Integrated Thematic Unit Plan Template Name: Lauren Stanley Unit Title: Ultimate Frisbee Grade Level: 7 Teaching Context

Integrated Thematic Unit Plan Template
Name: Lauren Stanley

Unit Title: Ultimate Frisbee
Grade Level: 7
Teaching Context:
Subject Area: Physical Education

Broad Unit Understandings/Goals:
1. Students will understand the basic rules of ultimate Frisbee to be able to apply them in game
situations by the end of the unit.
2. Students will understand offensive and defensive strategies that are involved with ultimate Frisbee
during game play by the end of the unit.
3. Students will correctly throw a Frisbee so it travels straight to a moving target in a game of Ultimate
Frisbee by the end of the unit.
4. Students will create and close open space to generate and prevent opportunities to score during
offense and defense by the end of the unit.
5. Students will display good sportsmanship during play in victory or defeat by the end of the unit.
6. Students will utilize the concept of teamwork during play by the end of the unit.
Unit Questions:
1. How does the understanding of game strategy help a team achieve the goal of winning the game?
2. How do I know what throw is the best to use during games?
3. How will a participants skill level improve through training and practice?
4. How does proper mechanics increase accuracy when throwing a Frisbee?
5. How do teamwork and sportsmanship affect game play?
6. How can individual differences enhance and contribute to group productivity?
State and National Standards and Benchmarks:
Standard 1. The physically literate individual demonstrates competency in a variety of motor
skills and movement patterns.
o Throws, while moving, a leading pass to a moving receiver. (S1.M5.7)
Standard 2. The physically literate individual applies knowledge of concepts, principles,
strategies and tactics related to movement and performance.
o Creates open space by staying spread on offense, and cutting and passing quickly.
(S2.M4.7)
o Reduces open space on defense by staying close to the opponent as he/she nears the goal.
(S2.M4.7)
Standard 4. The physically literate individual exhibits responsible personal and social behavior
that respects self and others.
o Exhibits responsible social behaviors by cooperating with classmates, demonstrating
inclusive behaviors and supporting classmates. (S4.M1.7)
o Demonstrates knowledge of rules and etiquette by self-officiating modified physical
activities and games or following parameters to create or modify a dance. (S4.M6.7)
Standard 5. The physically literate individual recognizes the value of physical activity for
health, enjoyment, challenge, self-expression and/or social interaction.
o Demonstrates the importance of social interaction by helping and encouraging others,
avoiding trash talk and providing support to classmates. (S5.M6.7)
Unit Objectives/Learning Outcomes:
Cognitive
-TSW recall the rules of Ultimate Frisbee to be able to self-officiate constantly during game play.
-TSW define terminology used in the game of Ultimate Frisbee to proficiently follow the parameters
during game play.
-TSW recognize when the best time to make a throw to a receiver during a game of Ultimate Frisbee
accurately.
-TSW create plays for the team to execute if applicable during a game of Ultimate Frisbee proficiently.
Affective
-TSW show sportsmanship by encouraging teammates in victory or defeat during and after game play
regularly.
-TSW apply sportsmanlike behavior by not trash talking opponents continuously during Ultimate
Frisbee game play.
-TSW practice responsible social behaviors by including all teammates during Ultimate Frisbee game
play continually.
Psychomotor
-TSW demonstrate proper mechanics when conducting forehand and backhand throws in a game of
Ultimate Frisbee proficiently by accurately leading a pass to a moving receiver.
-TSW demonstrate cutting in order to create open space to be able to catch the Frisbee during game play
consistently.
-TSW demonstrate defensive strategy by reducing open space between themselves and their opponent
while he/she is near their goal during game play proficiently.
Skills to Teach
-How to throw the Frisbee
-Backhand
-Forehand
-Offensive strategy (cutting)
-Creating and closing open space (offensive and defensive strategy)
-Sportsmanship
-Rules and terminology of Ultimate Frisbee
Assessment
Pre-Assessment Evidence:
Ultimate Frisbee Quiz
Select the best answer.
1. A regulation game has how many players per team?
A. 5 B. 6 C. 7 D. 8
2. How many seconds does a player have before he/she must throw a disc?
A. 5 sec B. 7 sec C. 10 sec D. 12 sec
3. Where on the field must the Frisbee be caught to score a point?
A. end zone B. sideline C. between the uprights D. 25 yard line
4. Who calls the fouls and out of bounds?
A. referee B. head judge C. sideline judge D. players

5. When is physical contact allowed between players?
A. on defense B. on offense C. both A and B D. never
6. The disc may advance by which manner?
A. throw B. hand off C. kick D. carry
7. What quality does the sport of Ultimate encourage?
A. sportsmanship B. fair play C. respect D. all the above
8. What position is in the game of Ultimate?
A. quarter back B. marker C. goalie D. wing
9. What is an example of an incomplete pass?
A. interception B. block C. drop D. all the above
10.How far away does the defense have to stand from the thrower?
A. 2 arms length B. 2 feet C. 1 foot D. 1 arm's length
Pre-Assessment Survey
Have you ever had experience with throwing or catching a Frisbee?
What are your expectations for this Frisbee unit?
What would you like to learn?
What aspect of fitness do you think this activity will benefit?
Set a personal goal for you to achieve during this activity. Please explain.
Formative Assessment:
Frisbee Skills Test Critical Cues
Checklist Rubric
Criteria
Student performs all three critical cues
correctly
Student performs at least two critical cues
correctly
Students performs only one critical cue
correctly
Throwing (3 points)
_______Arm bent 90 degrees
_______Extend arm toward target
Points Earned
3
2
1
_______Flick wrist upon release

Defense (3 points)
_______Position between Frisbee and opponent
_______Stay an arms length away
_______Swat Frisbee
Offense: Cutting (3 points)
_______Cut is sharp (no rounded movement)
_______Cut on your outside foot (if your cut is to the right, cut off your left foot)
_______Sell your cut by making it look like an option
Game Play (1 point)
_______Knowledge of game, scoring, and basic strategies
If a student feels there is a discrepancy with his/her grade and desires a retake, he/she may
make an appointment with their PE teacher to do a product-based skills test.
-For the first three assessments students will be placed in groups of three to perform the skills and have
their partner check off the skills.
-Game play will be assessed by the teacher by picking five students a day and having a timer that goes
off to check to see if the student is participating in the game using the rules and basic strategies.
-Teacher will also check their Ultimate Frisbee Playbook to see if students created a play.
Summative Assessment:
Ultimate Frisbee Quiz
A. 5 B. 6 C. 7 D. 8
A. endzone B. sideline C. between the uprights D. 25 yard line

Self-Assessment after Final Game Play
What is the proper way to throw the Frisbee?
Did the Frisbee unit exceed your expectations? Why or why not?
What did you learn in the Frisbee unit?
What aspect of fitness did this activity benefit?
Did you achieve your personal goal? Please explain.
Examples of Student Work
Low:
Ultimate Frisbee Quiz Jim
A. 5 B. 6 C. 7 D. 8
A. endzone B. sideline C. between the uprights D. 25 yard line

Medium: Pam
Self-Assessment after Final Game Play
What is the proper way to throw the Frisbee?
-Bend arm, extend arm, flick wrist
Did the Frisbee unit exceed your expectations? Why or why not?
Yes, I liked the ladder tournament. I also liked being able to rank the spirit of other teams. It holds
everyone accountable.
What did you learn in the Frisbee unit?
I learned how to throw, play defense and formulate plays for my team to win.
What aspect of fitness did this activity benefit?
It benefitted cardiovascular fitness.
Did you achieve your personal goal? Please explain.
Yes, I improved my forehand throw and my sportsmanship by encouraging my teammates.
*Student used complete sentences but did not elaborate.
High: Susie
Frisbee Skills Test Critical Cues
Checklist Rubric
Criteria
Student performs all three critical cues
correctly
Student performs at least two critical cues
correctly
Students performs only one critical cue
correctly
Throwing (3 points)
Points Earned
3
2
1
Defense (3 points)
_______Swat Frisbee
_______Cut on your outside foot (if your cut is to the right, cut off your left foot)
_______Sell your cut by making it look like an option
Game Play (1 point)
_______Knowledge of game, scoring, and basic strategies
Reflective Analysis of Student Learning:
Based on the unit the strengths were the kinesthetic skills learned such as throwing, cutting, and
defense. Students excelled in their checklist scores. All students scored a three, the highest score on their
checklists. The weakness of the unit was the post assessment. Not all students scored a passing grade.
The most common missed question was how far the defense has to be away from the thrower. Student
referees must not have been sticklers on this rule. Ways to improve the post-test results on the
summative exam would be to have small formative written exams throughout the unit to check for
understanding.
Formative Assessments
Number of Students
35
30
25
20
15
10
5
0
30
30
30
30
1
2
3
0 0
0 0
0 0
Skill Tests
0 0
Pre-Test
10% 10%
13%
B
C
D
F
43%
23%
Post Test
3% 3%
27%
17%
B
C
D
F
50%
Communication with Parents/Guardians:

