Baltimore City Public School System

UBD Template Design

Course: Individual and Team Sports / Grade: High School
Unit Title: Ultimate Frisbee

Grade Levels: High School

Subject/Topic Areas: Team Sports

Key Words: Sportsmanship, teamwork, and honesty
Unit Designer: Garfield S. Thompson

Time Frame: 2 weeks (90 min. Periods)

School District: Baltimore City Public Schools

School: Mergenthaler Vocational Technical

3 weeks (50 min, Periods)

Senior High School

Link to Content Standards / MSA Assessment Limits (if applicable)

1.0 Skillfulness - Students will demonstrate an ability to enhance their performance of a variety of skills by developing,
creating, combining, and applying skills to a variety of recreational and daily life experiences.
2.0 Biomechanics - Students will demonstrate an ability to use the principles of biomechanics to generate and control
force to improve their movement effectiveness and safety.
3.0 Social-Psychological Principles - Students will demonstrate an ability to use the skills essential for developing selfefficacy, fostering a sense of community, and working effectively with others in physical activity settings.
4.0 Motor Learning Principles - Students will demonstrate an ability to use motor skill principles to learn and develop
proficiency through frequent practice opportunities in which skills are performed repeatedly and correctly in a variety of
situations.
5.0 Physical Activity - Students will demonstrate an ability to use the principles of exercise physiology, social-psychology,
and biomechanics to design and adhere to a regular, personalized program of physical activity consistent with their health,
performance, and fitness goals in order to gain health and cognitive/academic benefits.
6.0 Exercise Physiology - Students will demonstrate an ability to use scientific principles to design and participate in a
regular, moderate to vigorous physical activity program that contributes to health and enhances cognitive and physical
performance on a variety of academic, recreational, and life tasks.

Brief Summary of Unit (including curriculum and unit goals)

This eight lesson Ultimate Frisbee Unit was designed for Baltimore City High School Students. Ultimate Frisbee
is a unique territory invasion game that can be added to the traditional invasion sports such as soccer, volleyball,
and basketball. Its purpose is to introduce students to a new sport, provide the opportunity to learn new skills and
develop pre-existing skills, while at the same time promoting transfer of knowledge from Ultimate Frisbee to
other territory/invasion category games.
Unit Goals: At the completion of this unit, each student should be able to.

Psychomotor:
Demonstrate ways to send, receive, and retain possession of an object with increased speed and

accuracy.
Demonstrate body mechanics to improve performance in game activities.
Demonstrate improved basic motor skills

Cognitive:
Effectively demonstrate and use basic offensive and defensive strategies
Improve their ability to make appropriate tactical decisions (i.e. passing to open players)
Demonstrate improved tactical awareness, movement into open space, and utilization of the
playing area.

Social:

Identify, describe, and follow the rules, routines, and procedures of safety in a variety of activities
Demonstrate positive behaviors that show respect for individuals potential, interests, and cultural
backgrounds
Demonstrate self-confidence while participating in physical activity
Demonstrate etiquette and fair play
Select and assume responsibility for various roles while participation in physical activity
Describe the leadership skills used while participating in physical activity

Multiple Intelligences:
Verbal Linguistic
write about their perception of Ultimate Frisbee, Team Sports and the need for

referees.
Logical/Mathematical (Optional) explain how defensive zone work and how offensive flows and
sequences are used to get around/past the zone defenses.
Visual/Spatial

Draw a playing field on the board and let two student groups mark out with Xs and
Os where they would place their offensive and then where the other group would
place its defense and vice versa.

Body/Kinesthetic

help the children learn how to throw and catch a Frisbee and then move to playing a
few games of Ultimate Frisbee.

Interpersonal

allow the students to sort through and resolve any issues that come up during a
game.

Intrapersonal

ask the students to reflect in the journals how they would feel about calling
themselves in or out of the end-zone on the potentially game winning catch in the
finals of a world championship. Was their foot in the end-zone before or after they
made the catch?

Specially designed academic instruction in English (SDAIE)

Integrated Curriculum: Let the students understand that they are learning about expressing themselves
through writing, while physically engaging in a sport, learning about values and communicating with
others through resolving on-field conflicts
Hands-On: Let the students experience what it means to throw and catch a Frisbee. Explain some of the
aerodynamics and let them try to throw a Frisbee with and without spin to see two the resulting throws
differ.

