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Curriculum Assignment: Unit Plan Indigenous Games ... · with others or taking part in gambling...
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Curriculum Assignment: Unit Plan Indigenous Games Alexandra & Purvis Cromarty 05:452 Middle Years Physical Education Methods Lee Carter
Transcript of Curriculum Assignment: Unit Plan Indigenous Games ... · with others or taking part in gambling...
Curriculum Assignment: Unit Plan
Indigenous Games
Alexandra & Purvis Cromarty
05:452
Middle Years Physical Education Methods
Lee Carter
1
Table of Contents
1. Year plan …………………………………………………………………………… 2
2. Unit Introduction …………………………………………………….……………... 4
3. Unit Plan Overview ………………………………………………………………… 6
4. Assessment Strategies ……………………………………………………………… 7
5. Additional Activities ……………………………………………………………….. 8
6. Integrative Ideas ……………………………………………………………………. 9
7. Curriculum Guide ………………………………………………………………….. 10
9. Lesson Plans ……………………………………………………………………….. 13
10. Lesson Activities Descriptions …………………………………………………… 19
11. References ………………………………………………………………………… 25
2
Year Plan
Week Month Activity
1
2
3
4
September 2016
6-9
12-16
19-23
26-30
Indoor Low Organized Games
Indoor Low Organized Games
Soccer
Soccer
5
6
7
8
9
October 2016
3-7
10-14
17-21
24-28
31-November 4
Fitness
Floor Hockey
Floor Hockey
Gymnastics
Gymnastics
10
11
12
13
November 2016
7-11
14-18
21-25
28-December 2
Team Handball
Team Handball
Curling
Curling
14
15
December 2016
5-9
12-16
19-30
Cross Country Skiing
Broom Ball
Christmas Break
16
17
18
19
20
January 2017
2-6
9-13
16-20
23-27
30-February 3
Basketball
Basketball
Badminton
Badminton
Dance
21
22
23
24
February 2017
6-10
13-17
20-24
27-March 3
Indigenous Games
Indigenous Games
Winter Carnival Games
Volleyball
25
26
27
March 2017
6-10
13-17
20-24
27-31
Volleyball
Volleyball
Broomball
Spring Break – No School
28
29
30
31
April 2017
3-7
10-14
17-21
24-28
Invasion Games
Ultimate Frisbee
Lacrosse
Lacrosse
May 2017
3
32
33
34
35
36
1-5
8-12
15-19
22-26
29-June 2
Baseball
Baseball
Indoor Golf
Outdoor Low Organized Games
Cross Country Running
37
38
39
June 2017
5-9
12-16
19-23
Track and Field
Fitness
Outdoor Golf
4
Unit Introduction
Long, ago, the survival of many Indian people depended on their skills as hunters. The
children were taught these skills at an early age either by their fathers or by playing among
themselves. Games filled an important role in educating the young by cultivating life skills
together with their physical and social development.
The adults also had games which were played purely for enjoyment. They were generally
based on gambling, A favourite pastime of many Indian people. New games could be received as
gifts from other another tribe or a tribe could invite someone to teach them a new game. Children
often played the same games that their fathers once played or they might receive them in a
familiar fashion to that of the adults. The games were usually modified in some form by each
tribe that received them. One game could be used by many tribes, each using their own
variations. Despite these slight differences, one tribe would often challenge another tribe in some
other their games. This usually happened at the “KO WE TA SQEEK”, a time when certain
tribes would meet together in times of peace. Sports often dominated these gatherings. The best
runners or players from both tribes would compete against each other, while the spectators
placed wagers on their favourites.
After the treaties were signed, many bands from one agency would gather together on
treaty day to socialize with others. During the day, the adults would spend their time visiting
with others or taking part in gambling games. The children were usually busy in track and field
events or racing ponies.
Today, on many reserves, these games are still played by the children on sports days or
whenever there is a large crowd gathered. Instructions and equipment used to play the games are
described in a modified method. Equipment has been adapted to fit material easily accessible
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today. Attempts have been made to give the standard method of playing, listing a few of the
variations. Technical details such as rule, equipment and field size are left for the leader to
decide. The game had one simple rule: the ball could only be moved with the lacrosse stick.
Beyond this rule, the game was played with an equal number of players on each team. There was
no limit on the number of athletes who could be goaltenders or in offensive and defensive
positions at any given time. With few exceptions, lacrosse was mostly played by men and was
associated as a religious rite of passage or for warrior training (Atimoyoo, 1980).
