Lesson Planning Template

ED 3501
Fall 2023

Component One: Organizational Information

Teacher
Ms. Martin Grade
Name(s)
Level(s) Grade 5
Unit(s) /
Subject
Area(s)
Physical Ed Topic(s) / Traditional Inuit Games
Strand (s)
Position
Start/Stop
of Lesson
Times +
Lesson
30 mins within 1/1
Sequence
Duration
:

Component Two: Description and Rationale

This lesson involves engaging in a series of traditional physical games that challenge
participants in unique ways. The first activity requires kneeling on the floor, swinging
arms back, and launching the body to achieve the farthest distance in a squatting
position. The second activity involves partners sitting on the floor, pushing against each
Description
other's backs using hands and feet. The third activity entails lying face down, being
:
lifted by ankles and wrists, and maintaining an airplane position to determine the
winner. The final activity includes partners sitting facing each other, bracing legs
against each other, and engaging in a gripping challenge. Throughout these activities,
the focus is on assessing the enjoyment levels and taking a vote on whether to continue
or move on.
This lesson aims to provide a hands-on experience of traditional games, fostering
physical activity, teamwork, and fun. The chosen games offer a departure from
conventional physical activities, encouraging participants to use their bodies in novel
ways. The formative assessments, involving watching and assisting when needed,
ensure a safe and enjoyable experience for all participants. The regular checks on the
Rationale: enjoyment level and the collective decision-making process through voting allow
participants to actively engage in the lesson, making it a student-centered and enjoyable
experience. The closure, involving reflective questions about the experience,
encourages participants to consider the uniqueness of these games and hints at a
connection to future learning about the Inuit and their traditional games, creating a
bridge between physical activity and cultural understanding.

Component Three: Learner Outcomes

General
Learner Students demonstrate and adapt various movement patterns to enhance skill
Outcomes(s)
(GLOs)
development.
(or Students adapt and apply movement patterns in controlled and dynamic physical
equivalent) activities.

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ED 3501
Fall 2023
Specific
Combine movement skills to perform movement patterns in a variety of physical
Learner activities.
Outcome(s) First Nations, Métis, and Inuit physical activities and games provide opportunities to
(SLOs)
(or develop and enhance skill through engagement in unique and diverse movement
equivalent) patterns.

Component Four: Learning Objective(s) and Assessment Evidence

Students will combine movement skills to perform movement patterns in a variety of
Learning physical activities.
Objective(s Students will understand that First Nations, Métis, and Inuit physical activities and
) games provide opportunities to develop and enhance skill through engagement in
unique and diverse movement patterns.

Intended
Learning Objective Driving Question(s) Response(s)

Students will understand that First "Playing cool games and doing awesome
Nations, Métis, and Inuit physical "How do the physical activities and activities from First Nations, Métis, and
activities and games provide games of First Nations, Métis, and Inuit cultures helps us get better at
opportunities to develop and Inuit cultures help us develop and moving in fun ways! It's like a big
enhance skill through engagement in improve our skills by involving us in adventure that makes our bodies
unique and diverse movement different and interesting movement stronger and helps us learn new skills.”
patterns. patterns?"
“Oh, you can mix and match movement
"How can you use different movement skills like jumping, running, and even
Students will combine movement
skills together to create fun and spinning to create super cool patterns!
skills to perform movement patterns
exciting movement patterns in various Like, imagine running in a zigzag, then
in a variety of physical activities.
activities?" doing a big jump, and finally spinning
around.”

Component Five: Pre-Lesson Preparations

Curriculum Resources Materials and Equipment
Traditional games - Yoga mats for padding
https://www.athropolis.com/news-upload/master/11-fra - Traditional website pulled up
mes.htm
Physical Education New Learn Alberta
https://curriculum.learnalberta.ca/curriculum/en/c/pd
e5?s=PDE
Teacher Tasks

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ED 3501
Fall 2023
Have the traditional games website pulled up

Component Six: Body (introduction, activities, closure)

