Ultimate Frisbee Unit Plan - Kelsey Huculak's ELA...

Ultimate Frisbee Unit PlanNUFA

6/13/2012University of LethbridgeCraig Boehmer

Ultimate Frisbee Unit Plan

Philosophy 3

Introduction 4

Grading Scheme 5

Graded Hypothetical Student 5

Unit Plan Grid 6

Assessments: Skills Checklist 8

Progress Log Book 9

Strategy Implementation Log 12

Philosophy:

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Why did I choose a Sports Education Model based around Ultimate Frisbee?

Ultimate Frisbee was chosen because it is a sport that does not require a lot of equipment or a large number of people. The development of the skills used in Ultimate Frisbee will allow students to participate in a variety of active games outside of school such as Frisbee, box Ultimate Frisbee, Ultimate Frisbee and Frolf (Frisbee Golf). Thus the development of these skills can lead to an active hobby that they can participate in during their day to day lifestyle.

The Sports Education Model was chosen to reach a higher level of engagement from the students. It also allows students to learn the etiquette of the game and gain a greater understanding of how the game works. Through competition students become more invested in the unit, and because of the team aspect students form bonds of friendship with their teammates that helps them try harder in order to fulfill their responsibility.

As well as utilizing a Sports Education Model strategy, this unit implements Direct Instruction and Peer Instruction. After team practices the teacher will introduce to the class alternative fitness routines that the students can implement into their own personal lives. The Peer Instruction places responsibility on all the students in order for them to design strategies that will enable their team to overcome their

weakness and then implement these strategies and gauge the effectiveness of these strategies.

This mixture of strategies is particularly effective in a P.E. class because they raise engagement, create accountability and offer variety within the unit. The students in this class are in grade 12, most will have learned and practiced these skills in younger grades and are mature. This enables the teacher to place greater responsibility upon them for the learning process. Most students will be able to meet these expectations and will actually gain greater enjoyment from these extra levels of responsibility.

These considerations result in effective teaching in P.E. and the effective realization of the goals of P.E. teaching. Students are Active in a sport, students understand the Benefits of that sport for their health, students develop skills of Cooperation and students learn a sport that will help them Do it for life.

Introduction:

Welcome to the Ultimate Frisbee League!

This unit on Ultimate Frisbee is designed following a Sports Education Model strategy which allows for a lot of

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Peer-Instruction and Direct-Instruction. It is designed to mimic an Ultimate Frisbee league where approximately twenty-five students are divided into teams of five making a five team league. The teacher will choose a team captain to “coach” the team, the teams themselves will elect an assistant captain to help the captain with his roles. While there is only one captain and one assistant captain each student is expected to analyse the team’s performance and propose potential activities that will improve the team. This allows each student to exhibit understanding of developing activities to improve performance and each student will exhibit leadership skills and following skills. The first day the teams will be required to design a t-shirt logo to wear in competition, as well as a banner and cheer. The second day students will participate in exhibition games which will allow the team to analyze strengths and weaknesses of the team and set goals for the team to strengthen those weaknesses and optimize their strengths. Individuals will also need to record personal goals regarding skills and fitness. This provides students with an opportunity to record goals and develop strategies to obtain those goals. The development of this skill will translate from the classroom to their daily lives. This is the main emphasis of the unit, using a sports education model to illustrate the positives of goal setting in order for the students to use goal setting in their daily life.

The game days provide thousands of repetitions for the students to develop the skills involved in ultimate Frisbee. As well the small size of the teams will enable more students to get a higher amount of touches which increases engagement and participation. At the end of each game day the teams will

be required to assess how well they are doing in reaching their team goals and individual goals as evidenced by their skill or fitness level during the game. The students will be required to evaluate their progress and their strategies for reaching their goals. They will also be required to revise their strategies if needed. This allows an opportunity for students to understand how to develop and improve skills, fitness and participation. During the games the team that is not playing will also have the opportunity to stay involved as the referee, statistician and announcer. This will illustrate knowledge of the game and the etiquette surrounding the game.

The observation of the students’ skills while in a game situation gives an opportunity for the teacher to assess how well the students can perform their skills in a real setting. It takes the pressure off of those students who struggle with tests and it also allows for greater participation because students are never sure who the teacher is assessing at a given time. For greater accuracy the teacher can assess skills multiple times over an extended period of time, the teacher can also assign each student a peer to assess their skills as well. This allows at least two perspectives in the assessment of a student. The purpose for this is to answer the possibility of the teacher assessing a student’s skills on a day where the student is performing at a lower level then is the norm for that individual. Therefore the student receives a more fair assessment.