Dear Parents and Students,
One of the primary goals as physical educators is to teach every child, regardless of their ability
level, how and why they should keep themselves healthy and fit throughout their lifetime. In physical
education, learning experiences are provided which are developmentally appropriate and will teach
children how to be physically active in ways that increase physical competence, self-esteem and joy
through lifelong physical activity. Heres how we achieve that goal:
Our physical education curriculum includes a balance of skills, concepts, game activities,
rhythms and dance experiences designed to enhance the cognitive, motor, affective, and physical
fitness development of every child.
o The first unit we will be participating in is Ultimate Frisbee.
Learning experiences encourage children to question, integrate, analyze, communicate, apply
cognitive concepts, and gain a multi- cultural view of the world.
o Students will use their cognitive abilities to design offensive plays for game play in
Ultimate Frisbee.
Activities are taught that allow children the opportunity to work together to improve their
emerging social and cooperation skills. These activities also help children develop a positive
self-concept.
Ongoing fitness activities are part of the continual process of helping children understand, enjoy,
improve and/or maintain their physical health and well-being.
Grade decisions are based on ongoing individual assessments of childrens skill acquisition as
they participate in physical education class activities and/or their effort to do their best while
displaying cooperation and positive sportsmanship.
o Students will have skill cue assessments on the proper way to throw the Frisbee along
with offensive cutting and defense.
Finally, the class is designed so that all children are involved in activities that allow them to
remain active, successful, and having fun.
You can support your childs success by making sure they come prepared to fully participate on P.E.
days. They should wear clothing that allows freedom of movement and keeps them comfortable in the
physical education setting. Safe shoes are extremely important for physical activity. They should have
non-slip soles without heels or platforms. Shoes should fit securely on the feet (buckle, tie, etc.). Slip-on
shoes (flip-flops, clogs, etc.) are not appropriate for P.E. Students are not allowed to go barefoot for
safety reasons.
You are invited to come and visit our physical education class anytime. In this particular unit parents
may come referee the ladder tournament. Please email me for a rule sheet and what day you would like
to attend! Then at the end of the unit we will be having a student versus parent Ultimate Frisbee game.
Please include in an email if you would like to participate in the unit. By working together to encourage
fitness and healthy choices, we will be able to help your child(ren) enjoy a lifetime of physical activity!
Your support is welcome. If you have any questions regarding your childs physical education progress,
please contact us at school.
Sincerely,
Ms. Stanley
laurenstanely@gmail.com
Remind 101: Free application in which parents can receive text messages from the teacher for updates
on the unit of study. Teachers would be the only one able to send text messages. Text messages would
include a text at the beginning of the week that gives parents questions to ask their children about what
they are learning in Ultimate Frisbee and a text at the end of the week recapping accomplishments.
Google Docs: The first step would be to email parents a link to the google document. The teacher would
post results each day of three-day ladder tournament. This will show parents their childs progress in the
tournament and encourage discussion of the game play that took place that day by asking what the child
did well or could improve on.
Community and Parent Involvement:

I would send out a letter (see above letter) to parents asking if they would be interested in being
referees during our ladder tournament and/or having a student versus parent ultimate Frisbee game
directly after school at the end of the Ultimate Frisbee unit. Teachers at the school could also participate
in the end of the unit game to encourage friendly competition. At the event I would ask local restaurants
to sponsor the event and provide light snacks or t-shirts for the winners.
Content Outline:
1. Ultimate Frisbee
a. Throwing
i. Forehand Throw
1. Hold Frisbee with palm up. Make peace sign and hold Frisbee on rim with
middle finger. Index finger should be pointing towards middle of Frisbee
2. Bring elbow in of throwing arm with palm up and facing target
3. Step toward target with opposite foot, snap wrists and fingers as you
release Frisbee
4. Keep palm up through entirety of skill.
ii. Backhand Throw
1. Use dominant hand- place index finger along edge of Frisbee, thumb on
top and other three fingers holding edge of Frisbee
2. Bring disc towards body by curling arm back- make sure to keep disc level
3. Extend arm towards target, step with same foot as throwing with, and snap
wrist as you release Frisbee
iii. Lickety-Split Frisbee
b. Throwing for distance
i. Power
1. Review skill cues for forehand and backhand throw
2. Partner practice throwing for distance
c. Throwing for accuracy
i. Consistency
1. Partner Practice
2. Long Toss Relay
d. Rules and Terminology of Ultimate Frisbee
i. Study Guide
ii. Frisbee Tossback
e. Offensive and Defensive Strategy of Ultimate Frisbee
i. Offense
1. Cutting
a. Cut is sharp (no rounded movement)
b. Cut on your outside foot (if your cut is to the right, cut off your left
foot)
c. Sell your cut by making it look like an option
ii. Defense
1. Defensive Position
a. Position between Frisbee and opponent
b. Stay an arms length away
c. Swat Frisbee
iii. Double Box

