Subject Area Phys. Ed.

Grade Level 8
Unit Assessment Plan Topic Disc Golf
Length of Unit (days) 10

2022 CCHS Open Disc Golf Tournament and

Course Design

Unit Plan by: Griffin Contini

EDUC 3604 – Unit Assessment Plan Template

 Subject Area Phys. Ed.
Grade Level 8
Unit Assessment Plan Topic Disc Golf
Length of Unit (days) 10

Introduction
The 2022, CCHS Open Disc Golf Tournament and Course Design Unit will use multiple pedagogies
of instruction including Teaching Games For Understanding, Direct Instruction, Experiential Learning
and Sports Education Model. Using these pedagogies will enhance student learning, promote an inclusive,
safe, and positive environment for all students to feel like their strengths are being represented. The goal
of this unit is to provide students with lots of experiential learning through foundational fundamental
movement skill practice, as well through a tournament format that not only promotes competitive play,
but also proper etiquette and sportsmanship to create a positive and inclusive community. A disc golf unit
provides a really good opportunity to build class community, as well as encourage positive behavior’s that
help in creating a more inclusive environment. This unit spans between 2-3 weeks that brings students
through a range of activities to help grow their disc golf skills and etiquette. The first 4 classes will be
used as a form of pre-assessment and introductory into the basic skills of disc golf. Students will use
Frisbees to progress their skills until using actuals golf discs. Skills we will practice include drive shots,
left and right curls shots, mid-range shots, and putting shots which all include having an understanding of
techniques to enhance power, accuracy, and strategy. Classes 4-7 serve the purpose of putting students’
skills into games where skills start to blend and come together. These classes also serve as preparation for
the CCHS Open Tournament in which students will form teams in which they represent a country, create
a team pose, and practice for the upcoming tournament. During classes 8-9 the students will use
everything they have learned in the unit thus far and attempt to win the Open Championship. Teams not
only work together to have the lowest score, but they can also earn points by having:
1. Achieved Steps = 5 points
2. Best Team pose = 5 points
3. Best Etiquette = 3 points
4. Best Sportsmanship = 2 points
5. Lowest score = 1 points

Providing various forms of accomplishment and outcomes creates a more inclusive environment.
Being the most athletic is not the only form of success in my class. I want to encourage and provide
students multiple outlets who are less athletic an opportunity to demonstrate their skills and build values
such as cooperative learning, team spirit, and believing everyone has a purpose on the team. The closing
ceremonies will acknowledge all of the points and name the Open Champions.

Having a points system using objectives other than purely wins helps to reinforce positive
behaviors and respect for oneself and others, as well as to promote a healthy active lifestyle. It encourages
students to be involved and create an etiquette for play that they will not only use in sport, but also life.
For those students who like to be competitive, they will have ample opportunity to be competitive.
However, for those who enjoy physical education more recreationally, they will have an opportunity to
feel more included in the learning process of badminton and have fun, reinforcing one’s motivation to be
active, and have positive associations with physical education and living an active lifestyle. The use of
mini-games and the CCHS Open Tournament will be used to apply what students have learned into an
inclusive game setting where students work together to encourage team and individual forms of
accomplishment. This is part of my attempt to motivate my students, and encourage them to play and
practice disc golf for fun and be active lifelong learners.
Students will be assessed using exit slips, participation, a quiz on disc golf rules, a performance
task, as well as a progression reflection that will be completed at the beginning and end of the unit. Exit
EDUC 3604 – Unit Assessment Plan Template
 Subject Area Phys. Ed.
Grade Level 8
Unit Assessment Plan Topic Disc Golf
Length of Unit (days) 10

slips will use a technological approach and which we will use videos and social media having students
respond to technical and etiquette factors they learned or would like to attempt. Their performance task
will take place during the final 2 days of the unit in which they will design a disc golf course map and
include etiquette and safety features to demonstrate what they have learned from this unit. Not only will
they play them, but they will also play other teams courses and provide feedback to encourage
communication skills and collaboration.
My Philosophy for Teaching Physical Education
My philosophy for teaching physical education is centered around creating an inclusive environment
where students feel safe and welcomed into a classroom free from judgement of physical ability, body
image, beliefs, background, and race. I believe in being understanding, empathetic, respectful of others’
situations in life and in school and want my students to provide the same courtesy to one another. I will
provide a classroom where students will have the opportunity to grow physically, mentally, socially, and
emotionally to become future role models for those around them. Students can accomplish tasks on their
own and be given responsibilities to stay more engaged to foster belonging and independence. This allows
me to go around and provide more feedback so students are given optimal standards in growing their
skills. I also believe students’ strengths are multidisciplinary and should therefore be represented in
Physical Education. Not only do I want my students to build their fundamental skills in an activity, but I
also want them to build their fundamental skills in growing to become a good person. This unit revolves
around building communication and inclusivity to create an environment where everyone can not only
flourish with their various skills, but also become active role models in their own communities. The
CCHS Open Disc Golf Tournament and Course Design provides many opportunities that diversifies how
students can be successful, reinforcing one’s motivation to live an active lifestyle, reinforcing the desire
and belief to be active lifelong learners.

Classroom Management
The first day of class will be spent going over safety guidelines and expectations which will be
communicated clearly and concisely. My goal is to create structure efficiently. Because badminton is a
sport that involves lots of swinging rackets, flying birdies, and moving people, setting clear and concise
expectations becomes even more important. These rules on safety and expectations will be reiterated,
discussed, and reinforced at the beginning of each class. There will also be a safety/expectation chart
displayed to help remind and reinforce what is expected of students. Students who are misbehaving will
have to sit out, reflect, and talked with about how their behavior is affecting the class, and remind them of
my expectations to promote change. Behaviors that are meeting or excelling expectations will be
positively reinforced with words of encouragement and praise in order to have model for others. To regain
attention, I will use a whistle call to signal when to stop and pay attention.

EDUC 3604 – Unit Assessment Plan Template

 Subject Area Phys. Ed.
Grade Level 8
Unit Assessment Plan Topic Disc Golf
Length of Unit (days) 10

Stage 1 – Desired Results

General Outcomes:
G. O. A: Students will acquire skills through a variety of developmentally appropriate movement activities;
dance, games, types of gymnastics, individual activities and activities in an alternative environment; e.g.,
aquatics and outdoor pursuits.
G. O. C: Students will interact positively with others.
G. O. D: Students will assume responsibility to lead an active way of life.
Established Goals:
A8–5 demonstrate ways to receive, retain and send an object with varying speeds, accuracy and distance in
skills specific to an activity.
A8–6 select, combine and perform manipulative skills by using elements of space awareness, effort and
relationships, with and without objects, to improve performance.
A8–10 select, combine and perform activity-specific basic skills in a variety of games.

C8–3 demonstrate etiquette and fair play.

C8–6 identify and demonstrate positive behaviours that show respect for self and others.

D8–3 select and apply rules, routines and procedures for safety in a variety of activities.
D8–5 appraise or judge movement experiences for safety that promote an active, healthy lifestyle; e.g., safe
use of equipment.

Understandings: Essential Questions:

Students will understand…
 How is performance connected to one’s level of
 How practice plays a role in improving practice?
performance.  How does practice promote an active, healthy,
 The importance of etiquette in disc golf and positive lifestyle?
and its relation safety, but more  What is etiquette and what is its role in disc golf?
importantly life.  What is the importance of being safe while
 The positive value of participating in participating in sport?
sports daily with an emphasis on safety,  How does one’s knowledge of sport lead to
and spatial awareness. active, lifelong learning?

