via breakout rooms if possible). Assign roles: researcher, note-taker, presenter. | Promote collaboration and shared responsibility, adapting to digital environment. |
| Build | 10 min | Video & Song Activity | Show a short video or song (from platform links) featuring boys and girls doing different sports. | Visual and auditory stimuli reinforce vocabulary and challenge stereotypes. |
| Verify & Analyze | 5 min | Reflection Questions | Ask: "What did you notice about the sports and the people doing them?" | Encourage critical thinking about gender roles and cultural representation. |
| Share | 5 min | Wrap-up & Homework | Students share one new thing they learned. Assign pages 14–15 for reading and vocabulary practice. | Reinforces content and prepares for next class. |
| Stage | Time | Activities | Details | Methodological Focus & Adaptation |
|---|---|---|---|---|
| Present | 10 min | Review & Vocabulary | Quick quiz with images: students identify sports vocabulary, using "I'm very good at..." | Reinforces vocabulary in context, practicing sentence structures. |
| Collect | 10 min | Grammar & Speaking Practice | Using questions: "Are you good at biking?" Students answer, practicing Yes, I am / No, I’m not. | Role-play in pairs or groups to build speaking confidence. |
| Formulate | 10 min | Critical Reflection Activity | Discuss: "How do sports help promote gender equality and cultural understanding?" | Use guiding questions to deepen reflection and personal connection. |
| Organize | 10 min | Creative Task | Students create a digital poster or short presentation (using tools like Google Slides) showing a sport and explaining why it promotes equality and cultural richness. | Foster digital literacy and creativity; group work emphasizes teamwork. |
| Build | 10 min | Song & Game Activity | Play a song from the platform related to sports or equality; follow with an online game (e.g., kahoot quiz) to review vocabulary and grammar. | Fun, engaging way to reinforce learning and assess understanding. |
| Verify & Analyze | 5 min | Peer Feedback | Students give feedback on each other's posters or presentations. | Develop critical thinking and appreciation of diversity. |
| Share | 5 min | Reflection & Closing | Each student shares one thing they learned about sports, gender roles, or cultures. | Summarizes learning, encourages self-expression. |
This structured PBL approach ensures active, meaningful learning about sports, language, and social issues, adapted to 4th graders' developmental level and virtual classroom context.