f. Sportsmanship
i. Ranking Spirit
1. 5 - Highest level of respect shown throughout game towards opponents,
officials, and spectators. For the level of play, showed excellent
knowledge of the rules and abided by them throughout the game. Any
conflicts were resolved amicably and without incident. Opposing team's
conduct added to our enjoyment of the game. The opposing team
unfailingly played fairly and with an excellent attitude.
2. 4 Respect shown throughout the game towards opponents, officials, and
spectators. For the level of play, showed above average knowledge of the
rules and abided by them throughout the game. Any conflicts were
resolved favorably and without incident. Opposing team's conduct did not
detract from our enjoyment of the game. The opposing team played fairly
and with a good attitude.
3. 3 Generally exhibited respect towards opponents, officials, and
spectators. For the level of play, showed adequate knowledge of the rules
and abided by them during the game. Any conflicts were resolved plainly
and without incident. Opposing team's conduct generally did not detract
from our enjoyment of the game. The opposing team generally played
fairly and with a decent attitude.
4. 2 Exhibited a lack of respect towards opponents, officials, and/or
spectators. For the level of play, showed a lack of knowledge of or
disregard for the rules at points during the game. Any conflicts were
resolved heatedly or led to contentious incidents. Opposing team's conduct
detracted somewhat from our enjoyment of the game. The opposing team
played unfairly and/or with a poor attitude.
5. 1 Exhibited a major lack of respect towards opponents, officials, and/or
spectators. For the level of play, exhibited no knowledge of the rules or
blatantly disregarded them during the game. Conflicts were resolved
acrimoniously or led directly to contentious incidents. Opposing team's
conduct made the game basically unenjoyable. The opposing team played
unfairly and their attitude was abysmal.
g. Pre-tournament Play
i. Round Robin
h. Tournament Play
i. Ladder Tournament
i. Final Test
Integration of Technology:
Ultimate Frisbee Playbook App:
Students will download the free app, which will allow them to create animated plays, handle
rosters, keep score and check the rules while playing Ultimate Frisbee. The playbook allows students to
create plays and drills and save them to replay later. The field uses the field as a whiteboard to show
positions, plays and drills. The scorekeeper and timer allow students to monitor their small-sided games.
Lastly, the handbook provides the official rules in case of any discrepancies between students.
*For students without phones assignments will be given at the beginning of the week and due at the end
of the week to allow students to work on a desktop computer at home.
Remind 101: Free application in which parents can receive text messages from the teacher for updates
on the unit of study. Teachers would be the only one able to send text messages. Text messages would
include a text at the beginning of the week that gives parents questions to ask their children about what
they are learning in Ultimate Frisbee and a text at the end of the week recapping accomplishments.
Google Docs: The first step would be to email parents a link to the google document. The teacher would
post results each day of three-day ladder tournament. This will show parents their childs progress in the
tournament and encourage discussion of the game play that took place that day by asking what the child
did well or could improve on.
Materials and Resources:
Unit Understanding: http://www.middletownschools.org/page.cfm?p=2985
Essential Questions: https://sites.google.com/a/mystma.org/7th-grade-health-and-physical-education-mrs-lapointe/unit-5-fr
http://www.saugus.k12.ma.us/District/PDFs/Curriculum/BMS%20PE/ULTIMATE%20FRISBEE
%20CURRICULUM%20MAPS.pdf
http://www.cwasd.k12.wi.us/cms_files/resources/P.E.%2011-12%20Winter.pdf
https://inside.universityprep.org/system/files/resource_files/U%20Prep%20Curriculum%20Mapping
%20Guide.pdf
https://www.wallingford.k12.ct.us/uploaded/Curriculum/PE_AND_HEALTH_K12/PE_9_to_12_course_outline.pdf
Unit Objectives: http://wp.cune.org/justinastrecker/files/2012/12/frisbee-block-plan.pdf
http://www.sbschools.org/departments/curriculum/parent_guides/docs/Physical_Education_K12_Parent_Guide.pdf
http://images.pcmac.org/Uploads/HooverCity/HooverCity/Departments/DocumentsCategories/Documen
ts/PE-%20Team%20Sports.pdf
Assessment:
http://teachers.henrico.k12.va.us/freeman/edwards_s/04-05%20HPE/Exams/05%20final/frisbee.html
http://www.google.com/url?
sa=t&rct=j&q=&esrc=s&source=web&cd=30&ved=0CFEQFjAJOBRqFQoTCJOkrqPnmsgCFUuAkgo
dRuYG2w&url=http%3A%2F%2Fwww.warrenhills.org%2Fcms%2Flib%2FNJ01001092%2FCentricity
%2FDomain
%2F115%2FFrisbee_Skills_Test.doc&usg=AFQjCNFevgOHaL3u53aScFzjJfCP4A7Oeg&bvm=bv.103
388427,d.aWw
http://wp.cune.org/justinastrecker/files/2012/12/frisbee-block-plan.pdf
Parent Letter:
http://wash.wsd.wednet.edu/faculty/bailey/WashingtonPE/Welcome_files/P.E.%20Parent%20Letter.pdf
Sequenced Potential Learning Experiences/Activities:
Day 1
Content
P- practice of
throwing and
catching skills
C- Basic cues words
to skills
A-Practicing skills at
safe distance from
Day 2
Content
P-practice throwing
and catching skills,
implement long
distance throws.
C- Gain a knowledge
of throwing power in
different throwing
Day 3
Content
P- practice throwing
and catching skills
while working on
agility and
coordination through
movement
C- Gain knowledge
Day 4
Content
P- practice passing
skills as a group
C- gain knowledge
about different
strategies on an
individual
A-adhere to
Day 5
Conte
P- pra
Ultima
for ga
C- Lea
Ultima
etique
A-adh
others
Objectives
P- Gain a basic feel
for throwing and
catching skills
C- Understand what
cues words are for
A-properly handle
and throw Frisbee
Activities
-teacher
demonstration of
skills
-Partner throwing
and catching drills
- Activity 6.1Lickety-Split Frisbee
Day 6
Beginning of
Class- review of
handout
Teacher instruction
of ways to improve
for students
Content, objectives
and Activities stay
the same as Day 5
Added Activities
-Double Box will be
played in round
robin tournament
format with teams
selected by
teacher
skills
A-proper safety
techniques when
throwing around
classmates
Objectives
P- develop throwing
skills through
implementation of
longer throws
C- understand when
to use long throws
A-demonstrate proper
safety around
students
Activities
-Partner throwing and
catching
-Long distance throws
with partners across
field in cone boxes
-Activity 6.3- Distance
Competition
Day 7
Content
P-use of throwing
and catching skills
in game
C-use strategies in
gameplay.
Remembering rules
and etiquette
A-adhere to rules,
respect safety of
students, participate
as an active
member of your
team
Objectives
P-use of skills to
score within game
C-implement
strategies during
gameplay and
demonstrate
about using long

throws and how to
aim
A-understand
sportsmanship
between other
students
Objectives
P- demonstrate ability
to run and catch disc
as well as throw from
that spot
C- understand use of
long throws as well as
demonstrate
knowledge about
accuracy/aiming.
A-Use acceptable
behavior while
participating in
activity
Activities
-Partner Catch
-hula hoop target
practice
-Activity 6.2-Long Toss
Relay
Day 8
Content
Same as Day 7
Objectives
Same as Day 7
Activities
-Team warm-up of
skills
-Start of Ultimate
Frisbee tournament
of 8 teams as set
up by teacher
directions and rule

of activity
Objectives
P-use throwing and
catching skills as a
group of students
effectively
C-demonstrate
strategies to
improve success of
passes
A-follow rules and
directions by not
cheating
Activities
-Three person catch
-Keep away-teams
of three
-Activity 6.5Frisbee Tossback
(modified version
with three players)
Day 9
Content
Same as Day 7 & 8
Objectives
Same as Day 7 & 8
Activities
-Team warm-up of
skills
-Continue
tournament
between teams
direct
encou
positi
sports
Objec
P-Dem
to pla
Frisbe
C-und
while
A-follo
game
prope
sports
Activ
-Teach
demo
rules
-Team
playe
after c
-Activ
Box
-Ultim
hando
Day 10
Content
P-use of throw
catching skill
cues
C-recall all sk
and strategie
A-adhere to r
safety of stud
sportsmanshi
value game a
physical activ
Objectives
P-Demonstrat
skills
C-demonstrat
strategies as
cues
A-demonstrat
adherence to
rules, and coo
gameplay.
etiquette
A-follow rules of
game, handle
disputes positively,
show active
participation
Activities
-Team warm-up of
skills
-Ultimate Frisbee
games on four fields
Activities
-Final Test
-Tournament
matches
-As tourname
assessment o
-Closing discu
Ultimate Frisb
Lesson Plans:
LSU Lesson Plan Format: DAY ONE
Lesson Title: Basics of Ultimate Frisbee
Teacher: Lauren Stanley
Lesson Focus:
Psychomotor: Forehand and Backhand throw
Cognitive: Skill cues
Affective: Practicing skills at a safe distance from others
Integration: English (writing)
Grade: 7
Class Length: 50 minutes
Class Size: 30
SHAPE America Standards Addressed
Standard 1. The physically literate individual demonstrates competency in a variety of motor skills and movement
patterns.
SHAPE Americal Grade Level Objectives Addressed
Throws, while moving, a leading pass to a moving receiver. (S1.M5.7)
Common Core Standards & Objectives Addressed

Writing Standard for Seventh Grade:
Write arguments to support claims with clear reasons and relevant evidence.
-Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically.
Lesson Objectives & Student Learning Targets

Cognitive: TSW recall skill cues for the forehand throw of ultimate Frisbee consistently during class time.
Affective: TSW demonstrate spatial awareness in order to show respect for classmates by practicing skills at a safe distance
continuously during class time.
Psychomotor: TSW apply the skill cues in order to accurately throw a forehand and backhand throw 80% of the class time with
a partner.
Lesson Assessment
Cognitive: TLWBAT recite the skill cues for a forehand and backhand throw in a journal entry.
Affective: TLWBAT apply spatial awareness in order to show respect for classmates by properly handling the Frisbee
continuously during class time.
Psychomotor: TLWBAT demonstrate skill cues to a classmate and check off whether or not the skill was completed on a skills
checklist.
Critical Thinking/Higher Order Thinking/Depth of Knowledge/Learning Styles Addressed

Higher Order Thinking:
Application
-How would you demonstrate a forehand throw/backhand throw?
Analysis
-Discuss the pros and cons of a forehand and backhand throw.
Synthesis
-How would you improve your forehand throw?
Evaluation
-What criteria would you use to assess a forehand and backhand throw?
Learning Style:
Kinesthetic
Musical (Rocky)
Intrapersonal (Journal)
Skill/Concept Taught
Skill Cues/Instructional Cues Used
-Forehand and Backhand throw

Differentiated Instruction
Accommodations: Instruct student with asthma to take medication 10-15 minutes before physical activity.
Modifications: Students will be able to choose what distance they are at while throwing the Frisbee to their partner.
Equipment
Amount Needed
Frisbee
15
Skill Cue sheets
30
Notecards
30
Resources
Activities: kelambertpepage.weebly.com
Instant Activities: https://www.jmu.edu/kinesiology/hpainstitute/documents/Intro_to_PE_101.pdf
Potential Safety Issues
-Students will be told to be cautious and practice continuous spatial awareness due to Frisbees being thrown.
-Call out errant Frisbees if they are going at someone who is unaware of it.
Anticipatory Set
Start Time: 0
End Time: 5 minutes
Procedures:
*Survey and Pre-Assessment
Major League Ultimate Frisbee Hype Video
https://www.youtube.com/watch?v=byy0iWakkI0
Instructional Prompts
Who is ready to learn a
lifelong game that you could
play in college?
Reminders for the

teacher:
-Teacher wears sweatbands
and ultimate jersey.
Transition: Now that we have a general idea of what ultimate Frisbee lets get started after we take a short survey!
Instant Activity: Rocky

