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Lesson Plan: Frisbee Golf

Name: Lee Teraoka

Grade: 4th grade

Date: 4/27/15

Content Area: P.E.

Duration: 60 minutes
Materials needed:
12 hula hoops
4 frisbees
Student Recording sheet
Pencil
Shoes
Rope
The activity take place on the grass field by the jungle gym or in the Lumi if unforeseen weather
conditions change. I will need to reserve the Lumi for Monday April 27 as a backup location.

Guiding Questions:
How much power is needed to accurately throw a frisbee at a target?
What direction should a frisbee be thrown to reach a target?
How does wind play a factor in the direction of the frisbee's path?
What adjustments can you make to accurately throw a frisbee at a target?
Enduring understanding:
Students will understand how to fine tune their gross motor skills in order to accurately
manipulate an object.
What component/s will be the lesson focus?
Gross motor skills

Strategy or skill emphasis

Hand eye coordination
Accurately throwing a frisbee

Purpose of lesson
The purpose of this lesson is for students to learn how to make adjustments to their body
movements in order accurately throw a frisbee at a given target.
Language modalities to be used in this lesson:
Listening- Students will listen to instructions how to properly throw a frisbee.
Observing- Students will observe the teacher how to throw a frisbee. Students will also observe
their own actions throwing a frisbee and make adjustments.

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Critical Thinking Skills

ACEI 3.3-Critical thinking, problem solving and performance
skills.

Students will analyze their body movements in order to

determine if any adjustments must be made

Student Engagement Techniques and

Grouping
ACEI 3.4-Active Engagement in Learning

Small group work

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DIFFERENTIATION PLAN
ACEI 3.2 Adaptation to diverse students.

Identify type of learner

List type of differentiation

Instructional approach

(ELL, SPED, Accelerated Learners,

Striving learners, 504 students, reading)

(learning environment, content, process,

product, performance task)

(Write the instructional

approach/accommodations that will be
used for these learners)

Novice Frisbee Thrower

Performance task

Advance Frisbee Thrower

Performance task

Students who are developing

the basic capabilities of their
body movements will have the
opportunity to throw their
frisbee at a closer target worth
1 point.
Students who are proficient at
throwing a frisbee at a close
target will have the
opportunity to throw their
frisbee at a farther target worth
3 points.

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1. Standards/Benchmarks/GLOs
ACEI 2.1-2.4 Content Area Knowledge. List CCSS, HCPS III, GLOs

PE.3-5.1.2 Use manipulative skills in a mature (proper) form.

I can accurately throw a frisbee at a given target.
I can describe the changes I made of throwing a frisbee.
GLO- Community Contributor
I can fulfill my role as a thrower, retriever, recorder, cheerleader and referee
2. Assessment Task
(ACEI 4-Informal and formal assessment. Candidate plans appropriate formative and summative assessments to guide and assess
student learning, including criteria)

In this lesson student be writing an exit slip. Students will reflect on any adjustments they made
or could have made to get a higher score. Students will also reflect of the importance of taking on
the role and responsibility. The teacher assessment tool will be a narrative summary of the
students exit slips.

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3. Activities/Lesson
Attention getter/s to
be used in this
lesson.
Introduction
(10 minutes)

Modeling
(10 minutes)
(I do)

Guided Practice
(10 minutes)
(We do)

Independent Practice
(15 minutes)
(You do)
Monitoring Plan
Closing
(10 minutes)

