Grade/Subject: PE 5 Myken Carew

Unit: Low Organized Games Physical Education: Mandy Hong

Lesson Duration: 45 minutes Blackfoot Creation Myth Callie Morris

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

A5-2:
Consistently and confidently perform locomotor skills and the combination of skills, by using
elements of body and space awareness, effort and relationships to a variety of stimuli to
improve personal performance
A5-4:
Consistently and confidently perform non-locomotor skills by using elements of body and
space awareness, effort and relationships to a variety of stimuli to improve personal
Specific
performance
Outcome(s)
C5-1:
Identify and demonstrate respectful communication skills appropriate to cooperative
participation in physical activity
C5-4:
Select and demonstrate responsibility for various roles while participating in physical
education; and, accept ideas from others that relate to changing/adapting, movement
experiences

A5-2)
• Students will be able to perform a leapfrog
• Students will be able to run while keeping their head up to keep clear of the path of others
• Students will be able to perform locomotor skills with others by using different body parts

A5-4)
• Students will be able to turn and twist with ease and without bumping into anyone
• Students will be able to balance on their own and with a team
• Students will be able to lead and hold a stretch
Learning
Objectives C5-1)
• Students will encourage their peers through high fives or positive comments
• The student will never turn down a high five
• Students will work cooperatively with others

C5-4)
• Students will volunteer to clean up after each activity
• Students will accept appropriate and critical student feedback on their strategies and
movements
• Students will demonstrate a stretch when it is their turn

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 FORMATIVE ASSESSMENT

A5-2 A5-4 C5-1 C5-4

• Observation: • Direct • Listening • Listening

looking for proper Instruction
we listen to students’ we listen to students’
running and Reading the conversation for respect conversation for respect
leapfrogging formation. story to the for each other (no foul for each other (no foul
students, words) and gage the words) and gage the
• Peer-feedback explaining the
correcting one another’s level of intensity level of intensity
activities and
locomotor skills.) instructing • Observation • Observation
watching for positive watching for positive
• Fist of 5: • Observation engagement, high-fives engagement, high-fives
How demanding the looking for and corporation and corporation
activity was on the proper turning,
student balancing, • Questioning • Questioning
1 finger = I am just twisting, and we ask questions to see we ask questions to see
getting warmed up balancing where the students are, where the students are,
technique if they understand the if they understand the
5 fingers = I need a objective or not and to objective or not and to
break now • Peer teaching
challenge them challenge them
correcting one
(using their hands to
another's non-
indicate their level of
locomotor skills
exhaustion from 1-5)
LEARNING RESOURCES CONSULTED
• Story book obtained from:
https://www.legendsofamerica.com/na-blackfootcreation/
• Activity #3 Stealing Rock (capture the flag) obtained from:
Resources
https://www.activityvillage.co.uk/capture-the-flag
• Program of studies
https://education.alberta.ca/media/464713/physedg4.pdf
GYM SET UP / MATERIALS / EQUIPMENT
• Get the identified equipment (materials) from the storage room
Prior to • Have the first game (i.e., Parachute Sun) set-up
Lesson
• Cleared of obstructions
(Setup):
• Mark running areas off with cones (instead of stopping at the walls)
• Activity #1 [Warm-up/Intro]
o Parachute
o 6 different sized balls in 2 colours (dodgeballs, plastic colour balls, beach balls)
Materials &
• Activity #2
Equipment
o Small hula hoops
• Activity #3
o Beanbags (they are the rocks)
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 o Cones
o Pinnies
o Medium size hula hoops
• Activity #4 (Backup Activity)
o None
• Activity #5 [Cool-down/Closure]
o None

PROCEDURE

Introduction (5 mins.)
Rationale Focus
(Read out loud to students):
“Today we will be starting a new unit, in which we will listen to a Blackfoot creation story. I am not Blackfoot;
however, I would like to again acknowledge, we are standing on Blackfoot Territory under Treaty Number 7.
Storytelling is a very important part of the Blackfoot culture; the story that I have chosen is about how the Blackfoot
people believe the earth came to be. It makes connections to the nature and the animals that we can see in our
immediate environment, and what is a better way to understand our environment than to play in it? That being said,
along with reading the story, we will also be playing games that will make you story characters so you can experience
the story. Here it goes …”

Lesson Overview
• Read story part #1
• Play activity 1
• Then read story part #2
• Play activity 2
• And so on to have the story and the activities intertwined

[Transition:]
Set up (Activity 1):
1. Grab the parachute and balls
2. Have items for activities #2 and #3 set on the side for easy access to set up
Gather students in:
Have students sit with legs under the parachute and both hands on the edge of the parachute
Activity Number Activity Description Assessment/Notes
*READ this passage and play the Parachute Game
“The Blackfoot believe that the Sun made the earth–that he is the creator. One of the names by which they call the Sun
is Napi—Old Man. This is how they tell of the creation: In the beginning there was water everywhere; nothing else
was to be seen. There was something floating on the water, and on this raft were Old Man and all the animals.”
Intro: We will now use the parachute to represent the sun, and balls to represent food in the garden in the
summer, growing in the sun. Whose food will grow the fastest (last ball on the parachute grew first)?

