Ultimate

Frisbee Middle School Unit Plan

Adam Butler 4/11/2015

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Table of Contents

Calendar: Page 2

Unit Goals: Page 3

History, rules, scoring and etiquette: Pages 4-5

NASPE and VA Standards: Pages 6- 10

Skills Concepts: Pages 10-11

Class Context: Page 12

Rainy Day Activity: Page 13

Lesson Plans: Page 14- 30

References: Page 31

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Calendar

Days

Day 1: Intro to Ultimate Frisbee Lesson. Students will learn the basic backhand throw as well as the pancake catch. Partner throw and catch. Direct Pre-assessment ultimate frisbee game

Day 2: Review backhand throw and pancake catch. Learn the other basic throws and catches. (Forehand and hammer throws. And Rim and one handed catch) Then play Frisbee bowling Task/Station Backhand throw and pancake catch peer assessment

Day 3: Review new throws with partner throw and catch. Play Frisbee bowling. Finish with partner Frisbee golf Cooperative Frisbee golf self-assessment

Day 4: Learn to throw to a moving target. Also learn the crocodile catch. Play Frisbee baseball. Direct

Day 5: Throwing at a target and throwing to a moving target. Play KanJam and then frisbee route running. Introduce basic rules and play Ultimate Frisbee hoops Mastery Student checklist for route running

Day 6: Introduce basic offensive strategies (Spacing). Play Frisbee keep away. Review rules and play ultimate Frisbee hoops Guided Discovery

Day 7: Introduce offensive and defensive strategies. Play pitch and catch, guard the person. Then play Goaltimate Guided Discovery

Day 8: Review rules and different game play strategies. Play Goaltimate. Introduce Frisbee football Direct

Day 9: Review Offensive and Defensive tactics. Play frisbee keep away. Play Frisbee football Direct Offensive and defensive strategies journal assessment

Day 10: Play Frisbee football for first part of the class. Then jigsaw teach an advanced throw Cooperative

Day 11: Focus on offensive and defensive strategies. Play Frisbee crossover. Finish with Frisbee football Guided Discovery Teacher assessment of frisbee football

Day 12: Go over Ultimate Frisbee regulations and review rules. Students will have a choice of which game they will like to play Direct

Day 13: Review throws by playing Frisbee bowling. Have students go through offensive and defensive strategies stations Task/Station

Day 14: have class divided into teams. 4x4 Ultimate Frisbee Tournament Play Cooperative Culminating assessment

Day 15: Tournament Play Cooperative Culminating assessment

We

eks

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Unit Goals

After this unit students will be able to do the following:

1) Know and apply the rules of Ultimate Frisbee in small sided games

2) Use a variety of throws such as the forehand, backhand, hammer, roller, and more, during

game play

3) Throw a Frisbee accurately to a moving target and make catches on the run

4) Know when to use the different throws available to them during game play

5) Catch the Frisbee using different 2 handed and 1 handed catches

6) Make appropriate cuts to get open during game play

7) Apply basic offensive and defensive strategies during game play

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History of Ultimate Frisbee

Ultimate Frisbee originated when Joel Silver proposed a school Frisbee team in the fall 1968 at

Columbia High School. The following spring a group of people got together to play what Silver labeled as

the “Ultimate Game”. This ultimate game was a modification of Frisbee football which Silver most likely

learned from Jared Kass who taught at a summer camp that Silver attended. This group of people then

codified the rules of the game while at Columbia High school.

The rules of the game have stayed consistent throughout the years with the sidelines only

having slight modifications to them. The first sidelines were marked by the high schools parking lot

where they played and by the number of players that showed up at a given time. This sport which holds

gentlemanly behavior and gracefulness very high has no referees. Since behaving like a gentleman is

important all game are self-officiated with any fouls being called by the person fouled. Only at higher

levels of competition are referee like people involved. These people called observers only make calls

when an appeal is made by one of the teams. After the observers make a call, the call is final. Today,

there are ten simple rules that outline how Ultimate Frisbee should be played. These rules defined by

USA Ultimate are;

1. The Field: A rectangular shape with end zones at each end. A regulation field is 70 yards by 40 yards, with end zones 25 yards deep.

1. Initiate Play: Each point begins with both teams lining up on the front of their respective end zone line. The defense throws ("pulls") the disc to the offense. A regulation game has seven players per team.

2. Scoring: Each time the offense completes a pass in the defense's end zone, the offense scores a

point. Play is initiated after each score.

3. Movement of the Disc: The disc may be advanced in any direction by completing a pass to a teammate. Players may not run with the disc. The person with the disc ("thrower") has ten seconds to throw the disc. The defender guarding the thrower ("marker") counts out the stall count.

4. Change of Possession: When a pass is not completed (e.g. out of bounds, drop, block, interception, stalled), the defense immediately takes possession of the disc and becomes the offense.

5. Substitutions: Players not in the game may replace players in the game after a score and during an injury timeout.

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6. Non-contact: No physical contact is allowed between players. Picks and screens are also prohibited. A foul occurs when contact is made.

7. Fouls: When a player initiates contact on another player a foul occurs. When a foul disrupts possession, the play resumes as if the possession was retained. If the player committing the foul disagrees with the foul call, the play is redone.

8. Self-Officiating: Players are responsible for their own foul and line calls. Players resolve their own

disputes.

9. Spirit of the Game: Ultimate stresses sportsmanship and fair play. Competitive play is encouraged, but never at the expense of respect between players, adherence to the rules, and the basic joy of play.

It took 4 years for the first intercollegiate Frisbee competition to take place. In 1972 Rutgers played

Princeton to mark the start of intercollegiate Ultimate Frisbee. Just three years later in 1975, many

colleges had started Frisbee teams of their own. Popularity had grown so much that an eight team

tournament was created in April of 1975 too. This tournament which was called the "Intercollegiate

Ultimate Frisbee Championships," was played at Yale and Rutgers was the tournament champion. From

there more and more tournaments began being played. These tournaments included schools from all

over the country. In 1984 the first college nationals tournament took place and Stanford was crowned

the winner. Since that time, Ultimate Frisbee has become even more popular in the college landscape.

