HPE Year 6 Unit 2

Health and Physical Education Year 6 Term 3

Unit Title:

/ Ultimate (Disc) Can you hit the target, like a sharpshooter?
Achievement Standard / By the end of Year 6, students investigate developmental changes and transitions. They examine the changing nature of personal and cultural identities. They recognise the influence of emotions on behaviours and discuss factors that influence how people interact. They describe their own and others’ contributions to health, physical activity, safety and wellbeing. They describe the key features of health related fitness and the significance of physical activity participation to health and wellbeing. They examine how physical activity supports community wellbeing and cultural understanding.
Students demonstrate skills to work collaboratively and play fairly. They access and interpret health information and apply decision making and problem solving skills to enhance their own and others’ health, safety and wellbeing. They perform specialised movement skills and propose and combine movement concepts and strategies to achieve movement outcomes and solve movement challenges. They apply the elements of movement when composing and creating movement sequences.

HPE Strands

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Content Descriptions

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Assessment (A)

Personal, social and community health
Being healthy, safe and active
Communicating and interacting for health and well being
Contributing to healthy and active communities
Movement and Physical Activity
Moving our body (yellow)
Understanding movement
Learning through movement (red) / Knowledge and Understandings
Moving our body
Practise specialised movement skills and apply them in different movement situations (ACPMP061)
Design and perform a variety of movement sequences (ACPMP062)
Propose and apply movement concepts and strategies (ACPMP063)
Learning through movement
Participate positively in groups and teams by encouraging others and negotiating roles and responsibilities
(ACPMP067)
Demonstrate ethical behaviour and fair play that aligns with the rules when participating in a range of physical activities (ACPMP069) / Assessment For Learning
Activity 1: Investigate throwing accuracy using the backhand and forehand release (Engage)
Activity 2:Investigate the different types of catching two hands (pancake or lobster catching) and one hand catching (‘c’ cup catching). (Explore)
Activity 3: Students explore catching the disc on the run and when they are stationary(Explore)
Assessment As Learning
The Easy Assessment and Easy Portfolio apps will be used in the Ultimate Unit. Photos, videos, audio, web links and notes will be added Easy Portfolio.
Students will voice record and embed action pictures of how they explored and applied the fundamental movements to produce the skills in Ultimate. Partner activities will occur using the Easy Assessment app and the criteria checklists (How do you compare), students will judge and assess their partners.
Students will explain and elaboratemovements sequences/ patterns and evaluate strategies when playing modified ultimate games.
Alternately- students can utlise Health Books as a Journal and use Cameras to capture the movements.
Assessment Of Learning
Students will perform and combine specialised movements skills and sequences (throwing, catching, running) and apply inclusive practices to implement offensive and defensive strategies in a game of Ultimate.
Specialised Movement Skills Criteria as per Ipad App Easy Assessment Pro
Controlled catching on the run: consistent hand positioning when catching.
Throwing accuracy: consistently finding the intended target.
Attacking
Defending

Situational Context of Unit

/ This unit can be completed in the following ways:
General Classroom Teacher - HPE Combination 2hours
HPE Specialist in addition to Classroom Teacher
PE Component(specialist) 1 hr PE Component (Classroom Teacher)...hrs H Component (specialist/classroom teacher) ...hrs
Additional information: 8/9 Hours

Focus Areas HPE

Alcohol and other drugs (AD)
Food and nutrition (FN)
Health benefits of physical activity (HBPA)
Mental health and wellbeing (MH)
Relationships and sexuality (RS)
Safety (S) / Active play and minor games (AP)
Challenge and adventure activities (CA)
Fundamental movement skills (FMS)
Games and sports (GS)
Lifelong physical activities (LLPA)
Rhythmic and expressive activities (RE)
Learning Framework / Community Contributor
Leader and Collaborator / Active Investigator
Effective Communicator / Designer and Creator
Quality Producer
Cross Curricula Priorities / Catholic Ethos
Aboriginal and Torres Strait Islander Histories and Cultures / Social Emotional Learning
Asia and Australia’s Engagement with Asia / Inclusive Education
Sustainability Education
General Capabilities / Literacy
Critical and Creative Thinking
Intercultural Understanding / Numeracy
Ethical Understanding / ICT
Personal and Social Capability
Links to other LA’s / Links to other Learning Areas: Australian Curriculum: HPE
Digital Technologies Processes and Production Skills
Acquire, store and validate different types of data and use a range of commonly available software to interpret and visualise data in context to create information (ACTDIP016)