The attention getter for this lesson is "trade winds" and student will
respond with "shh".
I will tell the students that they will be doing a group activity called.
Frisbee golf. The objective of today's PE lesson is for students to
accurately throw a frisbee at different targets. I will refer to my chart
paper and explain the "I can" statements of this lesson. Tell the students
that they will be placed into random groups and each member will be
given a certain role and responsibility. The roles are: thrower, returner,
scorekeeper, referee, and cheerleader.
I will first model the proper technique how to throw a frisbee. As a class,
we will practice the proper technique of how to throw a frisbee.
Explain to the students that their objective is for the frisbee to land
inside the hula hoop. I will then attempt to throw the frisbee at the
hula hoop and speak out loud my thinking process as I throw the
frisbee. Explain to the students that when I threw the frisbee, I had to
consider the power, direction, and the wind when I threw the frisbee.
I will emphasize to the students to make adjustments in order for the
frisbee to land on the target.
I will use the classroom's random sticks to create their groups. The
groups will then line up at their designated frisbee throwing lane.
Explain to the students that the closest hula hoop is worth 1 point.
The second hula hoop is worth 2 points, and the farthest hoop is
worth 3 points. Explain the rules and penalties of the activity. The
students will now be able to practice throwing their frisbee at any of
the hula hoops. Instruct students to rotate the groups in order to
allow each of their group member to have an opportunity to throw
the frisbee. I will walk around to each group and provide comments
to develop their skill. The students will be able to collaborate in their
groups what they found was effective. Explain to the students the
different roles and their responsibilities. The students will practice
transitioning to different role positions. Tell the students that they
will have one minute to get as many points possible.
Explain to students that the highest total score of the group will be the
classrooms winner. Set the timer for one minute and instruct the
students when to start and stop throwing the frisbee. After one
minute, allow the students to rotate to their new position.
Walked to each group and monitor whether or not students are fulfilling
their role. Enforce violations that students may do.
Tell students to calculate the group score and gather all of the recording
sheets. Enthusiastically announce 4th 1st place. Review the "I can"
statements with the students. Tell the students that they will be
completing an exit slip which they will be explaining their
experience.

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Name:

Date:

Exit Slip
How did you adjust the power, direction and wind factor when you threw your frisbee to be more
accurate? What would you do different next time?

Why is important to fulfill your role while working in a group?

Name:

Date:

Exit Slip
How did you adjust the power, direction and wind factor when you threw your frisbee to be more
accurate? What would you do different next time?

Why is important to fulfill your role while working in a group?

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Student

PE.3-5.1.2

ME

GLO#2- Community
Contributor

MP

DP

WB

I can accurately Scores more than

throw a frisbee at 25 points
a given target.
Describes all of
the following
I can describe
adjustments:
the changes I made -Power
of throwing a
-Direction
frisbee.
-Adjusting from
the wind
PE.3-5.1.2

Scores between
24 and 15 points

Scores between
14 and 5 points

Scores less than

4 points

Describes 2 of
the following
adjustments:
-Power
-Direction
-Adjusting from
the wind

Describes 1 of
the following
adjustments:
-Power
-Direction
-Adjusting from
the wind

Describes none
of the following
adjustments:
-Power
-Direction
-Adjusting from
the wind

I can fulfill my
role as a thrower,
retriever, recorder,
cheerleader and
referee

Fulfills 4 of the
following roles:
-thrower
-referee
-retriever
-score keeper
-cheerleader

Fulfills 3 of the
following roles:
-thrower
-referee
-retriever
-score keeper
-cheerleader

Fulfills 2 of the
following roles:
-thrower
-referee
-retriever
-score keeper
-cheerleader

GLO#2Community
Contributor

Fulfills all of the

following roles:
-thrower
-referee
-retriever
-score keeper
-cheerleader

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Reflection Questions
1. What were any advantages and/or disadvantages of writing a one-page lesson plan?

2. What information from the instrument did you find useful? In what ways can this information help
you with the remainder of the semester and/or in the future?

3. Sort your students exit slips by these categories 1) full understanding, 2) partial understanding, 3) no
understanding. Answer these questions.
a. How many students have full understanding of the content?

b. If any, what are some of the challenges with students understanding of the content? How
many students?

c. Why do you think students are having these challenges?

d. What are the next steps for you to reteach the content and/or help students progress to the
next level of the content?

e. What are any advantages and/or disadvantages with using exit slips as a quick formative
assessment?

4. Select three words that describe your student teaching experience during the fourth semester. Explain
each word.