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 Activity #1 1. Have the students numbered off into 2 teams „ Make sure to speak
Parachute Sun loudly and with
2. Each team will have a specific colour of ball, designated as
(5 Mins.) purpose so everyone
theirs
can hear the story
3. Have the students sit with their legs under the parachute
and place all of the balls in the center „ Observation
Assess students
4. When you say go everyone starts shaking the parachute up through observing
and down their willingness to
5. Through shaking the parachute students try to get the other cheer on their other
teams balls off of, the last ball on the parachute determines teammates.
which team wins (win by having the last ball left on the
parachute)
6. Each team tries to keep their own colour of ball on the
parachute
7. Repeat twice sitting and standing

[Transition:]
• Have the students remain in the circle and start reading the
next passage of the story.
• Before leaving the circle, divide students into teams of 4
• Then once they have their team line up behind one of the
pylons on the baseline of the gym

Read this and play Race to the Mud

[Old Man wished to make land, and he told the beaver to dive down to the bottom of the water and to try to bring up a
little mud. The beaver dived and was underwater for a long time, but he could not reach the bottom. Then the loon
tried, and after him the otter, but the water was too deep for them. At last the muskrat was sent down, and he was
gone for a long time; so long that they thought he must be drowned, but at last he came up and floated almost dead on
the water, and when they pulled him up on the raft and looked at his paws, they found a little mud in them.]

Intro: Although the Old Man was given the title of the creator, everyone had to work together towards their
goal of creating land. Now it is our turn to be the Muskrats, and we are going to race to the bottom of the
water to grab some mud!
1. Choose 3 students to help hand out hula hoops to each „ Observation
group of 4. Walk around and
see how the
Activity #2 2. Once students in each group have a hula hoop. Have 3 students are doing
Race to the Mud students stand (in the hula hoop) in front of the pylon, in a (do they understand
(7 mins.) line with their hula hoops touching and 1 stand behind the and are they
pylon participating)

3. Each group will race to the other side of the gym by „ Peer Feedback
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 moving one hula hoop from the back of the line to the front Students will provide
and placing it at the front of the line for everyone to move feedback to one
forward in the hula hoops. another about what
they did well within
4. Everyone needs to be inside a hula hoop at all times. their groups, using 2
5. When you say go the student behind the pylon will pass stars and a wish (2
their hoop forwards for the person at the front to step into, stars = two things
you liked that your
then the whole team will move forward and so on
partner/group did, 1
wish = something
[Transition:]
you wish you could
• Ask the students to pick up the hula hoops and put them to have done
the side by the equipment door differently)
• Students will then sit in a big circle in the middle of the gym
„ Fist of 5
and the teacher will start reading the next passage of the At the end of the
story (sitting beside a student) activity, the teacher
will ask where they
are at:
1 = not tired
5 = need a break

Read this and play Rock Stealing

[When Old Man had dried this mud, he scattered it over the water and land was formed. This is the story told by the
Blackfoot. It is very much like one told by some Eastern Indians, who are related to the Blackfoot.
After the land had been made, Old Man traveled about on it, making things and fixing up the earth so as to suit him.
First, he marked out places where he wished the rivers to run, sometimes making them run smoothly, and again, in
some places, putting falls on them. He made the mountains and the prairie, the timber and the small trees and bushes,
and sometimes he carried along with him a lot of rocks, from which he built some of the mountains–as the Sweet
Grass Hills–which stand out on the prairie by themselves.]

Intro: Since the Old Man is using different rocks for different parts of the earth. This time, we are competing
to collect supplies for the “Old Man”, this will be a similar game to capture the flag.
1. We will have two even teams (number off 1 and 2) and each „ Observation
team will be allocated to one half of the playing area (ex. Walk around and
divide the gym into 2 sides using the black line) see if students
understand the
2. Each team will have a predetermined and equal amount of activity (help them
rocks (beanie bags) which will be housed at the far end of out if they are having
Activity #3
Rock Stealing their “territory” inside of their tipi (hula hoop). troubles), look for
(15 mins.) team effort/fair play.
3. The jail zone (marked off with cones) located by the tipi
Provide constructive
where they will keep their prisoners feedback.
4. Each team now tries to steal the other team’s rocks and
bringing them back to their tipis „ Peer Feedback
Give the students
5. Going to jail: Whenever a team member ventures onto the
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 other team's territory, that student is at risk of being caught time to strategize
(tagged) by the enemy team after the water
6. When caught the student is taken to that team's jail, where break, make a game
plan playing to their
they must remain until they are freed (touched) by one of
strengths. Discuss
their team members. what they have done
7. At the end of the game, whichever team has the most rocks well and what they
(beanbags) wins. could improve on as
a team.
[Transition:]
• Have the students gather the beanbags and ask them to put „ Fist of 5
Ask the students
them in the box by the equipment door
where they are at
• Students will then sit in a big circle in the middle of the gym 1 = not tired
and the teacher will start reading the next passage of the 5 = need a break
story (sitting beside a student) (using their hands to
indicate their level of
exhaustion from 1-5)