Students will know…  Students will be able to… 

EDUC 3604 – Unit Assessment Plan Template

 Subject Area Phys. Ed.
Grade Level 8
Unit Assessment Plan Topic Disc Golf
Length of Unit (days) 10

SO: A8–5 demonstrate ways to receive, retain  Experience with various shots including
and send an object with varying speeds, backhand and forehand drives, mid-range, and
accuracy and distance in skills specific to an putt shots.
activity  Understand the purposes of different discs and
how to use them.
 Demonstrate the differences between backhand
and forehand drives, mid-range, and putt shots.

SO: A8–6 select, combine and perform  Discover and strategize when the appropriate
manipulative skills by using elements of space time is to use different discs.
awareness, effort and relationships, with and  Examine different techniques to position
without objects, to improve performance. oneself to make the best shot choice.

SO: A8–10 select, combine and perform  Use various shots and techniques in mini-
activity-specific basic skills in a variety of games to enhance experiential learning.
games.

C8–3 demonstrate etiquette and fair play.  Understand the purpose of waiting your turn
and knowing who shoots first.
 Demonstrate effective communication between
other disc golfers to build awareness so no one
gets hurt.
 Develop a mutual agreement about the rules
that all players will abide to during gameplay.
 Showcase proper etiquette and fair play
through the CCHS Open Tournament and
Course Design.

C8–6 identify and demonstrate positive  Respecting the integrity of others when making
behaviours that show respect for self and a decision on a shot or score.
others.  Demonstrate a positive attitude and honesty
toward others in gameplay.

D8–3 select and apply rules, routines and  Model rules discussed in class about spacial
procedures for safety in a variety of activities. awareness, disc and special etiquette, being
quiet while others shoot, no running, and no
shooting until the players ahead are far enough
away or off the hole.

D8–5 appraise or judge movement experiences  Demonstrate safe use of equipment.

for safety that promote an active, healthy  Report unsafe use of equipment.
lifestyle; e.g., safe use of equipment.

EDUC 3604 – Unit Assessment Plan Template

 Subject Area Phys. Ed.
Grade Level 8
Unit Assessment Plan Topic Disc Golf
Length of Unit (days) 10

EDUC 3604 – Unit Assessment Plan Template

 Subject Area Phys. Ed.
Grade Level 8
Unit Assessment Plan Topic Disc Golf
Length of Unit (days) 10

Grade 8 Unit Disc Golf Dates September 1 – September 19

Date Planned to Lesson Title G SLO’s Assessment Key Questions Learning Activities Safety Instructiona Equipment/ Mot
Teach L related to this l Strategies Resources/
O Lesson Technology
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s
Disc Golf A
A8–5 -Observation What is etiquette For this lesson, students will learn the -Since this is the -Maybe show a -Go outside!
Class 1 Introduction C
D C8–6
-Exit slip
(demonstrating
and what is its
role in disc golf?
primary basics to disc golf/frisbee such
as: how to hold a disc properly and
first class, we will
go over
-Direct
Instruction
quick video of
disc golf. -Use mini-
skills) understand “SNAP” of the wrist and expectations, and games to build
D8–3 What is the elbow. Students will learn how to throw rules that will apply -Frisbees both a sense of
- importance of properly, catch, and communicate to to the entire unit. competition as
being safe while ensure to no gets hurt. -Discs well as
participating in Everyone throws (Drivers, mid- community.
sport? 1)We will discuss safety concerns, rules, before going to range, putters)
and the importance of etiquette of disc retrieve discs. -Play
golf. Explain how to catch a frisbee fun/exciting
before sending them off. -Frisbee/Disc music during
etiquette: involves the mini-games.
2) Pre-Assessment  In groups of 2-3, taking/putting discs
students can grab a frisbee and start away properly, -Use the
passing. spatial awareness, demonstrations
how to of skills as a
3) Gather everyone, talk about what hold/throw/catch a -Experiential way to build
works when throwing/catching, and disc, and ensuring learning community and
what doesn’t work? people are watching (Give time encourage
before throwing a between each students to
4) Talk about proper techniques before disc. skill for show off what
sending them back out. Go over basic experiential they know.
frisbee techniques. -Talk about how learning).
Practice with partner. students will -Social media
-How to hold disc WALK around will be an
-Wrist flick/spin other groups and integrative, and
-Launch angle space off of them, or current form of
waiting behind technology use
people as they throw TGFU that will get
5) Play FRISBEE ELIMINATION their disc so no one students
Throw + catch = safe, then take one step gets hit. involved in
further. their learning.
If players miss, they have to start over -Proper gym attire.
(move down to far end).
-Warm-ups.
6) Hand out Reflection.
-Teacher Supervisor
7) Exit Slip  Students respond to post
on Phys. Ed. Instagram account. They
will share a key word that helped them
throw and catch effectively.
 Subject Area Phys. Ed.
Grade Level 8
Unit Assessment Plan Topic Disc Golf
Length of Unit (days) 10

BACKUP  “Frisbee Tag”

Frisbee is safe, people without frisbee
are up to tag, 1 tagger.
As soon as you have frisbee, you can’t
move feet.

Date Planned to Lesson Title G SLO’s Assessment Key Questions Learning Activities Safety Instructiona Equipment/ Mot
Teach L related to this l Strategies Resources/
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Disc Golf A
A8-6 -Observation How is 1)REMIND/DISCUSS safety, REMIND -Direct -Frisbees -Go outside!
Class 2 Introduction
Part 2
D
A8-10 -Exit slip 
performance expectations, rules, and the importance
of etiquette of disc golf.
STUDENTS
ABOUT:
Instruction
-Discs -Use mini-
connected to
“Think Pair -Safety/ (Drivers, mid- games to build
D8–5 Share”
one’s level of
practice? 2) Warm-up  “Frisbee Tag” expectations. range, putters). a sense of
(Group of 6, 1 tagger). Play in 20ft x competition,
-Demonstrating 20ft square boundary zone. Everyone throws -TGFU -Pylons skill and
What is the
skills “Safe” when holding frisbee, people before going to community.
importance of without frisbee are up to tag. retrieve discs. -Skipping rope TGFU 
-Peer feedback being safe while As soon as you have frisbee you can’t for target. Playing while
participating in move feet. -Frisbee/Disc Learning.
sport? etiquette: involves -Disc golf
3) Frisbee Stations taking/putting discs basket (for -Play “pump-
Go over stations and explain what away properly, putting). up” music in
students will do at each. Students will spatial awareness, the background
give peer feedback after 3 throws at each how to -Instructional while students
station. hold/throw/catch a Station Sheet play.
disc, and ensuring (explanation/vi
A  Long drives people are watching -Experiential suals) -Use the
-Practice run-ups before throwing a Learning demonstrations
-Transferring load into disc power. disc. of skills as a
-Launch Angle. way to build
-Talk about how community and
B  Mid-range students will encourage
-Have target set up. (A landing zone so WALK around students to
students can replicate aiming for a other groups and show off what
target) space off of them, or they know.
-Execute run-up or stationary throw. waiting behind
people as they throw -Collaborative
C  Putting their disc so no one work will push
-Stationary stance. gets hit. students to
participate and
D  Curls -Proper gym attire. share ideas with
In partners, students will replicate curl one another in a
shots that I execute. Specifically, left -Warm-ups. focused group,
and right curls. rather than the
-Teacher Supervisor whole class.
4) Exit Slip  “Think Pair Share” What
were students favourite station, and why
 Subject Area Phys. Ed.
Grade Level 8
Unit Assessment Plan Topic Disc Golf
Length of Unit (days) 10