Word-Bank: Keep a growing list of words related to the lesson (conflict, resolution, referee, selfofficiated, etc.)
Scaffolding: Ask the students what they know about other sports that seem relevant to what they are
learning about playing Ultimate Frisbee. Ask them how they might apply what they have learned to other
sports.
Authentic Assessment: Base your assessment of what knowledge the students have acquired on their
journal entries about Ultimate Frisbee, Sportsmanship and the Need for Referees.
Heterogeneous Grouping: In grouping the students to perform group tasks of to form teams, use a countoff system to ensure random selection (odds and evens or 1, 2, 3, 4, 1, 2, 3, 4, 1, etc.)
Musical/Rhythmic: It is traditional to create a cheer for the other teams after each Ultimate game. These
cheers are not the simple hip-hip-hooray type; Usually it consists of taking a song that everybody knows
and making up lyrics to commemorate the fun you had playing with your opponents. Recounting the
game's highlights is nice. It's just another extension of Spirit.
Community Involvement: Invite local players/teams in to visit and go on a field trip to a tournament or
suggest students go to one on their own or with their family.
Bilingual Education: Allow the students to read the rules etc. of Ultimate in their native language. This
will address some of the issues surrounding affective filters of motivation, self-confidence and anxiety.
Getting a common understanding of the sport in the own language supports the Common Underlying
Proficiency Principle of building a foundation of knowledge in the native language which will serve the
students in English interactions with other students.
Context Embedded: Ultimate Frisbee is one way to engage students in discussions leveraging Basic
Interchange Communication Skills (BICS). The students will discuss how to play the game and resolve
any on-field conflicts themselves.
Fitness requirements

Power - the ability to exert maximum muscular contraction instantly in an explosive burst of movements
e.g. Jumping for the disc, sprinting to free space or to intercept the disc

Agility - the ability to perform a series of explosive power movements in rapid succession in opposing
directions e.g. ZigZag running or cutting movements to get to free space or to cover an opponent in open
ground

Balance - the ability to control the body's position, either stationary (to throw the disc accurately) or
while moving (to intercept and catch the disc)

Flexibility - the ability to achieve an extended range of motion without being impeded by excess tissue
e.g. catching the disc

Local Muscle Endurance - a single muscle's ability to perform sustained work e.g. running or throwing
the disc

Cardiovascular Endurance - the heart's ability to deliver blood to working muscles and their ability to
use it e.g. running throughout the game

Strength Endurance - a muscle's ability to perform a maximum contracture time after time e.g.
continuous explosive running and throwing throughout an entire game

Strength - the extent to which muscles can exert force by contracting against resistance e.g. throwing the
disc

Co-ordination - the ability to integrate the above listed components so that effective movements are
achieved. Good hand/eye/disc co-ordination to catch the disc

Unit Resources (including printed materials, resources and Internet Resource Links)
www.Ultimatehandbook.com- A complete guide of playing Ultimate Frisbee from the beginner to advance level.
www.playulty.com- 10 minute video introduction to the sport of Ultimate Frisbee
The Ultimate Players Association
- http://www.upa.org
What is Ultimate
- http://www.whatisultimate.com/
Youth Education Program
- http://www.buda.org/yp/
The Ultimate Handbook
- http://www.ultimatehandbook.com/
George Ferguson's Ultimate Page
- http://www.cs.rochester.edu/u/ferguson/ultimate/
Ultimate Videos/Teaching Resources - http://www.playulty.com/products/videos/
Ultimate Locator Worldwide
- http://www.wrightlife.com/upa.php
UPA Ultimate Educational Kit
- http://www.wrightlife.com/upa.php

Materials:
Frisbees
Multi-colored pennies
Cones to mark playing area
Flip score chart
Large flat playing field
Stop watch

Ultimate Frisbee Vocabulary

Ultimate Frisbee Lesson Plan
Ultimate Frisbee Block Plan

What enduring understandings are desired?

