Who/What Am I? | Ophea Teaching Tools

    Who/What Am I?

    Physical Activity Level
    • Moderate

    • Classroom

    • Gymnasium

    • Multipurpose

    • Outdoors

      • Appendix B

      • Markers

      • Masking tape

      • Paper (or Sticky notes)

    Safety Considerations

    Move tables, desks, and chairs to outside perimeter of the room so that furniture does not pose a hazard. Check that the floor is not slippery and is free from all obstacles. Remind students to be cautious when moving and to be aware of the personal space of others.


    Students will actively and safely participate in a guessing game that incorporates First Nations culture.

    Warm Up

    Add On

    • Students stand anywhere in the activity area, or in a circle formation.
    • Call out a student’s name, and they do a warm-up activity of their choice (e.g., march on spot and circle shoulders). The rest of the class follows the activity.
    • Student 1 calls out another student’s name. The class continues doing the first student’s activity until the next student starts doing a new activity (e.g., knee lifts and arm punches). The class then does the new activity.
    • As each new activity is added, the class does all existing activities before adding the new activity. They should call out the name of the student who led that activity as they perform the action.
    Getting Active

    Who/What Am I?

    • Provide markers and slips of paper/sticky notes. Each student takes one or two papers, and writes the name of a famous person or familiar object on each paper (e.g., snowshoes, drum, moose, names of Aboriginal people that have been studied in class, well-known athletes). As the teacher, think about some words and write them down as well. Place all papers in a bag at front of class.
    • Give each student one of the papers and some masking tape. Students may not look at their papers. A partner tapes or sticks the paper to that person’s back so that students can see all the papers, except their own.
    • Students then jog continuously on the spot, or throughout the area, asking other people questions about the word on their own back that they cannot see. Only “yes/no” questions may be asked. One student asks a question and the other student answers by doing 5 jumping jacks if the answer is “no” or 5 jumps up and down if the answer is “yes.” They may not answer the questions orally.
    • Once both students have had a chance to ask a question, they must jog on to a new person. At that time they can either guess what or who they are, or they can ask another question.
    • When the students correctly discover their own identity, they ask the teacher to tape a different piece of paper to their back and return their previous paper to the bag for someone else to use. The object of the game is to have the most correct answers by the end of the activity.
    Cool Down

    Partner Stretch

    • Students cool down and stretch with a partner, doing complementary stretches (see Appendix B for ideas).
    • Students may stretch in shapes that are the same, a mirror of, or in opposition to their partner’s stretch.
    • Students hold stretches for 15–30 seconds.
    Other Considerations
    • To improve the variety of activities, call out a new activity occasionally, so that students are travelling about using movements in addition to jogging.
    • If students are learning their traditional language, ask them to write the word in the language and ask and answer questions that way.

    This activity can be tied into research on traditional stories, famous First Nations people, history of the community, etc.