Ultimate Frisbee has expanded across seas as well. Clubs formed at the University of Cambridge

and University of Warwick. By the late 1970’s clubs had spread out to be included in 3 other schools.

Along with this spread across seas, player associations have begun to form. In 1979 the Ultimate

Players Association (UPA) formed. This association has created and held regional tournaments each

year and has crowned a national champion each year since it started.

The popularity of Ultimate Frisbee has been quickly spreading since its origination and is a good

alternative to the many traditional sports there are. It is a fun, laid back game but is becoming more

challenging as more people have a desire to play. Its popularity should continue to grow as more

and more people become introduced to the sport.

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NASPE Standards and Virginia SOLs

NASPE Standards

Standard 1 - The physically literate individual demonstrates competency in a variety of motor

skills and movement patterns.

Standard 2 - The physically literate individual applies knowledge of concepts, principles,

strategies and tactics related to movement and performance.

Standard 3 - The physically literate individual demonstrates the knowledge and skills to achieve

and maintain a health-enhancing level of physical activity and fitness.

Standard 4 - The physically literate individual exhibits responsible personal and social behavior

that respects self and others.

Standard 5 - The physically literate individual recognizes the value of physical activity for

health, enjoyment, challenge, self-expression and/or social interaction.

Virginia Standards

Grade Six

Students in grade six apply fundamental skills and knowledge of anatomical structures and

movement principles to build movement competence and confidence through acquisition,

performance, and refinement of skills. Cooperative and competitive small-group games are

appropriate as well as outdoor pursuits, fitness activities, dance and rhythmic activities, aquatics,

individual performance activities, and sports (net/wall, striking/fielding, and goal/target), with an

emphasis on developing skills and tactical understanding. Students use feedback to initiate and

maintain practice to improve skill performance. Students assess their health-related fitness status

and set reasonable and appropriate goals for development, maintenance, and improvement.

Students in grade six will explain the connection between energy balance and nutrition

guidelines, meal planning, and heart rate. Social interaction becomes more complex as peer

pressure becomes increasingly pronounced, impacting individual performance. Students solve

problems and make responsible decisions as they work together. They identify and seek

opportunities to participate in regular physical activity at school and outside the school

environment.

Motor Skill Development 6.1 The student will demonstrate and apply mature movement forms in a variety of activities and

identify the six components of skill-related fitness.

a) Combine and apply mature locomotor and manipulative skills into specialized sequences, to

include overhand and underhand throwing and catching, execution to a target, hand and/or foot

dribbling, volleying/striking and/or batting ball; and apply sequences, to include change of

direction, speed, patterns, pathways, and spatial relationships in partner and small-group

modified game-play that includes dynamic and unpredictable situations.

c) Identify the six components of skill-related fitness (agility, balance, coordination, power, reaction

time, and speed).

d) Analyze movement situations for direction, speed, accuracy, and pathways to improve

performance.

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Anatomical Basis of Movement

6.2 The student will apply both movement principles and concepts and knowledge of anatomical

structures to movement-skill performance.

a) Refine and adapt individual and group activity skills by applying concepts of relationships,

effort, spatial awareness, speed, and pathways.

d) Describe basic offensive and defensive strategies in noncomplex, modified, and small-sided

activities.

Social Development 6.4 The student will demonstrate and apply skills of communication, conflict resolution, and

cooperation to achieve individual and group goals that apply to working independently and with

others in physical activity settings.

a) List and demonstrate problem solving, conflict resolution, and decision-making skills.

b) Compare and critique rules, safety procedures, and etiquette for two different physical

activities.

d) Describe the benefits of competitive and non-competitive physical activities.

e) Demonstrate integrity and apply rules/etiquette for a team-building activity

f) Create and implement strategies, to include others and promote safe participation in physical

activities

Grade Seven Students in grade seven continue to develop competence in modified versions of various game/sport,

rhythmic, and recreational activities. They vary movement during dynamic and unpredictable game

situations. Recreational pursuits become an additional curriculum option, broadening lifelong physical

activity options. The ability to analyze skill performance through observing and understanding critical

elements (small, isolated parts of the whole skill or movement) is increasingly apparent, as is the

application of basic scientific principles of anatomical structures, movement principles, energy balance,

and personal fitness. Students relate the importance of physical activity to health, focusing particularly on

obesity and stress. Students achieve and maintain personal fitness standards and create plans by setting

reasonable and appropriate goals for improvement or maintenance of health-related fitness. Students

continue to develop social skills and cooperative behaviors by demonstrating problem solving, conflict

resolution, communication skills, appropriate etiquette, integrity, and respect for others.

Motor Skill Development 7.1 The student will demonstrate competence and apply movement concepts in modified versions of

various game/sport, rhythmic, and recreational activities.

d. Demonstrate and apply mature movement forms and skill combinations competently in a

variety of cooperative and tactical activities that include dynamic and unpredictable situations.

e. Demonstrate offensive strategies and tactics, to include creating open space, skilled movement,

speed, accuracy, and selection of appropriate skill/tactic to gain offensive advantage..

h) Describe and demonstrate how movement is stabilized, to include balance (center of gravity and

center of support) and planes of movement.

I) Demonstrate the movement learning progression (practice, self or peer assess, correct, practice

at a higher level, and reassess) for a specific skill or activity.

Anatomical Basis of Movement

7.2 The student will understand and apply movement principles and concepts and knowledge of major

body structures.

a) Identify the “core muscles,” to include pelvis, lower back, hips, gluteal muscles, and abdomen,

and explain their role in stabilizing movement.