Learning and Teaching Strategies

Week / 1 / 2 / 3 / 4 / 5 / 6 / 7 / 8 / 9 / 10
Cross Curricular Priorities / Aboriginal and Torres Strait Islander Histories and Cultures
Inclusive Education
General Capabilities / Literacy
Critical and Creative Thinking
Engage ⇒ / Explore ⇒ / Explain ⇒ / Elaborate ⇒ / Evaluate
Engage / Resources
Excite the students by introducing Ultimate through the following video presentation
Catching, Throwing and Leading
Students will participate in various games demonstrate catching, throwing and leading skills from the resources Teaching Ultimate: A Teachers Guide and Ultimate Frisbee Companion Book.Students will recall prior knowledge of throwing and catching from various sport to complete the following activities and will examine how these skills may change to suit the sport of Ultimate.
Activity 1: Consecutive Catches- game is played in 5m x 5m square
Class is divided into four teams, one team is the attackers and the other is the defenders. the teams remain as the attackers and defenders for a period of 1 or 2 minutes and then the roles change after the time is elapsed.
Attackers: attempt to throw the tennis ball to team members in open space, when is possession of the ball the player is only permitted to pivot.
Defenders: attempt to intercept or knock the ball down, must be one metre from the person who has possession of the ball.
The team who has the highest number of consecutive catches is declared the winner!
Class Discussion-enquiry base questions
What type of throwing or catching did you use during the game of Consecutive Catches?
Which throws or catches were more successful?
Why do you think this type of throw/ catch was successful?
Why were some teams more successful than others?
Activity 2: How many balls can you collect?
One player from each team runs to a central area, collects 1 tennis ball/ bean bag at a time, throws it to the other team-mates at their base and tags the next player. The game continues until time is called. The aim is to collect the most balls/ bags (Play in teams of 4-8.) Extension: if the ball is dropped, the team must return the ball to the central area.
Class Discussion-enquiry base questions
What type of throwing or catching did you use during the game? why?
Which throws or catches were more successful?
Why do you think some teams did not drop the ball, what strategies did they utilise?
Activity 3: Koolchee
Koolchees (frisbees) are thrown to knock over a skittle or land in a hoop. (Play in pairs, standing 10/15m apart)
Class Discussion-enquiry base questions
What type of throw did you use during the game? why? name?
Did anybody notice the difference between the throws? If so what? why?
Assessment for learning
Students will repeat each of the activities after the discussion(s) have taken place to further develop their skills. / Teacher Resources
Best Ultimate Highlights

Teaching Ultimate

Ultimate: Companion Book

Equipment
Markers, discs, hoops, skittles
Student Resources
Health and Physical Education Metalanguage / Assessment Opportunities
Leading, basket catching, ‘c’ cup catching, shadowing, man to man defence, backhand and forehand release
Pivot Foot – The stationary foot upon which the thrower pivots. Usually, it is the foot opposite of the throwing hand. / Formative assessment- throwing the frisbee (Koolchee)
Reflection
Week / 1 / 2 / 3 / 4 / 5 / 6 / 7 / 8 / 9 / 10
Cross Curricular Priorities / Social Emotional Learning
Inclusive Education
General Capabilities / Literacy
Critical and Creative Thinking
Numeracy
Engage ⇒ / Explore ⇒ / Explain ⇒ / Elaborate ⇒ / Evaluate
Explore / Resources
Comparing the different types of throwing and catching in Ultimate
Throughout the following activities the teacher will facilitate the closed environment learning, through modelling and demonstrating backhand release (pistol to pocket, same foot word as throwing and ‘flicking of wrist’ upon release), catching with pancakes (clapping of hands), lobster catching (two ‘c’ shaped hands) and ‘C’ Cup one hand catching. Students will practice in a controlled environment, where peer tutoring and self reflection will occur when completing throwing, throwing accuracy and catching tasks.
Players form pairs and, on your signal, pass to each other for 1minute. At the end of 1 minute, the player without the frisbee moves to form a new pair. Passing starts again.
Activity 4:Investigate the different types of catching two hands (pancake or lobster catching) and one hand catching (‘c’ cup catching).
Pancake Catching- by using two open and outstretched hands the student will clap so that the disc is caught in between. This catch also makes a very distinct clapping sound when done correctly.
Backhand Release- throwing a disc requires stepping with the same foot as the hand used to throw (i.e., a right handed student steps forward with their right foot while throwing). Stepping with the same foot allows the thrower to extend much further to throw around defenders. Pistol to pocket ( thumb on the top of the disc along the flight rings (the ridges along the
outer edge of the disc), the four fingers should be bent under the rim of the disc), step, spin (snapping or flicking of the wrist).
Lobster Catching- the student will catch the disc between their thumb and fingers so that they have a grip on the disc (very similar to catching a baseball with a glove on). The lobster catch is most beneficial when the disc is being caught above the shoulders or below the knees.
Forehand Release-thumb should be placed on top of the disc along the flight rings. Next, the middle finger should be in contact with the inside rim of the disc. The middle finger is the point of power, where all the force from flicking the wrist is transferred into spin on the disc and the index finger is under the disc. Students should stand square (torso and hips facing their target). They should step out to the side, not towards, the target.
‘C’ Cup Catching- similar to Lobster Catching, but performed only using one hand.
Activity 5: Students explore catching the disc on the run and when they are stationary, students complete activity 5 through the following games.
L-O-N-G Throwing- A cooperative game in which a frisbee is thrown between 2 players. If the frisbee reaches the catcher on the full, both the catcher and the thrower step back. If it is dropped, both take a step forward. The winning pair is the one that has retreated the furthest. Students investigate which types of throws should be utilised at a close distance and also when the distance is extended.
Disc Tennis -Players are divided into 2 teams separated by a no-go barrier. The frisbee is thrown across the barrier. The opposing team must attempt to catch it (1pt) and throw it back. If the disc is dropped the team does not receive a point, if caught this equated to one point, first 15 points is the winner.
Extension- one-hand catch (‘c’ cup) = 2pts, Elimination Catch Tennis- if a player drops the frisbee, throws in the no go barrier or out of bounds they are out, the only way they return if somebody on their team catches the frisbee with one hand.
Reflection: students answer the reflection questions via the ADOBE Voice App or write the answers (Appendix 1.1) / Teacher Resources
Rules of Ultimate

