Adapted Lesson Pans H&PE Curricuum Support Resources Ro and Toss Target Games with Tactica Soutions Learning Goas Refer to student s Individua Education Pan (IEP) to determine if modifications need to be made to the earning goas to achieve success. Faciity If a student has mobiity issues, this esson can be moved to an aternate ocation: indoors gymnasium, outdoors- tarmac. Equipment List (*Equipment required for this esson wi depend on modifications that are seected.) Variety of bas of various weights and sizes (e.g., beach bas, beanbags, foam bas) [A]/ [CP]/ [W] Scoop or acrosse stick Ba with rope attached Hockey stick or tennis racquet [A] Chair [CP] Sma, heavy bas Ramp Chair [D] Audio visua materias (e.g., fash cards, posters) Chart paper and marker Warm-Up Encourage accuracy rather than distance. Provide arger targets. Reduce the number of obstaces around the targets or eiminate obstaces a together. Aow the student to choose their own method of ocomotion. Demonstrate activity for student and use a check for understanding signa (e.g. thumbs up ). [A]/ [CP]/ [W] Increase the distance between targets to enhance movement space. Aow student to use a scoop or acrosse stick to assist in picking up bas. Fag [I] Chart paper and marker Bright cooured bas and targets [V] Fexibe, non-eastic rope Sound (beeping) equipment Bright cooured bas Bas with sound Wrist bes Tape and rope Ba with rope attached Bright cooured bas and targets [W] Tape and rope Mat Aow student to use a ba with a rope attached to reduce time spent retrieving bas. [CP] Aow additiona time for student to pan and execute movements. Provide heavier but smaer objects for throwing as student is ikey to have motor contro difficuties. [D] Use audio visua materias (e.g., fash cards, posters) for instructions. Use visua cues to signa to the group (e.g., use raised arm to Ophea I 2011 I Adapted Lesson Pans I ISBN 97-1-926555-60-7 I Page 1
Target Games with Tactica Soutions Ro and Toss Warm-Up continued... signa stop, roing wrists to signa continue or dropped fag to begin an activity). Ficker ights to signa to the group. (Check that there are no students with seizure disorder where fickering ights may trigger a seizure). [I] Repeat direction and use verba cues to keep student focused on activity. Provided brighty cooured bas and targets to keep student focused on the activity at hand. [V] Aow the student to throw underhand as overhand throws can be difficut to earn. Provide sound (beeping) equipment to assist student in ocating targets. Pace targets around the perimeter of the activity space to prevent student from tripping. Provide brighty cooured targets (if student has some vision). Aow a student heper to guide the student around the activity area by joining hands, hoding an ebow or attaching a fexibe, non-eastic rope. Give the student a guided tour of the paying area to aow them to fee the activity environment and memorize the ocation of important andmarks. Aow student to use a ba with a rope attached to reduce time spent retrieving bas. [W] Instruct the student to secure baance by hoding the frame with the non-throwing arm. Instruct the student to turn their wheechair to 90 degrees for maximum trunk rotation. Minds On See modifications from the Warm-Up activity. [D]/ [I] Aow extra time for student response. Dispay Success Criteria, discussion topics and student responses on chart paper. Action Modify the number of bas in the activity area at one time. Provide a variety of bas of various weights and sizes (e.g., beach bas, beanbags, foam bas). Modify the number of students on each team. Estabish a safe zone where the student cannot be eiminated. [A]/ [CP]/ [W] Provide an extra hoop area aong each side of the paying area to reduce the distance the eiminated payer has to trave. Use a taped circe or skipping rope secured to the foor rather than a hoop to aow student to trave in and out quicky and safey. Increase the size of the zones where eiminated payers are waiting to enhance movement space. Extend students reach with a foor hockey stick or tennis racquet to assist the student in retrieving bas. [A] Instruct a students to participate in the activity using ony one arm. [CP] Aow student with ow upper body strength to use a ramp to push a ba. [D] Demonstrate the activity for the student and check for a signa of understanding (e.g., thumbs up). Use visua cues to signa to the group (e.g., use raised arm to signa stop, roing wrists to signa continue or dropped fag to begin an activity). [I] Repeat direction and use verba cues to keep student focused on activity. Frequenty check for understanding. Provide bright cooured bas and targets to keep student focused on the task at hand. [V] Provide detaied cues when expaining the activity and target positions. Instruct students to wear wrist bes to identify their ocation. Provide bas that make sounds when they are thrown. Ophea I 2011 I Adapted Lesson Pans I ISBN 97-1-926555-60-7 I Page 2