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b) Apply biomechanical principles (e.g., center of gravity, base of support) to understand and

perform skillful movements.

d) Analyze skill patterns and movement performance of self and others, detecting and

correcting mechanical errors and describing balance in the planes of movement for selected

movements

Social Development 7.4 The student will demonstrate and apply skills to work independently and with others in physical

activity settings.

a) Apply safety procedures, rules, and appropriate etiquette in physical activity settings by self-

officiating modified physical activities/games.

b) Create guidelines and demonstrate how to solve problems and resolve conflicts in activity

settings.

c) Explain the importance of cooperating with classmates, and demonstrate supportive behaviors

that promote the inclusion and safety of others.

d) Describe and demonstrate strategies for dealing with stress, such as deep breathing,

guided visualization, and aerobic exercise.

e) Demonstrate effective communication skills by providing feedback to a peer, using

appropriate tone and other communication skills.

f) Identify positive mental and emotional aspects of participating in a variety of physical

activities.

g) Describe how participation in physical activities creates enjoyment.

h) Identify specific safety concerns associated with at least one activity that includes rules,

equipment, and etiquette.

Grade Eight Students in grade eight demonstrate competence in skillful movement in modified, dynamic game/sport

situations and in a variety of rhythmic and recreational activities. They transition from modified versions

of movement forms to more complex applications across all types of activities. The grade-eight student

applies knowledge of major body structures to explain how body systems interact with and respond to

physical activity and how structures help the body create movement. Students will explain the

relationship between nutrition, activity, and body composition to deepen understanding of energy balance.

They will demonstrate socially responsible behavior as they show respect for others, make reasoned and

appropriate choices, resist negative peer pressure, and exhibit integrity and fair play to achieve individual

and group goals in the physical activity setting. Students are able to set goals, track progress, and

participate in physical activities to improve health-related fitness. They have a repertoire of abilities

across a variety of game/sport, dance, and recreational pursuits and begin to develop competence in

specialized versions of lifelong game/sport activities.

Motor Skill Development 8.1 The student will apply and demonstrate movement concepts and skills in modified versions of

various game/sport, rhythmic, and recreational activities.

a) Demonstrate and apply movement forms to a variety of cooperative and tactical

activities that include dynamic and unpredictable situations with a focus on defensive

strategies, to include reducing space, transitioning from offense to defense quickly,

communicating with teammates, and selecting appropriate tactics to gain defensive

advantage.

c) Demonstrate skill-related components of fitness (agility, balance, coordination, power,

reaction time, and speed) specific to a variety of activities.

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d) Apply and demonstrate biomechanical principles of force, motion (laws of motion),

rotation, and energy.

e) Demonstrate balance (center of support and center of gravity) in a variety of activities.

f) Demonstrate physiological principles of warm-up, cool down, overload, specificity, and

progression to improve performance.

g) Demonstrate use of technology tools to analyze and improve performance.

h) Describe how movement is created in activities that involve agility, power,

coordination, reaction time, speed, force, motion, rotation, and energy.

i) Explain the role of balance (center of support, center of gravity, planes of movement) in

creating movement. j) Analyze movement performance and utilize feedback to learn or improve the movement skills

of self and others.

Anatomical Basis of Movement

8.2 The student will apply movement principles and concepts and apply knowledge of major body

structures to explain how body systems interact and respond to physical activity and movement.

a) Explain how body systems interact with one another during physical activity.

b) Identify and describe biomechanical principles (e.g., spin, rebound, effects of levers) to

understand skillful movements.

c) Explain how offensive and defensive tactics and strategies are used to gain an advantage

offensively and defensively.

d) Analyze performance in a variety of selected skills/activities using movement concepts of

agility, power, coordination, reaction time, speed, force, motion, rotation, and energy of self

and partner.

e) Analyze movement progressions (practice, self or peer assess, correct, practice at a higher level,

and reassess) of a specific skill and utilize feedback to improve the movement skills of self

and/or others.

f) Describe effects of exercise/activity on physical movement, body systems, and brain

development.

g) Describe how muscles move bones to create paired movement by relaxing and contracting.

i) Apply knowledge of anatomy to accurately describe movements in relation to type of joint and

associated movement/motion, associated bones and muscles, and type of muscle contraction.

Social Development 8.4 The student will describe and apply a variety of social and safety skills to achieve individual and

group goals in a variety of physical activity settings.

a) Describe and demonstrate best practices for participating safely in physical activity,

exercise, and dance (e.g., injury prevention, proper alignment, hydration, use of

equipment, implementation of rules, sun protection). b) Describe and demonstrate appropriate encouragement and feedback to peers without prompting

from the teacher.

c) Identify and demonstrate proper etiquette, respect for others, integrity, and teamwork while

engaging in physical activity and/or social dance.

e) Apply communication skills and strategies that promote team/group dynamics.

f) Describe and demonstrate conflict-resolution skills.

g) Apply problem solving skills in cooperative and dynamic physical activities and/or

dance settings.

h) Analyze and compare social and emotional benefits of participation in a variety of

activities.

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i) Identify opportunities for social interaction through physical activity in the community.

Skills Concepts

1) Backhand Throw

a. The easiest and probably most commonly used throw. It is the most generic and

natural way to throw a disc. You will put four fingers in the cup of the disc with

your thumb on top. If you are a righty you would stand straight up, twist to the

left, bend your wrist and elbow in front of you so they are in front of the disc.

Then undo all of that in one steady motion releasing the disc. Try to keep the disc

as level as possible and to give it spin. Remember that most of the spin comes

from bending your wrist then snapping it. Backhand can be used for short,

medium, and long-range passing.

