Name: Jason Eberlin

Lesson Plan

Lesson Title: Territorial Strategy in Ultimate Frisbee Grade: 10 Date: September 29,
2016

Subject: Physical Education Strand: Movement Competence Location: Field Time:

(length in minutes): 75 minutes

Lesson Plan Description (one/two paragraphs with general details about what you
will do and how you will do it)
Students will partake in drills associated with Ultimate frisbee to become oriented with
the field territory amongst defenders and teammates. This will be done in order to build
up game awareness in territorial sports by not only being aware of ones position on the
field offensively but also being in a position where the student is able to quickly return
to a defensive role.
A game will then be played to practice paying attention to game play in order to be
ready to respond to the quick change in roles.

CURRICULUM CONNECTIONS
Ontario Curricular Overall Expectations (numbers from documents and details)
B1. Perform movement skills, demonstrating an understanding of the basic
requirements of the skills and applying movement concepts as appropriate, as they
engage in a variety of physical activities

B2. Apply movement strategies appropriately, demonstrating an understanding of the

components of a variety of physical activities, in order to enhance their ability to
participate successfully in those activities

Ontario Curricular Specific Expectations (numbers from documents and details)

selected & listed from the Ont. Curriculum, refined when necessary, has verbs that are
observable & measureable, has realistic number of expectations (1 to 3) have
expectations that match assessment
B1.2 perform locomotor and manipulation skills in combination in a variety of
physical activities while responding to external stimuli

B1.3 demonstrate an understanding of the phases of movement, and apply this

understanding to refine skills as they participate in a variety of physical activities

B2.2 apply analytical and problem-solving skills to identify and implement tactical
solutions that will increase their chances of success as they participate in a variety of
physical activities

Learning Goals Discuss with students: What will I be learning today? (clearly
identify what students are expected to know and be able to do, in language that
students can readily understand)
Today I will learn
To use problem-solving skills to respond to game play situations
To understand strategy positional strategy of ultimate frisbee
To apply strategies from other sports into ultimate frisbee

Drafted by Lakehead University Orillia Faculty of Education Team-August 2013

 ASSESSMENT and EVALUATION
Success Criteria Discuss with students: How will I know I have learned what I
need to learn? (clearly identify the criteria to assess students learning, as well as
what evidence of learning students will provide to demonstrate their knowledge, skills
and thinking, in language that students can readily understand)
I can: participate fully throughout the drills and game time
I can: demonstrate field awareness by finding open space in a game situation
I can: demonstrate in game strategy when switching from offensive to defensive
positioning (or defensive to offensive) in a game situation
I can: assist teammates as we work around the field during a game
Assessment how will I know students have learned what I intended?
Achievement Chart Categories (highlight/circle the ones that apply): Knowledge and
Understanding; Thinking; Communication; Application
Assessment For, As, Of Learning

Assessment Mode: Assessment Assessment Tool

Written, Oral, Strategy Instrument used to
Performance Specific task for record data
(Write, Say, Do) students i.e., rubric, checklist,
e.g., turn and talk, observation sheet,
brainstorming, mind etc.
map, debate, etc.

Assessment For Oral Turn & Talk Students will talk to

Learning one another about
their strategies of
movement. Questions
that pair come up
with can then be
brought to the
teacher if clarification
is needed
Assessment As Performance/Oral High Five & After each drill
Learning Observation students will put up
the amount of fingers
that they feel
represents theyre
understanding and/or
skill level of the
activity

Teacher will also use

rubric or checklist
based on
participation to
assess the students
while they are
performing the
activities
Assessment Of Written Exit Cards in Lesson Students will have a

Drafted by Lakehead University Orillia Faculty of Education Team-August 2013

 Learning Book page where they can
write what they have
learned from this
lesson and how it
applies to other
activities
CONSIDERATIONS FOR PLANNING
Prior Learning: Prior to this lesson, students will have
* learned the rules to ultimate frisbee
* learned how to throw and catch the disc
* participated in basic fitness to have built up endurance to complete 75 minute
movement class
Differentiation: Content, Process, Product, Assessment/Accommodations,
Modifications
- Students who cannot run, due to physical or medical reasons can participate by
walking and talking, explaining what they would be doing if they were able
- Students who are unable to participate at all will support teams through verbal
assistance and strategic planning

Learning Skills/Work Habits

Highlight/circle ones that are addressed: responsibility, organization, independent
work, collaboration, initiative, self-regulation

Highlight/circle ones that are assessed: responsibility, organization, independent work,

collaboration, initiative, self-regulation

Vocabulary (for word wall and/or to develop schema)

Spatial awareness: the ability to be aware of oneself with a space and knowledge of
objects in relation to oneself
Territorial strategy: the ability to understand the game play and be ready to respond
to change quickly and move appropriately in territorial activities

Resources and Materials /Technology Integration List ALL items necessary for
delivery of the lesson. Include any attachments of student worksheets used and
teacher support material that will support communication of instruction. Include the
use of Information Technology (ICT) in your lesson plan where appropriate.
10-15 discs (1 per group in warm up and then only 1 per game)
8 or 16 pylons (depending on class size leading to dividing the class into two
games)
Pencils
Learning booklet
Learning Environment (grouping; transitions; physical set up)
- The class will work in groups of 6-8 students depending on class size
- Students will keep these groups throughout warm-up, drills and game

