PRIMARY
All my
Relations
Facilities
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Classroom
Gymnasium
Multipurpose
Outdoors
Equipment
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Appendix B
Audio equipment and music
Physical Activity Level
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GETTING ACTIVE
All My Relations
Moderate Vigorous
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Safety Considerations
Remind students to be cautious when moving and to be aware of the personal
space of others. Walls and stages should not be used as a stopping/turning
point at any time. Students should not run, but instead should walk briskly
when moving in the classroom.
Overview
Students will actively and safely explore a variety of dance and forest animal
themed movements.
WARM UP
Alphabet Popcorn
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Ask students to spread out in the activity area. Give each student a letter
(orally or written on a card).
Once students receive their letters, they crouch down, walk on the spot and
stay in that position.
Call out the letters—students should pop up and down when their letter is
called.
When you say the word “Alphabet!”, all students should pop up and perform 5
jumping jacks.
Once all the letters have been called, move on to calling out students’ names
or grade-appropriate words (e.g., spelling words, high-frequency words,
subject-related vocabulary). Students should pop up when the word called
contains their letter.
If the students are learning their traditional language and know their letters
or syllabics, say those symbols rather than the English ones.
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Prior to the activity, generate a list (or pictures) of forest animals. Students
should demonstrate the corresponding actions for them (below).
Ask the students to dance to the song, listen to the beat, and touch the
ground each time they hear a drumbeat.
Stop the music and call-out an animal from the list below. Students perform
movements that the animal called would make.
Rabbit: Hop 25 times on the spot....
Frog: Jump the width of the activity area.
Marten: Stand, touch toes, put hands one or two paces in front of you, jump to
where your hands are, and repeat 5 times.
Bear: Take big strides and walk 2 lengths of the activity area.
Deer: Run as fast as you can around the activity area.
Duck: Crouch, waddle and count to 10.
Fox: Walk slowly, then crouch, then run around the activity area 3 times.
Turtle: Crawl on hands and knees once around the activity area (alternative: if
scooters are available, students can lie on them on their belly, and use their
hands and feet to move).
Dog: Run for 10 strides, then stop and twirl 2 times, run for 10 more strides,
and finally twirl 2 times.
Goose: Flap arms 10 times while running around the activity area.
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Encourage students to think of animals that have not been named, and to
demonstrate their corresponding movements to the class.
© 2017 Ophea | First Nations Inspired Daily Physical Activities
PRIMARY
All my
Relations
Facilities
●
●
●
●
Classroom
Gymnasium
Multipurpose
Outdoors
Equipment
●
●
Appendix B
Audio equipment and music
COOL DOWN
Wind in the Trees
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Ask students to make movements similar to trees moving in the wind. They
start by extending their arms above their heads.
Students pretend there is a gentle breeze blowing through their branches
(i.e., wiggle their fingers).
Say “as the breeze grows stronger, so do the movements of the branches”.
Students move their arms more, until the storm makes their whole body sway
and stretch with the wind.
Say “as the wind gradually stops, so does the movement of the branches”.
Students move their arms in slow, gentle motions.
Lead students through a series of static stretches see Stretching Guide
(Appendix B).
Other Considerations
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If students are learning or know their traditional language, post a list of
words in that language for the names of common animals.
This activity can be connected to a lesson on the importance of animals and
traditional stories about them. For examples see Traditional Stories
(Appendix F).
For higher intensity: use larger and / or faster forest animals (e.g., caribou)
that have larger or faster whole-body actions. Selecting fast-paced music can
also encourage students to move their bodies at the same pace as the song.
For lower intensity: students could “fly like graceful butterflies” rather than
march around the activity area. The animals used could also be slower ones
(e.g., groundhog, beaver, porcupine) that have less active actions. The music
could also be slower.
Consider playing Powwow music for this activity. (See Appendix D for ideas)
© 2017 Ophea | First Nations Inspired Daily Physical Activities