2) Forehand Throw

a. This is the most efficient throw in Ultimate because it uses the least amount of

energy and can be thrown in milliseconds. Put 2 fingers (Pointer & middle) under

the disc and your thumb on top. Throw as if you were trying to skip a flat rock on

water. Keeping the disc parallel with the ground is really important. The key

element to the flick throw is the spin you put on the disc. Do this by pulling your

wrist as far back as it will go and snapping it forward while bringing your arm

through the motion. The disc should wrap around and “fling” off your two

fingers.

3) Hammer Throw

a. To throw a hammer (righty) simply pretend like you are throwing an axe. First,

hold the disc with your pointer and middle finger on the inner side of the disc,

your thumb on the other side. (It is typically held the same way as a Flick.) The

top of the disc should be facing your left side. Tilt the top of the disc slightly to

the left side to give it an angle. Pull back and release the disc when it gets even

with your forehead, keep your elbow bent at all times. If done right the disc

should start out tilted and slowly turn upside-down. The disc should land

completely upside down on its face because it makes it more predictable and

easier to catch for you teammate. If the disc corkscrews then you are probably

throwing at too much of an angle for that particular distance. You should use less

tilt for far ranges and more for short ranges. Good for all ranges but works best at

medium-range.

4) Pancake Catch

a. Whenever possible, catches should be attempted two-handed, with the palms

facing each other. The pancake style is close to the body, with hands at right

angles to each other. The receiver should attempt to get their body behind the

direction of travel of the disc. It has the advantage that if the catch is mistimed,

there is a good chance that the disc will hit the body of the receiver and still be

caught between the hands. This is the style that should be used for the majority of

throws as it is least prone to error.

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5) Crocodile Catch:

a. The crocodile style is out in front of the body with arms almost parallel, and often

with some of the impact being absorbed by the fore-arms. As for the pancake

catch, the receiver should attempt to get their body behind the disc. The reason in

this case is to get the arms in line with the direction of travel of the disc. The main

use for this type of catch is when the disc is travelling at speed relative to the

receiver. The forearms provide a longer area to decelerate the disc over, and hard

throws are less likely to be dropped. The disadvantage is that because the arms are

roughly parallel, the disc has a tendency to flip out sideways if the arms do not

move directly up and down towards each other.

6) Rim Catch

a. Catches with both hands on the rim are risky and rarely necessary. They should

only be used if the disc is well above the head or the around ankles, and in the

latter case only when it is not possible or reasonable to dive or slide to catch it.

The disc should be caught with both hands on the leading edge, one hand on

either side of the disc. The reason rim catches are risky is that they have a

tendency to spin out of the hands sideways, a tendency which is stopped by

catching the disc on top and bottom.

7) One-Handed Catch

a. A one-handed catch should be attempted anywhere where it is difficult or impossible to

catch with two hands. Having to stretch a bit or avoiding falling on the ground is not an

excuse for catching one- handed. Catches around the ankles, well above the head, or far

to either side must necessarily be caught with one hand. When the disc is skied above

receivers and defenders heads in the air it is usually most advantageous to contest it with

one hand. If the disc is above the elbow, it should be caught thumb down, otherwise

thumb up: experience will show the difference.

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Class Context

Grade level: Middle school 6th-8th grades

Class size is 20-25 students

Facilities: The gym will be used as well as the outdoor fields.

Equipment: Disc golf set, Class set of Frisbees, 12 hula hoops, class set of pennies, 20 cones, 8 baseball

bases, class set of bowling pins, and 10-12 small cans or buckets.

Instructional materials: iPads for watching videos on the throws and catches and computers for final

project if necessary.

Safety: While using frisbees students need to make sure they have adequate amount of space when

throwing frisbees so no one is hit by a follow through or frisbee. They will also need to be aware of

frisbees that are being thrown or in the process of being thrown. Also, it will be emphasized that

Ultimate Frisbee is not a contact support so there should be no collisions or rough play. When playing

KanJam it will be emphasized that safety is first when trying to get the frisbee into the can or bucket.

Student Skill Level: 30% beginners, 60% intermediate, 10% advanced

Students with Special Needs: Students that have leg disabilities will still be able to participate in

throwing frisbees. They will still be included in game play as I can adjust rules to allow max participation.

If they have wheelchairs that they can easily get around in they can play just like everyone else. If they

do not, I will have the class play more stationary games like frisbee bowling to include them. For

students with hearing impairments, I will have written instructions everyday so they can still learn the

major concepts and skills being taught.

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Rainy Day Activity

Math Tag: For this activity students start off in pairs and shake hands three times. On the third hand

shake students hold up a certain number of fingers using either one or both hands. The first student to

correctly add up the number and say it out loud wins. That student then has to run to a designated safe

zone and avoid being tagged. After the student is either tagged or has made it to the safe zone the pair

gest back together and does it again. After two or three times have the students change partners. You

can also change the rules to have students multiply the number of fingers help up. You can also change

up how they get to the safe zones saying they have to jog, skip, jump, gallop, or bear crawl to add

variety.

Lesson Plan Template

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Name: Adam Butler Date: 4/13/15 Grade: 6-8 Day 2

Focus: Forehand frisbee throw and rim and one handed catch

Subfocus: Backhand throw and pancake catch

VA SOLs: 6.1 (a, c-d), 7.1 (d,h-i). 8.1(a, c-i)

Objectives:

Students will demonstrate the ability to use the forehand throw while throwing with a

partner and in a game of bowling

Students will demonstrate the ability to use the pancake and rim catches in partner

throwing exercises.

Cues: For the forehand throw, Flick the wrist and keep disc parallel to the ground. Rim

catch: catch with one hand on either side of the disc. One handed catch: thumb up if above the

head, thumb down if below the knees

Assessment: peer assessment sheet and teacher observation

Materials/Equipment: 3 ipads, 20 frisbees, 4 large cones, 25 peer evaluation sheets, class set of

bowling pins, 30 poly spots,

Area Diagram:

Activity 1: Station activity

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=Stations

Activity 2: Peer assessment

= peer assessment areas

B

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Safety Precautions: Students must be aware of other students. Stations will be set up will

enough space so that students can throw and catch with proper space. Students need to also

respect equipment and each other.

