Unit DesignAquatics

Year 7Brendan Dunn & Georgia Scott

30085571 30085651

PE Unit Plan Template

Unit topic Aquatics and Water safety Year level 7 Time 4 X 90 min

VELS Unit outcomes for students AssessmentMovement and physical activityStudents proficiently perform complex movement and manipulative skills. They combine motor skills.The individual learnerStudents monitor and describe their progress as learners, identifying their strengths and weaknesses and taking actions to address their weaknessesBuilding social relationshipsStudents demonstrate respect for the individuality of others and empathise with others in local, national and global contexts, acknowledging the diversity of individualsWorking in teamsStudents accept responsibility as a team member and support other members to share information, explore the ideas of others, and work cooperatively to achieve a shared purpose within a realistic timeframe.Managing personal learningThey develop and use criteria to evaluate their work, and use these criteria to make appropriate refinements.

Student will correctly perform the fundamentals of each stroke to the best of their ability and swim 50 meters without break. Assessed during post testing.

During pretesting student’s asses each other’s capability to perform specific and spot major flaws assisting each other to improve.

Students are observed in the lessons ensuring acceptance of both cultural and learning differences between students.

During cooperative tasks in week 4 students work together to apply all their knowledge from throughout the unit to affectively achieve set goals e.g. completing a relay or saving the drowning swimmer.

Students are observed acknowledging the

Pre testing will be done in the first week, with post testing done in the final week of the course to assess improvement. Post testing will be measured against set goals based on pre test scores e.g. 2 second improvement in freestyle. This varies according to students base skill levels.

criteria provided by the staff and using the appropriate techniques to correct and master each element of the criteria. This includes their knowledge and ability upon stroke technique as well as their knowledge of safety and survival in both the pool and open water environments.

Content to be taught Learning activities Teaching approach used to deliver each learning activity

Safety – avoiding hazards, safe entry, dives, treading water, floating, survival backstroke.Stroke development – freestyle, backstroke, breaststroke, butterfly, sidestroke.Open water survival, safety and spotting rips.

Week 1- safety and survivalSafe entry, floating, treading water, survival backstroke, diving.Treading water will be extended as to include different types of treading water, e.g. helicopter. At the end of the lesson pretesting will be done

Week 2Technique and stroke development Starting with freestyle and building up to Breast stroke in following orderFreestyle – backstroke- breast stroke

Week 3Open water safety, safety theory, spotting ripsTeaching students how to be safe in outdoor swimming e.g. beach or inland water such as rivers.

Week 4Assessment, games and competitions.Students will compare times with pretesting in week one to asses improvement.

Direct Instruction Peer teaching Inquiry teaching Game sense Cooperative learning

Resources – facilities Resources – equipmentSwimming Pool, we will be using the public pool which requires 5 minutes travel each way. We will counter this by leaving during recess and retuning at the start of lunch.

All basic rescue equipment, provided by poole.g. life jackets rescue tubesrescue stickropesKick boards – provided by poolFlippers – provided poolPool buoys – provided by pool Pool toys – supplied by pool

Safety considerationsIn a swimming environment for non swimmers the staff to student ratio is 1-12, at least one of the staff in charge must have a current RSLSA bronze medallion or be a qualified AUSSWIM instructor. All students must have correct swimwear on e.g. board shorts. Students who wear incorrect clothing will complete the wet weather activity.

Wet weather / Theory activities The wet weather class consists of videos of both correct and incorrect techniques and students must spot the flaws in the techniques. After this students will then have to fill in a Word find of swimming terms. And complete a follow up test on water safety. Students in incorrect clothing will also be used for dry demonstrations e.g. demonstration technique on the side of the pool.

Practical Lesson Plan Template

Teacher Brendan Dunn & Georgia Scott Venue Koornang Local pool

Date 28/3/11 Lesson # 1 of 4 Year level 7 Lesson duration 80 mins # Students M 8 F 8

Lesson topic Aquatics – Safety around pools Teaching approach Direct instruction & Peer teach Unit topic Aquatics

VELS Specific learning objectives for the students How I will determine if outcomes have been met Met√, X

Students proficiently perform complex movement and manipulative skills. They combine motor skills

Students will show a physical capacity to complete the strokes to the correct criteria.

