SHAPE STANDARDS
S2.M1.6- Creates open space by using locomotor movements (walking, running, jumping, and landing) in combination with movement (varying pathways, change of speed, direction, or pace).
S2.M6.6- Transitions from offense to defense or defense to offense by recovering quickly.

CASEL STANDARDS
Responsible Decision-Making: Solving Problems

ASSESSMENT RUBRIC

 

Objective: Pump fake

Frisbee Unit | Level 28

TECHNIQUE
Today we are going to learn how to pump fake.

IMPORTANCE
Fakes are important because it is an offensive skill used to trick your opponent when throwing.

VOCABULARY
Fake: a movement that is intended only to deceive the opponent to believe you will do something you will not do.

When faking, it is important to:

1. Direction fake: fake a forehand throw and then throw backhand. 

2. Height fake: fake a throw at a certain height and then throw at a different height.

3. Body fake: use a jab step to get the defender to move.

PRACTICE

  1. I will divide the class into teams of two. Ro Sham Bo to decide who will start with the Frisbee first. Line up on the baseline shoulder-to-shoulder. When I say, “GO!” the first teammate will perform one of the different fakes and then throw the Frisbee towards the midline. When everyone has thrown, the other teammate will retrieve the Frisbee. Switch roles after every throw.

KEEP AWAY IV

TIME
10-20 minutes

NUMBER OF STUDENTS
No restrictions

EQUIPMENT
1 Frisbee per 4 students
1 dot per 4 students

OBJECTIVE
Today we are playing Keep Away IV. In this game, the objective is to pump fake to keep the Frisbee from the person in the middle by quickly passing it to your other teammates.

INSTRUCTIONS

  • I will divide the class into teams of four.
  • Ro Sham Bo to decide who in your team will start off as the middle person.
  • Spread out in the field and form a triangle with the rest of your teammates, standing 10 feet apart from one another.
  • The middle person will start in the middle of the triangle.
  • When I say, “GO!” the middle person will try and intercept the Frisbee being passed back and forth. 
  • If the middle person gets the Frisbee, the teammate closest to the Frisbee becomes him/her.
  • If the middle person does not get the Frisbee after 20 passes, switch roles with another teammate.
 

Game 1: Play as indicated above. Middle person starts back at the middle dot each time the Frisbee is thrown.
Game 2: Have students switch teammates with different teams.
Exit Ticket: Students demonstrate a fake against the teacher before putting their Frisbees away.

 

TEACHING TIPS

  • Approach:
    • Divide teams equally based on athletic ability.
  • ELL Accommodation: 
    • Post labeled pictures of skills and game play.
    • Partner with proficient English speakers for directions/modeling and reflections.
  • SpEd Accommodation: 
    • Set individual goals for physical or behavioral modifications. 
    • Allow students to demonstrate skill one-on-one with teacher.
    • Allow students extra time to master the skill.
  • Reflection: 
    • Name and describe 1 of the fakes you learned about today.
    • Which of the three fakes was your favorite and why?

FRISBEE VOLLEYBALL II

TIME
10-20 minutes

NUMBER OF STUDENTS
6-18 students per game

EQUIPMENT
1 Frisbee
5 short cones

OBJECTIVE
Today we are playing Frisbee Volleyball II. In this game, the objective is to pump fake and score as many points as possible.

INSTRUCTIONS

  • I will divide the class into two teams.
  • Ro Sham Bo to decide who servers (throws) first.
  • When I say, "GO!" the serving team will throw the Frisbee over to the opposing team's side.
  • If the Frisbee hits the ground the serving team is awarded a point.
  • If the Frisbee is caught the opposing team gets to serve.
  • Students rotate after each serve in a clockwise pattern.
  • We will begin a new game once a team reaches 11 points.
 

Game 1: Play as indicated above.
Exit Ticket: Students demonstrate a fake against the teacher before putting their Frisbees away.

 

TEACHING TIPS

  • Approach:
    • Divide teams equally based on athletic ability.   
  • ELL Accommodation: 
    • Post labeled pictures of skills and game play.
    • Partner with proficient English speakers for directions/modeling and reflections.
  • SpEd Accommodation: 
    • Set individual goals for physical or behavioral modifications. 
    • Allow students to demonstrate skill one-on-one with teacher.
    • Allow students extra time to master the skill.
  • Reflection: 
    • Name and describe 1 of the fakes you learned about today.
    • Which of the three fakes was your favorite and why?

FRISBEE BASEBALL II

TIME
10-20 minutes

NUMBER OF STUDENTS
No restrictions

EQUIPMENT
1 Frisbee
4 hula-hoops

OBJECTIVE
Today we are playing Frisbee Baseball II. In this game, the objective is to pump fake and throw the Frisbee to score the most runs.

INSTRUCTIONS

  • I will divide the class into two teams.
  • I will decide which team will bat and who will field first.
  • When I say, "GO!" the first batter will throw the Frisbee and begin running the bases.
  • If the Frisbee is caught, the batter is out.
  • The batter is also out if he/she is tagged by an opposing teammate before getting to base.
  • A run is scored each time a teammate makes it to home plate.
  • Once three outs are made or five runs are scored, the other team is up to bat.
 

Game 1: Play as indicated above.
Game 2: Batters must use a forehand throw.
Game 3: Batters must use a low release backhand throw.
Exit Ticket: Students demonstrate a fake against the teacher before putting their Frisbees away.

 

TEACHING TIPS

  • Approach:
    • Divide teams equally based on athletic ability.   
  • ELL Accommodation: 
    • Post labeled pictures of skills and game play.
    • Partner with proficient English speakers for directions/modeling and reflections.
  • SpEd Accommodation: 
    • Set individual goals for physical or behavioral modifications. 
    • Allow students to demonstrate skill one-on-one with teacher.
    • Allow students extra time to master the skill.
  • Reflection: 
    • Name and describe 1 of the fakes you learned about today.
    • Which of the three fakes was your favorite and why?