Aboriginal life is rich in relationships, teamwork, art, music, dance, and gaming. It is
through these opportunities that education occurs. Many children and adults today are losing
their abilities of keen observation and natural intuition. In previous generations, an older person
often helped the youth learn the games or youth learned from their peers. After the equipment
was made and the games learned, the youth played on their own with little supervision.
All tribes and all ages participated in hundreds of physical activities that kept them in excellent
health. Today few people realize how important physical health is to survival and long life.
Traditional games place less value on winning–by valuing a humble behavioral nature (not
bragging and by sharing winnings) and by giving away any prizes won to those who were the
hardest competitors (those who made the winner try harder, thus do his or her best). The social
values of the traditional games were, and still are, highly important: Respecting the rules of the
competition, challenging yourself to do better, respecting your competitors, honouring the person
who gave you the most challenge, having courage, intuition, and/or skill, and being humble even
when winning.
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Unit Plan Overview
This unit plan will be geared towards grade 6 and it will consist of 6 lessons at 40 minutes per
lesson. Each of the lessons will have a certain theme for the games that will be played. We
organized our lessons into themes to get the students to understand the concepts of Aboriginal
culture. The breakdown of lessons is as follows:
Lesson 1: Running Games
This lesson will cover two running games that are meant to build their strength, endurance and
lung capacity. It is important to gain an understanding of some Aboriginal teachings when
teaching Aboriginal games.
Lesson 2: Defensive Games
This lesson will cover two games that deal with defensive strategies for being protecting ones
belongings. It was very common for Aboriginal people in protecting their tribes.
Lesson 3: Stick Games
This lesson will cover games that use sticks as equipment. Using sticks and rocks and any other
objects Aboriginal people could find to play with was very common back then.
Lesson 4: Throwing/Target Games
This lesson will focus on students throwing an object for distance and speed, which will work on
upper body strength. It can be played indoors or outdoors.
Lesson 5: Accuracy Games
This lesson will focus on students working in teams to collect as much points as possible when
throwing and object to make the stick jump (or move).
Lesson 6: Ball Games
This lesson will cover a couple of games that involve two teams attempting to throw balls at a
target and a floor hockey type activity.
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Assessment Strategies
1. Participation Marks: Students will be marked according to how much they participate in
class activities.
2. Self-Assessment: Students will have the opportunity to assess themselves on how well
they participate in class activities.
3. Peer-Assessment: Students will have the opportunity to assess one or two of their peers
on how well they participate in class activities.
4. Teacher Assessment: Teacher will have the opportunity to observe and assess the
students on how well they participate in class activities.
Sample Assessment Rubric
Criteria Level 1
Very limited/
Seldom/ Never
Level 2 Limited
Occasionally
Level 3 Accomplished
Frequently
Level 4 Strong
Usually
Level 5 Outstanding
Consistently Skill/
Movement
Development
displays very
little
understanding/
demonstration
of movements/
skills
displays some
understanding/
demonstration
of movements/
skills
displays adequate
understanding/
demonstration of
movements/skills
displays good
understanding/
demonstration
of movements/
skills
displays excellent
understanding/
demonstration of
movements/skills
Understands
Concepts
shows no
understanding
of concepts
taught, unable
to assess
shows minimal
understanding
of concepts
taught
shows acceptable
understanding of
concepts taught
shows good
understanding
of concepts
taught
shows excellent
understanding of
concepts taught
Positive/
Appropriate
Behaviors
Effort
-no
demonstration
of willingness
to perform to
the best of
his/her ability
-never displays
positive attitude
-never displays
open-
mindedness
to new activities
-minimal
demonstration
of willingness
to perform to
the best of
his/her ability
-minimal
display of
positive attitude
-minimal
display of
open-
mindedness
to new activities
-acceptable
demonstration
of willingness to
perform to the
best of his/her
ability
-occasionally
displays positive
attitude
-occasionally
displays
open-mindedness
to new activities
-good
demonstration
of willingness
to perform to
the best of
his/her ability
-usually
displays
positive attitude
-usually
displays
open-
mindedness
to new activities
-excellent
demonstration
of willingness to
perform to the
best of his/her
ability
-always displays
positive attitude
-always displays
open-mindedness
to new activities
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Additional Activity Ideas
Additional activities related to running:
Track and Field
Soccer
Football
Basketball
Additional activities related to defence:
Hockey
Basketball
Football
Soccer
Additional activities related to throwing:
Baseball
Football
Athletics (discus, javelin)
Additional activities related to aiming:
Archery
Darts
Bowling
Baseball
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Integrative Ideas from Other Subject Areas
Social Studies:
Students can learn about the history of traditional Aboriginal games.