Students will understand that ultimate Frisbee is a life long activity that enhances personal fitness and improves
self confidence.
Students will understand that strategies play a large role in any team or cooperative game.
Students will understand that correct techniques involving proper body mechanics will improve basic skills and
accuracy that increases with practice.

Students will understand that ultimate Frisbee is a worldwide sport and be able to explain how it evolved.
Students will understand that ultimate Frisbee can be dangerous and safety rules must be enforced at all times.
Students will understand that they can successfully officiate their own games.

What essential questions will guide this unit and focus teaching and learning?
How does sportsmanship come into play during an Ultimate Frisbee game?
Explain what health related fitness components play a role in the game of Ultimate Frisbee?
Explain what skill related fitness components play a role in the game of Ultimate Frisbee?
Why are strategies important in the game of Ultimate Frisbee?
What aspect of Ultimate Frisbee is similar to other territory invasion games?

Ultimate Frisbee Block Plan

DAY 1

DAY 2

DAY 3

DAY 4

DAY 5

DAY 6

Intro to unit

Warm up

Warm up

Warm up

Warm up

Warm Up

Pre-test

Students peer
teach and peer
assess proper
grips and
throws as
instant activity

Ultimate Frisbee Intro to Ultimate Ultimate

Ultimate Frisbee
Worksheet
Frisbee Game Frisbee Game Game

Rules & etiquette

for unit
Frisbee Cues
Safety
Warm Up
Guided Discovery
Throwing &
Catching
Demonstration of
grips for throwing
and proper ways to
catch
Students perform
various types of
throws
Cool down

Guarding,
Pivoting, and
Intercepting
Cool down

Game of
accuracy

Rules &
Boundaries

Target Games

Play game

Cool down

Cool down

Cool down

Cool Down
Ultimate Frisbee
extension project

Vocabulary:
Frisbee, Flying Disc, Ultimate, Team, Spirit of the Game, Rules, Referee, Self-Officiated, Offense, Defense,
Pivot, Sportsmanship, Fair Play, Policing, Supervision, Conflict Resolution, etc (have the students add to the list
as you go, and add to the list yourself as it becomes clear that a term was new to someone).
See also http://www.ultilingo.com/ Note, there are many terms related to Ultimate Frisbee which will be
unfamiliar even to those students whose are native English speakers. This terminology also sort of levels the
playing field in terms of having everyone start from the same place and having the native English speakers
possibly gain some empathy for being confronted with unfamiliar words and terminology.
See also The Complete Dictionary of Ultimate Lingo (http://www.ultilingo.com/) and
Glossary of Ultimate Terminology (http://www.whatisultimate.com/what_3.cfm)
BACKHAND
To throw the disc from the left side of the body for right handed players (or from the right for left
handed players). The motion is similar in some respects to the backhand in tennis. (Like the 'standard'
throw that non-Ultimate players may be used to).
BREAK (side, pass or cut)
The side to which the marker is trying to prevent the throw (or a pass/cut to this side).
CLEARING
To get out of the area where the thrower wants to pass the disc. Absolutely necessary after making an
unsuccessful cut or after throwing the pass. The importance of this is often underplayed to beginners.
CUT
An attempt to get free to receive the pass. Usually starting with a body fake and/or a sudden change in
direction or speed.
DEFENSE
The team attempting to prevent a score.
DUMP
Player who stands behind the thrower in order to help out (must get free for an easy pass) when the
offence gets in trouble.
FLOW
A series of quick passes to well timed cuts - should result in an easy score.
FORCE (or mark)
To make it as difficult as possible for the thrower to throw the disc in one direction (usually one side of
the field) in an attempt to make (force) him/her to make a pass to the other side. See the relevant section
for how and why this is done.
FOREHAND (or FLICK)
To throw the disc from the right side of the body for right handed players (or from the left for left
handed players). The motion is similar in some respects to the forehand in tennis.
FREE (or OPEN)
To be available to receive the pass. The "free player" may be unmarked or have managed to get away
from his/her defender.
HAMMER
High overhead throw; the disc flies upside down in a parabolic type path. The grip, release etc is similar
to the forehand.
HAND BLOCK
This is when the defender stops the disc directly after it is released by the thrower.
HUCK
A long pass; often nearly the full length of the pitch and high to a tall player in the end zone.