they think that skill is important for disc

golf.
Date Planned to Lesson Title G SLO’s Assessment Key Questions Learning Activities Safety Instructiona Equipment/ Mot
Teach L related to this l Strategies Resources/
O Lesson Technology
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s
Disc Golf A
A8-5 -Observation How is 1)REMIND/DISCUSS safety, REMIND -Frisbees -Go outside!
Class 3 Drives D
A8-10 -Exit slip 
performance expectations, rules, and the importance
of etiquette of disc golf.
STUDENTS
ABOUT: -Discs -Use mini-
connected to
Discussion -Safety/ (Drivers, mid- games to build
D8–5 one’s level of
practice? 2) Warm-up  “Frisbee Tag” expectations. range, putters). a sense of
-Demonstrating (Group of 6, 1 tagger). Play in 20ft x competition,
skills What is the 20ft square boundary zone. Everyone throws -Pylons skill and
“Safe” when holding frisbee, people before going to -TGFU community.
importance of
without frisbee are up to tag. retrieve discs. -Tennis ball TGFU 
being safe while Playing while
As soon as you have frisbee you can’t
participating in move feet. -Frisbee/Disc -Disc golf Learning.
sport? etiquette: involves baskets/course
3) “Driving Range”  taking/putting discs (for putting). -Play “pump-
More in depth about the footwork and a away properly, up” music in
throwing technique to a long drive with spatial awareness, the background
a disc. Have students give feedback to a how to while students
partner. hold/throw/catch a -Direct/ play.
3 Keys: 1) Run-up, Extension, Snap disc, and ensuring Experiential
(RES) people are watching Learning -Use the
before throwing a demonstrations
4) “Disc Distance Competition” disc. of skills as a
Have everyone throw their disc as far as way to build
they can. have them count steps to their -Talk about how community and
disc. Add the class total steps and students will encourage
compare to other classes. WALK around students to
other groups and show off what
6)Exit Slip  What are the 3 keys to space off of them, or they know.
disc golf drives? waiting behind
people as they throw -Collaborative
Back-up  “Putting Green” their disc so no one work will push
-Have a few baskets set up. gets hit. students to
-Explain how students approach putting participate and
and technique (decisions, stance, aim, -Proper gym attire. share ideas with
launch angle, power). one another in a
Have students practice on them (try -Warm-ups. focused group,
different shots/angles). rather than the
-Teacher Supervisor whole class.

Date Planned to Lesson Title G SLO’s Assessment Key Questions Learning Activities Safety Instructiona Equipment/ Mot
Teach L related to this l Strategies Resources/
 Subject Area Phys. Ed.
Grade Level 8
Unit Assessment Plan Topic Disc Golf
Length of Unit (days) 10

O Lesson Technology
’
s
Disc Golf A
A8–5 -Observation How does 1)REMIND/DISCUSS safety, REMIND -Frisbees -Go outside!
Class 4 Putts C
D C8–6 -Exit slip 
practice promote
an active,
expectations, rules, and the importance
of etiquette of disc golf.
STUDENTS
ABOUT: -Discs -Use mini-
Sticky Notes healthy, and -Safety/ (Drivers, mid- games to build
D8–3 positive 2) Warm-up  Practice your throws expectations. range, putters). a sense of
-Demonstrating lifestyle? (regular frisbee) with a partner. competition,
skills Everyone throws -Pylons skill and
What is etiquette 3) “Putting Green”  before going to community.
and what is its -Have a few baskets set up. retrieve discs. -Direct/ -Tennis ball TGFU 
role in disc golf? -Explain how students approach putting Experiential Playing while
and technique (decisions, stance, aim, -Frisbee/Disc Learning -Disc golf Learning.
launch angle, power). etiquette: involves baskets/course
Have students practice on them (try taking/putting discs (for putting). -Play “pump-
different shots/angles). away properly, up” music in
spatial awareness, the background
4) Putting P.I.G.  how to while students
-(Groups of 2-3) hold/throw/catch a play.
-Students must execute a putting shot disc, and ensuring
into a basket. The rest of the groups people are watching -Use the
must replicate the shot. If they are not before throwing a -TGFU demonstrations
successful, they receive a letter. disc. of skills as a
-If the leader misses their initial shot, the way to build
leader changes until they make a basket. -Talk about how community and
students will encourage
5) Exit Slip  Sticky Notes – What is a WALK around students to
key word that helps you execute a put… other groups and show off what
(Students have to respond in the space off of them, or they know.
comments). waiting behind
people as they throw -Collaborative
BACKUP  Frisbee Bocce (play on their disc so no one work will push
course) gets hit. students to
-(Groups of 2-4) Students select a target. participate and
The player closest to the target gets a -Proper gym attire. share ideas with
point, and decides where the target is one another in a
placed next. -Warm-ups. focused group,
rather than the
-Teacher Supervisor whole class.

Date Planned to Lesson Title G SLO’s Assessment Key Questions Learning Activities Safety Instructiona Equipment/ Mot
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O Lesson Technology
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s
Frisbee Belly A
A8–5 -Observation How is 1)REMIND/DISCUSS safety, REMIND -Frisbees -Go outside!
Class 5 Baseball D
A8-6 -Exit slip
performance
connected to
expectations, rules, and the importance
of etiquette of disc golf.
STUDENTS
ABOUT: -Discs -Use mini-
one’s level of -Safety/ (Drivers, mid- games to build
D8–5 -Demonstrating practice? 2) Frisbee Belly Baseball expectations. range, putters). a sense of
skills (if outside, just have bases) competition,
 Subject Area Phys. Ed.
Grade Level 8
Unit Assessment Plan Topic Disc Golf
Length of Unit (days) 10

How does -Same rules as baseball. Everyone throws -TGFU -Pylons skill and
practice promote -Have to throw make it to a base before before going to community.
an active, the frisbee gets there. retrieve discs. -Bases TGFU 
healthy, and -Batter throws frisbee into field, and Playing while
positive then the fielders have to throw it to the -Frisbee/Disc -Disc golf Learning.
lifestyle? base before the runner gets there. etiquette: involves baskets/course
taking/putting discs (for putting). -Play “pump-
3) Explain rules of golf course for next away properly, up” music in
day. spatial awareness, the background
how to while students
4) Discussion about the CCHS Open hold/throw/catch a play.
Tournament. disc, and ensuring
people are watching -Use the
before throwing a demonstrations
disc. of skills as a
way to build
-Talk about how community and
students will encourage
WALK around students to
other groups and show off what
space off of them, or they know.
waiting behind
people as they throw -Collaborative
their disc so no one work will push
gets hit. students to
participate and
-Proper gym attire. share ideas with
one another in a
-Warm-ups. focused group,
rather than the
-Teacher Supervisor whole class.