They can also learn about the origin (location) of most of the games.
As well they will gain an understanding of why Aboriginal people came up with the
games.
Students will also learn about the four directions (north, east, south, and west).
English Language Arts:
Students will be able to write a journal entry about any of the games they played in class.
They will also participate in class discussions about Aboriginal games.
Science:
Students will play some of the activities outdoors (mainly in the summer), so they will
gain an appreciation for the land.
Students will also learn about some animals that live in the wilderness.
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Curriculum Guide
Grade 6
General Learning Outcomes:
Movement Fitness
Management Safety
Personal/Social
Management
Healthy Lifestyle
Practices
Specific Learning Outcomes: (Used in our lessons)
Movement
K.1.6.B.1
Determine personal and uncontrollable factors (i.e., body type and physical attributes, hereditary
influences, varying rates in growth and development) that may affect movement skill
development.
K.1.6.B.2
Identify biomechanical concepts (i.e., application and amount of force, range of motion, number
of body segments) related to applying force in sending and receiving activities (e.g., overhead
throwing with preparatory steps, full backswing, full trunk rotation, follow-through...).
K.1.6.C.4
Identify examples of fair play and good teamwork by others (e.g., showing respect for all
players, making encouraging remarks to other players...) in different physical activities.
S.1.6.A.1
Perform extensions and/or variations of transport skills (e.g., sprinting, jumping, springing,
rotating...), applying mechanical principles (e.g., speed is affected by body weight, range of
motion, number of involved body segments, application of force...) for speed, height, and/or
distance.
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S.1.6.A.2
Perform manipulation skills (e.g., throwing, kicking, catching...), applying mechanical principles
(e.g., range of motion, number of body segments, application of force, absorption of force...) for
accuracy and distance.
S.1.6.B.1
Apply functional use of selected movement skills (e.g., leaping, rolling, and striking a ball with
or without an implement...) to a variety of individual/dual games/sports, including multicultural
games (e.g., Inuit games, gymnastics, paddleball, handball...).
S.1.6.B.2
Apply functional use of selected movement skills (e.g., batting, dribbling, throwing and catching
with an implement...) to a variety of team games/sports, including multicultural games (e.g.,
modified lacrosse, kanga ball, modified basketball...).
Safety
K.3.6.A.1 a K.3.5.A.1
Show an understanding of safe practices (e.g., take turns, position self at a safe distance, be
respectful of varying ability levels...) when helping others while practising in regular or modified
physical activities.
K.3.6.B.3
Show an understanding of basic injuries/conditions (i.e., bleeding, heat exhaustion, heatstroke,
frostbite, hyperthermia, hypothermia) and basic first-aid procedures (i.e., seek adult help, rest,
apply compression, avoid touching/handling body fluids).
S.3.6.A.1a S.3.4.A.1
Follow set rules and routines for safe participation and use of equipment in selected physical
activities (e.g., fair-play rules, change-room routines, equipment distribution, sharing space...).
Personal & Social Management
K.4.6.B.1b
Recognize personal participation and responsibility (e.g., respect for and acceptance of
individual differences, awareness of social norms and values, concern and compassion for others,
cooperation, motivation to solve interpersonal problems...) in different social contexts.
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K.4.6.B.2b
Identify the behaviours (e.g., showing respect, fulfilling a commitment, abstaining from put-
downs, helping others who are experiencing difficulty, following directions, being
encouraging...) that are important for working cooperatively and collaboratively with others.
S.4.6.A.3
Demonstrate functional use of interpersonal skills (e.g., fair play, use of inclusive language and
actions...) for inclusion of others in different types of physical activities (e.g., low- competitive,
cooperative, multicultural...).
Healthy Lifestyle Practices
K.5.6.B.1
Recognize the physical benefits (e.g., reduced risk of heart disease, obesity, diabetes II,
osteoporosis, colon cancer...) and the socio-emotional benefits (e.g., reduced anxiety and stress,
enhanced sense of belonging, positive use of leisure time, opportunity to meet people...) of
participating in daily physical activities.
K.5.6.B.2
Identify responsible decisions (e.g., play outside rather than watch television or sit at a computer,
invite friends to play, play safely, participate fully in physical education class, and play
community sports...) that promote daily physical activity.