Start Time: 5 minutes 3o seconds
End Time: 12 minutes
Procedures:
-Lets all be champions and get our heart rate moving.
-While playing the theme song music from the movie Rocky
listen for the four terms that I will call out during the song.
-With each term a locomotor movement will be stated to
perform while waiting for a new term in the song.
1.
Champions-Jogging
with your hands up
in the air.
2. Training- Practice
pretend jump rope
skills without a rope
3. Shadow BoxingPractice pretend
shadow boxing far
away from other
people.
4. Dead Bug-(Knock
Down)- Lie down
on the floor and
move your arms
and feet up in the
air.
Reminders for the

teacher:
-Please be aware of your
personal space while
performing locomotor
movements in general space.
Transition: Great job performing different locomotor movements! Please gather in a circle around me.
Skill or Concept Instruction: Learnable Piece

Start Time: 12 minutes 30 seconds
Procedures/Organizational Diagram
-How would you demonstrate a forehand throw/backhand
throw?
-Forehand throw: explain instructional prompts
-Demonstrate forehand throw
-Ask two students to volunteer to demonstrate the forehand
throw.
-Thumbs up if you understand the skill cues
Detailed skill cues to enhance understanding:
Forehand
-Hold Frisbee with palm up. Make peace sign and hold Frisbee
on rim with middle finger. Index finger should be pointing
_______Arm bent 90
degrees
_______Extend arm toward
target
_______Flick wrist upon
release
*Lets repeat the skill cues
together!
Reminders for the

teacher
-Please raise your hand to
answer questions or volunteer
to demonstrate.
towards middle of Frisbee

- Bring elbow in of throwing arm with palm up and facing
target
-Step toward target with opposite foot, snap wrists and fingers
as you release Frisbee
-Keep palm up through entirety of skill.
Backhand
-Use dominant hand- place index finger along edge of Frisbee,
thumb on top and other three fingers holding edge of Frisbee
- Bring disc towards body by curling arm back- make sure to
keep disc level
-Extend arm towards target, step with same foot as throwing
with, and snap wrist as you release Frisbee
Transition: Please get into a hand sandwich with someone who has the same color eyes as you. If you cant find a partner please
come see me.
Skill Practice/Application: Partner Practice

-Students will stand as far away from their partner as they are
comfortable.
-Utilize both the forehand and backhand throw!
-Rotate forehand and backhand throw with partners
-Students will use knowledge
of skill cues to practice the
forehand and backhand
throw.
-Check off if your partner is
completing the skill cues after
comfortable practicing both
throws.
Reminders for the

teacher
-Students can remain in one
place or move closer or
further away from their
partner.
-Walk around giving specific
feedback to students.
Transition: Now that we have a handle on the forehand throw. Please link arms with a person who has the same color hair as
you do.
Culminating Activity: Lickety-Split Frisbee

Modified rounds
-Different distances will be indicated after each round (5yds,
10yds, 20yds, and etc.)
-Shorter rounds to practice quick passing
-Use of only forehand or backhand throw in rounds
Goal of Activity- Students practice all skills and be able to
increase on their own previous scores as they go through
rounds
-Groups will now stand at 15
yards apart from each other
-Object of activity is to see
how many successful passes
groups of two can complete
within in a round consisting
of 2 minutes. Not successful
passes include dropping of
disc while catching and errant
throws. Successful passes not
counted in a row, they are
counted continuously
Transition: Awesome job!

-Discuss the pros and cons of a forehand and backhand throw.
Closure
*4 minutes dress out/6 minutes to dress in to account for 10 other minutes
Reminders for the

teacher
-Continue to give specific
feedback to students.
Procedures:
-Students will write a short journal entry on their notecard.
-List out skill cues.
-Discuss the pros and cons of a forehand and backhand
throw.
-How would you improve your forehand throw?
-Please answer the question
written on your notecard and
write down the skill cues for
the forehand throw.
Reminders for the

teacher:
-Once you are done raise your
notecard in the air for me to
pick up.
Transition: Thank you for a great day of full participation. Please go dress in!
LSU Lesson Plan Format: DAY TWO
Lesson Title: Ultimate Frisbee
Lesson Focus:
Psychomotor: Throwing for distance
Cognitive: Understand when to use long throws
Affective: Encouragement through working cooperatively with students
Integration: History
Grade: 7
Class Size: 30
patterns.
Standard 5. The physically literate individual recognizes the value of physical activity for health, enjoyment,
challenge, self-expression and/or social interaction.

-Throws, while moving, a leading pass to a moving receiver. (S1.M5.7)
- Demonstrates the importance of social interaction by helping and encouraging others, avoiding trash talk and providing support
to classmates. (S5.M6.7)
What political, social, and economic factors led to western expansion from 1800-1850? (7.3.1, 7.7.1)

Cognitive: TSW identify the proper time to use a long throw proficiently during class time.
Affective: TSW demonstrate proper safety around students constantly during class time.
Psychomotor: TSW apply throwing skills through implementation of longer throws 75% of the class time.
Lesson Assessment
Cognitive: TLWBAT apply knowledge in order to judge when to throw the Frisbee for distance during class time.
Affective: TLWBAT demonstrate proper safety techniques around classmates 100% of class time.
Psychomotor: TLWBAT produce accurate throws for distance 75% of the class time.

Analysis
-Discuss the pros and cons of throwing for distance.
-Why do you think we are practicing throwing for distance?
Synthesis
-How would you generate a plan to throw the Frisbee for distance?
Evaluation
-What is your opinion of throwing for distance versus making short passes?
Learning Styles:
Kinesthetic
Verbal (What is your opinion of throwing for distance versus making short passes?)
-Distance Throwing

-Power
Modifications: Students will be able to choose where they place the cone to throw at and can choose how far away
they are from their partner when practicing throwing the Frisbee.
Equipment
Amount Needed
Cones
15
Gold construction paper
1 package
Frisbees
30
Resources
Integration: http://www.history.com/topics/gold-rush-of-1849
Anticipatory Set
Start Time: 0
End Time: 5 minutes

Procedures:
Who knows what the Gold Rush of 1849 was?
How much money was extracted from the area during the Gold
Rush?
-Discovery of gold nuggets by
James Marshall in the
Sacramento Valley that
caused an influx of people to
CA.
-2 billion dollars worth of
gold
Reminders for the

teacher:
-Please raise your hand before
answering.
Transition: There was only so much gold in the area. So what do you think people were trying to do? Find as much gold as
possible in the shortest amount of time.
Instant Activity: Gold Rush of 1849

Procedures:
-Students are to collect as much gold as possible for their team.
-Students are divided into six
teams of five and will pick a
hula-hoop full of gold.
-Six hula-hoops scattered
around the gym with gold.
-Goal of the game is to collect
as much gold as possible.
-Students will perform
different locomotor
movements as called out by
the teacher for each round.
Reminders for the

teacher:
-You may take gold from any
hoop.
-You may not defend your
hoop.
Transition: Great job collecting gold! Now lets get back to some Ultimate Frisbee.

-Today we are learning to throw for distance.
-Discuss the pros and cons of throwing for distance.
-Why do you think we are practicing throwing for
distance?
-What would be important
when throwing for distance?
-Power
Reminders for the

teacher
-Review skill cues
Transition: When would we need to make a throw at a long distance? When we have a teammate open across the field.
Excellent!
Skill Practice/Application
-Get with a partner who has the same color tennis shoes on.
-Practice throwing for
distance with your partner.
Transition: Now that you have had some practice, lets add in a little competition.
-How would you generate a plan to throw the Frisbee for distance?
Culminating Activity
Reminders for the

teacher
-Go as far you feel
comfortable.