Date Planned to Lesson Title G SLO’s Assessment Key Questions Learning Activities Safety Instructiona Equipment/ Mot
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Hit the Course A
A8–6 -Observation How is 1)REMIND/DISCUSS safety, REMIND -Sports -Discs -Go outside!
Class 6 C
D A8-10 -Discussion
performance
connected to
expectations, rules, and the importance
of etiquette of disc golf.
STUDENTS
ABOUT:
Education
Model
(Drivers, mid-
range, putters). -Use mini-
about Rules. one’s level of -Safety/ games to build
C8–6 practice? 2) Review important rules of Disc Golf. expectations. -Frisbees (as a sense of
D8–5 -Exit slip alternatives) competition,
What is etiquette 3) Playing the Disc Golf Course -Groups will start on skill and
-Demonstrating and what is its (Groups of 4-5) different holes to -Pylons community.
skills role in disc golf? Students will get to apply what they encourage flow and TGFU 
have learned this unit on the golf course. avoid being struck. -Disc golf Playing while
The whole class will be dedicated to a baskets. Learning.
round of disc golf, so students can fill in Everyone throws
the missing puzzle pieces and build their before going to -Play “pump-
understanding of the game. retrieve discs. up” music in
the background
5) Exit Slip  Students respond to a -Frisbee/Disc while students
 Subject Area Phys. Ed.
Grade Level 8
Unit Assessment Plan Topic Disc Golf
Length of Unit (days) 10

post on Phys. Ed. Instagram account etiquette: involves play.

(made by me). In the comments, they taking/putting discs
will share 2 rules that are important to away properly, -Use the
Disc Golf. spatial awareness, demonstrations
how to of skills as a
hold/throw/catch a way to build
disc, and ensuring community and
people are watching encourage
before throwing a students to
disc. show off what
they know.
-Talk about how
students will -Collaborative
WALK around work will push
other groups and students to
space off of them, or participate and
waiting behind share ideas with
people as they throw one another in a
their disc so no one focused group,
gets hit. rather than the
whole class.
-Proper gym attire.

-Warm-ups.

-Teacher Supervisor

Date Planned to Lesson Title G SLO’s Assessment Key Questions Learning Activities Safety Instructiona Equipment/ Mot
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Hit the A
A8–6 -Observation How is 1)REMIND/DISCUSS safety, REMIND -Discs -Go outside!
Class 7 Course/CCHS
Open Intro
C
D A8-10 -Exit slip
performance
connected to
expectations, rules, and the importance
of etiquette of disc golf.
STUDENTS
ABOUT:
(Drivers, mid-
range, putters). -Use mini-
one’s level of -Safety/ -Give some games to build
C8–6 -Demonstrating practice? 2) CCHS Open Tournament Prep  expectations. time for -Frisbees (as a sense of
D8-3 skills Make Teams teams to prep alternatives) competition,
What is etiquette 1)Teams will either be assigned or made. Everyone throws their pose, skill and
-Discussion and what is its (i.e. Everyone buddy up, then find before going to and select a -Pylons community.
role in disc golf? another group.) retrieve discs. country. TGFU 
-Teams must select a country to -Disc golf Playing while
represent, and create a “Team Pose”. -Frisbee/Disc baskets. Learning.
etiquette: involves -Sports
-Explain the tournament and its taking/putting discs Education -Play “pump-
specialness! away properly, Model up” music in
spatial awareness, the background
4) PRACTICE on frolf course. how to -Cooperative while students
Teams can go practice on the course for hold/throw/catch a Learning play.
the next day. disc, and ensuring
people are watching -Use the
before throwing a demonstrations
disc. of skills as a
 Subject Area Phys. Ed.
Grade Level 8
Unit Assessment Plan Topic Disc Golf
Length of Unit (days) 10

way to build
-Talk about how community and
students will encourage
WALK around students to
other groups and show off what
space off of them, or they know.
waiting behind
people as they throw -Collaborative
their disc so no one work will push
gets hit. students to
participate and
-Proper gym attire. share ideas with
one another in a
-Warm-ups. focused group,
rather than the
-Teacher Supervisor whole class.

Date Planned to Lesson Title G SLO’s Assessment Key Questions Learning Activities Safety Instructiona Equipment/ Mot
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CCHS Open A
A8–10 -Observation How does 1)REMIND/DISCUSS safety, REMIND -Sport -Discs -Go outside!
Class 8 Introductory
Ceremonies
C
D C8–6 -Exit slip
practice promote
an active,
expectations, rules, and the importance
of etiquette of disc golf.
STUDENTS
ABOUT:
Education
Model
(Drivers, mid-
range, putters). -Use mini-
healthy, and -Safety/ games to build
D8-3 -Demonstrating positive 2) Opening Team Introductions to the expectations. -Cooperative -Frisbees (as a sense of
skills lifestyle? CCHS Open World Cup. Teams show Learning alternatives) competition,
off their pose. Everyone throws skill and
What is the before going to -Pylons community.
importance of 3) Teams will play the first 9 holes of retrieve discs. TGFU 
being safe while the tournament. -Disc golf Playing while
participating in -Frisbee/Disc baskets. Learning.
sport? 4) Exit Slip  Step Count. etiquette: involves
taking/putting discs -Play “pump-
away properly, up” music in
spatial awareness, the background
how to while students
hold/throw/catch a play.
disc, and ensuring
people are watching -Use the
before throwing a demonstrations
disc. of skills as a
way to build
-Talk about how community and
students will encourage
WALK around students to
other groups and show off what
space off of them, or they know.
waiting behind
people as they throw -Collaborative
their disc so no one work will push
 Subject Area Phys. Ed.
Grade Level 8
Unit Assessment Plan Topic Disc Golf
Length of Unit (days) 10

gets hit. students to

participate and
-Proper gym attire. share ideas with
one another in a
-Warm-ups. focused group,
rather than the
-Teacher Supervisor whole class.

Date Planned to Lesson Title G SLO’s Assessment Key Questions Learning Activities Safety Instructiona Equipment/ Mot
Teach L related to this l Strategies Resources/
O Lesson Technology
’
s
CCHS Open A
A8–10 -Observation How is 1)REMIND/DISCUSS safety, REMIND -Sport -Discs -Go outside!
Class 9 Final Round C
D C8–6 -Exit slip
performance
connected to
expectations, rules, and the importance
of etiquette of disc golf.
STUDENTS
ABOUT:
Education
Model
(Drivers, mid-
range, putters). -Use mini-
one’s level of -Safety/ games to build
D8–3 -Demonstrating practice? Teams are responsible for writing down expectations. -Cooperative -Frisbees (as a sense of
skills their score. Learning alternatives) competition,
How does Everyone throws skill and
practice promote 2) CCHS Closing Ceremonies will take before going to -Pylons community.
an active, place. At the end of the round, students retrieve discs. TGFU 
healthy, and will hand in their score cards. -Disc golf Playing while
positive To win the CCHS open, students can -Frisbee/Disc baskets. Learning.
lifestyle? earn points having the lowest score, best etiquette: involves
What is etiquette team pose, best composure, best taking/putting discs -Pencils/Paper -Play “pump-
and what is its etiquette, and achieved steps which will away properly, up” music in
role in disc golf? be decided by all teams and shared with spatial awareness, the background
the group. how to while students
hold/throw/catch a play.
4)Exit Slip  Step Count. disc, and ensuring
people are watching -Use the
before throwing a demonstrations
disc. of skills as a
way to build
-Talk about how community and
students will encourage
WALK around students to
other groups and show off what
space off of them, or they know.
waiting behind
people as they throw -Collaborative
their disc so no one work will push
gets hit. students to
participate and
-Proper gym attire. share ideas with
one another in a
-Warm-ups. focused group,
rather than the
-Teacher Supervisor whole class.