„ Make sure to give

students a water
break when
necessary
Read this and play Every 4th day
[At last, one day, Old Man decided that he would make a woman and a child, and he modelled some clay in human
shape, and after he had made these shapes and put them on the ground, he said to the clay, “You shall be people.” He
spread his robe over the clay figures and went away. The next morning he went back to the place and lifted up the
robe, and saw that the clay shapes had changed a little. When he looked at them the next morning, they had changed
still more; and when on the fourth day he went to the place and took off the covering, he said to the images, “Stand up
and walk,” and they did so. They walked down to the river with him who had made them, and he told them his name.
As they were standing there looking at the water as it flowed by, the woman asked Old Man, saying, “How is it; shall
we live always? Will there be no end to us?”]

**BACKUP**
• If there is EXTRA TIME, students will transition into the fourth activity which will be “Journey to the Roots”
• If there isn’t enough time the teacher will ONLY read the passage and transition into the cool-down activity

Read this and Play Journey to the Roots

[Old Man caused grass to grow on the plains, so that the animals might have something to feed on. He marked off
certain pieces of land, where he caused different kinds of roots and berries to grow–a place for camas; and one for
wild carrots; one for wild turnips, sweet root and bitter root; one for service berries, bullberries, cherries, plums, and
rosebuds.
He made all kinds of animals that travel on the ground. When he made the big-horn with its great horns, he put it out
on the prairie. It did not seem to travel easily there; it was awkward and could not go fast, so he took it by one of its

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horns and led it up into the rough hills and among the rocks, and let it go there, and it skipped about among the cliffs
and easily went up fearful places. So Old Man said to the big-horn, “This is the place for you; this is what you are
fitted for; the rough country and the mountains.” While he was in the mountains he made the antelope, and turned it
loose to see how it travelled. The antelope ran so fast that it fell over some rocks and hurt itself. He saw that this
would not do, and took the antelope down on the prairie and set it free there, and it ran away fast and gracefully, and
he said to it, “This is the place that suits you.”]
• For this game, we are going to be water droplets, properties „ Feedback
of water make it so that they need to move together as a Give feedback to
unit, but they can shape themselves however they want to each group, tell
them to
1. Students will get into 2 lines at each end of the gym communicate, be
louder, jump higher,
2. They will get into groups of 4 with the student closest to
crouch down lower,
you, standing behind a designated line in the gym or move a little
Activity #4
3. Your objective is to get your entire team behind the line on quicker
Journey to the
Roots the other side by leapfrogging
4. When you finish, stand behind the opposite line and cheer
Backup Activity loudly!
(5 mins.)
[Back-up Transition:]
● After doing a few rounds of “Journey to the Roots” get the
students attention and call them in
● Ask the students to sit in a big circle in the middle of the
gym and the teacher will start reading the next passage
(closure of the day) of the story
• This is the last part of the story that we will read today. In the „ Make sure the voice
closure, we will be as tight as we can as a clay figure that is loud and effective
will need some stretches as we have just gained the ability (everyone can hear
the story)
to move.
Activity #5 1. Have the students sit in a big circle in the middle of the gym „ Direct teaching
Every 4th Day While the students
2. The teacher will also sit with the students and start off with a are stretching, make
[Cool- high five to the student on the left (clockwise) sure to bring up the
down/Closure] 3. Every 4th high five, the student will lead a stretch for 15 following questions
(3 minutes) seconds to end the class (talk
while stretching)
4. After leading the 15 second stretch, continue on high fiving
the next 4 students
5. Most students will get a turn to lead a stretch for 15 seconds

Closure While the class is sitting in a big circle, the teacher will bring up the following discussion
Comments to points to end class
Next Class • Did you respect others during the games?
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(1-2 mins.) • Did you receive respect from others during the games?
• Find a partner and tell them your favourite part of the story today.
• Why do you think storytelling is such an important part of the indigenous culture?
• Come prepared for the next class, as the story continues …
WRAP UP RATIONALE

● From the activities we played in today’s class what were some of the values the Blackfoot people
demonstrated through their stories?
o Ex. the muskrats helping each other dive, shows teamwork
● What kind of feelings did you experience while either the reading of the story, or during the activities?
● Has anyone heard any other First Nations stories?

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 ACTIVITY LAYOUT
Activity #1: Parachute Sun

Activity #2: Race to the Mud

Activity #3: Rock Stealing

Activity #4: Journey to the Roads

Activity #5: Every 4th Day