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Inclusive Tag

Subject: Physical Education Grade:​ 2 Date:


Lesson: Inclusive Tag Time: 30 Minutes
SLOs:

A2-1: ​Select and perform locomotor skills involved in a variety of activities


A2-13: ​Select and perform basic skills of running, jumping, throwing in a variety of
environments and using various equipment; e.g., catching
C2-5​: Display a willingness to play cooperatively with others of various abilities, in large
or small groups

Instructional Objectives:
Knowledge:
Students will...
1. Discuss the different movement skills required for different varieties of tag.

Skill:
Students will...
1. Demonstrate locomotor and non-locomotor skills while playing a variety of tag
games.

Materials:

Pool-Noodles: 1 for each student


Gym Roller Cart: 1 for each student

Preparation/Safety:

Prior to class, walk the area of the gym and make sure that all potential hazards are
resolved (badminton/volleyball covers are properly set and flush with the floor,
bleachers are all the way stored and locked in position, no loose equipment or
staging around perimeter of the gym). Check floor surface to ensure that it is in safe
and working condition and no hazards such as standing water are dirt/large rocks
are present. Store pool noodles in an area clear from the playing area, either in
nearby equipment room or up on bleacher space, accessible to teacher only. Store
roller carts in similar area if possible, or if space is lacking, keep in a easily
accessible place in the storage room for quick access. Safety concerns may be
present with the use of the roller carts (falling off, running over fingers) and pool
noodles (rough play), so those issues will be addressed directly with students
preceding the lesson, and demonstrations will be utilized.
Adaptations/Differentiation:
In this lesson, we will be adapting several variations of tag games to be as inclusive as
possible to a student with an exceptionality, in this case, a locomotor disability in the
form of paraplegia. In order to accommodate this student, we will introduce several
adaptations into our lesson planning via universal design to ensure that all students are
fully engaged in the material. For a game of tag, we will give each student a pool noodle
to increase the effective range a student can reach out to tag peers. This reduces the
distance the students need to travel in order to make a tag, and makes it easier for
movement impaired students to be active participants in the game. Additionally, making
it so the pool noodle can be tagged increases participant surface area, further reducing the
movement barrier. The use of the roller carts in the second game further levels the
playing field. It also forces students to use their legs to pull them along, a great
coordination and muscle development activity for lower body and core muscles.

Lesson Procedure:
1. Bring all students into center circle of gym. If you have a warm-up procedure you
follow with students incorporate it at this time. Provide an opportunity for
students without wheelchair to warm up legs and running muscles, but make sure
to utilize inclusive movements such as neck rolls and arm circles. 5 Min
2. Tell students the goals of the lesson: we want to work on different ways to move
around the gym, but we also want to work on skills that use objects as well. At the
end of the lesson, students will talk about some of the different locomotor and
non-locomotor skills required to play tag, so they should be thinking about those
things while they are playing the game. 2 Min
3. Have students line up on a line in a location near to where the pool noodles are
located. Go over rules for using the pool noodles. The pool noodles are meant to
tag people gently, not to hit people. We only use the noodles to tag people, and
we are careful to not hit them in the face, anywhere else counts. We have to
respect the equipment and our classmates. Demonstrate an appropriate way to tag
someone with a pool noodle, using a student to assist. ​Formative Assessment:
Have students repeat back to you important things to think about when using the
pool noodles (no hitting, etc.) Check for comprehension with thumbs up activity,
respond to any questions. ​5 Min
4. Go over activity rules: The game is basic tag, only instead of using hands to tag,
students will utilize pool noodles. If any part of the body other than the head is
tagged, or if the student’s pool noodle is tagged, then that student is now it. They
cannot tag back the student who just tagged them. ​Formative Assessment: Take
student questions and utilize thumbs up activity to check for comprehension. ​2
Min
5. Ask if there are volunteers to start the game as it. If no one volunteers, the teacher
can select a student at random, or start the game themselves as it and participate,
or drop out as soon as they tag another student. Have students spread out in gym,
Start countdown from 3. On 1, pause countdown to remind students to think about
movement activities during the game. Start game. ​During the game, provide
feedback to students and monitor usage of pool noodles for appropriateness.
Watch student running styles and techniques, tag is a great game to observe
running because the students are distracted, and their naturally running tendencies
are clearly visible. For movement impaired students, assess the way they utilize
the pool noodle as an implement. ​5 Minutes
6. Stop game. Freeze students in place, have them sit on the ground, pool noodles on
the floor. Go to storage room and get carts, distribute one to each student.
Demonstrate how to use cart (seated on rear, using feet to kick out in front for
propulsion) Remind students about risk of fingers getting caught, try to mitigate
risk by having students use two hands to hand onto noodle. Give students a brief
period to move around and acclimate, and then restart the game with a new person
as it. ​Again, observe how students use pool noodles as an implement, make sure
students are keeping fingers off ground level. Watch for students who are really
struggling to move, check if it is an easy technique fix. If not, student might need
more strengthening activities for lower body. Don’t be afraid to jump into game.
6-7 Minutes
7. Stop game, have students bring their equipment over and pile it near the storage
room doors for easy storage. Direct students to talk to their elbow partners about
the different ways their bodies had to move during those games of tag. Prompt as
needed with questions about the activities. Dismiss Class, store equipment or
prepare for next class as needed. 3-5 Min

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