Grades:

Students will be assigned a grade for the Ultimate Frisbee unit based upon the following assignments and forms of assessment:

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1. Progress Log Book /25

2. Strategies for Improvement /25

3. Skill Observations /20

4. Participation /10

The progress log book will be used by the students to evaluate their progress towards the goals they have made in acquiring the skills necessary to Ultimate Frisbee. The progress book should contain entries from each game day and from the playoffs. It should contain the goals they have made and the strategies they have been using to accomplish those goals. It will be graded upon whether the student keeps accurate records of their progress. They will receive a mark out of 5 for their original recording of their goals; they will receive a mark of 5 for each subsequent entry and an additional mark out of 5 for a unit end summary regarding their development and progress towards their goals during the unit.

The strategies for improvement will be completed by the team at the end of each game and implemented during each practice. The teams will be given marks based upon how they identified the areas the team needs to improve in and the strategies they implemented to improve. 10 marks will be given for identifying areas for improvement and 15 for the strategies they used to improve.

The teacher will observe the students’ skills while in the game, the students will be notified at the beginning of each game day that the teacher will be marking based upon the skills they exhibited during the game. The teacher will follow a checklist to monitor the skills that shall be listed later.

Students will give themselves a mark out of 5 for participation at the end of each class, the teacher will also give them a mark out of 5 for participation at the end of each class. At the end of the unit the average mark the student has given and that the teacher has given will be added together to form a mark out of 10. The teacher will give the mark based upon whether the student is participating during the practices planned by his/her teammates, whether the student is fulfilling their duties such as refereeing, announcing, keeping statistics and playing during the games.

Hypothetical Student:

Archie Andrews:

1. Progress Log Book /25

i) Goals 4/5ii) 1st Game Day: 5/5iii) 2nd Game Day: 4/5iv) 3rd Game Day: 3/5v) Summary: 2/5

Total 18/25

2. Strategies for Improvement /25

i) Areas of Improvement 9/10ii) Strategies for Improvement 15/15

Total 24/25

3. Skill Observations /20

i) Catching: 4/5

ii) Standard throw: 5/5

iii) Backhand throw: 5/5

iv) Defensive Positioning: 4/5

Total 18/20

4. Participation /10

i) Day 1: 3/4ii) Day 2: 5/3iii) Day 3: 4/4iv) Day 4: 4/5v) Day 5: 5/3vi) Day 6: 2/3vii) Day 7: 5/4viii) Day 8: 4/4ix) Day 9: 5/5x) Day 10: 5/5xi) Day 11: 5/5

Total 8/10

Total 68/80 (85%)

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Unit Plan Grid

Lesson #& Title

GLO SLO Learning Activities Assessment Safety Equipment Motivation Instructional Strategies

1-Draft/ Cheer Design

AC

30-830-530-6

1. Explain the Ultimate Frisbee league and tournament.2. Announce team captains and hand them the captain’s packet.3. Have captains announce their rosters, allow teams to elect an assistant captain.4. Announce first day’s activity of designing a team jersey, banner and cheer.5. Teams will present their team jersey, banner and cheer.

a. Team judged with the best jersey, banner or cheer will be rewarded 5pts for either victory.

6. Explain the rules of Ultimate Frisbee and the etiquette needed to ensure fair play.

Observation -Heat Stroke-Broken glass in the grass-Thunder storms-Students with asthma-Standing water-Bees or wasp nests

T-Shirts, Markers, Banners, Paint.

-Interest-Competitiveness

-Direct Instruction-Peer TeachingSports Education Model-Positive Reinforcement

2-Exhibition Game/ Analyze Team Needs

ABC

30-530-630-130-3

1. Announce the exhibition tournament.2. Teams will play an exhibition tournament.3. Captains must analyze their team’s strengths and weaknesses.4. Captain and Assistant Captain must discuss with the team the strengths and

weaknesses of the team and potential plans to improve those areas.5. The team must record personal goals for improvement and team goals for

improvement all individually.

Observation.Chart analyzing strengths and weaknesses and presenting the plan for improvement.

-Heat Stroke-Broken glass in the grass-Thunder storms-Students with asthma-Standing water-Bees or wasp nests-Disc size should be suited to the ability level of students and the wind conditionof the day.- Use of a disc weighing more than 175g is not recommended.- Metal cleats should not be worn.

Frisbees, Pylons, Paper, Pencils.