Target Games with Tactica Soutions Ro and Toss Action continued... Use a taped circe or skipping rope secured to the foor rather than a hoop to prevent student from tripping. Aow a student heper to guide student around the activity area by joining hands, hoding an ebow or attaching a fexibe, non-eastic rope. Provide sound (beeping) equipment to assist the student in ocating targets and important andmarks. Give the student a guided tour of the paying area to aow them to fee the activity environment and memorize the ocation of important andmarks. Consoidation [D]/ [I] Aow extra time for student response. Dispay Success Criteria, discussion topics and student responses on chart paper. Coo-Down [A]/ [CP] Invite student to perform stretching activities whie hoding onto the back of a chair for support. Instruct students to perform stretching activities whie sitting on the foor. [D] Demonstrate activity for student and use check for understanding signa (e.g., thumbs up ). Provide bright cooured bas and targets (if student has some vision). [W] Aow student with ow upper body strength to use a ramp to push a ba. [I] / [V] Instruct partner to announce and/or expain stretching exercises. [W] Encourage the student to use the wheechair as part of the movement when performing stretches (e.g., twist into the wheechair or stretch up over the side). Invite student to transfer to the foor and perform stretching exercises whie sitting on a mat. Ideas for Extension See modifications from the Action activity. Notes to Teacher Assign a student heper to provide support during activities. Change student hepers often to aow student heper to participate in the activity. Ophea I 2011 I Adapted Lesson Pans I ISBN 97-1-926555-60-7 I Page 3
Target Games with Tactica Soutions Ro and Toss Corresponding H&PE Curricuum Support Resource Ophea I 2011 I Adapted Lesson Pans I ISBN 97-1-926555-60-7 I Page 4
Target Games with Tactica Soutions Lesson 2 of 3 40 Minutes Curricuum Expectations A1.1, A3.1, B1.3, B1.4, B2.3 Movement Competence, Active Living Ro and Toss Learning Goas By the end of this esson, students wi be abe to: demonstrate an understanding of the three phases of movement of aim and accuracy when attempting to successfuy send objects to a target using various tactica soutions activey and safey participate in program activities. Faciity Fied or open space Safety Requirements Refer to the Ontario Physica Education Safety Guideines - Eementary Curricuar Modue, Movement Activities for Primary Grades activity page. Equipment List 4 arge hua hoops 20 30 soft skin bas (1 per student) 16 pyons 20 30 targets (pins, pastic bottes) (1 per student) 20 30 pencis (1 per student) Tape Teacher Resource 1: Active Living and Living Skis Anecdota Recording Chart Teacher Resource 2: Aim and Accuracy Checkist Resource 1: Exit Card Warm-Up s wi graduay increase their heart rate by participating in the foowing activity. Target Mania Outine the boundaries used for the activity area. Give each student a soft skin ba. Have students move around the activity area using different ocomotor movements. Pace various targets on the wa and on the ground. (e.g., pastic bottes). Set up severa obstaces with each target. s must try to avoid obstaces whie trying to hit target. On the signa, have students throw their ba however they choose at three different targets then continue to move around the activity area. Repeat. Ophea I 2010 I H&PE Curricuum Support Resource I ISBN no. 97-1-926555-36-2 I Page.TG.b.9
Target Games with Tactica Soutions Ro and Toss Lesson 2 of 3 Minds On Share and carify the esson Learning Goas with the students. Using the Think Pair Share Strategy (see Appendix), instruct students to identify factors that wi hep them to send an object accuratey at a target. Invite students to share their ideas with the cass and provide verba feedback. A&E Teacher observation with feedback of students abiity to demonstrate knowedge and appication of the Success Criteria for Sending an Object at a Target to successfuy hit their target Using the Think Aoud Strategy (see Appendix), share the Success Criteria for Overhand Throwing. Preparation Phase Focus on the target. Keep eyes in the direction that the ba is to trave. Execution Phase Step with foot opposite the throwing arm so that it s in ine with intended target. Foow-Through Phase Foow through toward target. Discuss with students the strategies they used to successfuy hit the targets, whie avoiding obstaces. Manipuating an object with spins/turns to avoid obstaces. Varying proximity in reation to target. Varying force in reation to target. Communicating with teammates. Target Mania Briefy pay again so students can incorporate Success Criteria for Sending an Object at a Target identified during the Minds On. Action A&E Ro and Toss (see Fig. 1) Create a rectanguar activity area. Pace one arge hua hoop in each corner or two hoops in each end. Scatter four arge pyons in each end (targets). Divide the students into two teams and each team goes to one side of the paying area. Using six to eight soft skin bas, students ro the bas to the other side and try to hit the pyons. Pyons can be guarded by a student. Once a pyon has been knocked over, it shoud be removed from the paying area. Teams who knock over a four pyons win. s can aso ro the bas to hit their opponents feet with the bas to eiminate defenders. s can jump and dodge to avoid the bas. If a ba hits a student s feet, he or she goes to the opposite side and stands in the hoops. To return to their side, the student must catch a ba thrown over the heads of the other team. When a ba is caught, the student returns to his or her own side. Encourage teams to work together to get their payers back into the game as quicky as possibe. Teacher observation with anecdota writing of students demonstration of active participation and socia skis incuding cooperation and safety in arge group pay using Teacher Resource 1: Active Living and Living Skis Anecdota Recording Chart Teacher observation with verba feedback of students demonstration of required skis and strategies using Teacher Resource 2: Aim and Accuracy Checkist Ophea I 2010 I H&PE Curricuum Support Resource I ISBN no. 97-1-926555-36-2 I Page.TG.b.10
