Grade one physical

Lesson Title: Snakes Course

education

PROGRAM OF STUDY OUTCOMES

• General Outcome A:
o Students will acquire skills through a variety of developmentally appropriate movement
activities; dance, games, types of gymnastics, individual activities and activities in an
alternative environment; e.g., aquatics and outdoor pursuits.
• General Outcome C:
o Students will interact positively with others.

• Specific Learning Outcomes:

o A1–11 demonstrate an understanding of basic rules and fair play for simple games
o C1–5 display a willingness to play cooperatively with others in large and small groups

LEARNING OBJECTIVES
By the end of the lesson students will be able to:

1. Execute fair play and follow the rules for freeze tag and snake tag.
2. Participate as a team in snake tag while maintaining a positive attitude.
MATERIALS AND EQUIPMENT
• Music/Phone

PREPARATION AND LOGISTICAL CONSIDERATIONS

• Being careful about the perception I give off about what I know about first nations games since I
am not first nations.
• Students might get upset during the games, work through the problems with them through rock
paper scissors, or have them take a moment to the side if they are having difficulties managing their
emotions.
• Adapt and change games if they don’t seem to be working.
• Check to make sure music is working while students are running their laps.
INTRO Time
• Have the students get moving right away. I will either begin the class by playing
follow the leader, or having the students run three laps right away. 5 min

BODY Time
Snakes 1) We are going to be snakes today. So, before we get started. I want
everybody to spread out on their stomachs on the gym floor and
practice being slithering snakes.
2) We are going to move like slithering snakes on the floor, and I will
10 min
play some music, and when I pause the music, you have to be as still
as can be. So it is like freeze dance, but instead we are going to be
frozen snakes.
Snake Tag 1) So today, we are going to be playing a traditional game from the
First Nations culture. I did not come up with this game, and found the
information for the games on my computer from someone named
Carmichael Day Chief. Some of the social values of traditional games
were: 10 min

• Respecting the rules of the competition

• Respecting your competitors
• Having courage, intuition, and/or skill
 • Being humble even when winning
• Challenging yourself to do better
• Honoring the person who gave you the most challenge
• Older Elders or Knowledge Keepers often would help the
youth learn how to play the games or youth would learn from
their peers. (Taken from the International Traditional
Games Society at www.traditionalnativegames.org which I
found the source on the Be Fit For Life Resources site at
http://befitforlife.ca/resources/)

So, if any of you think you share those values, do you want to raise
your hand and share which one with me? For example, Miss.
Paulence knows that even if I don’t win, that’s okay, I just want to try
and do better next time.

Students form groups of three and become the head, body, and tail of
the snake. Other students become the snake catchers and try to tag the
tail of the snake, while the snake tries to defend itself by moving
away or blocking the catchers. I will form groups of four, so in that
group there is one tagger, and a group of three that forms a snake. The
goal of the tagger is to try and tag the tail of the snake, and the goal of
the snake is to try and block the tagger from getting the tail. When the
tail is tagged then they move forward to become the body, the body
becomes the head, and the tagger becomes the tail, and the head of
the snake is now the tagger.
CONCLUSION Time
• Cool-down in a circle, tell students to grow tall like a tree, and small like a mouse,
and wide like a wall.
• Have students give a slithering air high five. Tell students to put their hands 5 min
together and move them like a snake, then on the count of three we will do an air
high five and say “sssss”
ASSESSMENT
• Formative Assessment:
o Checklist of who participated and who did not
o Checklist of who cooperated with others and who did not
REFLECTIONS
(a) how you felt about the lesson
(b) what went well and why OR what went poorly and why
(c) what might be done to change or improve the lesson