Watch the student completing the stroke and asses if they have mastered it to an acceptable level.

They develop and use criteria to evaluate their work, and use these criteria to make appropriate refinements.

Students use the feedback to improve their technique.

Assessed at the end of the class after pre test feedback and final practices to see if the student is attempting to use the feedback to improve their stroke.

Equipment

PoolPool BuoysEmergency rescue equipment

Personal teaching goalsFor students to achieve basic knowledge of water safety setting a practical base for next weeks in class safety lesson. For students to show adequate capability of survival stokes to continue into next levels of stroke development. Use peer teach to offer students already advanced in swimming to teach other students survival strokes.

Post lesson reflection of teaching

Time Activity/Content Organisation Equipment Safety considerations Cues / Questions Post lesson reflections and recommendatio

ns~10min Introduction Change rooms and pool side

Introduce students to the lesson let them know what

they will be doing and inform them of the rules of the pool.

nil Far enough away from pool to avoid students

falling in.Reiterate no running near the pool to avoid

slips.Point out signs in the

pool such as no diving areas.

Ask students for all rules for being

around the pool.A show of hands as to where students

would place themselves in

swimming ability beginner –

intermediate - advanced

5 mins Warm up –Pool entries Floating

Choose one student to demonstrate safe entry to

pool:Sit down on edge of poo legs in water and hands by side

then lift up with your harms an turn your body so you are

facing the edge of the pool.Shallow end of pool so

students can stand to avoid students going under in they

cannot float.Teachers standing outside the

pool in clear view of all students.

Students are to do water orientation drills see handout.

Pool buoys kickboards

Entry to pool must be slow to avoid slipping.Staff must be always paying attention to

students in the water.Students don’t get too close the edge to avoid hitting their heads when

they lean back.

10 mins

10mins

Treading waterSculling

Survival strokesSurvival backstrokesidestroke

Start in the shallow water and build on the floating students did earlier. Start students with basic floating on their back (use pool buoy between legs for first attempt on both floating and sculling). Build to basic sculling “wave goodbye to a direction” e.g. wave at your feet and you go towards your head. When students become adequate at sculling move onto treading water “eggbeater kick( legs go opposite directions like an egg beater)

Students facing staff member learning the key points to each stroke step by step, starting with just hands then moving onto just legs then adding them together. Get students to do 25m of each stroke as practise followed by peer assessment where students pair up and work together to improve each other’s strokes.

Pool Buoys

Pool buoys

When treading water ensure all students are not getting too fatigued to ensure safety.

Again have an eye of for struggling swimmers.

Cleanse your gluteus to help you stay afloat.Cover as much surface area as possible.

Wave goodbye to a direction “wave at your feet move towards your head”Make an eggbeater with your legs, eggbeaters have two mixers one going each way

Pick the apple and put it in the basket – for arm movements in side stroke

10 mins

15 mins

Diving –Off blocks

Pre Testing On all strokes and diving

Diving off the blocks is one of the most dangerous parts of the unit so take extra time to describe and use of student demonstrations to show students the correct way to dive into the pool.Students start standing on the blocks and lean forward bending their knees and hold onto the block. When told to do so students lean forward to approximately 45 degrees and then push off with their legs arms are swung in front of the student with one hand paced on top of the other hand and the students arms should be covering their ears (this will keep them in a more streamline position)

Students asses each other on the strokes learn during the lesson while teachers asses and give feedback to the students for the remaining strokes. Students will swim 10- 15 m of each stroke while a peer stands beside the teacher telling them how they can improve the stroke and then the student will tell their

Blocks The best way to keep this activity safe is to stop any stupid behaviour as soon as it starts e.g. the first person to do a bomb is punished accordingly as if you can keep the students in order this will be a safe activity.Make sure students wait until the person before them is out of the way before they dive in.

Where should your arms be.

10 mins

Stroke development

peer what their key flaws are to work on.