LAYOUT
When the player dives the catch or intercept the disc. Also referred to as "going ho" (from going
horizontal).
MAN-ON-MAN
The most common type of defense. Each person on defense marks an offence player and attempts to stay
as close as possible with the intention of getting an interception or forcing a mistake.
OPEN (side, pass or cut)
(i) The side to which the thrower is being forced (or a pass/cut to this side).
(ii) Sometimes used to describe being free to receive a pass.
PIVOT
When you plant your foot (left for right handers and right for left handers) and step to the side (allowing
you the throw around the marker).
POACH
When a defender moves away from their marker to try and make an interception on a pass to another
player.
PULL
The throw at the start of each point that initiates play.
SWING
A lateral pass across the pitch - usually does not result in any upfield movement. This is useful to gain a
better position or to reset the stall count.
SWITCH
This is when two defenders exchange the offensive players that they are marking.
TURNOVER or change of possession
When the disc has been dropped or intercepted and the offense becomes the defense.
ENDZONE
Area at the either end of the pitch within which a point is scored.
FLYING DISC
Many people call it a "Frisbee." Ultimate players call it a disc. ("Frisbee" is the trademarked name for
one particular brand of flying disc.) The disc is part of what makes Ultimate so unique - depending on
the skill of the thrower; it can be made to fly straight or in a curve, hover in mid-air or drop like a stone.
OFFENCE
The team with possession of the disc.
POINT (or score)
When the disc is caught in the endzone by a player on the offence.
STALLING (or Stall Count)
The player holding the disc has just ten seconds to pass it to a team-mate - the defender marking the
player with the disc counts to ten out loud, and if the disc has not been released on "ten" the defender
takes possession. Forcing the thrower to make a less-than-ideal pass as the "stall count" nears ten is the
idea behind most defensive strategies.
START OF A POINT
Each point begins with the two teams standing on opposite endzone lines. The team with the disc throws
it as far down the pitch as they can, and the other team then takes possession where it lands.
AFTER A POINT
After a team has scored a point, they keep hold of the disc and wait while the opposition walks back to
the other end of the pitch. The team that scored then throws off to start the next point. This way, the
teams change ends after every point.

 What key knowledge and skills will students acquire as a result of this unit?
Students will know

Students will be able to

Vocabulary and jargon of Ultimate

Frisbee e.g. backhand, cut, force,
forehand, handler, marker, pick, pull,
stack, stall, sportsmanship, etiquette,
strategies, disc, touch down, safety rules

Key technical information using the

correct biomechanics in the execution of
throwing and catch a Frisbee

Important events and people in the

history of ultimate Frisbee

How to organize and run an ultimate

Frisbee game or tournament.

Demonstrate the following skills with correct

biomechanicsforehand and backhand grip,
pivoting, catching and receiving the disc, strategy,
etiquette, safety rules.

Demonstrate the ability to make good decision in a

game setting.

Demonstrate an understanding of the game of

ultimate Frisbee.

What evidence will students understand?

Performance Tasks (summarized)

(Complete a Performance Task Blueprint

[Worksheet 3.4] for each task.)

The students will work in groups to develop a class tournament for Ultimate Frisbee. They will incorporate the
skills learned in the unit and will plan and implement the tournament including team sign-ups, scheduling games,
scheduling referees, creating playing brackets, and awards. The class will also participate in the tournament and
provide the opportunity for after school games and tournaments if time and space are available.

D
Pre Assessments, Quizzes, Tests, Prompts, and Work Samples (summarized)

Pre- assessment- What do I know about ultimate Frisbee?