Date Planned to Lesson Title G SLO’s Assessment Key Questions Learning Activities Safety Instructiona Equipment/ Mot
 Subject Area Phys. Ed.
Grade Level 8
Unit Assessment Plan Topic Disc Golf
Length of Unit (days) 10

Teach L related to this l Strategies Resources/

O Lesson Technology
’
s
Creating their A
A8–10 -Observation How does 1)REMIND/DISCUSS safety, REMIND -Discs -Go outside!
Class 10 own course C
D C8–6 -Performance
practice promote
an active,
expectations, rules, and the importance
of etiquette of disc golf.
STUDENTS
ABOUT:
(Drivers, mid-
range, putters). -Use mini-
Task healthy, and -Safety/ games to build
D8–3 positive 2) Warm-up  “Frisbee Tag” expectations. -Frisbees (as a sense of
-Exit slip lifestyle? (Group of 6, 1 tagger). Play in 20ft x alternatives) competition,
20ft square boundary zone. Everyone throws -TGFU skill and
-Demonstrating What is the “Safe” when holding frisbee, people before going to -Pylons community.
skills importance of without frisbee are up to tag. retrieve discs. TGFU 
being safe while As soon as you have frisbee you can’t -Disc golf Playing while
- participating in move feet. -Frisbee/Disc baskets. Learning.
sport? etiquette: involves
taking/putting discs -Pencils/Paper -Play “pump-
How does one’s 3) In their CCHS Open Tournament away properly, up” music in
knowledge of teams, students will design a 4-hole spatial awareness, the background
sport lead to course. This course must consist of a: how to while students
active, lifelong -Par 3 hold/throw/catch a play.
learning? -Par 4 disc, and ensuring -Cooperative
-Par 5 people are watching Learning -Use the
-A Par of their choosing. before throwing a demonstrations
disc. of skills as a
-Each hole must have a name, and way to build
maybe give their course a theme. -Talk about how community and
students will encourage
-Students will spend the class planning WALK around students to
their Disc Golf Course and will be given other groups and show off what
a worksheet in which they will draw out space off of them, or they know.
their course and explain why they waiting behind
designed it the way they did. people as they throw -Collaborative
their disc so no one work will push
gets hit. students to
participate and
-Proper gym attire. share ideas with
one another in a
-Warm-ups. focused group,
rather than the
-Teacher Supervisor whole class.

Date Planned to Lesson Title G SLO’s Assessment Key Questions Learning Activities Safety Instructiona Equipment/ Mot
Teach L related to this l Strategies Resources/
O Lesson Technology
’
s
Playing their A
A8–10 -Observation How does 1)REMIND/DISCUSS safety, REMIND -Sport -Discs -Go outside!
Class 11 Designed
Course
C
D C8–6 -Performance
practice promote
an active,
expectations, rules, and the importance
of etiquette of disc golf.
STUDENTS
ABOUT:
Education
Model
(Drivers, mid-
range, putters). -Use mini-
Task healthy, and -Safety/ games to build
positive 2) With the Disc Golf Courses students expectations. -Cooperative -Frisbees (as a sense of
 Subject Area Phys. Ed.
Grade Level 8
Unit Assessment Plan Topic Disc Golf
Length of Unit (days) 10

-Peer Feedback lifestyle? created, they will play and share their Learning alternatives) competition,
course with another group. Everyone throws skill and
-Demonstrating What is the before going to -Pylons community.
skills importance of -After playing the course, groups will retrieve discs. TGFU 
being safe while provide peer feedback to the course -Disc golf Playing while
participating in designers on safety, design, and -Frisbee/Disc baskets. Learning.
sport? something to try next time. etiquette: involves
taking/putting discs -Pencils/paper -Play “pump-
How does one’s away properly, up” music in
knowledge of spatial awareness, the background
sport lead to how to while students
active, lifelong hold/throw/catch a play.
learning? disc, and ensuring
people are watching -Use the
before throwing a demonstrations
disc. of skills as a
way to build
-Talk about how community and
students will encourage
WALK around students to
other groups and show off what
space off of them, or they know.
waiting behind
people as they throw -Collaborative
their disc so no one work will push
gets hit. students to
participate and
-Proper gym attire. share ideas with
one another in a
-Warm-ups. focused group,
rather than the
-Teacher Supervisor whole class.

Assessments
Performance
Title Pre-assessment Exit Slips Participation Quiz Reflection
Task
Learning Outcomes Type Formative/
(Formative/Summative Formative/ Summative Summative Summative
) Formative Summative
Weighting 10% 30% 15% 30% 15%
0%
A8–5 demonstrate ways to receive, X X X X X
 Subject Area Phys. Ed.
Grade Level 8
Unit Assessment Plan Topic Disc Golf
Length of Unit (days) 10

retain and send an object with

varying speeds, accuracy and
distance in skills specific to an
activity.

A8–6 select, combine and perform

manipulative skills by using
elements of space awareness, effort
and relationships, with and without
objects, to improve performance.

A8–10 select, combine and perform

activity-specific basic skills in a
variety of games.

C8–3 demonstrate etiquette and fair

play.

C8–6 identify and demonstrate X X X X X

positive behaviours that show
respect for self and others.

D8–3 select and apply rules,

routines and procedures for safety in
a variety of activities.

D8–5 appraise or judge movement X X X X X

experiences for safety that promote
an active, healthy lifestyle; e.g., safe
use of equipment.

Learning Assessments
 Subject Area Phys. Ed.
Grade Level 8
Unit Assessment Plan Topic Disc Golf
Length of Unit (days) 10

Performance
Title Pre-assessment Exit Slips Participation Quiz Reflection
Task
Outcomes Formative Formative/ Formative/
Type (Formative/Summative) Summative Summative
Formative Summative Summative
Weighting
GLO. A (Activity)
*Including all SLO’s
Students will acquire 30%
skills through a variety of
developmentally
appropriate movement
activities; dance, games, X X X X X
X
types of gymnastics,
individual activities and
activities in an alternative
environment; e.g.,
aquatics and outdoor
pursuits.

GLO. B (Benefits)
*Including all SLO’s
Students will understand,
experience and appreciate 10% X X X
the health benefits that
result from physical
activity.