Students will use this time to work on their techniques after receiving feedback from both a peer and the teacher they will then be given 10 minutes to work on their diving and strokes learn in the lesson to improve these before next weeks class.

Staff will have to be very careful during this activity as student will be all over the pool. It would be best to have one teacher located at each end of the pool to not only keep students on task of practicing but also to be ready for any problems that may come up.

~10min Closure Set students down beside the pool, and ask them questions about technique for survival strokes, and diving.

Keep students far away from the edge of the pool.

Practical Lesson Plan Template

Pre-service teacher: Georgia Scott & Brendan Dunn Mentor teacher: Loris Gullock Venue: Koornang Local pool

Date 5/4/11 Lesson # 2 of 4 Year level: 7 Lesson duration: 90 minutes # Students 8 M 8 F

Lesson topic: Stroke technique/ development Teaching approach: Peer Teaching Unit topic: AquaticsVELS Specific learning objectives for the students How I will determine if outcomes have been met Met

√, X

They develop and use criteria to evaluate their work, and use these criteria to make appropriate refinements

Students take on board the criteria on each particular stroke and work with their partner to assist each other to make appropriate refinements according to the criteria.

Observe students when they are teaching and analysing one another’s strokes; are they sticking to the criteria and making the appropriate refinements to correct criteria.

Students monitor and describe their progress as learners, identifying their strengths and weaknesses and taking actions to address their weaknesses

Students individually note where their weaknesses lie. They are able to explain to partners and teachers where they are going wrong.

Students are noted to be able to individually pick up on their weaknesses and address them appropriately.

Students proficiently perform complex movement and manipulative skills. They combine motor skills.

Students proficiently perform the 3 strokes, combining all the elements required for the technique.

Observe students efficiency in the final activity; have they been able to refine and perform the stroke efficiently.

Equipment

-kick board per student.-noodle between two-( each student is required to wear bathers and come equipped with cap and goggles)

Personal teaching goals-to provide a highly sequential lesson so students can develop technique in an appropriate order.-to teach students successfully on how to be mobile in the water.-to give clear and concise instructions- to allow students to have a role in the learning process

Time Activity/Content Organisation Equipment Safety considerations

Cues / Questions

Post lesson reflections and recommendations

~5min Introduction:Brief comments about last week’s lesson. Have students demonstrate safe entries and shoot quick questions at them about safety.Today’s lesson is focused on stroke development. Today we are going to master the strokes of freestyle, backstroke, breast-stroke and freestyle.

Organise students into groups of 2, preferably with someone who is roughly the same height as them.

- -safe entry into and out of the pool. -have students based at the shallow end of the pool.

-make sure students are adequately equipped with swimming attire.

-what side of the pool do we swim down?-can you see any current hazards?

Main body of lesson:

1 Warm/up/key skills. Run through the swimming skill sequence that will act

Face immersion: Have students line the shallow end of the pool. With their feet against the wall. One partner goes at a time

-mention to student that if their partner is struggling to submerge their

-the sequence:Submerge the face, push and glide, kick, arm

as the fundamental bases to teach each stroke.

Face immersion.( valuable for all future learning stages)

Push and glide.Begin by demonstrating the streamline position. Teaching points: arms straight above head in line with body and tucked behind ears.

practising the skills after another in the following respective order.-face down immersion. Hold for 10 seconds and swap.-face up immersion. Hold for 10 seconds and swap. Have students grasp a kick board.-face on side immersion. Hold for 10 seconds and swap.

Push and glide:In pairs have students perform a ‘push’ of the wall and ‘glide’ down the pool as far as they can glide without kicking and then turn around down the correct side of the black line and back to the start.2 X on front and 2x on back.( see diagram below)

- have students grasp a kickboard when their face up.

face they may give assistance by ‘spotting’ them at the hips.

- teach student how to recover out of a glide. –push hands into water and bring knees to chest. (opposite for head-up)

stroke action and recovery.

-blow bubbles

-hands tucked in behind your ears, nice straight ‘torpedo’ shape.

Glide with a kick:Last progression to be analysed and checked for understanding before students move on to stroke development.