Instant Activity (Time): 5 minutes Frisbee fitness

Hula hoops will be set up around the gym filled with pieces of paper. These pieces of paper will

contain different fitness exercises like sit-ups or push-ups, or crunches, jog in place, and etc. The

piece of paper will also have a number which will tell them how many of each to do. So students

will jog, run, skip, gallop around the gym and when the music stops they have to use the

backhand throw to toss the frisbee into a hula hoop. After they make it into the hoop they choose

a piece of paper and they do what it says. If the student misses they can pick up their frisbee and

try again.

Transition: Everybody freeze! When I say go collect the pieces of paper and the hula

hoop closest to you and put them in a pile. Then line up around the B in the middle of the gym.

Ready, go!

Introduction (Time): 5 minutes Hello class! Yesterday we learned the backhand throw and

pancake catch. To review, can anyone tell me any of the cues for the backhand throw? What

about the forehand catch? Today we are going to learn the forehand throw and the rim and one

handed catches.

Transition: To start off class today we will be doing station work. When you are at a

station, watch the video first if there is one and then read the poster. After you do that, start

practicing the skill. So, by the count of 5 I want everyone to be in groups of three. I will then

place the groups at stations. Ready! 1-2-3…

Content Development (Time):

T1 (Time): 30 minutes.

Students will go through 5 stations. Each station has a different throw or catch at it that they will

practice. First at the station, if it is a new skill, they will watch a video on how to perform the

skill. Then, they will have a cue poster that also explains each skill. (This will be for all of them

not just the new skills). After they watch the video and read the poster they will start practicing

the skill. Each station will be 6 minutes in duration.

Cues: When throwing, flick the wrist, keep disc parallel (forehand throw), bend

the elbow and then release (Backhand throw) When catching look the frisbee in, use finger tips

E1: Encourage them to throw from different distances to increase difficulty.

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Individual Instruction: Students can work at their own pace at the stations. They can

watch the videos and read the posters as many times as they want. This will allow them to work

at a pace that is comfortable to them. We will also have soft frisbees for students that need them

SSN: Since a lot of it is in place throws and catches most SSN should be able to

participate fully.

Transition: Everyone freeze! We are going to do a peer assessment of the backhand throw

and pancake catch you learned yesterday. This is how the assessing is going to work. 1 student

will be performing the skill. The second will be watching and filling out the assessment sheet

that I will give you and the third will be either catching the frisbee or throwing the frisbee based

off of what skill is being observed. Each person will perform the skill three times and when the

aspect of the skill described on the paper is done, write a check in the box. Also, one person will

stand by the cones set up on the side and the other person will stand at the half court line. So

when I say go, you and your group need to go to one of the cones set up on the side and when the

music begins you can start.

T2 (Time): 15 minutes

Cues: flick the wrist, bend the elbow, release in a fluid motion, look the frisbee

in, palms should face each other

E1: Move the distance of the throw if too easy or too difficult

Individual Instruction: Soft frisbees will be available to students

SSN: This will be in place throwing and catching so they should be able to participate

fully

Transition: Everyone freeze! I want one partner to bring me your group’s papers and I

want one partner to put the pencils away. Everyone else meet me on the baseline. Our final

activity is going to be frisbee bowling. You will be in your groups of three for this again. Each

person will get two throws to knock all the pins down. The other two people in the group will be

offering advice and feedback to the thrower on how they can knock the pins down or which

throw they think will work best. Also, these two people will set the pins up after the other person

is done throwing. To play this there is a little set up needed. There are 6 groups of tape, each set

of tape marks have a number written on them to correspond to the group. When I say go I need

two people from each group to grab 6 bowling pins. The other partner can find a spot on one of

the six tape clusters. When your group have the pins set the pins up on the tape. Then when you

go to throw make sure you throw from behind the line of tape. Also, we will not be keeping

score today but later on in the unit we will, so try your best! When everything is set up and the

music starts you may begin.

Culminating Activity (Time): 15 minutes Frisbee bowling

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Transition: Everyone freeze! I need two partners to put up the bowling the pins. Then

everyone meet back here at the baseline.

Closure (Time): 5 minutes

Can someone tell me what throw we learned today? What are the cues related to this throw?

What about what catches we learned? Can someone describe how to do the rim catch? Can

someone tell me the two different thumb positions for the one handed catch? Great job today

everyone! See you tomorrow!

Lesson Plan Template

Name: Adam Butler Date: 4/14/2015 Grade: 6-8 Day 5

Focus: Throwing at a moving target

Subfocus: Throwing at a target and using proper form for the backhand and forehand throws. As

well as the crocodile catch

VA SOLs: 6.1 (a, c-d), 7.1 (d,h-i). 8.1(a, c-i)

Objectives:

Students will accurately throw to a moving target using the forehand and backhand

throws during small sided game play

Students will demonstrate proper catching form in small sided game of frisbee hoops

Cues: Lead your target, flick the wrist, release the frisbee where you want it to go.

Assessment: Teacher observation during lead up activities and game play

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Materials/Equipment: 20 poly spots, 20 frisbees, 11 or 12 buckets, 4-8 hula hoops, 10 station

numbers, class set of pennies, 20-25 assessment sheets

,

Area Diagram:

= where they throw = where the bucket is placed

= throwing stations

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= courts being played on

Safety Precautions: Students will need to be aware of other students around them. They will

need to be careful when throwing the frisbees and when route running. Students should not

horseplay or rough house.