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Lesson Planner
Date: February 1 Lesson : 1-Traditional Games/Run and Scream Grade: 6 Class: Mr. Garvy
Student Learning Outcomes
Movement
Fitness
Management
Safety
Personal/Social
Management
Healthy Lifestyle
Practices
K.1.6.C.4 K.3.5.A.1 K.4.6.B.1b K.5.6.B.1
S.1.6.B.1 S.3.4.A.1 K.4.6.B.2b K.5.6.B.2
S.1.6.B.2
Lesson
Components
Learning/Teaching Strategies Teacher Notes ( e.g., equipment, safety rules, organization, key
points, curricular connections)
Activating Activity
Warm-up
Time: 5 Min
Introduction of lesson
Walk and Whisper Tag
Let students know what unit we will be
starting today
See game rules attached
Acquiring Activity
Time: 10 Min
Talk about traditional Aboriginal games
Test their lung capacity
Have students take a deep breath, hold it in,
and then let it out. Do this a few times.
Applying Activity
Time: 20 Min
Run and Scream game
1-students compete against themselves
(try to cover as much ground as possible)
2-students compete against other team
3-switch teams and keep score
See game rules attached
1-students go 2x to beat their1st attempt
2-students challenge person beside them
3-students go against someone new
Closure
Time: 5 Min
Stretching - Invite students to walk extra
slowly and have them exaggerate their
slow movements to incorporate a stretch
with each step.
Teacher will lead demonstration
Assessment
Strategies
Self-assessment, Teacher assessment
-Teacher will debrief at the end of class
with students about what they learned
that day.
• Keeps head up
• Uses light heel and toe placement
• Elbows remain bent during the forward/
backward arm motion
• Hands lightly brush against hips
Challenges/
Modifications/
Adaptations/
Accommodations
Younger students can try to pass their
own marks on each turn. Older students
can play as a competition game with one
another.
Point out safety concerns in the gym
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Lesson Planner
Date February 2 Lesson 2-Traditional Games- Wana Grade 6 Class Mr. Saunders
Student Learning Outcomes
Movement
Fitness
Management
Safety
Personal and
Social
Management
Healthy Lifestyle
Practices
K.1.6.B.2 K.3.5.A.1 K.4.6.B.2b
S.1.6.A.1 S.3.4.A.1
S.1.6.B.2
Lesson
Components
Learning/Teaching Strategies Teacher Notes ( e.g., equipment, safety rules, organization, key
points, curricular connections)
Activating Activity
Entry Activity
Warm-up
Time: 5 Min
Rabbit Run – rabbits steal food (bean
bags) from each-others nest (hula hoop)
and take it back to their own.
2 hula hoops – 1 each end,
20 bean bags – 10 in each hula hoop,
Ask 1 student to be a protector for their nest
(hula hoop).
Acquiring Activity
Time: 10 Min
Explain and demonstrate “Wana”.
2/4 foam noodles, 2/ 4 hula hoops, 2/4
blindfolds (depending on # of students).
Discuss the importance of it and how it was
important back then and still is today.
Applying Activity
Time: 20 Min
Get them into groups of 3/4 and then add
a blind fold to make it more challenging
overtime.
Make sure they swing sideways (below the
waist)
Closure
Time: 5 Min
Debrief about the activity “Wana” while
sitting down stretching and asking
students questions as a whole group.
Make sure they got the object of the game and
explain why it was import back then for
Aboriginal people
Assessment
Strategies
Teacher Assessment Teacher observations
Challenges/
Modifications/
Adaptations/
Accommodations
Adding a blind fold
Making larger groups
Make sure students keep in mind the safety
factor
Create more space if needed.
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Lesson Planner
Date: February 3 Lesson : 3-Traditional Games/Ring the Stick Grade: 6 Class: Mr. Garvy
Student Learning Outcomes
Movement
Fitness
Management
Safety
Personal/Social
Management
Healthy Lifestyle
Practices
K.1.6.C.4 K.3.5.A.1 K.4.6.B.1b K.5.6.B.1
S.1.6.B.1 S.3.4.A.1 K.4.6.B.2b K.5.6.B.2
S.1.6.B.2
Lesson
Components
Learning/Teaching Strategies Teacher Notes ( e.g., equipment, safety rules, organization, key
points, curricular connections)
Activating Activity
Warm-up
Time: 5 Min
Introduction
Speedy Lines and Shapes
Arm and Wrist Stretch
See Activities Sheet 3
Students stretch “tall as a house, small as a
mouse and wide as a wall”. Then rotate wrists
by drawing circles with hands.
