Heather McCracken

ED 3700 – Unit Plan Assignment

Unit Introduction & Philosophy

Welcome to the wonderful world of frisbee! This unit will be focused on all things frisbee related, and will address the following
question: How can we get active and get outside with frisbee? I have chosen to design a unit on frisbee because I think it is an under-
rated sport. It’s a relatively easy sport to participate in and requires very little equipment. It can be played in pretty much any green
space, park, or even your backyard, and all you need is a partner to get started! But most importantly, I believe frisbee can provide a
social aspect to sport, as it can be enjoyed with friends or family, and can get our students outside and active long after they have
graduated. My teaching philosophy is based on the idea of preparing students to be successful in the real world – equipping them
with the tools and resources to be independent, respectful, and responsible citizens of the world. In my physical education class, this
means preparing and encouraging my students to be healthy and active for the rest of their lives. In teaching this unit, I will be
providing my students with one more activity that they will be able to participate in outside of physical education class.

This unit will focus on teaching students three key skills: how to throw a frisbee, how to catch a frisbee, and how to do both of those
things while running and moving (A10-1, A10-3, A10-5). It will also build on important skills required for any team sport – good
sportsmanship, teamwork, and participation (C10-3, C10-5, D10-1). As I mention in my physical education teaching philosophy, I
believe in setting high standards for behavior and good participation, and expect all students to participate willingly and try their
best in this class. With a mixture of skill building, games, and sport, I think this unit has something to interest everyone, but any
issues with participation or behavior will be addressed in one-on-one conversations with the student.

I also mention in my physical education teaching philosophy that students in my class do not need to have experience playing a
certain sport or be in good physical condition, but they do have to be willing to try. The assessment activities that I have created
reflect this statement, and students will be assessed strictly in relation to specific learning outcomes, and not in regards to how far
they can throw the frisbee or whether they can catch the frisbee every single time. Instead, they will be assessed on whether they
can demonstrate the proper technique regarding throwing and catching and whether they participate and communicate with their
team. Students will be given multiple opportunities over the six lessons to demonstrate those skills.

Formative assessments in the first couple of classes should inform the teacher in whether students are developing and improving
upon their frisbee skills, and I have purposefully designed the unit to have enough time to stop and work on specific skills as
required. For example, we spend the entire first class just working on throwing the frisbee. Every student will have their own frisbee
so that time spent throwing the frisbee is maximized. How students do in the first class will determine how much time we spend
reviewing throwing technique next class before moving on to catching technique. Once the throwing and catching techniques have
 Heather McCracken
ED 3700 – Unit Plan Assignment
been taught, they should be reviewed in the introduction or warm-up activity for every class. Students have a lot going on outside of
PE class and I want them to be as successful as possible, so we will review the techniques every class to drill them into their heads.

As mentioned, the unit will start with one lesson on throwing and one lesson on catching. This will teach students the basic skills
they need to know to meet the outcomes of throwing and catching. We will then have a stations-based lesson which will offer fun
activities to practice the throwing and catching skills. From there, we will move into the teaching strategy of teaching games for
understanding. The first game or sport will be ultimate frisbee, and will require students to demonstrate their throwing and catching
skills while adding in the challenge of running and jumping to catch the frisbee and twisting and turning to throw the frisbee. This is
the final specific learning outcome to be assessed in this unit, other than outcomes for teamwork and participation. While students
will be introduced to these new skills through ultimate frisbee, they will have the chance to further develop and hone their skills
through what will likely be a new game to most, 33 zone frisbee. This is meant to be the culminating activity for the unit and after
learning the game students will have an entire additional class to play the game and develop strategies and teamwork.