Instant Activity (Time): 5 minutes

Popcorn Frisbee

Students will move around the gym either skipping, galloping, or jogging. 1 person will start off

with the frisbee and will call out someone’s name. After calling the name they will toss the

frisbee to them. That person will do the same. Call out a student’s name and then toss the frisbee.

To make the game more difficult add another frisbee and more after that if needed.

Transition: Freeze! By the count of three I want everyone to meet me by the baseline. If

you have a frisbee put it away. Ready, 1,2,3…

Introduction (Time): 5 minutes Yesterday we learned another catch, what was it called?

(Crocodile catch) When is that catch primarily used? (When on the run and the pass is out in

front of you). Today, we are going to continue to work on throwing to a moving target which

requires that catch. So, can anyone tell me some of the cues to throwing to a moving target?

Transition: Our first activity for the day is KanJam.

Content Development (Time):

T1 (Time): 15 minutes

Students will be playing a game called KanJam to start class. This game will work on the

students’ ability to throw to a target. This is a review game to build up to a moving target. In this

game you all will be in pairs. One partner will start out throwing the frisbee to a bucket in front

of where they are standing. The other partner will be standing behind the bucket. The partner’s

job is to try to knock the frisbee into the bucket. The student cannot catch the frisbee but can

only bump it or tap it in. When we start first throwers, use the backhand throw only. Then after

we switch and the first thrower is throwing again you will use the forehand throw. So when I say

go one partner will grab the bucket and the other will grab a frisbee and then find a poly spot on

the court and set the bucket up on the poly spot in the middle of the court in front of it. Then

when the music starts begin.

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Cues: Keep your eyes on the target, release the frisbee in the direction you want

it to go in.

E1: Increase the distance or have them move slightly to a side

Individual Instruction: Adjust the length of the target for students

SSN: This is throwing in place so they should be able to participate fully

Transition: Everyone freeze! When I say go I want one partner to grab the bucket and put

it away. I want the other partner to grab the poly spots and put them away. Then meet here on the

baseline. You will have to the count of 5. Ready? Go!

T2 (Time): 20 minutes. Our next activity is going to be frisbee route running. This

activity is going to work on throwing to a moving target. Like wide receivers in football we are

going to run short routes. On the assessment sheet being given to you there are 4 routes. Those

routes are the ones you will be running in the activity. The person throwing will be the one

filling out the assessment sheet. You both will take turns throwing though. How the sheet works

is when you throw to a route you put a check in the box if the pass is completed. For the first 5

minutes take turns practicing these routes and throwing to each other. Then, when I tell you, start

doing the sheet. Try to get all the passes complete! These routes could come in handy later on!

So, when I say go, go. Find the partner you had for KanJam and go to one of the numbered

stations.

Cues: Keep your eye on the target. Release the frisbee in front of your target.

C1: Challenge them to lead the receiver

C2: Challenge them to throw to the receiver as they make the break on the route

Individual Instruction: Soft frisbees will be available

SSN: They can throw to people running. That way thier throwing ability can still be

assessed and they can still participate.

Transition: Everyone on the count of the five I need all papers, with your names on them

to be turned into me. I also need all the frisbees put away. Then meet me on the baseline. Ready?

Go!

Culminating Activity (Time): 25 minutes

To finish class you will play a game called frisbee hoops. (This will be small sided. No more

than 5v5). There are a few rules to this game. The first is you can only score after everyone has

touched the frisbee. The second is you score by throwing the frisbee through a hula hoop instead

of the basketball net. Third, you can only take two steps once you catch the frisbee. Finally, to

start the game play rock, paper, scissors. The winner gets to start with the frisbee. During this

game utilize all the throws we have taught. These throws are? (Forehand and backhand). Also,

use all the catches we have taught. Can anyone name the catches we have learned? (Pancake,

rim, one-handed, and crocodile). Good. So we will play for a certain length of time and then

teams will rotate clockwise and the time will start again. So, can anyone tell me how many steps

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you get when you have the frisbee? (2). How do you score? (Throwing it through the hula hoop).

(teams will already set before class). And which way do we rotate? (clockwise). After I put you

into teams, I will tell you which court to play on and when the music starts begin playing.

Transition: Ok hold the frisbee. I want the person with the frisbee to put it away.

Everyone else meet me at the baseline. Ready go!

Closure (Time): 5 minutes

Good job today everyone! Can someone tell me one of the cues to throwing to a moving target?

What are the other cues? Why may practicing throwing to a moving target be helpful? (You are

going to be moving in Ultimate Frisbee). Is it better to move around in a game or stand in one

place? Why is it better to move around in a game? (You can avoid the defense easier). Good

class today. Have a great rest of the day!

References: http://www.pecentral.org/lessonideas/ViewLesson.asp?ID=8002#.VSAjQPnF9qU

http://www.discace.com/ultimate-frisbee/ultimate-frisbee-games

Lesson Plan Template

Name: Adam Butler Date: 4/14/2015 Grade: 6-8 Day 6

Focus: Using spacing to create scoring opportunities

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Subfocus: Throwing to a moving target

VA SOLs: 6.1 (a, c-d), 7.1 (d,h-i). 8.1(a, c-i)

Objectives:

Students will demonstrate how spacing creates scoring opportunities in lead up and small

sided games.

Cues: Spread out, create space in the defense

Assessment: Teacher observation.

Materials/Equipment: 2 bowling pins, class set of jerseys, 10 frisbees, 4-8 hula hoops

Area Diagram: = starting point for offense

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= Where the pin should be set up

=courts being played on

Safety Precautions: Students must be respectful of each other’s space. They must treat

equipment with respect.

Instant Activity (Time): 5 Minutes Students will play crossover

Half the students will start out as taggers and half the class will be trying to run to from poly spot

to poly spot without being tagged. If they are tagged they must go to the side of the court and

throw a frisbee into a hula hoop three times using a throw of their choice. They can then re-enter

the game. After a minute or so have the students switch roles.

