Subject/Grade: Physical Education, Grade 4/5 Lesson/Date: Indigenous Games Time:

Stage 1: Desired Results

Lesson Students will be engaging in a variety of Indigenous Games and learn the importance of each
Overview: activity. In this lesson, they will learn the meaning behind each Indigenous Games and learn
specific words, such as how to count to 3 in Blackfoot.
GOs: Students will understand, experience, and appreciate the health benefits that result from
physical activity.
SOs: Students will:
(B4–3) Experience movement, involving components of fitness
(B4–6) Describe positive benefits gained from physical activity, e.g., physically, emotionally,
socially
Lesson Students will:
Objectives  Learn the benefits of playing each game
 Demonstrate an understanding of the games
 Appreciate the benefits of participating in each game
 Learn how to speak 1, 2, and 3 in Blackfoot

Stage 2: Assessment Evidence

Assessment  Students’ participation will allow me to assess their understanding
 Students answering my questions will allow me to assess their understanding and what
they have learned

Stage 3: Learning Experience

Prior to  Pylons Resources: https://intranet.csf.bc.ca/wp-content/uploads/sites/
Lesson:  Sticks 2/2019/12/ressources/EA_indigenous-games-for-children-
(Optional) en.pdf

https://www.buildingbrains.ca/indigenous-games
Time: Content/Description Differentiation/
Assessments:
Introduction:
 Review of Previous Concepts/New Learning:
o Let students get their winter jackets on and meet me Pre-assessment (FA)
outside
o Once we are outside, I will tell the students that we
will be playing various games of Indigenous Games
o I will start by acknowledging the land we are
gathered in, which is the Treaty 7 territory and the
traditional territory of the Niitsitapi (Blackfoot),
Nakoda (Stoney), and Tsuut’ina
o Then I will explain that we will be playing 3
Indigenous Games for this class
Transition: Get students to stand line up at the pylons
Body:
Learning Activity 1: Differentiation occurs when I do
 First activity is called the Run and Scream Game a demonstration of the activity
 I will explain that it is a Blackfoot Game, and its for students to have a better
purpose is to train your lung capacity and to teach about understanding of the game.
tolerance and patience
Subject/Grade: Physical Education, Grade 4/5 Lesson/Date: Indigenous Games Time:
 When students have lined up, I will explain how to play Differentiation occurs in this
the game activity because everyone can
 All students are line up at the pylon and when I count easily participate in it
down to 3 in Blackfoot, which is Niitookska (Nee-took-
ska) (One), Natooka (Two) (Na-Tooka), and Niiokska I will assess students on how far
(Nee-ook-ska) (Three), all students will run and scream they can scream and run with
as far as they can, and they have to stop where they are one breath.
at when they are not screaming anymore.
 I will do a demonstration, but I will not run very far, Students’ participation in trying
because I will be competing with the students. to speak Blackfoot and playing
the game will allow me to assess
their understanding
Transition: Get students to stand in front of me
Learning Activity 2: Asking students what Tatanka
 I will quickly make a rectangle field for the students to means will allow me to assess
play the next activity their understanding of the
 The next game is called Tatanka Tatanka, which is a meaning of the game
Dakoda Game
 Tatanka is the leader of the buffalo. It is played by Students’ participation will allow
women and children. They would mimic their fathers me to assess their understanding
and grandfathers who goes hunting for buffalos. of the game
 It helped them learn how to lead the buffalos into the
compound during the hunt
 The game is played where one person is the Tatanka and
the rest are lined up at the wall or at the side of the
rectangle
 When the Tatanka calls out “Tatanka, Tatanka”, the
others run across to the other side trying not to get
tagged by the Tatanka
 If they get tagged, they will be part of the Tatanka’s
herd, and it is also now their job to tag others to join
their herd
 When there are no more runners, the game ends and we
choose a new Tatanka
Transition: If there is time, we get ready for the next game
Learning Activity 3 (if necessary, otherwise remove): Asking students what the
 If there is time for another game, we will play the next purpose of this game will allow
game called Line Tag me to assess their understanding
 It is a Blackfoot Game that focuses on developing skills
such as running, chasing, and balancing Students’ participation will allow
 Get students to get in a group of 6-7 me to assess their understanding
 Then students will hold hand to make a line
 Then explain to them that the person at the front will try
to chase/tag the person at the back without breaking the
line
 If the line breaks or if the tagger tags the last person,
there will be a new runner and tagger in their line
Transition: Get the students back inside
Consolidation:
Subject/Grade: Physical Education, Grade 4/5 Lesson/Date: Indigenous Games Time:
Review of Key Concepts/Point to Next Class:
 When were back inside, I will ask students what
activities we did in class
 Ask them how to count 1, 2, and 3 in Blackfoot. If they
don’t remember how, I will do it with them.
 Ask what Tatanka means.
Stage 4: Reflection
1. How the students responded to the lesson as planned and taught:
 Students responded well with the lesson and had fun despite the snow and cold outside! They were all
engaged with the games and were following along when we were counting in Blackfoot
2. Specific strengths of the lesson plan and delivery:
 Having information about the benefits of the game and why the game is played
 Allowing students to participate and learn how to speak 1, 2, and 3 in Blackfoot
 Teaching students the importance and benefits of the game.
3. Specific weaknesses in the lesson plan and delivery:
 We didn’t get enough time to play the third activity/game
 Didn’t have enough time to ask students what they have learned.
4. What must be addressed to improve this plan?
 Making sure to have time to do all the activities and asking students what they learned, focusing on
transition and time management
5. How I have grown from this teaching experience:
 I have grown in this experience in being able to teach an FNMI lesson and the lesson went well with
the students. They all had fun and were engaged with the games and when I was explaining the
origins of the game and why it is being played and what the benefits are in participating in these
games. Being able to teach this lesson made me more comfortable with being able to incorporate more
FNMI activities/lessons in the future for my teaching career.