Ultimate Frisbee worksheet- Basics of the game (playing area and rues)
Ultimate Frisbee Referee Assessment (event rules, and rules of the game)
Summative Assessment- Individual assessment Rubric
Ultimate Frisbee Unit extension project
Unit test

Writing Prompts:
Ask the students along the way to make journal entries about:
Ultimate Frisbee and what they have learned about the sport and what like/dislike about it.
How could they apply what they have learned to other sports? How could they apply what they have
learned to situations outside of sports? What might those situations be?
What it might look like if the NBA championships were played without referees. You can also have
them write about the objectives of the sport and/or about the Spirit of the Game.
Ask the students to write why they think we have referees, policemen and judges? What roles do they
perform? Are their other people in our lives that perform those roles (teachers, parents, etc.)? What
would it be like without them? Would they pay any attention to the rules if there were no one to
enforce them? Do we behave differently when no one is watching (e.g. the ref is looking the other
way)? If so why?
Divide the class into groups of four and have them brainstorm and then list how what they learned
about conflict resolution (starting with their definition of the term). How did it work/not work on
the playing field? How might the idea be put into action inside the classroom? After 20 minutes,
have each group present to the classroom what they came up with and then have an open discussion
about what might be done differently in the classroom given what they had discovered.

Test Accommodation:
See students IEP to check the appropriate accommodation/modification needed for testing.

 Unprompted Evidence

Student Self-Assessment

(e.g., observations and dialogues)

Discussion of Ultimate Frisbee project

Checklist of activities to complete

Skill review observations

Daily checklist for fitness plan

Individual and team skill activities

F
Individual and Team Sports
Lesson Plan
Unit: Ultimate Frisbee

Topic: Throwing & Catching

Date: ___________

Objectives: Students will be able to.

1.
2.
3.
4.

Demonstrate the proper grip for throwing a frisbee.

Explain the skill related fitness component involved in throwing catching a frisbee
Explain and demonstrate the two ways to catch a frisbee.
Work cooperatively with classmates in Frisbee drills.

Materials Needed:
1 frisbee per 3 students
cones to mark playing area
Whistle
400 meter track or large open field
Handout- History of Ultimate Frisbee

Standards
1. Exercise Physiology
2. Biomechanics
3. Social Psychology
4. Motor Learning
5. Physical Activity
6. Skillfulness

X
X
X
X
X
X

Presentation
Explain the notion of Spirit of the Game and sportsmanship to the students. Ask the
students to consider what it is like when they get together to play basketball, football,
baseball or soccer on the playground without adult supervision. Help them understand that
they have indeed experienced being able to self-officiate games. Ask them about
experiences where players played unfairly or not by the rules and how they worked things
out. Ask them how they chose teams and positions. In general, help them understand how
they themselves are capable of running such a student centered activity. Ask them to
consider the possibility of extending self-officiated play to higher levels of competition.

SKILL CUES
Throwing
1. Grip frisbee with thumb on top and fingers below the rim.
2. Stand with shoulder toward the direction of the flight.
3. For a backhand throw, bring the Frisbee across to the other side of the body and then propel it forward.
4. For a sidearm throw, swing the arm back and then rotate it forward along the same side of the body.
5. For an underhand throw, bring the Frisbee back in an underhand motion and then release it as it reaches
about waist height on the upward swing.
6. Cock or snap wrist on release and follow through with body and back leg.
Catching
1. For a one-handed catch, position the hand with the thumb up if the Frisbee falls below the chest and with
the thumb down if the Frisbee is above the chest.
2. For a tow-handed catch, place one hand on top and one on the bottom of the Frisbee or alternatively,
bring both hands together from the side on the outside rim of the Frisbee

WARM-UPS (6-8 minutes)

Wrist Rotation and Flexion
Arm Isometrics
Arm Circle
Sprint-Jog Intervals

TEACHING CUES
Tell students not to try to throw too fast or too far when beginning to work on their throw.
They should concentrate on smoothness with spin.
Explain the importance or utilizing students body power, not just the force of their arms,
in developing distance in throwing.

ACTIVITIES (30-40 MINUTES)