Transition: Everyone meet me at the baseline!

Introduction (Time): 5 minutes

Hello class! Can anyone tell me a sport that involves passing? What does effective passing do to

the defense? So passing is one of many things that an offense does to try to make it easier to

score. Today we are going to look at an offensive tactic that will help make passing and scoring

easier.

Transition: By the count of three everyone get into groups of 5. After you are in groups I

will explain the activity. Ready, 1,2,3

Content Development (Time):

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T1 (Time): 15 minutes

In this game students will work on spacing to pass the frisbee against an opponent. Students are

going to try to get from one side of the basketball court to the other without getting the frisbee

knocked down or swatted away. The 3 students that start on offense first will start at the out of

bound lines and the two defenders will be a few steps in front of the half court point. Offensive

people stay as close to your teammates on offense until told to do otherwise. Defenders just try to

keep them from getting to the other side. Everyone will have a chance to play offense and

defense before we switch. So, what is the goal for the offense? (Get across). Are you all going to

be close together right now or spread out? (Close together). When I say go, your group needs to

go to one of the cones. I’ll give you thirty seconds to figure out who is going to start on defense

and who will start on offense. Then when the music starts you can begin. Ready go!

After 7 or 8 minutes stop the game and ask the following questions. On offense are you

finding it easy or difficult to get from side to side? On defense has it been easy to knock the

frisbee down or swat it away? Why might the defense by having so much success? (Offense is

too close together). So what might we do to make getting around the defense easier? (Spread

out).

When we play this time, try to spread out. Observe the difference from being spread out to when

you were close together. The people that were on offense first will be on defense first this time

too. When the music starts you can begin again.

Cues: Spread out, look for open spaces

E1: Take away or add steps that they can take before throwing

Individual Instruction: Have a soft frisbee available

SSN: Let them start out throwing the frisbee. If they cannot throw have them catch and

change the rules so they can hand the frisbee off.

Transition: Everyone freeze! By the count of three I want everyone to the baseline and if

you have a frisbee it should be by your feet. 1,2,3…. Who can tell me some differences they

observed when they were spread out? Was it easier or harder to pass? How did being spread out

create space to pass and move around the court? In the next activity try to think of ways that

spacing can help you get around the defense and in our next activity score.

T2 (Time): 20 minutes

In this game you all will be put into teams of 5. There will be two courts going and each team

will have an opportunity to be on offense and on defense. The offense will start on one side of

the court and the defense will be defending a pin on the other side of the court. The objective of

the game is on offense, to knock the pin over using the frisbee. On defense though, you want to

keep them from knocking the pin over. A second challenge for the offense is the pin will be set

in the free throw shooting lane on the basketball court. To knock the pin over and have it count,

you must throw the frisbee from outside of that lane. So how the game will work is each team

will have 3 opportunities to knock the pin over. Then after the third time teams will switch roles.

Also, everyone must throw and catch the frisbee before a shot can be taken. You can also only

take two steps once you have the frisbee. On defense you cannot stay huddled around the pin.

There is no home guarding. Finally after each game teams will rotate clockwise. So these are the

teams (read off a list already made). Teams 1 and 3 will start on defense first. Teams 2 and 4 will

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be on offense. I need 1 person from teams 1 and 3 to set up a pin in their court in the free throw

lane. When I say go teams 1 and 2 will be on the top court and 2 and 4 on the lower court. Go!

Cues: Spread out, look for holes in the defense

E1: Set up a second pin for the defense to guard

C1: Have them use only specific throws

Individual Instruction: Have soft frisbees available

SSN:

Transition: Freeze! I need one person to put up the pins and when I say go, meet me at

the baseline! Ready go!

Culminating Activity (Time): 25 minutes

Our final activity will be frisbee hoops. To review can anyone tell me what one of the rules are?

What are the other two? (take only 2 steps, score by throwing through the hula hoop, everyone

must touch the frisbee before scoring). Finally how do you start each game? (Rock, paper,

scissors. Winner gets the frisbee). When you play the game today, I want you to focus on spacing

when you are on offense. Look for ways to spread out the defense and create opportunities to

score. You will be on the same teams as yesterday. So when I say go get in your teams. Teams 1

and 3 will be in the upper court. Teams 2 and 4 will be in the lower courts. Ready, go!

Transition: Everyone freeze! Put the frisbees away and meet at the baseline by the count

of three.

Closure (Time): 5 minutes. Can someone tell me a difference they saw between playing this

game yesterday and today? How did spacing make a difference? Can someone tell me a way they

used spacing to create holes in the defense during the game? Spacing is a very helpful tactic that

can make offenses be very successful. Good job today everyone!

References:

http://www.pecentral.org/lessonideas/ViewLesson.asp?ID=8002#.VSAjQPnF9qU

Lesson Plan Template

Name: Adam Butler Date: 4/15/2015 Grade: 6-8 Day 7

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Focus: Defending a goal and covering the opponent

Subfocus: Spacing on offense

VA SOLs: 6.1 (a, c-d), 7.1 (d,h-i). 8.1(a, c-i)

Objectives:

Students will exhibit defensive awareness and perform the defensive tactics guarding the

goal and covering the opponent in small sided games.

Students will demonstrate effective spacing in a 5 v 5 game of goaltimate.

Cues: Good defensive stance, eyes up, stay in front of opponent

Assessment: Teacher observation of students during the activities and game play

Materials/Equipment: 4 foam balls, 12 frisbees, 4 goals, 2 or 3 bowling pins, 21 small cones

Area Diagram:

=for a large class they can play in these two spots.

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= cone placement for second activity Starting point

= Goaltimate goals

Safety Precautions:

Instant Activity (Time): 5 minutes Everyone circle up. The goal of this game is to make a

passing chain were everyone only touches the ball once during a chain and you cannot pass the

ball to the person directly beside you. Once you all get the chain down we will add another

aspect to the activity.