Teachers Guide

Ultimate: Companion Book

Equipment
Discs, markers
Student Resources
Health and Physical Education Metalanguage / Assessment Opportunities
Stall – A situation wherein the marker reaches the end of the stall count (ten) before the offensive player has released the disc.
Fake – A motion used by the thrower to make the marker believe that s/he intends to throw the disc in one direction (or from one
release point), when, in fact, s/he plans to throw the disc in another direction.
Throw-away — the thrower misses his target and the disc falls to the ground.
Drop — the receiver is not able to catch the disc.
Block — a defender deflects the disc in mid flight, causing it to hit the ground.
Interception — a defender catches a disc thrown by the offense.
Out of bounds — the disc lands out of bounds, hits an object out of bounds or is caught by a player who lands out of bounds or leaps from outside the playing field.
Reflection
Week / 1 / 2 / 3 / 4 / 5 / 6 / 7 / 8 / 9 / 10
Cross Curricular Priorities / Social Emotional Learning
Inclusive Education
General Capabilities / ICT
Literacy
Critical and Creative Thinking
Engage ⇒ / Explore ⇒ / Explain ⇒ / Elaborate ⇒ / Evaluate
Explain / Resources
The purpose of the explain phase is to learn the rules and movement of Ultimate without the added pressure of the opposite team when throwing and catching a disc.The Easy Portfolio app will be used in this phase, photos, videos, audio, web links and notes will be added to Easy Portfolio for each student. Students will voice record and embed action pictures/ videos of how they exploredand applied the fundamental skills and movement sequences to produce the skills in Ultimate (throwing, catching, leading). Partner activities will occur using the Easy Portfolio app and the criteria checklists Appendix 1.1 (How do you compare), students will judge and assess their partners.
Explain lesson 1
Throwing and Catching in Pairs
Description: Students practice throwing both backhands and forehands to a partner and catching using the lobster catch.
Allow students to explore different throws and use questions to help them figure out how to throw and catch more
consistently. For a challenge, students can count how many throws and catches they complete in a time period outlined.
Team Relay Races
Set up a start line and a finish line 50/100m apart. Students are in teams of four or five and must complete a
series of passes to their teammates that take them from the starting line to the finish line. Students
may not move when they have the disc, but they are permitted to run freely when they are not holding the disc.Use the following challenges to continually motivate the class. Consider recording individual teams’ “best time” so that students can challenge their own team’s personal best.
Challenges:
●First team to cross the finish line
●Each student must catch and throw the disc at least 3 times
●Each student must catch and throw the disc exactly 3 times
●Any team dropping the disc must start over
●One team member has to throw with her non-dominant hand and must throw at least once
Inquiry based questions;
which throw did your team predominantly use? why?
why did we have the rule of ‘not’ moving while in possession of the disc? does anybody know the name of this rule?
Disc Golf with Partners
In pairs, students count how many catches and throws it takes to advance the disc to a particular target from a tee-off point. Students may not move their feet when they have the disc, but they are allowed to move when it is their turn to catch. You can use cones to mark the tees and hula hoops to mark the end of the holes.
Extension- if the disc is dropped or not caught, the players must add a ‘stroke’ each time this occurs, ensure students take no longer than 10 seconds to release the disc.
Closing Questions:
When you catch the disc, what were you required to do?
What was it easiest to catch the disc?
What can you do if your partner asks you to throw too far?
what strategies did your team adopt?
Explain lesson 2
Station Work- In small group students practice the following stations;
1. Backhand release and two hand catching with a partner(s)
2. forehand release and one hand catching with a partner(s)
3. leading and receiving the disc on the run
4. monkey in the middle
Throw-Run-Catch
Description: This game pushes students to test throwing, running and catching skills. Students start shoulder to shoulder, with one student holding the disc, and the other ready to receive. The object is to reach the maximum distance between the thrower and the receiver, with a successfully completed pass. The pair with the most distance between thrower and receiver wins.