Introduction Time
Allotmen
t
Attention ● “So you know how we have been talking about the Arctic region in
Grabber social? Well I wanted to connect that to our gym class today, does anyone
have any guesses on what that means?”
● “So does anyone know what the indigenous people of the Arctic are
called? Intended response: Inuit
“Well in the Arctic, the Inuit have traditional games that they play so today
we are going to explore those”
“This gives you a chance to develop and enhance skill through engagement
5-10 mins
in unique and diverse movement patterns that you might not experience
because these games are Indigenous to the Inuit peoples”
- Explain that these games are meant to be fun and not hurt, If
someone does not want to continue or is uncomfortable than they
absolutely can tap out
- We want to remain safe so be aware of your surroundings and the
rules
- If the games get out of hand, we will switch to yoga
Description The attention grabber begins with a teaser related to discussions about the
and Arctic region in social settings, creating a curiosity gap that encourages
Rationale engagement. The transition leads to a connection with the gym class,
arousing interest in the relevance between the two seemingly unrelated
topics. The subsequent inquiry about the indigenous people of the Arctic,
specifically the Inuit, adds an educational element and sets the stage for the
main focus of the gym class. The tone is conversational, making the
information more accessible and engaging for the audience. The attention
grabber serves to pique the students' interest and curiosity by creating a
bridge between the previously discussed Arctic region and the upcoming
gym class activities. This technique is effective in capturing the attention of
the audience, making them more receptive to the information that follows.
Connecting the topic to the indigenous people of the Arctic, the Inuit, adds
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ED 3501
Fall 2023
a cultural and educational dimension to the gym class, making the activities
more meaningful. The mention of traditional Inuit games introduces an
element of uniqueness and diversity, emphasizing the opportunity for
students to engage in movements they might not typically experience.
Furthermore, the reassurance about the games being fun and safe, with the
option to opt out if uncomfortable, promotes a positive and inclusive
learning environment. The contingency plan of switching to yoga in case
things get out of hand ensures a balance between enjoyment and safety,
prioritizing the well-being of the students
Time
Activities Allotmen
t
The kneel
jump
● Students will
understand
that First
Nations, Métis, - Pull up the traditional games website
and Inuit
physical Instructions
activities and Kneel on floor with toes straight.
games provide 5-7 mins
opportunities
Swing arms back.... and launch your body up and out… to a squatting
to develop and position. The furthest distance wins.
enhance skill
through
Formative Assessment: Watch and assist when needed
engagement in
unique and
diverse
movement
patterns.
Transition ● Assess how much fun is being had
1-2 mins
● Take a vote on who wants to keep playing or move on
The Back Instructions
Push Sit on floor with your back against your partner. 5-7 mins
With hands and feet on the floor, try to push your partner backwards.
Transition ● Assess how much fun is being had
1-2 mins
● Take a vote on who wants to keep playing or move on
The Lying face down with arms stretched outwards, the player is lifted up by his
Airplane ankles and wrists and carried. The player who can maintain the airplane 5-7 mins
position the longest wins.
Transition ● Assess how much fun is being had
1-2 mins
● Take a vote on who wants to keep playing or move on
The Sitting With partners sitting and facing each other, brace legs against partner, lock
Knuckle pull knuckles. Partners pull. 5-7 mins
The loser is the one who breaks his/her grip.
Closure/Cliffhanger Time
Allotmen
t
Assessment - “How did you live those games? What was different about them to
of Learning: the games you usually play? Can anyone tell me why I choose for 5-10 mins
us to play these games?”

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ED 3501
Fall 2023
- Prompt: think about whether you'd get this opportunity if I hadn’t
does this? Think about what you got out of this?
- Intended response: We got a chance to use certain skills in a
different way than what we normally use them for
Transition: “Now this way, when we do talk about the Inuit in social, you already know
1-2 mins
the types of games the Inuit play”

Component Seven: Teacher Reflection

What worked
well? Why?
● Identify highlights, successes, and positive developments experienced during the lesson
● Examine contributing factors/environmental conditions
●
● Identify low points, challenges, and struggles experienced during the lesson
What didn’t?
Why not?
● Examine contributing factors/environmental conditions
●
What would
you do
differently
● What did you learn about teaching and learning during this lesson that can help you be even
next time to more effective with your students during subsequent lessons?
further ● Specific to your instructional practice, what would you do more of? Why?
promote ● Specific to your instructional practice, what would you do less of? Why?
optimum
learning for all ●
students?