Teacher Name Regan, Cheryl & Justin Date 30/01/2019

(DD/MM/YYYY)

Subject Area Physical Education Grade 3

Topic FNMI games Time 30 mins

General Learner GENERAL OUTCOME A Students will acquire skills through a variety of
Outcome(s) developmentally appropriate movement activities; dance, games, types of gymnastics,
Taken from Alberta individual activities and activities in an alternative environment; e.g., aquatics and
Program of Studies outdoor pursuits.
GENERAL OUTCOME C Students will interact positively with others.

Specific Learner A1–1 perform locomotor skills through a variety of activities

Outcome(s) A3–12 select and perform the basic skills in educational gymnastics; e.g., use of different
Taken from Alberta body parts, types of effort, space and relationships to develop a sequence.
Program of Studies A3-1 respond to a variety of stimuli to create locomotor sequences
A3-3 respond to a variety of stimuli to create non-locomotor sequences
A3–13 manipulate a variety of small objects while performing basic skills to demonstrate
personal control; e.g., juggling.
C3–3 identify and demonstrate etiquette and fair play
C3–4 accept responsibility for assigned roles while participating in physical activity.
C1–5 display a willingness to play cooperatively with others in large and small groups
D1–1 show a willingness to participate regularly in short periods of activity with
frequent rest intervals.
D1–2 demonstrate effort while participating in various activities.
D1–3 show a willingness to listen to directions and simple explanations.
D1-6 participate in a class activity with a group goal; e.g., walk a predetermined
distance.

Learning Students will:

Objectives 1. Work cooperatively with others by demonstrating etiquette and fair play
What do you want your 2. Demonstrate a variety of basic locomotor and non-locomotor skills
students to learn? 3. Display a positive attitude toward participating in activities.
4. Listen to explanations and directions

Assessment 1. Observation of skill demonstration / etiquette / attitude during participation

How will you know your 2. Fist to Five in response to key questions
students have learned? 3. Feedback to students during skill demonstration

Materials ● Small object for hand gambling game (enough for half the class)
What resources will you ● Bean bags for snake toss
need? ● Various equipment to represent the mice in snake toss

Resources ● http://www.playsport.net/activity/snake-toss
● https://www.firstpeople.us/FP-Html-Legends/WhyBlackfeetNeverKillMice-
Blackfoot.html
Introduction Story: Why the Blackfeet never kill mice (how man became greater than the
(attention grabber) animals)
10 min All the animals were quarrelling (do you know what quarrelling means?) You
see, the Bear wanted to be the chief, but so did the Beaver. Every night they
would have a council (what is a council?) and fight over who got to be chief.
Besides the Bear and Beaver, there were many other animals and birds who also
wanted to be chief.
As time went on, the quarrelling got worse, no one could agree on who would
make the best chief. They fought until most of them were enemies instead of
friends anymore, and everyone could hear them fighting all night; until Old-man
(Napi) came along.
He heard about the trouble and came to the council to listen to what everyone
had to say. Once everyone had a turn to talk, they all started fighting again. Old
Man told them to stop, and they did. He told them he would settle their problem.
Old-man took a polished bone from his sack and told everyone that the bone
would settle their quarrel. He told them to watch his hands carefully. began
singing the gambling song and passing the bone between his hands very quickly.
Then he held out his hands, hiding which one held the bone. Old-man asked the
Bear which hand held the bone. The Bear guessed wrong. Beaver also guessed
wrong in the next round.
Old-man taught all the animals how to play the game and told them they must
play it with each other until they determine who the best player is. That animal
would be their chief. The Beaver and the Bear played, and the Beaver won. The
Buffalo beat the Beaver. Eventually the Mouse beat the Buffalo.
According to the agreement, the Mouse was the chief. He knew he was too small
to be their chief and wanted to live in peace with his family. He declared that he
would make the man who Old-man had made like himself the chief.
That is why man is greater than the animals and birds, and why the Blackfeet
never kill the Mice-people!