2. Stroke Development.

Freestyle.Talk about and demonstrate the body position, leg action and the arm action and breathing, including key teaching points.

Arm action: use the whole part teaching method.

Breathing:Encourage bilateral breathing

Kick and glide:Same goes as above, accept now students use a kickboard whilst kicking after their glide half way down the pool and back.

Gather students in the middle of the pool so voice projects to all.Body position: prone position with head raised slightly so the water is passing the forehead with the hips and legs just under the surfaceLeg action: feet appear to flutter at the surface. The leg flexes slightly at the knee prior to the down-beat and then straightens on the up-beat. Plantar-flexion. The action should be smooth and

Kick board each Up the left and

down the right side.

-stay nice and streamline whilst incorporating the kick.- make mention of the ‘flutter’ kick used in freestyle.

Terms: flutter kick, plantar flexion, down sweep, up sweep, body rolls during the

Drills/ putting freestyle into practice.Catch-up stroke.

Stroke observation:

Backstroke:Brief students whilst demonstrating the key components of body position, leg action, and arm action

continuous. Use hands and legs to demonstrate.

Arm action: ENTRYCATCHPULLPUSHRECOVERY

Breathing:Have students standing, practising the breathing pattern. 1-2- breathe.On the third stroke students take a breath.Re-enforce that students must breath on the third stoke.**Partners must assess their partners for faults and help them to improve

Drill 1. Catch-up stroke.Hold one arm out in front while the other arm completes the stroke and ‘catches up’. Then change.*could do 3 left arm 3 right arms.

1 partner stands as deep as they can. Other partner swims towards them in their best freestyle stroke. Partner assesses them for faults and areas for improvement. Then they must perform it again,

action.

-high elblows, lead with the index finger and the thumb

Arm action:Whole-skill method. Use demonstrations then allow students to teach one another.

Drills/ putting backstroke into action:One-arm practice drill:Students make link between recovery, entry and catch.

Stroke observation by partner:

acknowledging what their partner has said.

Body position: ears just under surface, eyes looking up at about a 70 degree angle and the body straight and relaxedLeg action: knees remain below water, toes make a splash on the surface and kick must be continuous

Breaststroke:Leg action, arm action, breathing technique. Take students through each component, demonstrating technique ad having students practice along the way.

-have students perform half a lap each with a kick board placed over their knees to promote correct kicking action.

Arm action:-little finger enters first-bent arm pull-push phase-recovery phase; relaxed, extended arm-recovery arm enters the water first, as opposite arm completes propulsive phase.

One-arm practice drill.Hand should be rotated during recovery so that the little finger enters first, palm facing outwards.

1 partner stands as deep as they can. Other partner swims towards them in their best freestyle stroke. Partner assess’ them for faults and areas for improvement. Then they must perform it again, acknowledging what their partner has said.

“deep, shallow, deep”

Recovery. Entry. Catch.

“kick, glide, pull, breath”.

*with breathing; inhale during inward skull, exhale during forward extension and glide.

Coordination of the

Leg action: brief intro to kicking technique with out of water demonstrations, Foot exercisesLeg action ( sitting)Leg action on backLeg action lying on frontGlide with kick on front

Students practice the kick while

Noodle per set of partners.

whole stroke:-reinforce the kick-glide-pull-breathe sequence.

Starts and Finishes.Freestyle- give breifingBackstroke – demonstration by student on backstroke start. Backstroke count from the flags.Breaststroke- two hand touch and breaststroke start.

their partner observes them underwater, giving feedback.

Arm action:Catch and outward sweepDown sweep and in sweepRecovery

-have students practice the arm action while having their shoulders over a noodle Partner again, analyses their stroke and gives feedback for improvement.

Coordination of the whole stroke.Following the push from the wall, students should complete an arm stroke and during the stroke lift the head for a breath. This practice may be followed by a further sequence of kick-glide-pull-breath which repeats and continues.

1 partner stands as deep as they can. Other partner swims towards them in their best freestyle stroke. Partner assess’ them for faults and areas for improvement. Then they must perform it again, acknowledging what their partner has said.