-Students will get into groups of 4 each having a disc by linking
arms.
-Cones will be set up as a throwing line.
-Students will go one at a time in their groups upon
instruction.
-Groups will place a cone at the distance of their choice to aim
for.
-Only forehand or backhand
throws.
-Throws measured by where
they land.
Reminders for the

teacher
-Students will be instructed
when to retrieve discs.
Transition: You all did a wonderful job throwing for distance and accuracy. Lets take a minute to review today.
Closure
Procedures:
-What was the Gold Rush of 1849?
-What do you need in order to throw for distance?
-What is your opinion of throwing for distance versus making
short passes?
-Lets recap today
Reminders for the

teacher:
-Raise your hand before
answering.
Transition: Thank you! Please go dress in!

LSU Lesson Plan Format: DAY THREE
Lesson Focus:
Psychomotor: Practice throwing skills while working on agility and
coordination through movement (accuracy)
Cognitive: Understanding when to use long throws and how to aim
Affective: Sportsmanship and teamwork
Integration: Math (probability)
Grade: 7
Class Size: 30
patterns.
Standard 4. The physically literate individual exhibits responsible personal and social behavior that respects self and
others.

Exhibits responsible social behaviors by cooperating with classmates, demonstrating inclusive behaviors and
supporting classmates. (S4.M1.7)
Demonstrates the importance of social interaction by helping and encouraging others, avoiding trash talk and
providing support to classmates. (S5.M6.7)

Math for Grade Seven:
CCSS.MATH.CONTENT.7.SP.C.8
-Find probabilities of compound events using organized lists, tables, tree diagrams, and simulation.
CCSS.MATH.CONTENT.7.SP.C.8.C
-Design and use a simulation to generate frequencies for compound events.

Cognitive: TSW recognize when to utilize long throws in a game of Ultimate Frisbee consistently.
Affective: TSW practice sportsmanlike conduct by encouraging classmates during class time proficiently for Ultimate
Frisbee.
Psychomotor: TSW demonstrate ability to accurately throw the Frisbee at a moving target 80% of the class time.
Lesson Assessment
Cognitive: TLWBAT predict the probability of how accurate he or she is throwing the Frisbee during class time.
Affective: TLWBAT give examples of how he or she demonstrated sportsmanlike conduct through the encouragement of
classmates in a journal entry at the end of the class.
Psychomotor: TLWBAT demonstrate the ability to consistently throw the Frisbee at a moving target 80% of the class time by
analyzing the probability of how accurate he or she is during class time.

Critical Thinking
-Common Core Math: probability
Analysis
-How can you classify how accurate your team is according to your probability calculation?
Synthesis
-Predict the outcome if your team is accurate.
Evaluation
-What would you suggest to do to make your team more accurate?
Learning Styles
Kinesthetic
Logical (probability)
Intrapersonal (journal)
-Accuracy in throwing for distance and the judgment of
the flight of Frisbee

-Go over skill cues for throwing and distance.
Modifications: Choose what hula-hoop to throw their disc in.
Equipment
Amount Needed
Frisbee
15
Hula Hoops
15
Journal
30
Resources
Instant Activity: http://www.pecentral.org/lessonideas/ViewLesson.asp?ID=776#.Vk1Y8-kTHFI
-Adequate space must be provided between playing areas for culminating activity.
Anticipatory Set
Start Time: 0
End Time: 5 minutes
Procedures:
Ultimate Frisbee is considered a team sport.
-What does it mean to be a team?
-Do teammates encourage
one another?
Reminders for the

teacher:
Please raise your hand before
speaking.
Transition: Everyone is right! A team is a group of people who work together toward a common goal and encourage one
another.
Instant Activity: Triangle Tag

Procedures:
Have students form groups of three and join hands. The fourth
group member will be outside the circle of three that are
holding hands. He/She will be the chaser. Designate one
person in the circle as the person that the chaser will try and
tag.
On the teachers signal the
chaser will try and tag the
designated person in the
group. The group holding
hands will work together to
try and protect the taggee.
Play for a designated amount
of time and if they tag the
taggee then switch roles.
Reminders for the

teacher:
No pushing or shoving.
Transition: Now that we have worked on a common goal lets see if during our skill instruction we can encourage one another.
What are some examples of encouraging statements?

-Predict the outcome if your team is accurate.
-What would you suggest to do to make your team more
accurate?
-More complete passes and
thus more wins.
-Practice
(how would you practice?)
Reminders for the

teacher
-Please raise your hand if you
have any questions.
Transition: Lets practice throwing for accuracy!
Skill Practice/Application: Partner Practice

-Each student stand behind the cone with Frisbee.
-There are 10 hula-hoops set
up at different distances.
-Students are to practice
distance throwing by aiming
for the hoops they feel most
comfortable.
Reminders for the

teacher
-Stay behind the cones and
retrieve your Frisbee only
when told by the teacher.
Transition: Raise your hand if your Frisbee made it into 6 hula-hoops, 7, etc. Awesome! Lets put that practice into action.
Culminating Activity: Long Toss Relay

-Students will be placed groups of 6 and find one of the five
fields for this activity.
-Fields will be set up in triangular fashion with triangles made
out of cones at each point.
-Triangles will be set up 30 yards away from one another.
-One player will be each triangle From a team while the other
three sit out. Groups switch players in triangles after a round.
-Object is to pass disc from
each other in a clockwise
fashion. Groups score for
every successful time the disc
makes it back to the starter. If
pass is dropped or goes out of
triangle boundary, player
closet grabs it and becomes
the starter. Rounds will be 1
and a half minutes. Each
group will combine their
scores from each round
Reminders for the

teacher
-Listen for the one and a half
minute marker.
Transition: Awesome job!
Closure
Procedures:
-Write in your journal what you did to help motivate your
classmates.
-Calculate the probability of your accuracy for distance throws
below your entry.
-How can you classify how accurate your team is according to
your probability calculation?
-Write in journal
Reminders for the

teacher:
-Write a full paragraph
-Show all steps for math
LSU Lesson Plan Format: DAY FOUR

Lesson Focus:
Psychomotor: Passing skills
Cognitive: Strategies
Affective: Adhere to rules
Integration: Dance
Grade: 7
Class Size: 30
patterns.
Standard 4. The physically literate individual exhibits responsible personal and social behavior that respects self and
others.

Demonstrate awareness of various new ideas, possibilities, options, and situations pertaining to
creating dance.
D-AP-M4

Cognitive: TSW apply offensive strategies during game play consistently to improve success of passes.
Affective: TSW practice sportsmanlike behavior by following the rules of Ultimate Frisbee proficiently during class.
Psychomotor: TSW demonstrate throwing skills as a group of students (team) effectively 80% of the class time.
Lesson Assessment
Cognitive: TLWBAT recognize the rules of Ultimate Frisbee consistently during the class time.
Affective: TLWBAT practice good sportsmanship by adhering to the rules constantly during class time.
Psychomotor: TLWBAT demonstrate throwing skills as a team proficiently 80% of the class time.

Critical Thinking
Analysis
-What would the result be if there were no rules in Ultimate Frisbee?
Synthesis
-Devise a way to learn the rules for Ultimate Frisbee.
Evaluation
-What is the most important rule in Ultimate Frisbee?
Learning Styles
Kinesthetic
Musical (intrapersonal)
-Ultimate Frisbee Rules and Terminology

-See study worksheet below
Modifications: Have students start at goal line and instead stepping back step forward for a successful throw/catch.
Make teams of three instead of two. Choose how far a part they go when throwing the Frisbee.
Equipment
Amount Needed
Frisbee
15
Study Worksheets
30
Journal
30
Resources
-Allow 10 feet of distance between other students on different teams.

Anticipatory Set
Start Time: 0
End Time: 5 minutes
Procedures:
-We have gone over how to properly throw the Frisbee, how to
throw for distance, and how to throw for accuracy.
-Now we are going to start putting everything together into an
actual Ultimate game.
-However today we are also
going to have to talk about the
rules and terminology of
Ultimate Frisbee in order for
the game to run smoothly.
Reminders for the

teacher:
Please raise your hand before
speaking.
Transition: First lets get our heart moving and toss the disc around!
Instant Activity: Dance

Procedures:
-Groups of four holding hands.
-Have to incorporate two form of exercising into the dance.
Examples of exercises would be jumping jacks, push ups,
burpies, etc.
-Create a 16-count dance with
your group.
-Everyone must be in the
dance.
Reminders for the

teacher:
have any questions.
Transition: How did the performances differ? Why did they differ?