Altogether, this frisbee unit is designed to teach students the basics of properly throwing and catching a frisbee, introduce them to
several frisbee activities they can play on their own time, practice working with and communicating with a team, and learn a new
sport. I hope to add these skills and games to a large repertoire that students can then utilize long after they are done high school.
 Heather McCracken
ED 3700 – Unit Plan Assignment
Date Lesson GLO SLOs Assessment Key Learning Safety Instruc Equipment/ MOT
Planned Title s Question Activities tional Resources/
to Teach s Strateg Technology
Related ies
to This
Lesson
Jun 1/20 Introducti A A10- -Teacher How can LA1 – warm up -Make sure Direct 30 frisbees Students will
Monday on to 5 observations we use LA2 – Pre- students have Instructi have the
-Peer throwing assessment: What adequate space on Whiteboard & opportunity
Frisbee Assessment: technique do we already and will not personalized student to share
Pt.1: Students to improve know about accidently hit magnets for self- what they
Throwing watch each how we throwing a frisbee? someone/somet assessment know about
a Frisbee other throw throw a LA3 – How to throw hing throwing a
and offer one frisbee? backhand. Time for -Don’t throw to Outdoor field (soccer frisbee.
star and one practice & peer someone who field) or indoor field
wish for their observation. isn’t looking at (gymnasium) Students will
throwing LA4 – How to throw you or facing be focusing
technique forehand. Time for you Whistle on throwing
-Self- practice & peer -Have students the frisbee
Assessment: observation. start slow and https://www.instruct so each
How students LA5 – Student self- practice the ables.com/id/How- student will
are feeling assessment of technique so to-Throw-a-Frisbee- have their
about their throwing skills they don’t 3-Different-Ways/ own frisbee.
throwing skills sprain their
at the end of wrist
class (Got it, -Clear the field
almost there, of any obstacles
not yet)
Jun 2/20 Introducti A A10- -Teacher How can LA1 – warm up -Make sure Direct 15 frisbees Students will
Tuesday on to 5 observations we use LA2 – Pre- students have Instructi have the
-Peer catching assessment: What adequate space on Whiteboard & opportunity
Frisbee Assessment: technique do we already and will not personalized student to share
Pt.2: Students to improve know about accidently hit magnets for self- what they
Catching a watch each how we catching a frisbee? someone/somet assessment know about
Frisbee other catch catch a LA3 – How to do hing catching a
and offer one frisbee? the alligator catch. -Don’t throw to Outdoor field (soccer frisbee.
 Heather McCracken
ED 3700 – Unit Plan Assignment
star and one Time for practice & someone who field) or indoor field
wish for their peer observation. isn’t looking at (gymnasium) Feedback is
catching LA4 – How to do you mainly given
technique the one-handed -Clear the field Whistle by peers
-Self- catch. Time for of any obstacles instead of by
Assessment: practice & peer -Remind https://www.wikiho the teacher.
How students observation. students not to w.com/Make-a-
are feeling LA5 – Student self- close their eyes Perfect-Frisbee-Catch
about their assessment of when the
catching skills catching skills frisbee is
at the end of coming at them
class (Got it, – they need to
almost there, look at what
not yet) they are
catching.