Final activity:Medley. ( no butterfly) to conclude the lesson.Backstroke,Breast stroke,Freestyle

Freestyle: students practice freestyle start off the wall and also of the blocks ( knowledge gained from previous week)

Backstroke: students are taken to the deep end and shown how to propel themselves off the blocks.They practice twice each.With the use of partner’s student count their strokes from the flags as their partner holds a board against the wall.

Partners observe stroke technique while student performs one lap of breaststroke, breaststroke and freestyle using correct technique, starts and finishes.

~5min Closure.Allow all students to finish and catch their breath. De-brief on the lesson, outline key elements of each stroke. Question students on their knowledge and thank them for the enthusiastic participation ( if applicable)

Can somebody tell me how our hand enters the water in backstroke?(example of questions to be asked)

Theory Lesson Plan Template

Teacher: Georgia Scott & Brendan Dunn Date: 12/04 Lesson # 3 of 4 Class: year 7 Duration of Lesson:85mins

Unit : Aquatics Lesson Topic : Aquatic theory Teaching Approach: Direct Instruction and Inquiry teaching

VELS Specific Lesson Objectives (should address the VELS)

How I will determine if outcomes have been met

Met√, X

They develop and use criteria to evaluate their work, and use these criteria to make appropriate refinements.

Students demonstrate respect for the individuality of others and empathise with others in local, national and global contexts, acknowledging the diversity of individuals

Students accept responsibility as a team member and support other members to share information, explore the ideas of others, and work cooperatively to achieve a shared purpose within a realistic timeframe.

Students use the criteria about open water and pool survival skills to answer the questionnaire

Students combine with their partner regardless of individual diversity working together to answer questions and solve problems.

Students work within their time frame as a co-operative team, in answering all of the questions. They share ideas and accept their responsibility to contribute.

Students are observed making sense of the lesson throughout by taking notes and then applying the criteria that has been taught to the questionnaire.

Students are observed working on the set task and demonstrating a desire to accept both cultural and learning differences between students.

Student are observed to be working co-operatively on the questionnaire, sharing ideas and communicating as an enthusiastic team member.

Personal Teaching Goals-provide an engaging theory lesson for students by allowing them to be involved in class discussion.-clearly and accurately relay information to students about theory of the open water and the swimming pool.

Post Lesson Reflection of Teaching

-to refine some of the students learning.

Resources – Equipment / references:Works CitedAustswim. (2008). Teaching Swimming and Water Safety. Chatswood: Elsevier.Surf life Saving Australia. (2009). Public Safety and Aquatic Rescue. Chatswood: Elsevier.-Student must come equipped with a pen and paper for note taking.-Teacher requires and overhead projector for the presentation of slides.

Essential prior student knowledge.The knowledge students have gained in lessons 1 and 2 will be essential for the assistance of learning in today’s lesson.

Students will… I will… TimeEngagement – Introduction, building interest and linking to prior knowledge 5-10minsHave students sitting in pairs, preferably boy/girl.Those who have been involved in some surf awareness skills prior to lesson should sit with somebody who has not.

Introduction:Outline the content that is going to be taught to students; open water safety theory as well some pool theory and further overview of stroke development.Remind students that’s its important that they listen as there will be a questionnaire at the end of the lesson on today’s content.Outline some statistic; enforcing the importance of the content to be taught.

Learning through activity and social processes 50 mins

Core (majority of the group)Use of images on a PowerPoint to give students a visual.( the following would be displayed on a big screen)

Respond to question: Does anyone surf?

Use images to describe wave types:Plunging waves:

-curling face, steep rise in sea floor-break in shallow water. Low tides can increase them. Can be dangerous as they can dump people into the shore break

Students respond to question: Has anyone ever experienced being dumped by a wave?

Teach content through the use of a slideshow presentation:Where is the safest place to swim at the beach?

-red/ yellow flags-significance of blue flags- why?