Present the Frisbee throw and catch, emphasizing the skill and teaching cues. Introduce the
three types of throws (backhand, sidearm, and underhand throws) and the two types of
catches (one-handed and two-handed). (6-8 minutes) figure 1.0
Form two line of equal number of students 10 yards apart at one end of the field. Students
will pass the Frisbee diagonally to each other.
Two students will then run side by side down the field, tossing the Frisbee back and forth
diagonally while moving down the field. When the first two students are on quarter of the
distance down the field, the next two begin the drill. After completing the drill the students
return to the opposite line along the sidelines. The students repeat this activity four times (68 minutes)
Keep Away Game. Students form groups of three in an area approximately 15 yards by 15
yards on the field. Cones can be used to mark off these areas. One student attempts to toss a
Frisbee to the second student while the third student attempts to intercept the pass. Every
pass that is not intercepted scores 1 point. When a pass is intercepted, the student that threw
the pass changes place with the student who made the interception. (6-8 minutes)
Speedflow Activity. Students choose partners and stand in an area on the field
approximately 15 yards by 15 yards. Cones can be used to mark off these areas. On the
teachers signal, the partners try to make as many catches in 1 minute as possible. After
three rounds, students change partners. (6-8 minutes)
Back-Off Drill. The purpose of this game is to help students develop accuracy in their
throws. Students choose partners and stand on the field approximately 16 yards apart.
The partners then throw the Frisbee back and forth. Every time a catch is made,
each player takes another step back. (6-8 minutes)

CLOSURE (3-5 MINUTES)

Review and discuss with students the content of the lesson. The following ideas can be
use to reinforce learning, check understanding, and give feedback.
Discuss what factors students must take into account tin throwing to a teammate who is
moving down the field or floor (the speed that the teammate is traveling and the distance
of the throw).
Assign each student to spend at least 10-15 minutes throwing and catching a frisbee with a
classmate at the beginning of next class session.

Accommodations/ Modification
Make teams of similar skill level. Create co-ed teams.

Evaluations / Assessments
Teacher observation

Cross Curriculum Connections

Math, Language Arts

D
Task Title:
Appropriate Time Frame: One Semester
What desired understandings/content standards will be assessed through this
task?
Vocabulary and jargon of
1.0
Ultimate Frisbee
Key technical
information using the
correct biomechanics in
the execution of
throwing and catch a
Frisbee
Important events and
people in the history of
ultimate Frisbee

Skillfulness

2.0

Bio-mechanical Principles

3.0

Social-Psychological
Principles

4.0

Motor Learning Principles

5 5.0
6.0

Physical Activity
Exercise Physiology

How to organize and run

an Ultimate Frisbee
game and tournament

What is the purpose of this assessment task?

Formative

X Summative

 Through what authentic performance task will students demonstrate

understanding?
The students will work in groups to develop a class tournament for Ultimate Frisbee. This project will
incorporate the skills learned in the unit and will plan and implement the tournament including team signups, scheduling games, scheduling referees, creating playing brackets, publicity, communication documents
and awards. The class will also participate in the tournament and provide the opportunity for after school
games and tournaments if time and space are available. The tournament teams, schedule, rules, and brackets
must be posted in the gymnasium and included in the project notebook.

What student products/performances will provide evidence of desired

understandings?
Skill tests
Unit Project
Frisbee rules

Daily journals
Written unit test
Individual and team skill tests.

Self assessments
Peer assessments

By what criteria will student products/performances be evaluated?

Accurate
Meaningful
Appropriate
Credible
Perceptive
Meta-cognitive

What type of scoring tools will be used for evaluation?

(Use a separate sheet for scoring tools.)
Analytic rubric

X Holistic rubric

X Criterion (performance) list

EFG

X Checklist

E. Pre Assessments, Quizzes, Tests,

Prompts, and Work Samples

F. Other and Unprompted

Evidence

XList : Vocabulary quiz, Unit Test,

What will be assessed?

X Knowledge
X Skill
X Understanding
How will evidence be collected?
XTeacher notes
What type of assessment will be
used?
XSelected response
X Academic prompt
XBrief constructed
response
What is the assessments
purpose?
X Diagnostic
X Formative
Summative

Pre and Post skill tests

X Pre-Assessment
x Assignments
X Quiz/Test
Other: _________

X Observation
XWork Sample
X Other: _________

Vocabulary quizzes
(terminology)
Individual skill tests
(individual skills, team
sport skills)
Biomechanical analysis of
individual skills
Daily journals and logs
Peer assessments (daily
practice of skills to be skill
tested)
Unit test

G. Student Self-Assessment
What will be assessed?
XKnowledge
X Skill
X Understanding
How will evidence be
collected?
X Quiz/Test
Teacher notes
What type of assessment
will be used?
XSelected response
X Academic prompt
X Brief constructed
response
What is the assessments
purpose?
X Diagnostic
X Formative
X Summative

What other assessment evidence beyond the performance task will be collected
during this unit? (including progress monitoring)

Describe the assessment and

state the prompt (if applicable).