-Interest-Competitiveness-Positive Reinforcement-Personal Development-Team Responsibility

-Peer Teaching-Sports Education Model-Positive Reinforcement

3-First Captain Designed Practice/ Fitness.

A

B

CD

30-130-330-530-230-330-430-530-430-6

1. Captains will run team practices based upon the goals the team prepared the prior day.

2. Teacher will direct fitness improvement.a. Zumba.b. Stretching.

Observation. -Heat Stroke-Broken glass in the grass-Thunder storms-Students with asthma-Standing water-Bees or wasp nests-Disc size should be suited to the

Frisbees, Pylons, Whistles, Paper, Pens, Stereo.

-Team Responsibility-Engaging-Personal Development-Modeling

-Direct Instruction-Peer TeachingSports Education Model-Positive Reinforcement

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ability level of students and the wind conditionof the day.- Use of a disc weighing more than 175g is not recommended. -Metal cleats should not be worn.

4-First Assistant Captain DesignedPractice/ Fitness.

A

B

CD

30-130-330-530-230-330-430-530-430-6

1. Assistant Captains will run team practices based upon the goals the team prepared.2. Teacher will direct fitness improvement.

a. Obstacle Course.b. Team’s will run a obstacle course relay race, first place team will gain 5pts, second place will gain 3pts, third will gain 2pts, fourth and fifth place will receive 0pts.

Observation. -Heat Stroke-Broken glass in the grass-Thunder storms-Students with asthma-Standing water-Bees or wasp nests-Disc size should be suited to the ability level of students and the wind conditionof the day.- Use of a disc weighing more than 175g is not recommended.-Metal cleats should not be worn.

Frisbees, Pylons, Whistles, Paper, Pens, Tires, Ropes.


-Direct Instruction-Peer Teaching-Sports Education Model-Positive Reinforcement

5- First Day of Games

A

B

CD

30-130-330-530-230-330-430-530-430-6

1. Teams will play a day Ultimate Frisbee games.2. Teams will use video to analyze whether performance has improved.3. Individuals will analyze their progress towards their goals.4. Teams that are not playing will be referees, statisticians, announcers and will video

record the games.

Observation, Progress logs.

-Heat Stroke-Broken glass in the grass-Thunder storms-Students with asthma-Standing water-Bees or wasp nests-Disc size should be suited to the ability level of students and the wind conditionof the day.-Use of a disc weighing more

Video Recorders and viewers.2 Frisbees.


-Peer Teaching-Sports Education Model-Positive Reinforcement

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than 175g is not recommended.- Metal cleats should not be worn.

6-Second Captain Designed Practice/ Fitness

A

B

CD

30-130-330-530-230-330-430-530-430-6

1. Captain will guide a practice based upon analysis of prior games.2. Teacher will guide fitness improvement.

a. Half-court ultimate Frisbee.b. Teams will divide into halves, we will play half-court Frisbee with pedometers.c. Teams with highest amount of steps receive 5pts.

Observation. -Heat Stroke-Broken glass in the grass-Thunder storms-Students with asthma-Standing water-Bees or wasp nests-Disc size should be suited to the ability level of students and the wind conditionof the day.-Use of a disc weighing more than 175g is not recommended.- Metal cleats should not be worn.

Frisbees, Pylons, Whistles, Paper, Pens.



7-Second Day of Games

A

B

CD

30-130-330-530-230-330-430-530-430-6

1. Teams will play a day Ultimate Frisbee games.2. Teams will use video to analyze whether performance has improved.3. Individuals will analyze their progress towards their goals.4. Teams that are not playing will be referees, statisticians, announcers and will video

record the games.


-Heat Stroke-Broken glass in the grass-Thunder storms-Students with asthma-Standing water-Bees or wasp nests-Disc size should be suited to the ability level of students and the wind conditionof the day.-Use of a disc weighing more than 175g is not recommended.- Metal cleats should not be worn.

Frisbees, Video Recorder, Paper, Pens, Whistles.


-Positive Reinforcement

8- Second A 30-1 1. Assistant Captains will run team practices based upon the goals the team prepared. Observations, -Heat Stroke Frisbees, Pylons, -Team -Direct Instruction

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Assistant Coach Designed Practice/ Trade Day

B

CD

30-330-530-230-330-430-530-430-6

2. Team will assess how far they have come to reaching their goals. Individuals will reflect upon the importance of goals.

Progress logs. -Broken glass in the grass-Thunder storms-Students with asthma-Standing water-Bees or wasp nests-Disc size should be suited to the ability level of students and the wind conditionof the day.-Use of a disc weighing more than 175g is not recommended.- Metal cleats should not be worn.

