Grade one physical

Lesson Title: Crows/Cranes & Snake Tag 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 crows/cranes and snake tag.
2. Participate in crows/cranes and snake tag while maintaining a positive attitude.
MATERIALS AND EQUIPMENT
• Pinnies

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.
• For future reference, I can see how discussing origin stories with elders or FNMI liaisons about
lessons can be insightful and beneficial to be sure I am teaching the lesson correctly.
• 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.
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
Crows and 1) Gather the students in the center of the gym.
Cranes 2) So today, we are going to be playing two different games that are
traditional games from the First Nations culture. These are games I
did not come up with, and found the information for the games on my
computer from someone named Carmichael Day Chief.
3) Some of you may have played this game before, so when I say
what it is called just give me a thumbs up if you have played it before.
The game is called crows and cranes.
10 min
4) Teams of crows and cranes line up across from each other at the
half court line. When the name of a group is called, that group chases
the other to the baseline. Anyone who is tagged before arriving at the
baseline becomes a part of that group.
5) Before we begin, I want to teach you a new attention getter really
quick. So, when I do a drum roll on the gym floor I want you all to be
mindful of this and copy me when you see me doing this. This is our
 thunder, then when you see me stand up and clap my hands together
like this, that means lightning, and then when I do some jazz hands
with my hands that means rain. Then, we will freeze and listen to my
instructions.
6) Make one side of the gym crows, and one side cranes. Point to the
students and tell them which side they are on.
Snake Tag 1) 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. The students will form groups of three
by placing their hands on the persons shoulders that’s in front of them
to form the snake.
2) At least two students will be it (I will possibly be it too). The
10 min
people who are it are trying to tag the tail of the snake. Use an
example, and show a formed snake of three students, and show how if
I’m it and tag the tail, then everybody in that snake does three
jumping jacks. You guys can switch spots in your snake after you get
tagged if you would like or keep your snake the same. If you guys
need to solve any problems that might happen, you will play a game
of rock paper scissors to settle the problem.
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.
5 min
• Ask students to raise their hands if their favourite game was crows and cranes,
then ask students to raise their hands if their favourite game was snake tag.
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