Describe the assessment and

state the prompt (if applicable).

Vocabulary quizzes (terminology)

What is Physical Fitness and why is Daily homework journal

it important?
Skills checklist

Individual skill tests (pre and post)

Biomechanical analysis individual

skills
Unit test

Observation of daily skills practice

(daily practice of skills to be skill
tested)

Describe the assessment and

state the prompt (if applicable).

Frisbee Tournament project

By what criteria will student
responses be evaluated?
(Complete if applicable.)

Rubrics

Written project (Tournament)

By what criteria will student
responses be evaluated?
(Complete if applicable.)

By what criteria will student

responses be evaluated?
(Complete if applicable.)

Rubrics

Rubrics
Teacher notes

What type of scoring tools will be used for

evaluation? (Check if applicable.)

X Analytic rubric
X Holistic rubric

X Checklist
X Answer key

What type of scoring tools will be used for

evaluation? (Check if applicable.)

X Analytic rubric
X Holistic rubric

X Checklist
X Answer key

What Sequence of teaching and learning experiences will equip students to

develop and demonstrate the desired understandings?

Present the Frisbee throw and catch, emphasizing the skill and teaching cues. Introduce the three types
of throws (backhand, sidearm, and underhand throws) and the two types of catches (one-handed and
two-handed). (6-8 minutes) figure 1.0
Form two line of equal number of students 10 yards apart at one end of the field. Students will pass the
Frisbee diagonally to each other.
Two students will then run side by side down the field, tossing the Frisbee back and forth diagonally
while moving down the field. When the first two students are on quarter of the distance down the field,
the next two begin the drill. After completing the drill the students return to the opposite line along the
sidelines. The students repeat this activity four times (6-8 minutes)
Keep Away Game. Students form groups of three in an area approximately 15 yards by 15 yards on the
field. Cones can be used to mark off these areas. One student attempts to toss a Frisbee to the second
student while the third student attempts to intercept the pass. Every pass that is not intercepted scores 1
point. When a pass is intercepted, the student that threw the pass changes place with the student who
made the interception. (6-8 minutes)
Speedflow Activity. Students choose partners and stand in an area on the field approximately 15 yards
by 15 yards. Cones can be used to mark off these areas. On the teachers signal, the partners try to make
as many catches in 1 minute as possible. After three rounds, students change partners. (6-8 minutes)
Back-Off Drill. The purpose of this game is to help students develop accuracy in their throws. Students
choose partners and stand on the field approximately 16 yards apart. The partners then throw the
Frisbee back and forth. Every time a catch is made, each player takes another step back. (6-8
minutes

Ultimate Frisbee Block Plan

DAY 1

DAY 2

DAY 3

DAY 4

DAY 5

DAY 6

Intro to unit

Warm up

Warm up

Pre-test

Students peer
teach and peer
assess proper
grips and
throws as
instant activity

Ultimate Frisbee Intro to Ultimate Ultimate

Ultimate Frisbee
Worksheet
Frisbee Game Frisbee Game Game

Rules & etiquette

for unit
Frisbee Cues
Safety
Warm Up
Guided Discovery
Throwing &
Catching

Warm up

Game of
accuracy

Rules &
Boundaries

Target Games

Play game

Cool down

Cool down

Warm up

Cool down

Warm Up

Cool Down
Ultimate Frisbee
extension project

Guarding,
Pivoting, and
Intercepting
Cool down

Demonstration of
grips for throwing
and proper ways to
catch
Students perform
various types of
throws
Cool down

Diverse Learners:
Accommodations will be made based on students individual needs and IEP recommendations.
Provide a blank graphic organizer for inclusion students to use this website may be helpful:
http://www.edhelper.com/teachers/graphic_organizers.htm
Beginning ELLs and inclusion students may make advertising posters
GATE:
Create Power Point presentation to persuade city and state officials to promote advertise the tournament.
Cross Curricular:
Reading and Writing- Student will read to perform a task. Student will complete BCR writing activities,
Mathematics Scoring,
Social Studies History of sports