30%
GLO. C (Cooperation)
*Including all SLO’s
Students will interact X X X X X
positively with others.
 Subject Area Phys. Ed.
Grade Level 8
Unit Assessment Plan Topic Disc Golf
Length of Unit (days) 10

30%
GLO. D (Do it Daily…
For Life) *Including all
SLO’s
Students will assume X X X X
responsibility to lead an
active way of life.
 Subject Area Phys. Ed.
Grade Level 8
Unit Assessment Plan Topic Disc Golf
Length of Unit 10
(days)

Assessment Tool Overview

Assessment PoS Brief Description Assessment
FOR
Assessment
AS Learning
Assessment
OF Learning
Tool Outcomes Learning
GLO Outcome ABCD The GLO outcome rubrics are systematically set
up to ensure students are achieving all outcomes
Rubrics every unit. Students will build an understanding
for Activity, Benefits, Cooperation, and Doing
it daily for life. Students grades are based off
these GLO’s, so regardless if students are
exceeding in one outcome, students must
acknowledge the other outcomes to earn a
satisfactory grade.
These rubrics are based off of a 4-point system.
Through observation, twice per week I will
grade students based off of the ABCD GLO’s.
Once per week, students will be given an
opportunity to self-assess themselves using the
same rubrics.
Every week, we will focus on one of the
outcomes specifically. For example, students
will show various forms of cooperation to
ensure fair gameplay, teamwork, and respecting
others and oneself.
Pre-assessment A8-5 On the first day of the unit, students will warm-
up by throwing a Frisbee with a partner or 2 as
A8-6 a form of pre-assessment.
C8-3 This gives me an opportunity to observe the
C8-6 various skill levels of each student. It will also
build my understanding of their individual
fundamental movement skills, and Frisbee skills X
before we start using disc golf discs.

*(for safety and progression purposes, we will

start the first few days of the unit with Frisbees
to build basic movements and skills before
using the disc golf discs).

Exit Slips A8-5 For 7 out of 11 classes, students will have an

exit slip to formatively/summatively assess their
A8-6 knowledge. This will provide me a better
C8-3 understanding of what they need to learn more
C8-6 of. Four of these exit slips will be worth 10% of
the students total summative grade. Exit slips
D8-3 include
 Class 1  Students respond to post
on Phys. Ed. Instagram account. They
will share a key word that helped
them throw and catch effectively.
(Worth 3%)
 Class 2  “Think Pair Share” What
were students favourite station, and
why they think that skill is important
X X X
for disc golf.
 Class 3  Discussion: What are the 3
keys to disc golf drives?
 Subject Area Phys. Ed.
Grade Level 8
Unit Assessment Plan Topic Disc Golf
Length of Unit 10
(days)

 Class 4  Sticky Notes – Students

will write an answer to the following
question: What is a key word that
helps you execute a disc golf putt?
 the class. (Worth 3%)
 Class 6  Students respond to a post
on Phys. Ed. Instagram account
(made by me). In the comments, they
will share 2 rules that are important to
Disc Golf. (Worth 4%)
 Class 8  Step Count.
 Class 9  Step Count.

Participation A8-5 (APPENDIX B)

A8-6
Not only are students expected to attend each
A8-10 class, but also try to the best of their abilities.
C8-3 Students will be required to have a positive X X
C8-6 attitude, be safe, adhere to and demonstrate
D8-3 Disc Golf rules of proper etiquette and
sportsmanship.
D8-6 Every class, students will be marked on a 4-
point scale.

Fail  if students have 4 or more unexcused

absences, students will be receiving an
unsatisfactory (failing) grade.

Quiz on Disc (APPENDIX C)

Golf Rules and C8-3
Understanding how to play disc golf is very
Etiquette C8-6 important as it’s courses are public use. Because
D8-3 of this, it is vital that students learn the
D8-5 importance of treating the equipment, other
players, and oneself with respect so everyone
can enjoy a fun game while also being safe
from the hazards disc golf can present. X
This quiz will serve as a summative form of
assessing what students understand about the
rules/etiquette of Disc Golf, as discussed,
learned, and reviewed. This quiz will have 10
points with both multiple choice and true/false
questions.
This quiz will possibly be done through Kahoot.

If done on paper, a place to write the exam

comfortably, as well as pencils will be
provided.

Disc Golf A8-5 (APPENDIX D)

Course Design A8-6 For the final 2 classes of the unit, students’
Performance C8-3 CCHS Open Teams, students will design their
Task C8-6 very own 4-Hole Disc Golf Course.
This course must consist of a Par 3, Par 4, Par 5,
D8-3 and one hole with a Par of their choosing.
D8-6 Students must give their course a name and
 Subject Area Phys. Ed.
Grade Level 8
Unit Assessment Plan Topic Disc Golf
Length of Unit 10
(days)

each hole a name. The course must have an

etiquette policy (3 rules) that helps keep a
standard and respect for the course and other
players.
X
Class 10, Students will be given a worksheet in
which they will draw and design their course
while/during/after they make and play it. They
will draw out their course and explain why they
designed it the way they did.

Class 11, students will share their course with

another group who will give feedback after
playing with each other. Students will be given
a feedback worksheet to follow to adequately
assess their peers formatively.

Progression A (APPENDIX E)
Reflection At the beginning and end of the unit, students
will fill out a reflection in which they will self-
assess and peer assess their individual, and
partners progression. This will serve as a
valuable asset in which students can
communicate feedback to a partner to help X X X
improve their performance and etiquette. It is
also an opportunity to reflect on and respect the
feedback they themselves are given from their
partner.

This assessment corresponds to teamwork,

communication with others and learning how to
proper give and receive constructive criticism to
your peers. Being aware of your skill level in
certain sports allows students to identify what
their strengths and weaknesses are. Therefore,
doing reflections helps assist students in critical
think and breakdown each skill into sections to
achieve optimal performance. For students to
feel as if they achieved a skill will make them
motivated to keep practicing and engage in
physical activity outside of gym class.
 Subject Area Phys. Ed.
Grade Level 8
Unit Assessment Plan Topic Disc Golf
Length of Unit 10
(days)

APPENDIX A – (SUMMATIVE ASSESSMENT)

*As designed and requested to use by CCHS PE staff/administration.

Understanding PE Mastery Scale

General Outcome A: Activity

 Students will acquire skills through a variety of developmentally appropriate movement activities; dance,
games, types of gymnastics, individual activities and activities in an alternative environment; e.g., aquatics
and outdoor pursuits.
 These may include locomotor skills and abilities such as speed, acceleration, agility; non-locomotor skills
such as coordination, flexibility, strength, awareness of space, strategy, and tactics; and manipulative skills
such as sending a receiving an object.

Skill Descriptor

E=4 The student always seeks out, demonstrates, applies, and refines a superior
level of skill and execution during drills and games. Mistakes are virtually non-
existent when called upon.

P+ = 3.5 The student consistently seeks out, demonstrates, applies, and refines a high
level of skill and execution during drills and games. Mistakes are rare when
called upon.

P=3 The student frequently seeks out, demonstrates, applies, and refines a high level
of skill and execution during drills and games. Mistakes are occasional when
skills are called upon.
 Subject Area Phys. Ed.
Grade Level 8
Unit Assessment Plan Topic Disc Golf
Length of Unit 10
(days)

B+ = 2.5 The student occasionally seeks out, demonstrates, applies, and refines a high
level of skill and execution during drills and games. Mistakes are occasional when
skills are called upon.

B=2 The student occasionally seeks out, demonstrates, applies, and refines a high
level of skill and execution during drills and games. Mistakes are frequent when
skills are called upon.

NY+ = 1.5 The student sporadically seeks out, demonstrates, applies, and refines a high
level of skill and execution during drills and games. Mistakes are frequent when
skills are called upon.

NY = 1 The student rarely seeks out, demonstrates, applies, and refines a high level of
skill and execution during drills and games. Mistakes are consistent when skills
are called upon.

I+ = 0.5 The student very rarely seeks out, demonstrates, applies, and refines a high level
of skill and execution during drills and games. Mistakes are consistent when skills
are called upon.