-Warm up game (Napi - Blackfoot game)

● Students find a partner and play the hand game described in the story.
● The loser must complete 10 actions as described by me (jumping jacks,
pushups, burpees etc)
● Find a new partner and play again
● Repeat process until time to move on
Body Red Rover Red Rover (originated in UK)
(Activity #1) (adapted to relate to our story by including characters from the story rather than calling
15 min student names.)
● Two teams line up opposite each other.
● Assign students an animal name: Beaver, Bear, Buffalo, Bird
● The first team agrees to call one ‘animal’ from the opposite team, and chants,
“Red Rover, Red Rover, send (animal name) on over!”
● The ‘animal’ called runs to the other line and attempts to break the chain
(formed by the linking of hands).
● If the person called fails to break the chain, this player joins the team that
called Red Rover.
● If the player successfully breaks the chain, he may capture either of the two
players whose link was broken by the dash and bring them back to his
original team.
● Teams take turns calling out Red Rover and challenging a player on the
opposing team.
(this represents the warring animals in the story)

(Activity #2) Snake Toss (Haudenosaunee game)

(this game has been adapted for our lesson by adding obstacles that represent the
mice. The original Haudenosaunee game requires sliding a stick across the floor
one at a time with distance being the objective.)
Students must toss an object in a ‘field’ filled with objects representing the mice
from the story. The object is to toss their object the farthest without hitting any of
the mice. (this represents not killing the mice)
● Divide students into small groups; each group using a quarter of the gym as
their field.
● Create a starting line and have all participants begin at this line.
● Participants take turns tossing an object along the floor.
● Participants mark the distance they slide the object using their floor marker.
● Once all participants have had a turn, they retrieve their floor markers and
play again, trying to slide the stick farther than they did during the previous
round.
● The leader asks open-ended questions to help participants refine their
movement strategies and tactical solutions during the activity. Examples
include: Describe the body positions that will help you slide your stick to the
farthest position. How does being the first participant to slide the stick across
the floor impact how you play? How could you play this game with a
different object? What would change?
 Closure Key Questions:
(consolidation of ● How can the skills we used today be used in other games / sports?
learning) ● How did taking time to strategize with your team change the way you played?
5 min ● How did the animals in the story show etiquette/fair play? How did you in class
today?

Rationale: The history of FNMI is heavily based on stories, pride and background knowledge
about their cultures. Therefore, in our lesson plan we chose to integrate the story of old man Napi
to connect and familiarize students to the first nation cultural background. Also, telling a story
prior to the activity can draw and have students become motivated and engaged in the activity.
The story of old man Napi explains how multiple animals were fighting and becoming enemies
to determine who would be the chief. Napi created a game, using an old bone to decide who
would be chief. The alterations we made into our lesson taken from the original game from Napi
were: for starters to be used as a warm up game. Students will partner up and have an object
behind their back (tennis ball), their partner will guess which hand the object is in. If they guess
right the non-guesser will do some sort of physical activity (for example jumping jacks). Lastly,
switching partners throughout the activity allows for students to work cooperatively together
demonstrating fair play and etiquette. This story can also be used as an example to explain to
students how they can come to a compromise and resolve an issue if they come to a
disagreement with their peers.

Integration: For our second and third game we were able to incorporate characters from the
original napi story into some basic activities such as red rover and Snake Toss (Haudenosaunee
game). During Carmichael’s Lesson, he described doing this as an easy way to help integrate
indigenous stories into Physical Education lessons. We altered red rover to assign each student to
be a character from the story. Instead of calling the student’s name, the people in the middle will
call a character from the story who will then attempt to run and break the chain of those standing
in the middle. The alterations for snake toss were incorporated obstacles (mice) which the
students must avoid when attempting to throw their beanbag the farthest. This is relevant to the
story being titled “Why Blackfoot People Never Kill Mice” because of the mouse giving up
being chief to the human. The repetition of the characters names and the role that they play in
each game will help students (especially those kinesthetic learners) to remember what events
occurred throughout the story. Using the correct names from the story also ensures that we do
not take a superficial approach when incorporating FMNI activities into the class, which is an
important concern that we have discussed in class.