1. Objectives
1.1. Objective 1: Students will be able to explain the history of the Frisbee & Disc Golf
1.1.1. Scafolding strategies
1.1.1.1. Visual Presentation: Students will have access to a Prezi on the history of the Frisbee & Disc golf
1.1.1.2. Study Guide: Students will complete a study guide and/or flash cards to aid with memorizing the key dates and events in the history of the Frisbee
1.1.1.3. Pause, Ask, Review: After introducing some information, pause and ask a review question before moving on to further new information. Try to ask different students throughout to keep them all engaged.
1.2. Objective 2: Students will be able to execute the forehand, backhand, overhead and tomahawk throwing technique.
1.2.1. Scaffolding strategies
1.2.1.1. Show & Tell: The teacher will explain how to execute a throw and then show the students how it is done
1.2.1.2. Connect to Background Knowledge: The teacher will compare many of the movement patterns to ones the students may already be familiar with
1.2.1.3. Small Group / Partner Work: Students will work in small groups or with partners to execute and practice the new skills as well as critique each other
1.2.2. Examples
1.2.2.1. Some of the movements for throwing a Frisbee can be related to whipping a towel, pulling the starter line on a lawn mower, or throwing a baseball
1.2.2.2. Students will partner pass while learning the new throwing motions. Small groups and partners allows for continuous repetitions and an effective use of time
1.3. Objective 3: Students will be able to play a round of Disc Golf following proper etiquette and rules.
1.3.1. Scaffolding strategies
1.3.1.1. Study Guide: Students will complete a study guide and/or flash cards to aid with memorizing the rules & etiquette of Disc Golf
1.3.1.2. Connect to Background Knowledge: Comparing everyday etiquette and safety and regular Golf etiquette and rules to those of Disc Golf
1.3.1.3. Pause, Ask, Review: After introducing some information, pause and ask a review question before moving on to further new information. Try to ask different students throughout to keep them all engaged.
1.3.2. Examples
1.3.2.1. Many students may have played regular golf and can relate to the rules and scoring system to disc golf as well as the etiquette
1.3.2.2. Many students will understand general safety rules which translate to the disc golf etiquette and safety rules
1.4. Objective 4: Students will be able to compete in a variety of Frisbee games
1.4.1. Scaffolding strategies
1.4.1.1. Show & Tell: The teacher will explain the rules of the game and then show the students how to play it
1.4.1.2. Connect to Background Knowledge: The teacher will compare many of the rules and modified games to ones the students may already be familiar with
1.4.1.3. Small Group / Partner Work: Students will work in small groups or with partners to compete with each other in the new games as well as critique each other
1.4.2. Examples
1.4.2.1. Some of the Frisbee games in the lesson include bowling and horseshoes which are games that students may have played the original version of
1.4.2.2. Students will play games with a partner or in small groups. Small groups and partners allows for continuous repetitions and an effective use of time
2. Big ideas
2.1. To meet the standard the students will be able to:
2.1.1. Understand the brief history of the Frisbee and the key years behind its development
2.1.2. Understand the brief history of Disc Golf and the key years behind its development
2.1.3. Understand the techniques behind various throwing techniques
2.1.4. Understand how to play Disc Golf by following the rules and proper course etiquette
2.1.5. Understand how to play a variety of Frisbee games to enjoy in a recreational or competitive environment
3. Key factors
3.1. Prior knowledge
3.1.1. Students understand basic movement patterns including running, jumping, and throwing.
3.1.2. Students have minor experience with a Frisbee in a recreational setting
3.2. Readiness level
3.2.1. All of the students are English native speakers
3.2.2. All of the students are opting to take the P.E. class in lieu of participating in a varsity sport at the school. Typically they are not have a high level of athleticism.
3.3. Reason for scaffolding strategies
3.3.1. Visual Presentation - This is a great way to setup the unit plan by projecting the information to the students and keeping them engaged with a visual presentation and handout.
3.3.2. Study Guide - By having the students create their own study guide from the handout and presentation, students will be forced to sort through and organize the information so that it makes sense to them
3.3.3. Pause, Ask, Review - This is a good way to ensure the students are following along and digesting the information as it comes. It also makes sure the information is clear in their head, they don't have any confusion along the way, and are staying engaged.
3.3.4. Show & Tell - Allows for the students to hear the instructions and then visually watch someone else complete the action. This covers a variety of learners from audio to visual.
3.3.5. Connect to Background Knowledge - Is a great way to engage student interest as well as build confidence in a new skill they are learning because they may have experience and can relate back to this prior knowledge.
3.3.6. Small Group / Partner Work - small groups and partners allows for a greater number of repetitions for the students which then allows for them to refine and build their skill at a higher rate. When placed in large groups or a full class activity, students may not always be involved in the action or skill.