Social Studies · Grade 1

Active learning ideas

Indigenous Games and Play

Hands-on play connects young learners to cultural traditions while building physical and social skills. Station rotations and peer comparisons turn abstract values like respect into tangible experiences through movement and discussion.

• Ontario Curriculum Expectations
• Ontario Curriculum, Social Studies, Grade 1, B1. Application: describe some aspects of the interrelationship between people and the natural and built features of their community, with a focus on meeting people’s needs and protecting the environment
• Ontario Curriculum, Social Studies, Grade 1, B1.2: describe how they and their families can help protect the environment
• Ontario Curriculum, Social Studies, Grade 1, B3. Understanding Context: demonstrate an understanding of the basic components of a community

• 20–50 min
• Pairs → Whole Class
• 4 activities

Activity 01

• Stations Rotation
• 45 min · Small Groups

Stations Rotation: Game Stations

Prepare three stations with simple Indigenous games: target throwing with bean bags, balance beam walking, and cooperative ring toss. Groups rotate every 10 minutes, play twice, then note one skill learned and one value shown. Debrief as a class on common observations.

Analyze how traditional Indigenous games teach important skills.

Facilitation Tip

For Reflection Drawings, provide sentence starters like 'The game taught me...' to support students who need writing scaffolds.

What to look for

Gather students in a circle. Ask: 'Think about the [Name of specific Indigenous game] we played. What was one skill you used while playing it? How is that skill like or unlike a skill you use in a game you play at recess or home?' Record student responses on chart paper.

• Remember
• Understand
• Apply
• Analyze
• Self-Management
• Relationship Skills

Activity 02

• Experiential Learning
• 30 min · Pairs

Pairs: Game Comparison Charts

Pairs draw or list rules for a favorite modern game, then learn one Indigenous game via teacher demo. They chart similarities in skills or values, such as sharing turns. Share one comparison with the class.

Compare Indigenous games with games you play today.

What to look for

After learning about a specific Indigenous game, provide students with a simple worksheet. Ask them to draw one picture showing a skill used in the game and write one word or short phrase explaining a cultural value the game teaches, such as 'sharing' or 'teamwork'.

• Apply
• Analyze
• Evaluate
• Self-Awareness
• Self-Management
• Social Awareness

Activity 03

• Experiential Learning
• 50 min · Whole Class

Whole Class: Elder Story and Play

Share a video or guest story about an Indigenous game. Demonstrate and play together, pausing to discuss skills. End with students teaching a peer a move they mastered.

Explain the cultural values embedded in Indigenous play.

What to look for

Give each student a sticky note. Ask them to write down one thing they learned about how Indigenous games teach values or skills. They can also draw a small picture to represent their learning before placing it on a designated board.

• Apply
• Analyze
• Evaluate
• Self-Awareness
• Self-Management
• Social Awareness

Activity 04

• Experiential Learning
• 20 min · Individual

Individual: Reflection Drawings

Students draw themselves playing an Indigenous game, label a skill and value learned. Pair share before whole class gallery walk to spot patterns.

Analyze how traditional Indigenous games teach important skills.

What to look for

Gather students in a circle. Ask: 'Think about the [Name of specific Indigenous game] we played. What was one skill you used while playing it? How is that skill like or unlike a skill you use in a game you play at recess or home?' Record student responses on chart paper.

• Apply
• Analyze
• Evaluate
• Self-Awareness
• Self-Management
• Social Awareness

A few notes on teaching this unit

Teachers approach this topic by grounding games in their cultural stories and land connections, not just physical activity. Avoid treating games as isolated skills drills by always linking play to community values and Indigenous perspectives. Research suggests young learners grasp complex ideas through embodied experiences, so active participation is essential.

Students will explain how games teach skills and values, compare Indigenous and modern games, and show active participation in discussions and reflections. Successful learning includes clear connections between play, culture, and their own experiences.

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Watch Out for These Misconceptions

• During Elder Story and Play, watch for students who say Indigenous games are 'old-fashioned' or 'not as fun.' Redirect them by asking, 'What did you notice about the teamwork in this game? How is teamwork important in games you play today?'

  Correction: Use the Elder’s storytelling to connect past and present. Ask students to share a modern game that also values teamwork, linking both experiences.

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Methods used in this brief

• Stations Rotation
• Experiential Learning