Transition: Hold the balls.

Introduction (Time): 5 minutes

Hello class. In yesterday’s class we focused on offense and a certain offensive tactic. Can

someone tell me what that tactic was? (Spacing) What are some key components of spacing?

(spreading out, not getting too close, creating holes in the defense). Today, we are going to

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continue to work on spacing but we are also going to introduce defensives tactics. These tactics

include guarding the goal and covering the opponent. So before we get started can anyone name

some things you can do to properly cover someone or help you cover someone? (keep your eyes

up, stay in front of them, stay close to them, good defensive position).

Transition: Good, so keeping those things in mind let’s get started on our first activity.

Content Development (Time): Stay in the circle we were in just a few minutes ago and we are

going to add another aspect. I need two volunteers to be in the middle. One is going to be

receiving a pass from the outside circle and the other person is going to try to keep the pass from

being completed. So, using one foam ball the people forming the circle are going to try to

complete a pass to the offensive player. You can pass around the circle before trying to throw it

to the person in the middle. The defender in the middle is just trying to knock it down or

intercept it. We will rotate people in the middle so that all that want to be in the middle can be.

Part 2 This time the offensive player in the middle is going to be replaced with a pin. Otherwise

all the same rules apply. The defender is trying to keep the pin from being knocked down.

Questions to ask: When defending, what can you do to keep passes from being caught? What can

you do to cover the person or pin well? What can the offensive players do to get an open shot at

the pin or pass to the person?

T1 (Time): 20 minutes.

Cues: Stay in front of the person, keep your eyes up, good defensive position.

E1: Spread the circle out or bring the circle closer together

E2: Add a player in the middle to help the defense.

C1: Add players in the middle and add more balls, change to a frisbee

Individual Instruction: Use soft balls that are easier to catch.

SSN: This activity will have students stationary so everyone should be able to participate.

In case that they cannot throw they can play the defender or play as the offense. I could also

modify the rules so that they could hand the ball to the person beside them.

Transition: Hold the ball!

T2 (Time): 15 minutes

Activity: Cone touch and catch. In our next activity we will be playing a game of pitch and catch

but there will be a defender. In this game students will be in groups of three. Two people will

start out on offense and one on defense. On offense one person will throw the frisbee and the

other will run to one of three cones touch it and then look to catch the frisbee. The defenders job

is to cover the person so they cannot catch the frisbee. Since the defender does not know where

they are going they will have to keep their eyes up, be in a good defensive stance and will have

to try to stay in front of the person. Switch after every three throws. The receiver goes to

defender, the defender goes to thrower and the thrower goes to receiver. By the count of three get

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into groups of three. Now when I say go, find a cone to start and when the music starts you can

begin.

Cues: Keep your eyes up, be in a good defensive stance

E1: Add or remove a cone to make it more difficult

E2: Increase or decrease the space between cones

Individual Instruction: Use soft frisbees that are easier to catch and throw

SSN:

Transition: Everyone freeze! When I say go, I need one person in your group to pick up

the three cones and put them on the side and one person to put the frisbee away. Then everyone

meet at the baseline.

Culminating Activity (Time): 25 minutes

This will be a 5v5 game. The rules are very similar to ultimate frisbee. Each player gets 2 steps

with the frisbee. If the frisbee hits the ground the other team gets possession. You score by

throwing the frisbee into a goal though. There are no goalies but you can only score if you shoot

outside of the free throw lane. Also play rock, paper, scissors to determine who starts out with

the frisbee. Remember to keep defensive and offensive strategies in mind. When covering

someone what can you do? (stay in front of the person). On offense what can you do to make it

more challenging to guard the goal? (have good spacing, spread out). As we play today we will

rotate clockwise. Your teams for this activity are… (this will already be written out). When I say

go I want teams 1 and 2 at the upper court and teams 3 and 4 at the lower court. Ready go.

Transition: Hold the frisbee! By the count of three I want everyone to meet me at the

baseline.

Closure (Time): 5 minutes

So we focused on defense today and how to cover opponents. What the three cues to good

coverage? (have a good defensive stance, stay in front of them, keep your eyes up). Good job

today everyone!

References: Ultimate Frisbee Top 10 Lists. (n.d.). Retrieved April 4, 2015, from

http://www.discace.com/ultimate-frisbee/ultimate-frisbee-games

ThePhysicalEducator.com | Invasion Games. (n.d.). Retrieved April 6, 2015, from

http://www.thephysicaleducator.com/resources/games/invasion/

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References

EVERY Frisbee Throw - How to's - Ultimate Frisbee HQ. (n.d.). Retrieved April 12, 2015, from http://ultimatefrisbeehq.com/ultimate-frisbee-throws/

How to catch a frisbee. (n.d.). Retrieved April 1, 2015, from http://www.windsorultimate.com/page/how-to-catch-a-frisbee

Middle School PE Lesson Ideas. (n.d.). Retrieved April 1, 2015, from http://www.pecentral.org/lessonideas/ViewLesson.asp?ID=8002#.VSAjQPnF9qU

National PE Standards. (n.d.). Retrieved April 1, 2015, from http://www.shapeamerica.org/standards/pe/

ThePhysicalEducator.com | Invasion Games. (n.d.). Retrieved April 6, 2015, from http://www.thephysicaleducator.com/resources/games/invasion/

Ultimate Frisbee History. (n.d.). Retrieved April 1, 2015, from http://ultimatefrisbeeinfo.com/ultimate_frisbee_history

USA Ultimate. (n.d.). Retrieved April 1, 2015, from http://www.usaultimate.org/resources/officiating/rules/default.aspx#10simplerules

Ultimate Frisbee Top 10 Lists. (n.d.). Retrieved April 4, 2015, from http://www.discace.com/ultimate-frisbee/ultimate-frisbee-games