NHI = 0 The student is unable to, or refuses to engage in class and therefore, there is
no evidence to assess the student’s progress.
 Subject Area Phys. Ed.
Grade Level 8
Unit Assessment Plan Topic Disc Golf
Length of Unit 10
(days)

General Outcome C: Cooperation

 Students will interact positively with others. (Not the absence of negative behaviors).

Skill Descriptor
E=4 The student always seeks out, demonstrates, applies, and refines a superior
level of cooperation, fairplay, leadership and teamwork. Negative behaviors are
non-existent.

P+ = 3.5 The student consistently seeks out, demonstrates, applies, and refines a high
level of cooperation, fairplay, leadership and teamwork. Negative behaviors are
non-existent.

P=3 The student frequently seeks out, demonstrates, applies, and refines a high level
of cooperation, fairplay, leadership and teamwork. Negative behavior is rare,
very minor, and self-corrected easily.

B+ = 2.5 The student occasionally seeks out, demonstrates, applies, and refines a high
level of cooperation, fairplay, leadership and teamwork. Negative behavior is
occasional, moderately severe, or less easily corrected.

B=2 The student occasionally seeks out, demonstrates, applies, and refines a high
level of cooperation, fairplay, leadership and teamwork. Negative behavior is
frequent, moderately severe, or may take several attempts at correcting.

NY+ = 1.5 The student sporadically seeks out, demonstrates, applies, and refines a high
level of cooperation, fairplay, leadership and teamwork. Negative behavior is
frequent, severe, or negative behavior may be difficult to correct.
 Subject Area Phys. Ed.
Grade Level 8
Unit Assessment Plan Topic Disc Golf
Length of Unit 10
(days)

NY = 1 The student rarely seeks out, demonstrates, applies, and refines a high level of
cooperation, fairplay, leadership and teamwork. Negative behavior is more
frequent, more severe, or may be more difficult to correct.

I+ = 0.5 The student very rarely seeks out, demonstrates, applies, and refines a high level
of cooperation, fairplay, leadership and teamwork. Negative behavior is
frequent, very severe, or were unable to be corrected.

NHI = 0 The student is unable to, or refuses to engage in class and therefore,
there is no evidence to assess the student’s progress.
 Subject Area Phys. Ed.
Grade Level 8
Unit Assessment Plan Topic Disc Golf
Length of Unit 10
(days)

General Outcome D: Do It Daily…..For Life!!

 Students will assume responsibility to lead an active way of life.
 Effort
 Safety
 Goal Setting/Personal Challenge
 Active Living in the Community
Skill Descriptor
E=4 The student consistently demonstrates an outstanding level of effort, safety,
and/or self-control.
Excellent The student never demonstrates unsafe behavior, and is able to help others who
are acting in an unsafe manner or whose effort is lacking.

P+ = 3.5 The student consistently demonstrates a high level of effort, safety, and/or self-
control.
The student never demonstrates any unsafe behavior.

P=3 The student demonstrates a competent level of effort, safety, and/or self-
control.
Proficient Rarely, minor unsafe behavior can occur, but is recognized and corrected by the
student before the teacher needs to intervene.

B+ = 2.5 The student demonstrates a basic level of effort, safety, and/or self-control.
Rarely, minor unsafe behavior occurs, but is recognized by the student and is
easily corrected by the teacher.

B=2 The student demonstrates a basic level of effort, safety, and/or self-control.
Basic Rarely, unsafe behavior occurs, but is recognized by the student or easily
corrected by the teacher.

NY+ = 1.5 The student demonstrates a poor level of effort, safety, and/or self-control. More
often, unsafe behavior occurs, or it is not recognized by the student and there is some negative
reaction to the correction by the teacher.
 Subject Area Phys. Ed.
Grade Level 8
Unit Assessment Plan Topic Disc Golf
Length of Unit 10
(days)

NY = 1 The student rarely, if ever, demonstrates a basic level of effort, safety, and/or
self-control
Not Yet Unsafe behaviors occur more often, it is not recognized by the student, and
there is negative reaction to the correction by the teacher.

I+ = 0.5 The student rarely, if ever, demonstrates any effort, safety, and/or self-control.
Or, when an unsafe behavior occurs, the student refuses to recognize or correct
the behavior.

Incomplete The student is unable to, or refuses to engage in learning and therefore, there is
no evidence to assess the student’s progress.
 Subject Area Phys. Ed.
Grade Level 8
Unit Assessment Plan Topic Disc Golf
Length of Unit 10
(days)

APPENDIX B – PARTICIPATION
(SUMMATIVE ASSESSMENT)  30% (A8-5, A8-6, A8-
10, C8-3, C8-6, D8-3, D8-5)

Not only are students expected to attend each class, but also try to the best of their
abilities. Students will be required to have a positive attitude, be safe, adhere to and demonstrate
Disc Golf rules of proper etiquette and sportsmanship. Once per week, students will also have a
chance to self-assess their own participation to help acknowledge what is expected of them in the
class and form good habits. Students will develop attributes such as integrity, honesty, and
responsibility which are not only vital to play disc golf, but valuable in everyday life.

Every class, students will be marked on a 6-point scale. To achieve a full 6-points, ALL
of the following criteria must be met:

Participation Checklist/Rubric:
Excellent All listed criteria are met:
(6) o Effort  (students try to the best of their abilities regardless of
skill level (rate of perceived exertion checks)).
o Proper attire for activity.
o Etiquette/sportsmanship  (demonstrate and promote rule of
etiquette and sportsmanship that are vital to play Disc Golf.
Supports teammate(s) and other teams.)
o Attitude  (demonstrates positivity and respect for others, the
equipment, and oneself).
o Demonstrates Safety  (for oneself, others, and equipment.
Students receive, use, and return equipment safely and properly,
as discussed at the beginning of the unit).
o Arrives to class ON TIME.

Good (5) Almost all listed criteria are met.

Acceptable (4) Most of the listed criteria are met.

Needs Some of the listed criteria are met.

Improvement (3)
NOTE*** If students have 4 or more unexcused absences, students will be receiving an
unsatisfactory (failing) grade.

Comments:
 Subject Area Phys. Ed.
Grade Level 8
Unit Assessment Plan Topic Disc Golf
Length of Unit 10
(days)

APPENDIX C – QUIZ ON DISC GOLF

RULES/ETIQUETTE (C8-3, C8-6, D8-3, D8-5)
/15

Instructions: Answer the following true/false and multiple-choice questions to the best of your
abilities. You will have 20 minutes to complete this quiz.
If you have any questions, please ask Mr. C.

True/false (1 mark each)

Directions: Read the statements in the left box, and decide whether it is true of false. Circle
your answer in the right box.
1. When you begin a game, you should assume that you get to True / False
throw first. (C8-3)

2. When I shout “FORE”, it means that my throw could

potentially hit someone, and everyone should duck down, and True / False
protect their heads. (C8-6, D8-5)

3. Before throwing, you should check down the fairway to

make sure that the hole is clear, and that you won’t hit anyone True / False
with your disc. (D8-3)

4. When you drive from the tee box, you are allowed to step True / False
past the markers. (C8-3, C8-6)

5. After you throw your disc, you should start walking to throw True / False
your next shot before everyone else throws. (C8-6, D8-5)

Multiple choice (2 marks each)

Read carefully! Select the multiple-choice answer that most accurately answers the question.

