Physical Education Teacher Ed. Program

Central Washington University

Ultimate Frisbee

Katie Gronowick

8th Grade

 

 

 

Student objectives (cognitive, psychomotor, affective)

Student  1.  By the end of class, students will be able to throw a Frisbee accurately to a partner.

2.  By the end of class, students will know how to throw a Frisbee with the forehand and backhand techniques.

3.  By the end of class, students will be able to use the skills learned in class in a game-like situation.

               

 

Teacher objectives: Allow students time to practice new skills

 

NET-S:

   3. Research and Information Fluency

Students apply digital tools to gather, evaluate, and use information. Students:

         

a.          Plan strategies to guide inquiry.

b.         Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.

c.          Evaluate and select information sources and digital tools based on the appropriateness to specific tasks.

d.         Process data and report results.            

 

a.  Students will use the camera to evaluate themselves and their throws and make improvements on forms.

b.  The heart rate monitors will be used during the game-like situation to evaluate the cardiovascular output throughout the game and decided whether or not this game would be a resource for obtaining 30 minutes of exercise per day.

c. they will have to evaluate their level of intensity from the heart rate monitors and will need to evaluate their throws based off the film they watch from the video camera.

 

4. Critical Thinking, Problem Solving, and Decision Making

Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. Students:

         

a.          Identify and define authentic problems and significant questions for investigation.

b.         Plan and manage activities to develop a solution or complete a project.

c.          Collect and analyze data to identify solutions and/or make informed decisions.

d.         Use multiple processes and diverse perspectives to explore alternative solutions.

 

a.      Students are collecting data based on their heart rate monitors to determine their energy output during the skills and game.

b.     The students are using multiple processes such as video taping and then watching film, using heart rate monitors and then taking the data from the heart rate monitors to determine the outcome.

 

 

 

WA State EALRS:

 The student acquires the knowledge and skills necessary to maintain an active life: Movement, physical fitness, and nutrition.

The student will comply with this EALRs by learning the skills necessary to compete in a game-like situation that will increase their cardiovascular health and coordination skills necessary to maintain an optimal level of fitness.

 

Equipment: (for a class of  30 students)

20 frisbees

Cones for boundaries

1 video camera

Tapes provided either by students or by the instructor

Enough heart rate monitors for the class

 

 

Protocol

When I say ÒGoÓ, do the task asked of you

When I say ÒFreezeÓ, stop and turn your attention to the teacher for further instruction

 

 

 

Set Induction:  How many of you have heard of the game Ultimate Frisbee? Well, today we are going to learn a few of the basic skills needed to play, and then at the end of class weÕll have a few minutes to put those into practice in a quick game of Ultimate Frisbee!

 

Instant Activity: Agility Ladder 10 minutes

Put Heart rate monitors on.

One foot in each square and then two feet in each square. Repeat twice and then side high knees with one foot in each square and then touch two feet in each square. Do this exercise twice and then repeat the whole thing again. Great exercise for warming up the muscles and getting your heart rate up, which the monitors will pick up.

 

MAF/Instructional techniques

Extensions

Refinements

Applications
  • Have equipment spread out and easily accessible

 

 

 

Informing task:  15 minutes Get shoulder to shoulder with someone. This is your partner. When I say go, I want you and your partner to grab a Frisbee, find a spot between the cones on either line, and begin tossing it back and forth. Go!

  • Have cones set up to let students know where to go
  • I want you to try throwing exclusively with the backhand technique
  • Work on keeping the Frisbee level on its way through the air
  • Step with your same foot
  • Flick your wrist
  • Pick a target around your partner and try to hit that same spot 5 times in a row
  • Demonstrate each task for the students so they know what to look for
  • Now, I want you to try using the forehand technique
  • Work on keeping your elbow at your hip, this will keep the Frisbee level
  • Forearm parallel to the floor
  • Flick your wrist
  • Pick a target around your partner and try to hit that same spot 5 times in a row
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Informing Task: 20 minutes Now, I need to you to divide into two even teams.  WeÕre now going to play a quick game of Ultimate Frisbee.

  •   Make sure to have students ask any questions and clarify rules and safety.

Act as a referee, clarifying any disputes or rule issues

If you see one team struggling, suggest strategies to get back into the game

 

 
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Closure/Assessment: 5 minutes How many of you had fun today? Great! What are some of the ways you can make a good Frisbee throw? Good! What did your heart rate monitors say during practice? What did it say during the game? When was your heart rate most high? You now have a game that you can play with friends outside of class. The school is trying to get together an Ultimate Frisbee team and I encourage all of you to go and join. See you next class!

 

 

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