Cross Curricular Links

- Problem solving: although not specifically relating to another subject; students
will need to think critically in order to position themselves properly on the field
Lesson Delivery Format
Write the lesson description with enough detail that another teacher could

Drafted by Lakehead University Orillia Faculty of Education Team-August 2013

 replicate the lesson without a personal discussion.
What Teachers Do: What Students do:
Minds on: Motivational Hook/engagement /introduction (5-15 min)
WARM-UP
- Bring class from change rooms to - Walk to field
outside field (5 minutes) - Gather into groups of 6-8 people
- Instruct students into group of 6-8 - Perform warm up activity: throw,
students (1 minute) catch, follow with complete
- Explain warm up activity (1-2 participation for full 7 minutes to the
minutes) best of ability
Throw, Catch, Follow:
1. Students stand divide their groups
into 2 equal lines facing each other
approximately 10m apart
2. Each group will be given one disc
3. instruct students to throw disc from
one line to the other and then follow
your throw and join the end of the
opposite line (7 minutes)
- Explain learning goals and
objectives for the class (1-2
minutes)

Total time: 15- 20 minutes

Action: During /working on it (time given for each component, suggested 15-40
min)
DRILLS TO PROVIDE UNDERSTANDING OF SKILL
- Ensure students maintain groups - Gather around teacher in timely
from warmup. This minimizes down fashion
time
- Gather all groups into area where
they are visible to you and can hear
you talking
- Provide full attention to teacher
- Explain first drill progression (15
minutes: explanation and drill time) - 4 students volunteer
1. Gather 4 volunteers to help - Provide sufficient example of actions
demonstrate drill in drill
2. Instruct student volunteers to start - Ask questions to provide deeper
on one end line (marked by pylons) understanding or clarification
3. Throw frisbee in and have students
work on passing it down field - Split group into two
(following ultimate frisbee rule: no - Spread out in groups down the field
running with disc)
4. Have groups of 6-8 divide into two - Perform drill with full participation
similar to warm up and spread the and running
groups out down the field
5. Give each half-group a disc and
instruct them to perform drill - Gather around teacher and listen to
drill instructions

Drafted by Lakehead University Orillia Faculty of Education Team-August 2013

 - Explain second drill progression
where everyone can hear the
explanation, bring students closer if - Provide sufficient example to drill
necessary (15 minutes: explanation explanation
and drill time)
- Have students demonstrate
explanation - Re-combine groups in timely fashion
1. Bring half groups back together and
designate one half as defense
2. Instruct students to be work their - Complete drill as instructed
way down the width of the field now
with defenders
3. If possession is lost have students
freeze
4. Instruct former offensive team to
move to a position they feel is best
to defend the other team
5. Once students are satisfied instruct
them to restart drill
6. Have groups switch offense and
defense after 5 minutes

Total time: 30 minutes

Consolidation & Connection (Reflect and Connect) (5-15 min.)
GAME PLAY: USING WHAT THEY LEARNED
- call groups in
- dividing field in two (two games side - create end zones using pylons
by side), have each group of 6-8 - participate fully in ultimate frisbee
students set up an end zone game focusing on transitions
approximately 6 meters deep using between offense and defense
4 pylons (1 minute)
- designate a group to a side of the
field
- have groups play games against one
another (14 minutes)

Total time: 15 minutes

Extension Activities/Next Steps (where will this lesson lead to next)
Debrief with students by using exit cards (writing in their learning booklet of lessons
which is used for each lesson and is returned to the teacher after each class) on what
they learned about territorial strategy and haw this knowledge can be implemented in
other sports

Total time: 10 minutes

Personal Reflection (what went well, what would I change, what will I have to
consider in my next lesson for this subject/topic)
The Lesson:

The Teacher:

Drafted by Lakehead University Orillia Faculty of Education Team-August 2013

Drafted by Lakehead University Orillia Faculty of Education Team-August 2013
 Appendix A

Basic Rules to Ultimate Frisbee from USA Ultimate.org

The Field: A rectangular shape with end zones at each end. A regulation field is 70 yards by 40
yards, with end zones 25 yards deep.

Initiate Play: Each point begins with both teams lining up on the front of their respective end
zone line. The defense throws ("pulls") the disc to the offense. A regulation game has seven players per
team.

Scoring: Each time the offense completes a pass in the defense's end zone, the offense scores a
point. Play is initiated after each score.

Movement of the Disc: The disc may be advanced in any direction by completing a pass to a
teammate. Players may not run with the disc. The person with the disc ("thrower") has ten seconds to
throw the disc. The defender guarding the thrower ("marker") counts out the stall count.

Change of Possession: When a pass is not completed (e.g. out of bounds, drop, block,
interception, stalled), the defense immediately takes possession of the disc and becomes the offense.

Substitutions: Players not in the game may replace players in the game after a score and during
an injury timeout.

Non-contact: No physical contact is allowed between players. Picks and screens are also
prohibited. A foul occurs when contact is made.

Fouls: When a player initiates contact on another player a foul occurs. When a foul disrupts
possession, the play resumes as if the possession was retained. If the player committing the foul disagrees
with the foul call, the play is redone.

10. Self-Officiating: Players are responsible for their own foul and line calls. Players resolve their
own disputes.

11. Spirit of the Game: Ultimate stresses sportsmanship and fair play. Competitive play is
encouraged, but never at the expense of respect between players, adherence to the rules, and the basic
joy of play.

Drafted by Lakehead University Orillia Faculty of Education Team-August 2013