Acquiring Activity
Time: 10 Min
Introduce and explain “Ring the Stick”
Equipment: 1 “Ring-the-Stick” per
student
See Activities Sheet 3
Observe for the following:
• Keeps eyes on the ring until the ring is
on the end of the stick
• Bends arms to ‘give’ with the object
Applying Activity
Time: 20 Min
Try variations of “Ring the Stick”
-Ring it Relay
-Heal to Heel tag
See game rules attached
Remind students that hand-eye coordination
improves with practice. The eyes, hands,
muscles and brain must work together to
achieve proficiency with the task.
Closure
Time: 5 Min
On-the-spot follow the leader
Choose a leader e.g.; walk on the spot,
touch shoulders with hands, and skip
slowly on the spot.
Choose a student who is capable of leading
the stretch, or teacher will lead.
Assessment
Strategies
Teacher Assessment
Self-Assessment
Assess for participation and understanding
• Encourages peers
• Uses respectful communication
• Willing to compromise and cooperate
Challenges/
Modifications/
Adaptations/
Accommodations
Try to get all students involved and stress
the safety factor.
If you don’t have the right equipment or
material, try to use other equipment you have
or you can make your own.
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Lesson Planner
Date February 4 Lesson 4-Traditional Games- ‘Gurril Boodthul’& ’Yiri’ Grade 6 Class Mr. Saunders
Student Learning Outcomes
Movement
Fitness
Management
Safety
Personal and
Social
Management
Healthy Lifestyle
Practices
K.1.6.B.2 K.3.5.A.1 K.4.6.B.2b
S.1.6.A.1 S.3.4.A.1
S.1.6.B.2
Lesson
Components
Learning/Teaching Strategies Teacher Notes ( e.g., equipment, safety rules, organization, key
points, curricular connections)
Activating Activity
Entry Activity
Warm-up
Time: 5 Min
Explain the history of ‘Gurril Boodthul’
and do the adapted game instead.
See activity sheet 4 attached.
Make sure students are properly dressed for
the outdoor activities and discuss safety rules.
Students are throwing properly; imagine there
is a bush in front of them.
20 floor hockey balls (orange).
Acquiring Activity
Time: 10 Min
Explain the history of “Yiri” and do the
adapted game instead.
See activity sheet 4 attached.
20 floor hockey balls (orange), 20 hula hoops,
and small rope to attach hula hoops.
Applying Activity
Time: 20 Min
Allign the students with hula hoops. See activity sheet 4 attached.
Closure
Time: 5 Min
Debrief about the activities we played
while sitting down stretching and asking
students questions as a whole group.
Make sure they got the object of the game and
explain why it was import back then for
Aboriginal people.
Assessment
Strategies
Teacher Assessment Teacher Observations
Challenges/
Modifications/
Adaptations/
Accommodations
Set time limits; have them keep track of
their points (“Yiri”).
Change distance and incorporate
elimination (“Yiri”).
Time stopper.
Rope for setting the line to throw from.
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Lesson Planner
Date: February 5 Lesson : 5-Traditional Games/Make the Stick Jump Grade: 6 Class: Mr. Garvy
Student Learning Outcomes
Movement
Fitness
Management
Safety
Personal/Social
Management
Healthy Lifestyle
Practices
K.1.6.C.4 K.3.5.A.1 K.4.6.B.1b K.5.6.B.1
S.1.6.B.1 S.3.4.A.1 K.4.6.B.2b K.5.6.B.2
S.1.6.B.2
Lesson
Components
Learning/Teaching Strategies Teacher Notes ( e.g., equipment, safety rules, organization, key
points, curricular connections)
Activating Activity
Warm-up
Time: 5 Min
Introduction
Splump (Split/Jump) Tag
See Activities Sheet 5 for rules
Acquiring Activity
Time: 10 Min
Introduce and explain “Make the stick
jump” game
See Activities Sheet 5 for rules
Applying Activity
Time: 20 Min
Play the game and try the variations See Activities Sheet 5 for rules
Closure
Time: 5 Min
Lead students through a head to toe
stretch and ask the following questions:
• How do you feel when you are physically
active?
• How do you feel when you are working on
accomplishing a task, or achieving a goal
such as making the sticks jump?
Assessment
Strategies
Teacher Assessment
Self-Assessment
• Extends throwing arm back
• Rotates trunk
• Steps forward with opposite foot as hand
• Follows-through towards the target
Challenges/
Modifications/
Adaptations/
Accommodations
For younger students, move the sticks
closer together to decrease the distance
that must be thrown.
If you have more equipment and space,
consider having students in groups of
3-4 and situate them only on one side of
the sticks and throw from one end.
