Indigenous Games September 30, 2020 Johnston

Indigenous Games

Grade: 7 Subject: Physical Education Unit: Indigenous Games Lesson Duration: 48 min

Overview of lesson
The following lesson plan has been created to take place as a celebration of Indigenous culture on
orange shirt day. To start the class, the educator will meet students at their home room. Following
attendance, the educator will lead students to the gym, where they will line up on the wall and wait
for the next instruction. Once all students are in the gym, a student will lead their peers in the
warmup on the board. Following the warmup, the educator will lead students in a stretching
activity while discussing today’s events. To start, the educator will acknowledge Treaty territory
which they are on, the importance of orange shirt day, and the honor we have to participate in a
variety of cultural games. The educator will then introduce students to the first activity, the One
Foot High Kick. During this time, the educator will walk through the expectations and approach to
a successful activity. Every student will then be provided time to participate in this activity. Time
permitting, students will also participate in a game called, Rattler. To conclude the class, students
will be dismissed to change and asked to line up at the door and wait for the bell to ring.

OUTCOMES FROM 2013 MINISTERIAL ORDER: Cross-curricular Competencies

Outcomes (a to j from M.O.):
a – know how to learn: to gain knowledge, understanding or skills through experience, study, and
interaction with others;
b – think critically: conceptualize, apply, analyze, synthesize, and evaluate to construct knowledge;
e – innovate: create, generate and apply new ideas or concepts;
f – create opportunities through play, imagination, reflection, negotiation, and competition with an
entrepreneurial spirit:
h- demonstrate good communication skills and the ability to work cooperatively with others.

Alberta Program of Study

Number GLO /GLE SLO/SLE
A7–1 demonstrate ways to improve and refine the functional and
GENERAL OUTCOME A Students will acquire skills expressive quality of locomotors kills to improve personal
through a variety of developmentally appropriate performance
movement activities; dance, games, types of A7–2 demonstrate locomotor skills by using elements of body
gymnastics, individual activities and activities in an and space awareness, effort and relationships to improve personal
alternative environment; e.g., aquatics and outdoor performance
pursuits. A7–3 demonstrate ways to improve and refine the functional and
expressive quality of nonlocomotor skills to improve personal
performance
GENERAL OUTCOME C Students will interact C7–1 communicate thoughts and feelings in an appropriate
positively with others. respectful manner as they relate to participation in physical
activity
GENERAL OUTCOME D Students will assume C7–4 identify and then take responsibility for various roles while
responsibility to lead an active way of life. participating in physical activity; and, identify the leadership and
followership skills used while participating in physical education
D7–2 identify and demonstrate strategies that encourage
participation and continued motivation
1
 Indigenous Games September 30, 2020 Johnston
Critical Questions
Unit Inquiry Question:
- What are these games important to Indigenous Culture?

Lesson Guiding Questions

Lesson Guiding Questions:
- What senses to these games use?
- What abilities do they strengthen?

Learning Objectives
I can …
- Identify the importance of each activity in Indigenous societies.
- Respectfully participate in cultural celebration
- Uses senses instead of relying on physical ability

Learning Resources Consulted

Resource #1: The Physical Education Program of Studies was utilized in the planning of this
lesson. This was done to ensure both validity and reliability in the planning process of this lesson
and to guide the delivery of content.
Resource #2: https://www.nscrd.com/uploads/document/files/indigenous-games-for-children-
en.pdf The following link has been utilized for activity creation and selection to ensure appropriate
implementation of cultural games.

Materials and Equipment

- Metre stick - Shaker
- Rope - Mat
- Toy or Balloon - Blindfold

Lesson Procedure
Introduction (5 min.):
Hook / Attention Grabber - The first 4 minutes of the class are designated to students changing into
their uniform and entering the gym.
Expectations for Learning and Behavior - The expectations for Learning Behavior for this class
is as follows:
- Practice attentive listening
o Cell phones away
o Eye contact
- Be respectful
o Mistakes make us human, do not laugh if your classmates make a mistake
- Participate in class activity
- Try your best
- Have Fun
Transition to Body - The class will start with students entering the gym and performing the warmup
listed on the board. Once they have completed the warmup, students will line up along the wall.

