Name: Cohort:

Lesson Plan
Lesson Title: STICKS Grade: 3 Date: 12/4/2017
Subject/Strand: Phys Ed and Health Unit: Social Studies Location: Outside Times: 3:00-3:25
Lesson Plan Description (What are you teaching? How does it fit into the context of the unit? What are the big ideas/essential/enduring understandings?)
Today I am teaching the students to play a traditional game played by the First Nations and Metis communities. This is a stand alone
lesson. This is not a Social Studies lesson. This is a Phys Ed. and Health - Physical Fitness lesson.

Big Idea: Physical fitness – Daily physical activity

STEP 1 : CURRICULUM CONNECTIONS
Ontario Curricular Overall Expectations (numbers from documents and details)
A2. demonstrate an understanding of the importance of being physically active, and apply physical fitness concepts and practices that
contribute to healthy, active living;
Ontario Curricular Specific Expectations and Achievement Chart Categories
(Numbers from documents and details) selected & listed from the Ont. Curriculum, (refined when necessary): realistic number of expectations (1 or 2), connect to
assessment. Indicate category in brackets beside specific expectation :Knowledge and Understanding( K ) Thinking (T); Communication (C); Application(A)
A2.1 Daily physical activity (DPA): participate in sustained moderate to vigorous physical activity, with appropriate warm-up and cool-
down activities, to the best of their ability for a minimum of twenty minutes each day (Application)

Learning Goals Discuss with students: What will I be learning today? (Clearly identify what students are expected to know and be able to do, in language that
students can readily understand.)
Today I will learn:
- To play a traditional tag game played by the First Nations and Metis communities in 1780-1850
STEP 2: ASSESSMENT
Purpose of the lesson (indicate purpose for this lesson/assessment) [X] FOR [ ] AS [ ] OF

Success Criteria Discuss with students: How will I know I have learned what I need to learn? (Clearly identify the criteria to assess student’s learning: evidence of
learning students will provide to demonstrate their knowledge, skills and thinking, in language that students can readily understand). Indicate the Achievement Chart
criteria.
I can: follow the rules and play fairly during the tag game
I can: communicate the importance of game in the First Nations and Metis community
Assessment Mode- Assessment Strategy and Task for Students- Assessment Tool –
Oral- Students will communicate their Students will play the traditional game while they Anecdotal notes – are the students
understanding of why the First Nations follow the rules of the game. meeting the success criteria and
and Metis played games for a purpose. achievement chart criteria
Performance – Students will play the
game and will follow the rules of the
game.
STEP 3: CONSIDERATIONS FOR PLANNING
Prior Learning:
Students have learned the stick game a First Nations and Metis community
Students have learned the ball game played by the First Nations and Metis communities
Students have learned about the importance of games to First Nations and Metis communities
I.E.P. program implications: Accommodations, Modifications

Differentiation:

Learning Skills/Work Habits: [ ] responsibility, [ ] organization, [ ] independent work, [X] collaboration, [ ] initiative, [ ] self-regulation
Students are expected to work together with their peers to follow the rules and play fairly
Vocabulary: First Nations and Metis
Resources and Materials /Technology Integration:
- 6 hula-hoops
- Sticks
 - Phys Education and health curriculum
Three Part Lesson Identify what the students are expected to think about or do.
What Teachers Do: Write the lesson description with enough What Students do: Identify what the students are expected to
detail that another teacher could replicate the lesson without a think about or do (in terms of learning processes).
personal discussion. Prompts and guiding questions are
required in each section.
Minds on: Motivational Hook/engagement /Introduction (5-15 min)
Establish a positive learning environment, connect to prior learning, set the context for learning, pre-determine key questions to guide lesson.
Time: 5 minutes
The class is sitting on the carpet we have just finished our
social studies presentations.
“It was called the ball game ”
Grade 3’s who can remind me the game we played on Friday?

Right the ball toss game called We Pitisowewepakhin!

Why did the First Nations play this game? “First Nations and Metis played this game to help them with their
hand eye coordination, quickness, and because it was fun”

“They played games to teach them skills they will need to survive
and to hunt.”

Grade 3 why did they play games? shouldn’t have they been “all of their games had a purpose for playing them!”
busy doing something else?

The game we are playing today will test all of your quickness and
ability to sneak into enemy lands!

I will tell you the name of the game later lets just take a look at
our

Learning Goals
Today I will learn:
- To play a traditional ball game played by the First
Nations and Metis communities in 1780-1850
Success Criteria
I can: follow the rules and play fairly during the ball toss game
I can: communicate the importance of game in the First Nations
and Metis community

Students let’s get ready to head outside to learn more about the
game.
Action: During /Working on it (time given for each component, suggested 15-40 min)
Focus is on student interactions with task/peers/teacher. Identify students/groups receiving teacher direction.
Time: 20 minutes
Students make a circle around Mr. Taylor
Blows whistle Grade 3 let’s make a big circle so everyone can
see Mr. Taylor please!