-What would the result be if there were no rules in
Ultimate Frisbee?
-Take pre-assessment quiz
-Hand out rules sheet/study guide
-Once done with the preassessment please turn it in to
me and begin studying rules
sheet.
Reminders for the

teacher
have any questions.
Transition: It is your job to learn the rules given to you. There will be a test at the end of the unit.
RULES OF ULTIMATE: BASIC RULES
http://www.wfdf.org
THE AIM OF THE GAME
-Ultimate is a non-contact, self-refereed team sport played with a flying disc (or Frisbee).
-Two teams of seven players compete on a playing field about the same length as a football field, but narrower.
-At each end of the playing field there is an end zone. Each team defends one endzone. They score a goal if one of their players catches the disc
in the opposite end zone. The player with the disc is called the thrower.
-The thrower may not run with the disc. Instead they move the disc by passing to teammates in any direction.
-The defensive team gets possession of the disc if an offensive teams throw is not caught by a player of the same
team. Then the defensive team becomes the offensive team and can try to score in the opposite end zone.
THE BASIC RULES
The Pull
Each point starts with a throw-off from the goal line (pull). All players must remain in their end zone
until the pull is thrown. At the start of the game a toss decides which team throws the first pull. After a goal is scored, play stops. The team that
scored stays in that end zone and throws the pull and becomes the defensive team. So, teams change their direction of attack after each point.
If the pull lands outside the playing field the thrower can either start play from the sideline where the disc left the field, or from the brick
mark closest to their end zone. The thrower indicates they are choosing the brick option by raising their hand and calling brick.
In-bounds and out-of-bounds
-A disc is in-bounds when the receiving player is inside the playing field when they catch the disc. If you
catch the disc after jumping in the air, your first point of contact must land inside the field. The sidelines are not part of the playing field. If you
catch the disc in-bounds, and then momentum takes you out-of-bounds, you must return to where you left the field before you can throw the
disc.
-You are allowed to throw the disc so that it flies outside the playing field and then comes back in, as long as it does not touch anything out-ofbounds and is caught inside the field.
-If the disc goes out-of-bounds, it is a turnover. It does not matter which team last touched the disc. Play continues from the spot where the
disc left the field.
-No running with the disc

-You are not allowed to run while you have possession of the disc (travel). After catching the disc while
running, you must stop as quickly as possible. Once you stop, you must keep one foot still, but you are
allowed to move the other foot: this is called pivoting.
The 10-second rule
The thrower has 10 seconds to throw the disc. A defender can stand in front of you (remember: no
contact!) and count aloud to ten in one second intervals. If the disc is still in your hand at the t of
ten, the other team gets possession of the disc.
Turnovers
The defensive team takes possession of the disc (a turnover) if the
offence fails to catch a pass, if they catch it out-of-bounds, or if it is
intercepted or knocked down by a defensive player.
Turnovers also occur when:
the marker reaches ten before the disc was thrown
the disc is handed from one player to another without being
thrown
the thrower catches their own throw without the disc being
touched by anyone else
the offensive team tries to catch the pull, but drops it
After an in-bounds turnover the other team may immediately resume
play at the point where the disc was caught or stopped.
Fouls, Violations and Infractions
Ultimate is a non-contact sport. Physical contact should always be avoided.
Contact that is dangerous or affects the outcome of the play is a Foul.
The thrower may not be defended by more than one player at the same time (double team).
The marker may not come closer than one disc diameter to the thrower (disc space).
The marker may not hit or grab the disc out of the hand of the thrower. They may however try to
block the disc with their hands or feet after it is thrown.
If opposing players catch the disc at the same time, the offensive player gets possession of the disc.
Players are not allowed to create shepherds, picks or screens to obstruct the path of defensive players
(pick).
Making a Call
If you believe you have been fouled by an opposing player, you can call foul. If the disc is in the air play continues until possession
is established (a catch or a turnover). If your team gets possession, then play continues, otherwise, play stops immediately.
After play stops, you explain what the foul was and discuss this with the other player involved. If the opponent disagrees that there
was a foul, they may call contest and the disc is returned to the previous thrower. If they agree that there was a foul, they call uncontested
and, generally, you take possession of the disc. Play is resumed with a check: the marker touches the disc in the throwers hand and calls
disc in.
Scoring
You score a goal if you catch the disc in the endzone that you are attacking. If you are in the air, your first point of contact must be in
the endzone. If your foot touches the goal line it is not a goal. After a goal, play stops and teams swap which end zone they are defending. The
first team to 15 goals wins, with a time cap of 90 minutes, but this can change depending on the level of play.
Substitution of players
After each point you may substitute as many players as you want. During a point a player may only be substituted due to an injury.
After an injury, play stops and the other team may also substitute a player, if they wish.
SPIRIT OF THE GAME
Ultimate relies upon a Spirit of the Game that places the responsibility for fair play on every player. There are no referees; the
players are solely responsible for following and enforcing the rules, even at World Championship. Competitive play is encouraged, but never at
the expense of respect between players, adherence to the rules, and the basic joy of play.
This sheet provides an outline of the rules only. If you want to participate in official competitions, you should become familiar with
the official WFDF rules, which you can find on the WFDF website (wfdf.org). In addition, experienced players will gladly teach players the
rules and good spirit, so dont be scared to ask.
Culminating Activity: Frisbee Tossback

-Students will partner up with one other person.
-Students will line up across from each other to start.
-After 3 successful throws and catches made one student will
move back one step.
-Stay at the same spot if you are inconsistent.
Transition: Awesome job! How did you have to work together?
-Goal is for student stepping
back after each successful
throw/catch to reach line
marked off by cones.
Reminders for the

teacher
-Check to make sure students
are utilizing the proper
throwing techniques still.
Closure
Procedures:
-Devise a way to learn the rules for Ultimate Frisbee.
-What is the most important rule in Ultimate Frisbee?
-Write in journal.
Reminders for the

teacher:
Homework: Download the free Ultimate Frisbee Playbook App for class.
LSU Lesson Plan Format: DAY FIVE
Lesson Title: Ultimate Frisbee
Lesson Focus:
Psychomotor: Play full game of Ultimate
Cognitive: Utilize offensive and defensive strategy
Affective: Adhere to rules and use encouragement (sportsmanship)
Integration: Science (ecosystems)
Grade: 7
Class Size: 30
patterns.
Standard 2. The physically literate individual applies knowledge of concepts, principles, strategies and tactics related
to movement and performance.

o
o
o

Creates open space by staying spread on offense, and cutting and passing quickly. (S2.M4.7)
Reduces open space on defense by staying close to the opponent as he/she nears the goal. (S2.M4.7)

LS-M-C4 Predict the impact changes in a species population have on an ecosystem (GLE 29)

Cognitive: TLW demonstrate offensive and defensive strategy during Ultimate Frisbee game play proficiently.
Affective: TLW apply rules of Ultimate Frisbee consistently during game play.
Psychomotor: TLW practice all skills of Ultimate Frisbee and gain feel for game play effectively 80% of the class time.
Lesson Assessment
Cognitive: TLWBAT recall offensive and defensive strategy in his or her journal entry proficiently.
Affective: TLWBAT demonstrate appropriate sportsmanship consistently during Ultimate Frisbee game play.
Psychomotor: TLWBAT show all Ultimate Frisbee skills during game play effectively 80% of the class time by participating in a
game of Ultimate Frisbee.

Critical Thinking
Analysis
-What explanation do you have for using offensive strategy?
Synthesis
-Predict the outcome if no one on your team played defense.
Evaluation
-What is your opinion of cutting?
Learning Styles
Kinesthetic
Naturalistic (integration)
Visual (drawing)
Offensive Strategy
Defensive Strategy

_______Cut on your outside foot (if your cut is
to the right, cut off your left foot)
_______Sell your cut by making it look like an
option
Defense (3 points)
_______Swat Frisbee
Modifications: Larger or smaller fields
Allow only one teammate into an end zone
Use foam football instead of a Frisbee- used to help teach rules and strategies
Equipment
Amount Needed
Skill Sheet
30
Frisbee
15
Journal
30
Pennies
15
Foam Football
Resources
-No contact at all between players.