Whistles, Paper, Pens.

Responsibility-Engaging-Personal Development-Modeling

Sports Education Model-Positive Reinforcement

9- Third Captain Designed Practice/ Day With Media

A

B

CD

30-130-330-530-230-330-430-530-430-6

1. Captains will run team practices based upon the goals the team prepared.2. Team will discuss areas of focus for success in the playoffs.





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10- Playoffs A

B

CD

30-130-330-530-230-330-430-530-430-6

1. Teams will compete in a playoff.2. Teams not playing will act as referees, statisticians, and announcers.





11- Finals and Awards

A

B

CD

30-130-330-530-230-330-430-530-430-6

1. The final games will be played for 1st, 2nd, 3rd and 4th places.2. 5th place team will act as announcers, referees and statisticians.3. Awards will handed out to the class.4. Students will assess to what extent they reached the goals they made as individuals

and as a team.


-Heat Stroke-Broken glass in the grass-Thunder storms-Students with asthma-Standing water-Bees or wasp nests-Disc size should be suited to the ability level of students and the wind conditionof the day.-Use of a disc weighing more than 175g is not recommended.- Metal cleats should not be worn.




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Assessment

Skill Test Checklist

Frisbee Skills 1 2 3 4 5 Keep in mind.

Catching. Student attempts to catch the passes thrown to them.

Student catches few of the passes thrown to them.

Student catches some of the passes thrown to them.

Student catches most of the passes thrown to them.

Student catches the all of the passes thrown to them.

How difficult were the passes missed?

Throwing forehand. Student attempts to make a forehand pass.

Few of the Frisbee throwing mechanics are followed.

Some of the Frisbee throwing mechanics are followed.

Most of the Frisbee throwing mechanics are followed.

Shoulder is pointed in direction of throw, Frisbee touches opposing side of body, arm propels Frisbee forward in a fluid motion, index finger points towards target, Frisbee is released horizontally.

How difficult were the throws attempted?

Throwing backhand. Student attempts to make a backhand pass.

Few of the Frisbee throwing mechanics are followed.

Some of the Frisbee throwing mechanics are followed.

Most of the Frisbee throwing mechanics are followed.

Opposite shoulder is facing direction of throw. Arm is brought from behind body, wrist is flicked.

How difficult were the throws attempted?

Defensive positioning. Student attempts to gain defensive

Student rarely keeps body in front of player with the

Student keeps body in front of player with




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positioning.

Frisbee and consistently has physical contact.

the Frisbee some times.

the Frisbee most times, makes physical contact often.

the Frisbee at all times, but makes infrequent physical contact.

the Frisbee at all times, without making physical contact.

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Progress Log Book for__________________.

Date____________.

Fitness Goal:

Strategies to achieve Fitness Goal:

Skill Goal:

Strategies to achieve Skill Goal:

Participation Goal:

Strategies to achieve Participation Goal:

Game Day 1:

Fitness Goal:

Progress towards Fitness Goal completion:

Revised strategies for Fitness Goal:

Skill Goal:

Progress towards Skill Goal completion:

Revised strategies for Skill Goal:

Participation Goal:

Progress towards Participation Goal completion:

Revised strategies for Participation Goal:

Additional comments regarding progress:

Game Day 2:

Fitness Goal:



Skill Goal:



Participation Goal:

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Game Day 3:

Fitness Goal:



Skill Goal:



Participation Goal:




Summary

Goal 1:

Did I achieve my goal?

What can I continue to do in my daily life to achieve my goal?

How did the strategies I used help me achieve my goal?

Goal 2:




Goal 3:




How do goals help me increase my skill or fitness?

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How can I set proper activity or fitness goals in my daily life?

Strategies for Improvement

Name___________.

Areas of Improvement:

Exhibition Games:

List three areas the team can improve in:

1) 2) 3)

List three strategies to improve each area that needs improvement. Give an explanation how each strategy will help:

1) a)

b)

c)

2) a)

b)

c)

3) a)

b)

c)

First Games Day:


1) 2) 3)


1) a)

b)

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c)

2) a)

b)

c)

3) a)

b)

c)

Second Game Day:


1) 2) 3)


1) a)

b)

c)

2) a)

b)

c)

3) a)

b)

c)

Third Game Day:


1) 2)

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3)


1) a)

b)

c)

2) a)

b)

c)

3) a)

b)

c)

Summary:

Did your strategies help the team improve?

Did your strategies help in the creation of productive practices?

What is the purpose of planning practices through identifying team weaknesses?

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