Jun 3/20 Frisbee A A10- -Teacher How do LA1 – warm up -Proper Teaching 30 frisbees Students get
Wednes Stations 5 observations we use LA2 – explain the footwear Games to choose
-Student entry throwing four different -Make sure For 4 foam noodles, which
day in journals: and stations and their students are Understa taped to make circles stations they
Which activity catching levels of difficulty. paying attention nding would like to
did they enjoy technique Station 1 – frisbee to what is 6-10 bowling pins participate
the most & in different golf (throw frisbees happening Personali in and the
why? What frisbee into baskets) around them zed 4 empty garbage level of
frisbee skill games? Station 2 – Knock -Space out System cans/bucket difficulty.
are they going down bowling pins stations for
to work on for with frisbees appropriately Instructi Pylons
next class? Station 3 – partner -Don’t throw to on
toss someone who Student journals
Station 4 – Can jam isn’t looking at
(knock a frisbee you Outdoor field (soccer
your partner tosses -Clear the field field) or indoor field
into a can) of any obstacles (gymnasium)
LA3 – students
choose the stations Whistle
they would like to
do and the https://www.pecentr
difficulty level at al.org/lessonideas/Vi
 Heather McCracken
ED 3700 – Unit Plan Assignment
each station ewLesson.asp?
LA4 – student entry ID=133250#.XtxM3S0
in journals. ZM0Q
Jun 4/20 Ultimate A, C, A10- -Teacher How do LA1 – warm up & -Proper Teaching 15 frisbees Taking the
Thursday Frisbee D 1 observations we use review of catching footwear Games skills we
-Team catching and throwing -No diving or for Cones to mark off have been
A10- and technique physical contact Understa zones and scoring practicing all
feedback:
3 teacher offers throwing LA2 – Introduce with other nding areas week and
A10- each team technique game of Ultimate players of any practicing
5 feedback at in ultimate Frisbee. type 2 different colours of them in the
C10- the end of the frisbee? LA3 – Play Ultimate -Look where jerseys sport of
game on what Frisbee you are going at Ultimate
3 LA4- teacher all times Outdoor field (soccer Frisbee
they did well
C10- and what they feedback for each -Do not throw a field) or indoor field
5 can work on team frisbee to (gymnasium)
D10- for next class LA5 – class wrap-up someone who is
1 -Class wrap-up discussion not looking at Whistle
discussion: you
what was -Remove any http://www.whatisul
difficult about obstacles from timate.com/what-is-
the game? the field ultimate/the-rules/
What can we -Communicate
try next time with your team
to be more
successful?
Jun 8/20 33 Zone A, C, A10- -Teacher How can LA1 – Warm up: Jog -Proper Teaching 12-13 frisbees Interesting
Monday Frisbee D 1 Observations we use a lap and practice footwear Games twist on
-Teacher teamwork catching & -No diving or for Whistle Ultimate
Pt.1 A10- Check List to throwing physical contact Understa Frisbee
3 (summative) emphasize LA2 – explain rules with other nding Cones to mark off
A10- -Exit Slip the of 33 Zone Frisbee players of any zones and scoring Students will
5 (summative). importanc LA3 – play 33 Zone type Teaching areas stay on their
C10- Questions on e of Frisbee -Field should be for toes as more
throwing and properly LA4 – exit slip clear of any Personal 2 different colours of frisbees are
3 catching throwing obstacle & Social added to the
jerseys
C10- technique and and -Students Responsi game to
5 participation catching a should be clear bility Outdoor field (soccer make it
 Heather McCracken
ED 3700 – Unit Plan Assignment
D10- frisbee? on the proper field) or indoor field more
1 way to throw & (gymnasium) challenging
catch a frisbee
so they do not Exit Slip
injure
themselves https://www.
-Teams should pecentral.
be org/lesson
communicating ideas/View
so no one runs Lesson.asp?
into each other ID=11793#
.Xr66OC0ZM0Q
Jun 9/20 33 Zone A, C, A10- -Teacher How can LA1 – Warm up: Jog -Proper Teaching 12-13 frisbees Students
Tuesday Frisbee D 1 Observations we use a lap and practice footwear Games have the
-Teacher teamwork catching & -No diving or for Whistle opportunity
Pt.2 A10- Check List to throwing physical contact Understa to
3 (summative) emphasize LA2 – review rules with other nding Cones to mark off implement
A10- -Exit Slip the of 33 Zone Frisbee players of any zones and scoring team
5 (summative). importanc & team strategy type Teaching areas strategy that
C10- In your e of LA3 – play 33 Zone -Field should be for they began
opinion, what properly Frisbee clear of any Personal 2 different colours of to develop
3 is the most throwing LA4 – exit slip obstacle & Social last class
jerseys
C10- important skill and -Students Responsi
5 to have catching a should be clear bility Outdoor field (soccer
D10- mastered for frisbee? on the proper field) or indoor field
1 this game and way to throw & (gymnasium)
why? catch a frisbee
so they do not Exit Slip
injure
themselves https://www.
-Teams should pecentral.
be org/lesson
communicating ideas/View
so no one runs Lesson.asp?
into each other ID=11793#
.Xr66OC0ZM0Q
 Heather McCracken
ED 3700 – Unit Plan Assignment
Assessment Plan