Anticipatory Set
Start Time: 0
End Time: 5
Procedures:
Who is excited to play a real game of Ultimate today?
We all will be learning some offensive and defensive strategy
while participating in the game today.
Since you all know the rules
you will be officiating yourself
today.
Reminders for the

teacher:
have any questions.
Transition: First lets do an activity to get our heart rate up.
Instant Activity: Producers, Consumers, and Decomposers

End Time: 12
Procedures:
-Producers are plants (beginning of food chain).
-Consumers eat the plants.
-Decomposers eat you if you die (highest level on the chain).
-The goal of the student is to
play rock paper scissors with
students on their level.
-Everyone starts on his or her
stomach as a plant.
-Play rock paper scissors and
if you win you go to a duck
walk as a consumer. If you
lose you stay a producer.
-Win as a consumer you
gallop as a decomposer. If you
lose you go back to a
consumer. If you lose as a
consumer you go back to a
producer.
Reminders for the

teacher:
-Be sure to keep your head up
and aware of those on other
levels than you.
Transition: Now that we have our heart rate up we are going to learn some offensive and defensive strategies.

End Time: 17
_______Cut on your outside foot (if your cut is to
the right, cut off your left foot)
_______Sell your cut by making it look like an
option
Defense (3 points)
_______Swat Frisbee
-Ask two students to
volunteer. Designate one to
try to get open.
-Demonstrate cutting
technique.
-Ask student to try to get open
using strategy.
-Demonstrate skill cues for
defensive strategy.
Reminders for the

teacher
have any questions.
-What explanation do you
have for using offensive
strategy?
Transition: Get into groups of four. One person on offense, one on defense, one checking off skill cues and one
throwing the Frisbee. Each person will be in the same role twice.
-Utilize the cutting skill cues to get open.
-Each person should have a
skills checklist completed by
the end of this activity.
Reminders for the

teacher
-Make sure to participate in
all roles twice.
Transition: Please hand in your skills checklist with your name on it.
-Predict the outcome if no one on your team played defense.
Culminating Activity: Double Box

-Same as Ultimate Frisbee but with teams of three.
-Fields will be the size 20 yards in width and 20 yards in length
with two 5-yard end zones.
-Teams use same rules as
ultimate apply.
-Score by catching disc in end
zone.
-Pennies will be provided for
half of students.
-Switch teams to different
fields after 5 minutes of play.
Reminders for the

teacher
-Remember to utilize
offensive and defensive
strategies.
Transition: Those were great games! Lets gather around to talk about what we learned today. What is your
opinion of cutting?
Closure
*Additional 10 minutes used for dressing in and out
Procedures:
-In your journal draw out a person performing the offensive
and defensive strategy we learned today.
-Write a paragraph explaining how these strategies can help
you in a game.
-Draw one picture for offense
and one for defense.
Reminders for the

teacher:
have any questions.
Transition: Thank you for a great day! You may go dress out now.
Homework: formulate drills for your team to conduct before game play on your Ultimate Frisbee Application.
LSU Lesson Plan Format: DAY SIX

Lesson Title: Ultimate Frisbee Tournament
Lesson Focus:
Psychomotor: Ultimate Frisbee pre-tournament
Cognitive: Utilize offensive and defensive strategy to get open
Affective: Sportsmanship
Integration: Theatre
Grade: 7
Class Size: 30

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 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, selfexpression and/or social interaction.

o
o
o
o
o

Demonstrates knowledge of rules and etiquette by self-officiating modified physical activities and games or following
parameters to create or modify a dance. (S4.M6.7)

Describe types, forms, and patterns in theatre and dramatic media (film, television, and electronic
media).

Cognitive: TLW recall when to utilize Ultimate Frisbee offensive and defensive tactics proficiently during class.
Affective: TLW demonstrate sportsmanlike behavior by encouraging teammates consistently during class.
TH-HP-M1
Psychomotor: TLW apply Ultimate Frisbee skills learned to participate 100% of the class time in a game of Ultimate Frisbee
proficiently.
Lesson Assessment
Cognitive: TLWBAT recognize when to utilize offensive and defensive strategies proficiently during Ultimate Frisbee game
play.
Affective: TLWBAT show sportsmanlike conduct by encouraging teammates constantly during class time.
Psychomotor: TLWBAT demonstrate ability to participate in a game of Ultimate Frisbee 100% of the class time consistently.

Analysis
-How is sportsmanship connected to Ultimate Frisbee?
Synthesis
-How would you improve sportsmanship on your team?
Evaluation
-Rate the importance of sportsmanship and why?
Learning Styles
Kinesthetic
Sportsmanship
-Play Fair and Respect Others
Modifications: Choose if role on the team of Ultimate Frisbee. Can play defense or cut on offense.
Equipment
Amount Needed
Frisbee
10
Journal
30
Skills Checklist
30
Pennies
30
Resources
Spirit of the Game: http://www.usaultimate.org/about/ultimate/spirit_of_the_game.aspx
-No contact between players at all.
Anticipatory Set
Start Time: 0
End Time: 5
Procedures:
At the board meeting in January, 2007, the board was tasked
with creating spirit ranking guidelines to use at specific USA
Ultimate events. The USA Ultimate (then UPA) Conduct
Committee (Ricky Eikstadt, Jeff Dunbar, and Patrick Gilman)
along with Peri Kurshan, Will Deaver, Kyle Weisbrod, and Eric
Zaslow, developed the following rating system to assist in
ranking the spirit of an opposing team. The rankings are
ordered from 5 (indicating the highest level of spirit) thru 1
(the lowest level of spirit)
-Today we are going to learn
and rank our teams.
-You will be ranking your
opposing team for each game
that you play.
Reminders for the

teacher:
Does anyone have any
questions.
-How is sportsmanship
connected to Ultimate
Frisbee?
Transition: We are going to start with a quick activity.
Instant Activity: Hunter, Bear, Ninja

Start Time: 5:30
End Time: 12
Procedures:
-Divide Students into equal teams.
-If you get tagged by another person you will go to their team
-Team has to decide what character they are and act out that
motion.
-Ninja (karate chop) beats the
hunter.
-Hunter (bow and arrow)
beats the bear.
-Bear (bear claws) beats the
ninja.
Reminders for the

teacher:
-Please be aware of your
general space.
-Pantomime is a type of
entertainment in which the
performers express emotions
and actions through gestures
without speech.
Transition: Lets learn more about the spirit of Ultimate Frisbee.

Start Time: 12:30
End Time: 17
5 - Highest level of respect shown throughout game towards
opponents, officials, and spectators. For the level of play,
showed excellent knowledge of the rules and abided by them
throughout the game. Any conflicts were resolved amicably and
without incident. Opposing team's conduct added to our
enjoyment of the game. The opposing team unfailingly played
fairly and with an excellent attitude.
4 Respect shown throughout the game towards opponents,
officials, and spectators. For the level of play, showed above
-Why is it important to
practice good sportsmanship?
-What is an example of bad
sportsmanship?
-Do you like playing with
someone who is a bad sport?
Reminders for the

teacher
have any questions.
average knowledge of the rules and abided by them throughout

the game. Any conflicts were resolved favorably and without
incident. Opposing team's conduct did not detract from our
enjoyment of the game. The opposing team played fairly and
with a good attitude.
3 Generally exhibited respect towards opponents, officials,
and spectators. For the level of play, showed adequate
knowledge of the rules and abided by them during the game.
Any conflicts were resolved plainly and without incident.
Opposing team's conduct generally did not detract from our
enjoyment of the game. The opposing team generally played
2 Exhibited a lack of respect towards opponents, officials,
and/or spectators. For the level of play, showed a lack of
knowledge of or disregard for the rules at points during the
game. Any conflicts were resolved heatedly or led to
contentious incidents. Opposing team's conduct detracted
somewhat from our enjoyment of the game. The opposing team
1 Exhibited a major lack of respect towards opponents,
officials, and/or spectators. For the level of play, exhibited no
knowledge of the rules or blatantly disregarded them during
the game. Conflicts were resolved acrimoniously or led directly
to contentious incidents. Opposing team's conduct made the
game basically unenjoyable. The opposing team played unfairly
and their attitude was abysmal.
Transition: Today you will be ranking opposing teams on their sportsmanship as a team.
Start Time: 17:30
End Time: 21
-Come up with an example of good or bad sportsmanship and
act it out to the class.
-Make a hand sandwich with
a partner.
-You have 30 seconds to come
up with a good or bad
sportsmanlike behavior to act
out to the class.
Reminders for the

teacher
-Be respectful of the students
performing by not talking.
Transition: Lets put this good sportsmanlike behavior in action in our pre season tournament.
Start Time: 21: 30
End Time: 34
-Double Box will be played in round robin tournament format
with teams selected by teacher.
-After each game rank the team by placing a spirit number
below their name on the poster board.
-Go to new assigned field.
-Please look at poster to see
what team you are on and
what field you are assigned to.
-Away teams wear pennies.
Transition: Great job on conducting good sportsmanship!