6. Regardless of winning or losing, at the end of a Disc Gold game you should: (C8-3, C8-6)

a) throw your discs on the ground, and leave the course.

b) shake hands with your opponents and say, “good game”.
c) slap your opponents hand away and ignore them.
d) wave and say “goodbye”.
 Subject Area Phys. Ed.
Grade Level 8
Unit Assessment Plan Topic Disc Golf
Length of Unit 10
(days)

7. To start a disc golf game with friends, how do decide who gets to go first? (C8-3)

a) Flip a coin.
b) Rock, paper, scissors.
c) Politely discuss who gets to throw first.
d) All of the above.

8. When you throw your drive from tee box of hole #3 (par 5), your drive shot flies to the
fairway of hole #2 (par 3) where other people are about to drive as well. What is the safest thing
to do when retrieving your disc? (C8-6, D8-3, D8-5)

a) Run as fast as you can and grab the disc while they are throwing.
b) Lie on your belly and “army crawl” to your disc.
c) Stop the game and tell players to stop throwing, so you can grab your disc.
d) Stand ahead of the other players and wait until they stop throwing.

9. In the middle of a game, you suspect your opponent is cheating. What is the most appropriate
response you can give when in this situation? (C8-3, C8-6)

a) Because the situation is frustrating, you should get very mad at them.
b) Give your opponent a warning, and if they continue then consult a supervisor.
c) Let them continue cheating, and complain about the issue after.
d) Stop the game entirely, and leave because “it is not fair”.

10. Before putting, how do you and your opponent decide who putts first? (C8-3, C8-6)

a) The player furthest to the hole.

b) The player closest to the hole.
c) The player who had the furthest drive.
d) The player who had the shortest drive.
 Subject Area Phys. Ed.
Grade Level 8
Unit Assessment Plan Topic Disc Golf
Length of Unit 10
(days)

APPENDIX D – DISC GOLF COURSE DESIGN

PERFORMANCE TASK
(A8-5, A8-6, A8-10, C8-3, C8-6)
Part 1 /30
What you are going to do:

Every golf course in the world is different and

designed differently. Some rules and guidelines are different,
but the majority of courses are the same to ensure the safety of
its guests. The Professional Disc Golf Association (PDGA)
hired your team to create a new course that demonstrates your disc golf knowledge.
With what you know about disc golf, it’s rules and etiquette, your objective is to
CREATE A 4-HOLE DISC GOLF COURSE that showcases your creativity and
understanding of the game.

Your template/video must contain the following:

(use the check boxes to ensure you have completed each step)

1. A Course Name (/1)

2. 4 Disc Golf Holes with the following Pars: (/8)

i. Par 3
ii. Par 4
iii. Par 5
iv. A Par of your choosing.

3. Each hole must have a name (/4)

4. A drawing of each hole, and different hazards/obstacles. (/4)

5. An etiquette policy  3 creative guidelines that helps keep a standard and respect for the
course and other players. These guidelines represent what you believe in and must be
appropriate. (/6)
 (i.e. shaking hands (fist bumping, high fives…) at the end of each game)
 (i.e. introductions before starting a game).
 Subject Area Phys. Ed.
Grade Level 8
Unit Assessment Plan Topic Disc Golf
Length of Unit 10
(days)

6. Two safety features of your course to ensure no one will get hurt while playing.
(/4)

Your team will spend 1 class designing and playing your course. The following class will be
spent sharing and playing courses with another group and giving feedback.

Disc Golf Course Design Assignment - Template

Your Names:
Team Name:
Date:

Course Name (1 mark):

Course Map Drawing (1 mark each)

(Include Par/Name) (1 mark each)

Hole #1:
Hole #2:
Hole #3:
Hole #4:
 Subject Area Phys. Ed.
Grade Level 8
Unit Assessment Plan Topic Disc Golf
Length of Unit 10
(days)

Etiquette Policy (1 mark each) Safety Features (2 marks each)

1. 1.

2. 2.

3.
 Subject Area Phys. Ed.
Grade Level 8
Unit Assessment Plan Topic Disc Golf
Length of Unit 10
(days)

Part 2
Feedback – Your second class will consist of you playing your course with another group.
After playing another groups course with them, answer these questions and have a discussion
about your thoughts. Record your answers and hand this sheet into Mr. C

Disc Golf Course Design Assignment – Feedback

Template
Your Names: Name of the Course Designers:
Team Name: Course Designers Names:
Date:

1. What features of the course did you like?

2. What are your thoughts on their etiquette policy?

3. What is something that helped make the course safe?

 Subject Area Phys. Ed.
Grade Level 8
Unit Assessment Plan Topic Disc Golf
Length of Unit 10
(days)

Performance Task Rubric

Disc Golf Course Design Checklist/Rubric
All listed criteria are met:
1. A Course Name (/1)

2. 4 Disc Golf Holes with the following Pars: (/4)

v. Par 3
vi. Par 4
vii. Par 5
viii. A Par of your choosing.

3. Each hole must have a name (/4)

4. A drawing of each hole, and different hazards/obstacles. (/4)

5. An etiquette policy  3 creative guidelines that helps keep a standard and respect for
the course and other players. These guidelines represent what you believe in and must
be appropriate. (/6)
 (i.e. shaking hands (fist bumping, high fives…) at the end of each game)
 (i.e. introductions before starting a game).

6. Two safety features of your course to ensure no one will get hurt while playing.
(/4)

7. Feedback (/3)

Comments:
 Subject Area Phys. Ed.
Grade Level 8
Unit Assessment Plan Topic Disc Golf
Length of Unit 10
(days)

Total:____/30

Appendix E – Disc Golf Progression Reflection

Self and Peer Assessment Forms (2 marks each) (A8-5, A8-6, C8-6, D8-3, D8-5)
Name: ______________________ Name of peer evaluator: ___________________________
Date: ______________________
Categories Performance Criteria Peer Assessment Self-Assessment
(Scale 1-5 + (Scale 1-5 +
advice/positive advice/positive
reinforcement) reinforcement)
5: Mastered the skill 5: Mastered the skill
1: A lot of things to still 1: A lot of things to still
work towards work towards
Catching Can catch a disc without
dropping?

Drive Shot Can perform each type of

1. Straight drive shot correctly during
2. Left Curl a game?
3. Right Curl

Mid-Range Can perform a mid-range

approach shot to the
basket?

Putt Can perform a putt shot

into a basket?

Accuracy/ Control Can throw a disc in a

similar direction as the
basket?
Can land the disc close to
 Subject Area Phys. Ed.
Grade Level 8
Unit Assessment Plan Topic Disc Golf
Length of Unit 10
(days)

the basket?
Rules of the Game/ Can keep score during a
Keeping Score game?
Can demonstrats their
knowledge regarding the
rules of disc golf?

Skills Progression (1 mark each)

Students will reflect on skills questions for the unit, which include:
 List and explain TWO skills you learned in the disc golf unit.
o
o

 What was ONE skill your improved on, during the disc golf unit?
o

 What was ONE skill you wish to work on more?

o

This assessment corresponds to teamwork, communication with others and learning how to proper give
and receive constructive criticism to your peers. Being aware of your skill level in certain sports allows
students to identify what their strengths and weaknesses are. Therefore, doing reflections helps assist
students in critical think and breakdown each skill into sections to achieve optimal performance. For
students to feel as if they achieved a skill will make them motivated to keep practicing and engage in
physical activity outside of gym class.