Try to accommodate for the right age group
and abilities.
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Lesson Planner
Date February 6 Lesson 6-Traditional Games- Koolchee & Kokan Grade 6 Class Mr. Saunders
Student Learning Outcomes
Movement
Fitness
Management
Safety
Personal and
Social
Management
Healthy Lifestyle
Practices
K.1.6.B.2 K.3.5.A.1 K.4.6.B.2b
S.1.6.A.1 S.3.4.A.1
S.1.6.B.2
Lesson
Components
Learning/Teaching Strategies Teacher Notes ( e.g., equipment, safety rules, organization, key
points, curricular connections)
Activating Activity
Entry Activity
Warm-up
Time: 5 Min
Explain the history of the warm-up game
and do the adapted game instead.
See activity sheet 6 attached.
(2) 2L empty bottles
10 Dodgeballs
Acquiring Activity
Time: 10 Min
Explain the history of activity and do the
adapted game instead.
See activity sheet 6 attached.
20 lacrosse sticks
1 dodgeball
Applying Activity
Time: 20 Min
Divide students into 2 groups and explain
rules. Try the variations as the game goes
on.
See activity sheet 6 attached.
No swinging lacrosse sticks above the waist.
Closure
Time: 5 Min
Debrief about the activities we played
while sitting down stretching and asking
students questions as a whole group.
Make sure they got the object of the game and
explain why it was import back then for
Aboriginal people.
Assessment
Strategies
Teacher Assessment Teacher Observations
Challenges/
Modifications/
Adaptations/
Accommodations
Warm-up: Further the target and add
puppy guard.
Activity: Number of passes.
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Lesson 1 Activities
Walk and Whisper Tag (5 min) – Choose 2-3 students to be “its’ and provide them with pinnies or a soft
object to hold onto as a tagger. On the signal to go, students walk within the boundaries and taggers
attempt to tag them by lightly touching. If tagged, a student must crouch down. To be ‘freed’ another
student must crouch down beside a tagged student and the tagged student must whisper to him/her
one thing they like about playing games.
Run and Scream (20 min) - Be sure to take into account the abilities of all students when planning
learning opportunities and incorporate variations as needed to ensure learning and success for all.
Consider doing this activity in an outdoor space free of obstacles. Mark off a start line with pylons
ensuring that there is plenty of open space for students to run forward from the line. Invite students to
take in a deep breath and then let it out. Repeat a few more times, so that students can test their lung
capacity while standing still.
Discuss with them that they are going to take part in a traditional game called: “Run and Scream”. This
game traditionally helped children and youth build strength, endurance and lung capacity (which is the
amount of air a pair of lungs can hold after breathing as much air in as possible). Discuss with them the
importance of being in control at all times while running.
Divide students into groups of 2-3 and provide each student with one Run and Scream Stick. Each group
chooses one student to run first. He/she stands at the start line whole holding onto the Run and Scream
Stick. On the signal, he/she takes a deep breath in and starts to run forward while screaming out the air.
Continue running until the scream stops. At that point, the student stops and marks that approximate
spot off to the side with a stick. Be sure the sticks are not placed in the path of the runners, but off to
the side.
Run and Scream could also be played with the partner marking the spot. In this way, the runner does not
run with the stick, but has their partner hold it. The partner stands mid-way down the running lane off
to the side and marks his/her partner’s spot with their marking stick. The goal is to run as far as possible
on one breath.
Modification: Younger students can try to pass their own marks on each turn. Older students can play as
a competition game with one another.
(Teacher can make up a scenario where they are running away from a bear in the woods.)
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Lesson 2 Activities
The importance of the unit plan was already introduced yesterday (Lesson 1) so the students should know why
we are implanting ‘Aboriginal Games’ into physical education.
Rabbit Run (5 minutes) – I break the class into two groups by numbering them off. Have the 1’s and 2’s
go on opposite side and explain the boundary lines. The object of the game is for the rabbits to steal
food (bean bags) from each-others nest (hula hoop) and take it back to their own. They will have a
‘protector’ on each side and if the protector softly hits/touches the person they will have to run back to
their own side and cross the line then they can return to the game. If a student successfully grabs a bean
bag (1 bean bag at a time) they can take it to their own nest. I will demonstrate the game to the class
and ask a student to help me demonstrate.
Wana (20 minutes) – This traditional game was played by girls only. A short piece of stick was placed on
the ground to represent a baby. Each girl had to defend her child from the digging sticks of the other
girls who pretended to try to kill the baby by throwing the sticks at the ‘mother’. The mother tried to
fend them off using her own digging stick (‘Wana’). Wana taught girls to defend their young children.
