Grades 1 - 3 Sample Lesson: Tic-Tac-Throw!

• A student with a lower-body disability who uses a self-propelling wheelchair (with attendant assistance as requested).
  • Consideration: Ensure that all aspects of the lesson are accessible so that the student who uses a wheelchair can actively participate. 

• A small group of female Muslim students who observe religious modesty standards, including wearing the hijab during physical education classes.
  • Consideration: Account for preferred expressions of modesty in dress and activity for the female Muslim students, ensuring they feel respected, valued, and included in the lesson. 

• Two students who are refugees and have experienced trauma and instability in their lives.
  • Consideration: Implement practices to support student refugees, considering the potential trauma and instability they may have experienced. 

• All students in the class.
  • Consideration: Take the time to recognize that every student has a story richly steeped in culture. Learn about their lived experiences and culture to ensure equitable outcomes in the curriculum. 

• 2 buckets per corner  

• 2 stools or chairs per corner 

• 4 items to create straight lines for target per pair/group (e.g., skipping ropes, broomsticks, tape, pool noodles)  

• 5 objects for sending per pair/group (e.g., beanbag, rubber chicken, ball with tails for easy grip, foxtail) 

• Access to a document (e.g., chart paper and markers or online interactive tool) 

• Appendix: Stretches 

• Benches or chairs for group discussions 

• Images of target games showcasing diverse athletes, including those in wheelchairs and athletes wearing hijabs 

• Music 

• Set up two activity areas, one for the tagging activity and one for the tossing activity. 

• Set up a target-tossing area in each corner of the designated tossing activity area a safe distance from the designated tagging area. In each corner, place a bucket full of objects to send and an empty bucket as a target. Vary the type of objects (e.g., small balls, beanbags, rubber chickens) and the space between the buckets. Ensure the bucket of objects are accessible to all students by placing them on a stool or chair. 

• Choose two students to be the taggers for the tagging activity. Use pinnies to identify taggers. 

• Incorporate alternative ways for students to tag each other (e.g., a pool noodle, a soft foam ball to toss at other students) instead of a touch.  

• When a student is tagged, they move to one of the target-tossing areas within the designated tossing activity area. Students select and toss an object underhand to get it into the empty bucket. Once successful, they rejoin the game. 

• Engage students in a practice round to ensure that all students understand how to play the game. 

• Change taggers often.  

Teacher Prompt: “Today’s learning goal is to send objects of different shapes and sizes towards a target. An underhand throw is one way you can send an object. How can you throw underhand, so an object successfully reaches the target?”

Student responses may include:

• “Focus on the direction of the target when you throw.”
• “Point your hand toward the target when you follow through.”
• “Move closer to the target to make it easier.”  

• From a standing position, step forward with the non-throwing leg. From a seated position, ensure the chair is stable and in line with the target. 

• Swing the throwing arm backward, extending it behind body. 

• From a standing position, shift weight forward onto the front foot. From a seated position, lean forward slightly toward the front of the chair.   

• Bring the throwing arm forward in a smooth, upward motion. 

• Release the object at approximately waist height. 

• Finish with the throwing arm pointing toward the target. 

• Divide students into pairs or small groups (e.g. 3–4). Create pairs/groups based on student need (e.g., peer relationships, classroom buddies who assist other students and/or help new students feel a sense of belonging). 

• Each pair/group creates a Tic-Tac-Throw target by forming a grid using available equipment (e.g., skipping ropes, broomsticks, tape, pool noodles) with two horizontal lines intersected by two vertical lines, resulting in nine spaces. Ensure that there is sufficient space between Tic-Tac-Throw grids for all students to be able to manoeuvre safely and easily.  

• Pairs/groups decide, together, how large or small to make the grid and may vary the size throughout the game. 

• Each pair/group selects five small objects to send (e.g., beanbag, rubber chicken, ball with tails for easy grip, foxtail). Pairs/groups can change their selection of objects after each round of play. 

• Pairs/groups choose a spot from which to send their objects. They can change their spot by increasing or decreasing their distance to the target at any point during the game.  

• One at a time, students position themselves behind their predetermined sending spot and attempt to send their object so that it lands in a space on the grid. Students take turns after every throw. 

• Students attempt to form a row of three with their objects on the Tic-Tac-Throw grid. The rows can be horizontal, vertical, or diagonal. 

• Once a student gets three in a row or all the squares have been filled, a new round starts. 

• Remind students to check that there is no one between them and the target before throwing. 

• Have all students complete a practice round to ensure that they understand how to play the game. 

• Encourage students to explore variations (e.g., use their non-dominant hand, alter the size of the grid, play as a team with another pair). Ask students to decide how they might change the game to enhance their fun, challenge, and success. 

• “When sending the object toward the target, how do you control the force you use so that your object lands as close to the target as possible?” 

• “What object do you have the most success with sending? Why?” 

• “Where do you choose to position yourself when sending your object into the Tic-Tac-Throw grid? How did this help you be more successful hitting your target?” 

• “Which games or sports have you played or know about that use similar rules and strategies to the ones used in this game?” 

• Divide students into small groups (e.g., 5–6).  

• Groups sit or stand in a circle. Allow students to sit or stand based on their preference or mobility needs. 

• Students pass a soft ball around the circle. When the music stops, the student who is holding the ball leads the group in a stretch. When the music starts, students resume passing the ball. 

• Each time the music starts, a new student leads the group in a new stretch. 

• Have students attempt to send the object in various ways (e.g., one eye closed, slide/roll the object, send with the foot, keeping the object in contact with the ground). 

• Set up various shapes and sizes of Tic-Tac-Throw grids and have pairs/groups rotate through the grids. 

• Play a collaborative version of Tic-Tac-Throw:
  • Instead of competing against each other, students work together to achieve a common goal.
  • Students take turns throwing their objects, discussing strategies, and collaborating to place objects strategically to achieve their goal of landing three objects in a row.

• Culturally diverse images and examples are incorporated in discussions to reflect the backgrounds and experiences of all students.  

• Opportunities are provided for students to share their personal experiences with target activities, creating a sense of belonging and acceptance.  

• Clear communication channels are encouraged with students and their families to engage them in the learning.  

• Additional supports and scaffolding for language acquisition (e.g., visuals) are embedded as needed.