-How would you improve sportsmanship on your team?
Closure
Start Time: 34: 30
End Time: 40
*last ten minutes allotted to dress in/out
Reminders for the

teacher
-Teams are final.
Procedures:
-Write one paragraph on how you were a good sport.
-Write one paragraph on how another team showed good
sportsmanship.
- Rate the importance of sportsmanship and why?
-Write in complete sentences.
-Must be three paragraphs.
Reminders for the

teacher:
-Any questions?
Transition: Thank you for a great day! You may go dress in.
LSU Lesson Plan Format: DAY SEVEN

Lesson Title: Ultimate Frisbee Tournament
Lesson Focus:
Psychomotor: Ultimate Frisbee pre-tournament
Cognitive: Utilize offensive and defensive strategy to get open
Affective: Sportsmanship
Integration: English (writing)
Grade: 7
Class Size: 30

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 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, selfexpression and/or social interaction.

o
o
o
o
o

Demonstrates knowledge of rules and etiquette by self-officiating modified physical activities and games or following
parameters to create or modify a dance. (S4.M6.7)

Writing Standard for Seventh Grade:
Write arguments to support claims with clear reasons and relevant evidence.
-Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically.

Cognitive: TLW recall when to utilize Ultimate Frisbee offensive and defensive tactics proficiently during class.
Affective: TLW demonstrate sportsmanlike behavior by encouraging teammates consistently during class.
Psychomotor: TLW apply Ultimate Frisbee skills learned to participate 100% of the class time in a game of Ultimate Frisbee
proficiently.
Lesson Assessment
Cognitive: TLWBAT recognize when to utilize offensive and defensive strategies proficiently during Ultimate Frisbee game
play.
Affective: TLWBAT show sportsmanlike conduct by encouraging teammates constantly during class time.
Psychomotor: TLWBAT demonstrate ability to participate in a game of Ultimate Frisbee 100% of the class time consistently.

Analysis
-Discuss the pros and cons of a ladder tournament.
Synthesis
-Devise an offensive play using a form of cutting to utilize next class.
Evaluation
-What would you suggest your team does to improve in tournament play next class?
Learning Styles
Kinesthetic
Visual (create offensive play in journal)
Tournament Play
Ladder Tournament
Modifications: Choose what team they want to challenge in ladder tournament.
Equipment
Amount Needed
Frisbee
10
Journal
30
Skills Checklist
30
Pennies
30
Resources
Spirit of the Game: http://www.usaultimate.org/about/ultimate/spirit_of_the_game.aspx
-No contact between players at all.
Anticipatory Set
Start Time: 0
End Time: 5
Procedures:
Beginning our ladder tournament today.
Your rank is based off of your performance in the pretournament.
-Continue to rank our
opposing teams based on
sportsmanship.
-You can challenge anyone
above you but not below you.
Reminders for the

teacher:
Does anyone have any
questions.
Transition: We are going to start with a quick activity.
Instant Activity: Keep Away

Procedures:
-Groups of four with one person in the middle
-Rotate who is in the middle every minute
-Make strategic passes in
order to avoid getting the
Frisbee intercepted.
Reminders for the

teacher:
-Go anywhere on the field
but we aware of other groups.
Transition: Did you use any strategies to avoid an interception?
Skill or Concept Instruction: Learnable Piece Review Spirit Levels

Start Time: 12:30
End Time: 17
5 - Highest level of respect shown throughout game towards
opponents, officials, and spectators. For the level of play,
showed excellent knowledge of the rules and abided by them
throughout the game. Any conflicts were resolved amicably and
without incident. Opposing team's conduct added to our
enjoyment of the game. The opposing team unfailingly played
fairly and with an excellent attitude.
4 Respect shown throughout the game towards opponents,
officials, and spectators. For the level of play, showed above
average knowledge of the rules and abided by them throughout
the game. Any conflicts were resolved favorably and without
incident. Opposing team's conduct did not detract from our
enjoyment of the game. The opposing team played fairly and
with a good attitude.
3 Generally exhibited respect towards opponents, officials,
and spectators. For the level of play, showed adequate
knowledge of the rules and abided by them during the game.
Any conflicts were resolved plainly and without incident.
Opposing team's conduct generally did not detract from our
enjoyment of the game. The opposing team generally played
-Why is it important to
practice good sportsmanship?
-What is an example of bad
sportsmanship?
-Do you like playing with
someone who is a bad sport?
Reminders for the

teacher
have any questions.

2 Exhibited a lack of respect towards opponents, officials,
and/or spectators. For the level of play, showed a lack of
knowledge of or disregard for the rules at points during the
game. Any conflicts were resolved heatedly or led to
contentious incidents. Opposing team's conduct detracted
somewhat from our enjoyment of the game. The opposing team
1 Exhibited a major lack of respect towards opponents,
officials, and/or spectators. For the level of play, exhibited no
knowledge of the rules or blatantly disregarded them during
the game. Conflicts were resolved acrimoniously or led directly
to contentious incidents. Opposing team's conduct made the
game basically unenjoyable. The opposing team played unfairly
and their attitude was abysmal.
Transition: Today you will be ranking opposing teams on their sportsmanship as a team.
Start Time: 17: 30
End Time: 34
-Ladder tournament
-Look at bracket to see you
want to challenge.
-Teacher will assign field.
-Away teams wear pennies.
-Discuss the pros and
cons of a ladder
tournament.
Reminders for the

teacher
-Someone you wan to
challenge is playing you must
pick another team.
-Look at different students
each five minutes to evaluate
game play.
Transition: Great job on conducting good sportsmanship!
Closure
Start Time: 34: 30
End Time: 40
*last ten minutes allotted to dress in/out
Procedures:
-Devise an offensive play using a form of cutting to utilize
next class (draw) or use your Ultimate Frisbee Playbook
App.
-What would you suggest your team does to improve in
tournament play next class?
-Write in complete sentences.
-Must be two paragraphs.
Transition: Thank you for a great day! You may go dress in.
Reminders for the

teacher:
-Any questions?

Integrated Thematic Unit Plan Template Name: Lauren Stanley Unit Title: Ultimate Frisbee Grade Level: 7 Teaching Context

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Integrated Thematic Unit Plan Template

Name: Lauren Stanley

Subject Area: Physical Education

A. referee B. head judge C. sideline judge D. players

_______Flick wrist upon release

A. throw B. hand off C. kick D. carry

A. throw B. hand off C. kick D. carry

Communication with Parents/Guardians:

Community and Parent Involvement:

iii. Double Box

about using long

directions and rule

SHAPE America Standards Addressed

SHAPE Americal Grade Level Objectives Addressed

Throws, while moving, a leading pass to a moving receiver. (S1.M5.7)

Common Core Standards & Objectives Addressed

Lesson Objectives & Student Learning Targets

Critical Thinking/Higher Order Thinking/Depth of Knowledge/Learning Styles Addressed

Skill Cues/Instructional Cues Used

-Forehand and Backhand throw

_______Arm bent 90 degrees

Skill Cue sheets

Potential Safety Issues

Reminders for the

Instant Activity: Rocky

Reminders for the

Skill or Concept Instruction: Learnable Piece

Reminders for the

towards middle of Frisbee

Skill Practice/Application: Partner Practice

Reminders for the

Culminating Activity: Lickety-Split Frisbee

Transition: Awesome job!

Reminders for the

Reminders for the

SHAPE America Standards Addressed

SHAPE Americal Grade Level Objectives Addressed

Common Core Standards & Objectives Addressed

Lesson Objectives & Student Learning Targets

Critical Thinking/Higher Order Thinking/Depth of Knowledge/Learning Styles Addressed

Skill Cues/Instructional Cues Used

Gold construction paper

Potential Safety Issues

End Time: 5 minutes

Reminders for the

Instant Activity: Gold Rush of 1849

Reminders for the

Skill or Concept Instruction: Learnable Piece

Reminders for the

Reminders for the

Start Time: 21 minutes 30 seconds

Reminders for the

Reminders for the

Transition: Thank you! Please go dress in!

SHAPE America Standards Addressed

SHAPE Americal Grade Level Objectives Addressed

Throws, while moving, a leading pass to a moving receiver. (S1.M5.7)

Common Core Standards & Objectives Addressed

Lesson Objectives & Student Learning Targets

Critical Thinking/Higher Order Thinking/Depth of Knowledge/Learning Styles Addressed

Skill Cues/Instructional Cues Used

Potential Safety Issues