Sometimes adult women stood by the side of their men to ward off attack of a rival tribe. This
traditional game was known in Western Australia.
Adaptation for ‘Wana’ – Instead of doing the game this way I will use hula hoops as boundaries
for the enemy to know they cannot step inside the hula hoop. I will have the mother inside the
hula hoop with a pinny attached to the side/back on their waist line. Their duty is to protect
their child (pinny) from the enemies that are outside of the hula hoop. If the enemy successfully
grabs the child (pinny) then they will switch roles with the mother so then the mother becomes
the enemy and the enemy becomes the mother. If they get hit from the mothers ‘Wana’ stick
(foam noodle) they must run around the playing area (their tribe) and return to their spot. I will
also adapt it by adding a blind fold and making bigger groups. I will demonstrate the game to the
class and ask a few students to help me demonstrate.
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Lesson 3 Activities
Speedy Lines and Shapes
Students begin activity by walking on the lines of the activity space. On a signal, students change
directions, move to a new line, or vary the type of movement, e.g.; galloping on the line as opposed to
walking. Next, invite students to walk, skip, gallop or side step in a circle (small circle, large circle).
Change the shape to a figure 8, square and/or triangle. Arm and Wrist Stretch – Students stretch “tall as
a house, small as a mouse and wide as a wall”. Then rotate wrists by drawing circles with hands.
Ring the Stick (20-30 min)
Ring the Stick as played by the Cheyenne was also known as the love game. A young man would play this
game to show he cared about a girl. If she accepted the game piece or played with him, it was seen as an
agreement for courting or promise.
Start with the “ring” resting flat on the floor. Jerk the stick to make the ring fly into the air, preferably
above the head. The student then tries to put the far end of the stick through the ring for 1 point.
Try the following variations of the game:
Each student plays for most points out of 10 tries.
Students play in pairs or teams to see how many points they can gather collectively on a given
number of tries.
Students play in teams with an inside circle of players playing against an outside circle of players
to see which team can collectively gather the most points or reach a pre-set goal.
Ring It Relay – Invite students to form relay teams of 3-4. Place one Ring the Stick on an end line across
the playing area and in front of each relay team. On a signal to go, one student moves to the other end,
picks up the stick and with three attempts tries to ring the stick. Once the student has had three
attempts, he/she places the stick back on the floor and moves back to their teammates, high fives the
next person in line who moves toward the stick. Continue for a set amount of time (2-3 minutes). As
students participate, call out different locomotor movements that can be incorporated, such as,
galloping, skipping, hopping and jumping.
Heal to Heel Tag – Place different sizes of Ring the Sticks around the outside of the playing area. Choose
1-2 students to be “its” and provide each “it” with a pinnie or soft object to identify them as taggers. If a
student is tagged, he/she moves to the outside of the playing area and is “healed” (returns to the game)
once they ring the stick. To be “safe” from getting tagged, two students can sit down and place their
heels (soles of feet) together for the count of 5 and return to the game.
Equipment: 1 “Ring-the-Stick” per student; a willow 18” in length with a sinew of 18” tied to a hoop 6-
8” in diameter and to the stick (a variety of hoops in diameter will allow for each student to find a hoop
that they can succeed at and feel challenged)
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Lesson 4 Activities (OUTDOOR ACTIVITY)
Gurril Boodthul (5 minutes) – Players in this Aboriginal game throw boodthuls, or miniature war clubs,
towards a bush. The clubs have to skim through the top of the bush which accelerates them beyond the
bush. Winner is whose boodthul travelled furthest.
Adaptation for ‘Gurril Boodthul’– I will have the students play this activity outside at the soccer
field instead and have a start line where all of the students will throw from one at a time. After
the first student throws their floor hockey ball (boodthuls) they will stand by their ball. The next
student will throw then so on. For safety reasons make sure they are at a further enough
distance so they do not get hit from the ball. Demonstrate so the students will understand.
Yiri (20 minutes) – A traditional aiming or accuracy game. The general idea is to aim a spear at a moving
target which could be pieces of wood or bark placed in running water. In modern versions competitors
throw tennis balls at tyre. The game was recorded being played by the boys at Uladulla in New South
Wales.
