All my Relations | Ophea Teaching Tools

    All my Relations

    Physical Activity Level
    • Moderate Vigorous

    • Classroom

    • Gymnasium

    • Multipurpose

    • Outdoors

      • Appendix B

      • Audio equipment and music

    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.


    Students will actively and safely explore a variety of dance and forest animal themed movements.

    Warm Up

    Alphabet Popcorn

    • 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.
    Getting Active

    All My Relations

    • 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.

    • Encourage students to think of animals that have not been named, and to demonstrate their corresponding movements to the class.
    Cool Down

    Wind in the Trees

    • 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
    • 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)