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Lesson Title: “Shoe Shoe” (1/2 hour) Subject: Grade 4 Physical Education

PROGRAM OF STUDY OUTCOMES

GLO: Basic Skills—Manipulative: receiving; e.g., catching, collecting; retaining: e.g., dribbling, carrying,
bouncing, trapping: sending; e.g., throwing, kicking, striking

SLOs:

- demonstrate ways to receive, retain and send an object, using a variety of body parts and implements; and,
perform manipulative skills individually and with others while using a variety of pathways

Indigenous Significance:

- An Inuit tradition, participants tried to hold back their smiles in games like this for as long as possible
until their laughter could no longer be contained. Children had to learn how to work together to pass the
item around behind their backs without the “it” person seeing. Participants learn to respect the game, their
competitors, be humble when they win, and different strategies or tactics to avoid being caught

LEARNING OBJECTIVESBJECTIVES

Students will …

- Use cooperation to pass the shoe to their neighbours without being seen by the “it” person

- Use deduction strategies to guess who has the object

- Maintain composure to throw off the person who is “it” from guessing who has the item

MATERIALS AND EQUIPMENT

- Beanbag/shoe

PREPARATION AND LOGISTICAL CONSIDERATIONS

- Read over instructions and make sure we have space and time to complete the game

PROCEDURE
Introduction Time
 - ST will explain the rules of the game: one person will be “it” and stand in the middle 5 minutes
of the circle of the rest of the students
- Those students will try to pass the object behind their back from one person to the
other without letting the “it” person see who has it
- The “it” person has three guesses to uncover the person who is currently holding the
object

Body Time

Topic: Students will play at least three rounds; ST will watch the clock to make sure the 10 minutes
“it” person doesn’t stall their guesses for too long.
Whoever is “it” gets to pick the next person to be “it”

Topic:

Conclusion Time

Students will line up to go back to the classroom and get ready for home time. 5 minutes

Assessment
ST will observe the class for cooperation skills, participation, and the ability to maintain a straight face

Reflection:
Worked well:
- Once the students understood how to play the game, they really enjoyed it! They knew they
had to keep a straight face and not laugh, which made them all want to laugh the whole time.
They had to work together to pass the item without the “it” person seeing them. The “it” person
had to use deductive strategies and other tactics to figure out who was holding the item
Improvement:
- The students were slow to start, and I had to give them extra instructions before they understood
that the objective was to pass the item along quickly so that you wouldn’t get caught.

Lesson Title: “Back Push” (1/2 hour) Subject: Grade 4 Physical Education

PROGRAM OF STUDY OUTCOMES

GLO: Application of basic skills in game

SLOs:

- perform and play lead-up games and demonstrate elements of space awareness, effort and relationship
- demonstrate the ability to work together with a teammate/team to achieve a common activity goal while
playing and learning the basic strategies of lead-up games

Indigenous Significance:

- Another traditional Inuit game, with two objectives while participating; the necessity to be agile and
strong for hunting and survival purposes, and want for entertainment during long hours in darkness. This
game exemplifies having to learn strategies to beat your opponent, as well as developing strength and
agility, which is useful during hunting.

LEARNING OBJECTIVESBJECTIVES

Students will …

- use strength to physically move their opponent

- hold their space while opponent is pushing upon their back

MATERIALS AND EQUIPMENT

N/A

PREPARATION AND LOGISTICAL CONSIDERATIONS

- Read over instructions and make sure we have space and time to complete the game

PROCEDURE
Introduction Time

- ST will explain the rules of the game: students will find a partner and sit back to back 5 minutes
on the black line in the middle of the gym. The partners will interlock arms, and try
to push back as hard as they can against their opponent to push them as far as
possible.

Body Time

Topic: Students will play as many rounds as time permits, switching partners every time to 10 minutes
gain experience with different peers
Topic:

Conclusion Time

Students will grab their masks, line up, and head back to the classroom 5 minutes

Assessment
ST will watch for participation, teamwork, and skill during activities

Reflection:
Worked well:
- The students loved this game! They had to try and move their opponent back with the strength
of their legs, and some had very slippery shoes. There was lots of laughing. We switched up the
partners a couple times so that students could find a partner that was a good match
Improvement:
- I would demonstrate how to do it with a well-matched partner so that the children could see that
we were not pushing down on each other, but back with our leg strength

Lesson Title: “Tatanka Tatanka” (1/2 hour) Subject: Grade 4 Physical Education

PROGRAM OF STUDY OUTCOMES

GLO: Basic Skills—Locomotor; e.g., walking, running, hopping, jumping, leaping, rolling, skipping, galloping,
climbing, sliding, propulsion through water

SLOs:

- respond to a variety of stimuli to create locomotor sequences

Indigenous Significance:

- This game taught children skills useful for hunting and everyday life, such as cooperation, agility,
dexterity, and speed. The term tatanka means leader of the buffalo, and the tatanka has to try to catch all
of the buffalo (children) running past. This game, like many other Indigenous games, serves the purpose
of learning to work with others and respecting competitors, learning strategies, respecting the game, being
humble when winning, etc.
- This game is traditional of the Dakota Nation, whose women and children would often play to mimic their
fathers and grandfathers who went off to the buffalo hunt. Children would play this game as a sort of
preparation for when they went off to the buffalo hunt themselves.

LEARNING OBJECTIVESBJECTIVES
Students will …

- use skills such as running, fleeing, escaping, and chasing to interact with peers

MATERIALS AND EQUIPMENT

- N/A

PREPARATION AND LOGISTICAL CONSIDERATIONS

- Read/research Indigenous origins and instructions for the game

PROCEDURE
Introduction Time

- ST will explain rules for the game: 2 students will be chosen to be the tatanka, and 5 minutes
the rest of the class is buffalo. The two tatanka will stand on the middle line of the
gym, and the buffalo will have to try to run past the catchers without getting caught.
If they get tagged, they join the tatanka’s herd and help tag other buffalo during the
next round. Students are safe as soon as they cross one of the lines close to the
opposite wall of the gym. Once no more buffalo are left to chase, 2 new tatanka will
be chosen.

Body Time

Topic: Children will play as many rounds as the time permits. If the children have trouble 20 minutes
with or are not interested in this game, the class will switch to the Back Push game
played two days previous

Topic:

Conclusion Time

Students will grab their masks, line up, and head back to the classroom. 5 minutes

Assessment
ST will watch for participation, teamwork, and beginnings of skill during the period.

Reflection:
Worked well:
- The students had a lot of fun with this game. They had to use evasion and capture strategies
during their different roles as either a buffalo or the tatanka
Improvement:
- I would switch up the number of students who are the tatanka at one time to see if that altered
the tie it took to catch all the buffalo.