Great! Raise your hand if you have ever played freeze tag? Students raise their hands

If not, what about capture the flag? Students raise their hands

Well grade 3’s this is the First Nations and Metis game “sticks”
the most exciting game of tag you have ever played!
This is how you play Sticks!

Step 1 – We will be split into two teams one on each side of the
field.

Step 2 - Each team places sticks in their territory which is your

hula-hoops. Once the sticks have been placed in the territory,
they may only be touched by members of the opposite team.

Mr. Taylor and Mrs. Collins will be modelling what Mr. Taylor is
saying to give the students a visual of expectations!

Step 3 - The objective is to capture all the sticks. This means you
must sneak into the other team’s territory to capture their sticks
while also protecting your own sticks.

Mr. Taylor and Mrs. Collins will be modelling what Mr. Taylor is
saying to give the students a visual of expectations!

Step 4 - If you are captured in the other team’s territory you

must sit and wait to be rescued by a teammate, who may safely
walk you back to your side while holding your hand. You are safe
if standing in another teams hoop and the hoop is on the
ground.

Mr. Taylor and Mrs. Collins will be modelling what Mr. Taylor is
saying to give the students a visual of expectations!

Step 5 - If you get captured while holding a stick you must put
the stick down (it remains there). You may not take it with you
when you are rescued. Once you place a captured stick in your
territory it may no longer be moved by anyone on your team.

Mr. Taylor and Mrs. Collins will be modelling what Mr. Taylor is
saying to give the students a visual of expectations!

We will play the game until one teams sticks are all gone or until
15 minutes has passed and count all the sticks up!

Mr. Taylor will be the referee to make sure everyone is following

the rules and playing fair!

Mr. Taylor blows whistle and the game begins

We will play a few rounds of the game until it is time for the
consolidation. Mr. Taylor will referee the game and make sure
that nobody is monkey guarding.

Blows whistle pass me the ball student A and let’s listen up

Consolidation & Connection (Reflect and Connect) (5-15 min.)

Help students demonstrate what they have learned, provide opportunities for consolidation and reflection. Close the assessment loop.
Time: 5 minutes

Before we head home let’s review our

Learning Goal
Today I will learn:
- To play a traditional ball game played by the First
Nations and Metis communities in 1780-1850
Success Criteria
I can: follow the rules and play fairly during the ball toss game
I can: communicate the importance of game in the First Nations
and Metis community

Now why do you think this game was played by the First Nations
and Metis community? “Because it’s fun!”

Well yes we know it was fun but remember why did they play
games?
What skill do you think they were working on with this game?
“oh yeah because they were learning survival skills and other
skills!”
“I think this game was for getting quicker and being able to be
sneaky.”

I am very impressed Grade 3’s we have definitely succeeded at “Learning how to hunt and sneak up on animals or maybe
playing a traditional First Nations and Metis game and someone bad?”
expressing why they played it.

Now let’s get our bags and get into line for the dismissal

Extension Activities/Next Steps (where will this lesson lead to next)

- More games that have influences from First Nations and Metis communities
Personal Reflection - Choose at least one question from each area that best allows you reflect on this lesson. Questions should
vary over the week and specific plans.
Learner Empowerment
1. How did students show understanding of expectations?
2. How did my lesson transform students from “passive
listeners” to “active participants”?
3. Was my behavior management technique effective?
Why?
4. Were students able to transition to the next activity
successfully?
5. How does the lesson provide a meta-cognitive
opportunity for students to address their own learning?

Instructional Strategy
1. Was my motivational technique (hook) effective? Why?
2. What will I do to improve questions? Was a balance
between teacher and student talk evident?
3. How did the task provide a Rich Performance
opportunity or other way of actively demonstrating
knowledge?
4. How did I provide modeling, guided &/or independent
practice?
5. Was my behavior management technique effective?
Why?
6. Were students able to transition to the next activity
successfully?
Professional Educator
1. What factors may have influenced the success of this
lesson? Did I note and respond to these elements
appropriately?
2. How might I improve the effectiveness of my teaching
for my next lesson?
3. What additional proactive management step(s) should
be considered for subsequent lessons? Why?
4. What did I learn from this lesson about my own
effectiveness as a teacher (strengths and areas for
future improvement of communication, planning,
differentiation, implementation and classroom
organization, management, assessment)?
5. How is my growth as a professional being
demonstrated?