The assessment plan for this unit is based on a variety of formative and summative assessments. As the unit starts off with students
learning and developing new skills, the assessments are formative, as the teacher needs to monitor the development of students’
skills and whether they are meeting the specific learning outcomes. The first three classes are focused on SLO A10-5 as students
learn throwing and catching techniques related to frisbee. Multiple formative assessments are conducted, including teacher
observations, peer assessment (one wish and one star for their throwing and catching technique), self-assessment (how are students
feeling about their throwing and catching skills), and a student entry in their physical education journals. The combination of these
assessments over the first three classes should provide the teacher with evidence of whether there are any students who are
struggling and need some extra help, as well as whether the class as a whole is ready to put their skills to practice in some frisbee-
related sports.

Over the next three days, the second half of the unit, the teacher will conduct both formative and summative assessments.
Formative assessments will include teacher observation, class discussion, and teacher feedback to specific teams. This will provide
the teacher with the opportunity to give students who are not meeting the specific learning outcomes feedback on what they need
to do to improve. Summative assessments will include a teacher checklist and two exit slips and will be conducted over the last two
days of the unit. The teacher checklist will be out of five points for each student as will the first of the two exit slips, for a total of ten
marks for the unit. The second exit slip, at the very end of the unit, will be the opportunity for any students who didn’t quite fill out
the first exit slip correctly or who missed demonstrating a skill during the game to still demonstrate their knowledge and earn full
marks for the unit.

At the end of the first day of 33 zone frisbee, the teacher will speak to any students who they have not seen demonstrate all the
skills on the teacher checklist and let them know what they still need to do to receive full marks. The teacher checklist looks at
whether the student catches the frisbee properly, throws the frisbees properly, runs and jumps to catch the frisbee, and
communicates with their team. So, the teacher may have missed seeing one student catch the frisbee, or perhaps they caught the
frisbee incorrectly. They will speak to this student, one-on-one, and let them know what they need to work on for next class. The
idea behind having two classes to conduct summative assessments on these skills is that there is enough time and opportunity for
everyone to demonstrate the skills.

The reasoning behind having both a teacher checklist and an exit slip for summative assessment is that it allows students multiple
ways to demonstrate their learning for each outcome. They have already demonstrated each outcome via formative assessment
 Heather McCracken
ED 3700 – Unit Plan Assignment
multiple times and will have received feedback as to whether there is anything they need to work on. When it comes to the
summative assessment, they will have the opportunity to demonstrate the skills through 33 zone frisbee, but they will also need to
demonstrate their knowledge of the techniques through an exit slip. This means that someone who is a natural athlete will not
receive a better grade just because they already know how to throw and catch a frisbee – they will have to demonstrate knowledge
of the technique as well. On the other hand, a student who is struggling to demonstrate the technique physically can still earn marks
for knowing the proper technique. This applies for both the throwing and catching skills outcomes and the teamwork and
participation outcomes – students will be informed on day one what the outcomes are that they are being assessed on and will be
reminded throughout the unit.

Overall, this unit is designed to allow students to progress through the skills being assessed and to have the opportunity to
demonstrate each outcome multiple times and multiple ways. The assessment plan is designed to tie into my physical education
teaching philosophy in many ways. These assessments have been created to level the playing field in the class between natural
athletes and those who are not so physically-inclined and to offer everyone the opportunity to succeed. They focus solely on the
learning outcomes, and require students to demonstrate their knowledge and ability in relation to these outcomes and not to
frisbee in general. In helping students meet these outcomes, it is my hope that they will develop throwing and catching techniques
for frisbee that they will remember and use in their lives as they continue to be active.