2
 Indigenous Games September 30, 2020 Johnston
Body (40 min.):
Steps and Procedures Identify Teaching Strategies:
I Do (Activity Introduction) For the body of the lesson, the educator
• Following the warmup, the educator will lead will utilize the ‘I do, we do, they do’ strategy
students in a stretching activity while discussing
of implementation. This will be utilized to
today’s events.
• To start the activity, the educator will acknowledge support the process of modeling as discussed
Treaty territory which they are on, the importance in the in the resource by the University of
of orange shirt day, and the honor we have to
participate in a variety of cultural games. Wisconsin, while providing students with the
• The educator will then introduce students to the opportunity to then practice the skills
first activity, the One Foot High Kick, performing
themselves.
the action for the students.
1. Participants are given three attempts to kick the For the “I do” portion of the lesson, direct
target. instruction will be utilized to provide students
2. A small target is suspended at various heights from
a support. the opportunity to experience an example of
3. Participants take turns attempting to kick the mastery prior to performing their own.
target while walking, running or standing still.
4. The target is gradually raised, until only one can For the “We Do” portion of the lesson,
still touch it. That athlete is considered the winner. inquiry-based learning will be utilized to
5. Proper technique involves using your arms for
provide students the opportunity to
momentum and legs to jump straight up.
6. For good balance feet should be shoulder width experience the processes, while creating an
apart. opportunity for students to ask make
7. To show balance and control, the participant must
hold their stance on the kicking foot for a few mistakes and receive feedback on how to
seconds or bounce a few times for the attempt to be improve.
considered a success
For the “They Do” portion of the lesson,
We Do (Motion Practice) the sport education method will be utilized.
• Following the educators explanation, the educator
will have students stand, and practice the jumping This is done to provide students with an
action. opportunity to experience the
o Students will do this 5 times.
implementation in a game like setting. This
They Do (One Foot High Kick, Inuit Game) allows for mastery of skill as well as.
• One at a time, students will come up to the mat.
Students will then prepare themselves and perform
a One Foot High Kick.
o During this time, similar to that of authentic
indigenous games, students will sit around
the mat and watch / cheer on there peers.
• This will continue until every student has gone.
Time Permitting (Rattler, Blackfoot Game)
1. Participants form a circle, with one participant
blindfolded, sitting in the middle.
2. A “rattling ball”, or a ball with small rocks, pebbles,
beans, etc. contained inside, is tossed around by
participants who are forming the circle.
3. The blindfolded person tries to catch the ball and
once the ball is caught, a new participant is
blindfolded and takes the spot in the middle.

3
 Indigenous Games September 30, 2020 Johnston
Safety Consideration
1. Student will be asked to provide ample space for kicking activity. This is done to ensure students
do not collide or land on each other.
2. Students will be reminded to pay attention during instruction to ensure proper landing in the
high kick.

Assessments
Formative: Formative assessment will take place in this lesson in the form of observations. This will
be done to minimize potential safety concerns and ensure students are correctly participating in each
activity.
Summative Assessment: Summative assessment will not take place in this lesson.
Differentiation
For auditory learners, the educator will talk through each expectation, activity and skill prior to
the requirement of student participation.
For visual learners, the educator will provide visual examples of the skill and activity prior to the
requirement of student participation.
For kinesthetic learners, students will be provided with an opportunity to physical participate in
both the We do, and They do portions of the lesson.
Students with physical limitations will not be required to participate, however they will be
encouraged to provide positive feedback to their peers.

Consolidating and Closure (5 min)

Transition to Next Lesson(s): With 5 minutes of class remaining, students will be dismissed to
change. Students are expected to return to the gym and wait for the bell to ring before entering the
hallways.

Feedback from Students on Learning:

Reflective Notes