Adaptation for ‘Yiri’– I will have the students throw their hockey balls at a hula hoops that I will
attach to the fence that is around the soccer and track and field. So everyone is active I will
attach enough hula hoops for everyone so they are throwing at the same time. As the game
progresses I will set a time limit and ask them to keep track of how many they get into the hula
hoop. They must run to get their ball then go back to the line. Another thing we can do is further
the distance, and whoever does not get it into the hula hoop will run to a certain distance then
wait until there is the last person standing. We will then start over.
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Lesson 5 Activities
Splump (Split/Jump) Tag
Choose 1-2 students to be “its”. On the signal to go, the “its” chase the other students. If tagged, the “it”
joins hands or links elbows with the student he/she tagged and they both perform 2 jumps. They then
move together and attempt to tag another student. Once a third student is tagged, he/she links with the
group of two and they all perform 3 jumps. Once a fourth student is tagged, he/she links with the group
of three and they all perform 4 jumps, then split into 2 groups of 2. These newly formed groups of 2
remain “it” until the rest of the students are tagged.
Make the Stick Jump (20-30 min)
Survival long ago meant everyone had to have physical skills as well as problem solving abilities and the
need to be inventive and creative. Values of sharing, taking turns and truthfulness are expressed in
“Make the Stick Jump”.
Divide students into groups of 4-6 and split each group in half and have each of them line up behind a
‘marking stick’ or pylon opposite of each other. Smaller groups will allow for maximized student
engagement and activity time. If there is not enough equipment, adjust the number of groups created.
Insert 5 “marking sticks” into the ground (or place on a line on the floor if playing indoors) about 6 feet
apart. Invite each group to stand behind a starting line about 6 feet away from the first stick, facing the
other half of their group.
Place 3 foot bags (hacky sacs) on the ground at each end and in front of each group’s starting line.
Determine which side will start by having a rock, paper, scissors challenge. The first student in line will
toss each foot bag, one at a time, at the sticks and try to make them “jump” or move. The last student in
the opposing line gathers the foot bags and hands them to the next student in their own line waiting for
a turn. Then the first student on the opposing group throws their 3 foot bags. Inform students that they
cannot roll the foot bag in order to hit the stick. They must use an underhand or overhand throw.
The stick closest to the group is worth 1 point if it jumps. The next closest stick is worth 2 points and so
on, up to the fifth stick, which is worth 5 points. The goal is to score as many points as possible for the
group. Have students/groups set a goal to reach a certain number of points in a round, and then replay
the game trying to beat the group’s personal best. Set a time limit to complete a given number of
rounds.
Modifications: For younger students, move the sticks closer together to decrease the distance that must
be thrown. If you have more equipment and space, consider having students in groups of 3-4 and situate
them only on one side of the sticks and throw from one end.
Equipment - 5 Blackfoot marking sticks (Run and Scream sticks) per group of 4-6; willow sticks, 6-8” long
and sharpened at one end; may be decorated. 6 foot bags (hacky sacs) per group of 4-6. Pylons to mark
starting lines (2 per group of 4-6)
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Lesson 6 Activities:
Koolche (5 minutes) – A ball throwing game and hitting game traditionally played by Aboriginal people
in the Lake Eyre distract of South Australia. The balls were made of any material that could be easily
worked and had the size of bowling balls. Two teams lined up on opposite ends of a dry claypan rolling
their balls to the other end and trying to break the other team’s balls. This traditional Aboriginal game
ended when almost all balls were used and takes its name from the word ‘Kolchee’ for the balls
Adaptation for ‘Koolche’– I will divide the students into two groups and set a 2L water bottle on
each end. The object of the game is for the opposing team to try to knock down the target (2L
bottle) and once a team is successful we will start over. I will modify it by moving the target at a
further distance and add a ‘puppy guard’ to make it more challenging.
Kokan (20 minutes) – A traditional hockey type game using a small ball (‘Kokan’) played on a long
stretch of sandy beach. The ball was struck with a bat or club made from bamboo. Variations of this
game were popular in Torres Strait, Papua and New Guinea.
Adaptation for ‘Kokani’– I will divide the students into two groups and instead of using regular
hockey sticks I will use lacrosse sticks and a dodge ball. The object of the game is for the
opposing team to get the dodgeball into the hockey net.
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References:
http://anfca.com/be-fit-for-life-move-play-through-traditional-games/
http://anfca.com/wp content/uploads/2016/02/442290_lessonbooklet.pdf
http://www.creativespirits.info/aboriginalculture/sport/traditional-aboriginal-games-
activities#axzz41b5Y0nwQ
http://www.traditionalnativegames.org/
“Indian Education for All” Traditional Games Units developed by The International Traditional Games Society,
