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Winter Games

Playing games was an important part of daily life for First Nations people. Games taught people how to cooperate, they were inclusive (young or old, man or woman) and many served a sacred purpose. The joy of playing and the strength of body, mind and spirit that is gained from playing was always more important than winning. Many sports helped develop skills needed for survival (coordination, stalking, etc.) Read More




Snowsnake
The snowsnake competition is a traditional Woodland Native winter sport. The object of this game is to throw a specially prepared stick down a snow track. The stick that is thrown the furthest down the track after three tries, wins the competition. 
A snowsnake 1.83 meters long (6 ft) or mudcat 1.21 meters long (4 ft) can take up to eight years to prepare in order ensure the proper shape and hardening of the wood which is able to withstand the wet and icy conditions. The track is made by piling snow about 76 centimeters high (30 inches) and gradually slopes to ground level most tracks are about a mile long. A log is used to make a groove along the top of the track for the snowsnakes to travel. The teams consist of a Shiner, a Thrower and a Marker. The Shiner is the one who prepares the snowsnake according to the weather conditions. The Thrower stands in the pitch hole, takes a running start and throws the snake onto the track. Sometimes the Shiner can also be the one who marks the distance the snowsnake has traveled. Records show snowsnakes traveling up to 2.4 kilometers (one and a half miles).

Snowsnake tournaments are still played today.




PAD30 LEADERSHIP TASK
Click this link to learn about leadership styles. What styles of leader do you think you are? Think about the tools and techniques you need to work on to be a successful leader. In groups of two or three your task is to design a game, event or activity for the class. You will have one period to lead the class through your game, event or activity. Examples we have experienced so far in class included "Big Ball Field Sport," "Ulti-Rules football," "Manhunt," "Snowsnake." Be creative and make sure everyone has fun!

REQUIREMENTS
  • Work in teams of two or three.
  • Complete planning document. See exemplar below and use Google Doc template provided.
  • Acquire all necessary equipment, with teacher support, prior to your assigned date.
  • All students in Outdoor Education must participate. Teacher to support as necessary.
  • You will have one class to run your event, plan accordingly. Have a back up plan. (ie/ if yoga ball breaks, have a soccer ball ready to go) 
  • You are responsible for all cleanup related to your event. Teacher to support as necessary.
  • Each student must complete the followup reflection task after event date.
  • You are encouraged to take photos of class participation in your game. Post to our Shared Image Gallery
  • SUBMISSION REQUIREMENTS
                    1) Plan
                    2) Reflection

 PLAN - use this planning template to guide you.
Must be complete before running your activity.
 REFLECTION - use this reflection template to reflect on your leadership experience in the Outdoor Ed Winter Games activity.
 
 



 Your work will be assessed based on the following rubric...

Categories

Level 1

(50 - 59%)

Level 2

(60 - 69%)

Level 3

(70 - 79%)

Level 4

(80 - 100%)

Knowledge/Understanding:

identify and differentiate between personal characteristics and skills.


Identifies and differentiates between personal characteristics and skills with a limited degree of understanding.

Identifies and differentiates between personal characteristics and skills with some degree of understanding.

Identifies and differentiates between personal characteristics and skills with a considerable degree of understanding.

Identifies and differentiates between personal characteristics and skills with a high degree of understanding.

Thinking:

summarize personal leadership qualities and experiences.


Summarizes personal leadership qualities and experiences with a limited degree of insight.

Summarizes personal leadership qualities and experiences with some degree of insight.

Summarizes personal leadership qualities and experiences with a considerable degree of insight.

Summarizes personal leadership qualities and experiences with a high degree of insight.

Communication:

describe a set of criteria to assess the effectiveness of leaders.


Describes a set of criteria to assess the effectiveness of leaders with a limited degree of clarity.

Describes a set of criteria to assess the effectiveness of leaders with some degree of clarity.

Describes a set of criteria to assess the effectiveness of leaders with a considerable degree of clarity.

Describes a set of criteria to assess the effectiveness of leaders with a high degree of clarity.

Application:

use a set of criteria to assess personal strengths and needs for further development.


Uses a set of criteria to assess personal leadership strengths and needs for further development with a limited degree of relevance.

Uses a set of criteria to assess personal leadership strengths and needs for further development with some degree of relevance.

Uses a set of criteria to assess personal leadership strengths and needs for further development with a considerable degree of relevance.

Uses a set of criteria to assess personal leadership strengths and needs for further development with a high degree of relevance.

Note: A student whose achievement is below Level 1 (50%) has not met the expectations for this assignment or activity.
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