Target Games with Tactica Soutions Ro and Toss Lesson 2 of 3 Action - continued... Fig. 1 Ro and Toss Consoidation Gather students in and ask what types of strategies were used during the activity to bock targets and aim at targets that were bocked. s continue to pay. Provide each student with a copy of Resource 1: Exit Card and have them compete it independenty. A&E Teacher observation with verba feedback of student s sef-assessment and knowedge demonstrated through Exit Card s sef-assess their eve of physica activity during the esson using the Thumbs-Up Strategy (see Appendix). Coo-Down s graduay decrease their heart rate to a resting rate by participating in the activity beow. s shoud aso stretch the body parts that have been active throughout the esson. See Appendix for stretches. Partner Stretch s work in pairs to ead each other in a series of stretches to coo down. Each partner takes a turn eading. Ideas for Extension In a arge-group discussion, ask students to brainstorm ways in which they coud chaenge themseves during the activity. Ask students to record their responses on a piece of paper and have them switch with a partner to try to incude one of the chaenges into their game pay. Next Steps s wi continue refine sending skis, adjusting for force to be within scoring range when sending an object whie avoiding obstaces and bocking opponents. Ophea I 2010 I H&PE Curricuum Support Resource I ISBN no. 97-1-926555-36-2 I Page.TG.b.11
Teacher Resource 1: Active Living and Living Skis Anecdota Recording Chart Movement Competence, Active Living Target Games with Tactica Soutions Cass: Specific Expectations (Page 1 of 2) 1.4 - appy reationship and socia skis as they participate in physica activities, deveop movement competence, and acquire knowedge and skis reated to heathy iving to hep them interact positivey with others, buid heathy reationships and become effective team members A1.1 - activey participate in program activities, according to their capabiities, whie appying behaviours that enhance their readiness and abiity to take part [PS, IS] A3.1 - demonstrate behaviours and appy procedures that maximize their safety and that of others in a variety of physica activity settings [PS, IS] Success Criteria 1.4 Reationship and Socia Skis Shows consideration for others Accepts eadership Gives and accepts assistance Coaborates with others A1.1 Active Participation Demonstrates readiness and abiity to take part Participates activey in a physica activities A3.1 Safety Monitors their own actions to ensure safety Appies safety rues and safety procedures whie participating in a variety of physica activities Ethan Demonstrates readiness, accepted eadership task of eading warm-up, recognized safety risks. Ophea I 2010 I H&PE Curricuum Support Resource I ISBN no. 97-1-926555-36-2 I
Teacher Resource 1: Active Living and Living Skis Anecdota Recording Chart Movement Competence, Active Living Target Games with Tactica Soutions (Page 2 of 2) Cass: Ophea I 2010 I H&PE Curricuum Support Resource I ISBN no. 97-1-926555-36-2 I
Teacher Resource 2: Aim and Accuracy Checkist Movement Competence, Active Living Target Games with Tactica Soutions Ro and Toss Cass: (Page 1 of 1) Specific Expectations B1.4 - demonstrate an understanding of the phases of movement whie participating in a variety of physica activities in order to refine skis [PS] B2.3 - appy a variety of tactica soutions to increase chances of success as they participate in physica activities [IS, CT] s Jasmine B1.4 Underhand Throw Preparation: Focus on the target Appication Keep eyes in the direction that the ba is to trave Execution: Step with opposite foot so that it s in ine with intended target Ba thrown in front of the body. Foow-Through: Foow through toward target Reease ba at weight height Success Criteria B2.3 Strategies Appication The student is abe to demonstrate their abiity to manipuate an object with spins/turns to avoid obstaces Varies proximity in reation to target Varies force of object sent in reation to target Communicates with team mates Got It Sti Working on It Got It Working on It Ophea I 2010 I H&PE Curricuum Support Resource I ISBN no. 97-1-926555-36-2 I Page.TG.b.12
Resource 1: Exit Card Movement Competence, Active Living Target Games with Tactica Soutions Ro and Toss (Page 1 of 1) EXIT CARD : Date: Describe how you avoided defensive payers that were in the path of your target and how you bocked opponents from hitting target. Ophea I 2010 I H&PE Curricuum Support Resource I ISBN no. 97-1-926555-36-2 I Page.TG.b.13