WavesSets ( size-relationship)Formation of waves-depends on: 1. The intensity of the wind. 2. The length of time the wind blows.3. the distance the wind blows. ( elaborate)

Wave types:

Plunging waves

Spilling waves:

Spilling waves:

-gradual rise in sea floor-sloping face-generally the safest waves

Surging Waves:

-deep sea floor-commonly associated with rock ledges-do not lose speed or gain height- can be very dangerous, especially around cliffs and rock faces.

Surging waves:

Students remain seated, taking notes and listening.

Students respond to question; Has anyone very been caught in a rip? Share your experience with the class.

PERMANENT:-will remain in the same area for months or even years as the permanent nature of the ocean bottom and prevailing conditions change very little.

FIXED:-often accompanied by a hole or gully on the ocean floor

Identifying a Rip:The 5 common signs;Discoloured brown water, due to sand which has been stirred up off the bottom.Foam on the surface, extending beyond the break.Waves breaking further out on both sides of the rip Debris floating seawardA rippled appearance, where the surrounding water is generally calm. (surf life saving Australia, 2010)

Type of rips.

with sand as its primary base. May last several hours to months.-depends on ocean conditions.

FLASH:-temporary in nature for any given location.-caused by large surf build-up in short period of time, which increases the volume of water above sea level.-intense and relatively short-lived.

TRAVELLING:-propelled along the beach frontage by a strong littoral current.

So, which type of rip is often accompanied by a hole on the ocean floor?

( ask questions to check for understanding)

How to escape from rip...

(display on screen, point to escape route)

What do you think you could do if you were a strong swimmer?

Students will take note of the H.E.L.P acronym.Have students take note of what H.E.L.P stands for and also why you would use the huddle.. display H.E.L.P on sceen.

How to escape from a rip current:Do not panicRide the rip out from the beachSwim parallel to the shore for 30-40 metres in same direction as the ocean current.Return to the shore when conditions allow.

*if you cannot escape from rip:-signal for assistance by raising one arm-float on your back until assistance arrives.

*strong swimmer can swim at a 45 degree angle to get out of the rip.

Surf skills:Before entering the surf:Study the conditions:-Rips.-Lulls-landmarks

Cold water survival.H.E.L.PHeat escape lessening posture. Huddle techniqueUsed for groups in open water.Self survival skills in hazard open water conditions >

Floating:-lie on your back with your body fully extended-keep your head in line with the rest of your body

Display images on screen.

Provide examples of when you would use these skills.

Slide-in entry.When: the depth and state of the bottom are unknown.How: ensure movement is controlled. establish a firm body position, either sitting or lying with feet in the water, lower body gently, taking weigh on hands. Turn head to the sign and chin-tucked in to protect face from the edge.

-keep your head torso, upper legs and feet at the surface-keep your legs straight.-keep your body at a buoyant position by doing a sculling motion with your hands.

Treading water:-maintain an upright body positionUse a sculling motion with your hands and kick with your feet.

Pool survival.Brief students quickly on the content; pool survival skills (entries) and rescue techniques.

Entries:

Stride-in entry:When: entering water known to be deep and fee of obstacles from a low edge or bank. Allows a rescuer to keep watching a person in difficulty.How: step out from standing position, aiming for distance.-extend one forward and the other back-lean forward-extend arms sideways-on entry press down with the arms and scissor the legs to keep the head out of the water.

Compact jump:

Slide –in entry

Stride-in entry

-when entering from a height greater than 1 metre intor deep water.How: place both arms across the body with onehand over the mouth and nose.Step off with one foot leadingBring legs together and keep them straight. Feet should be flexed.-ensure body remains vetrical and strealined and protected with the arms across the body.

Display principles for students to read.

When assessing an emergency students should:-the degree of urgency-availability of assistance

Compact jump:

-the type of person in difficulty-the distance from safety-the weather and water conditions-possible entry and exit places-the availability of flotation aids or watercraft-personal swimming and rescue ability-the chances of reaching safety ( Australian council for the teaching of swimming and water safety, 2008)

Rescue types:Non-swimming rescues:TalkReachThrow (rope)WadeRow

Swimming rescues:SwimTowNon-contact towDefensive position

Rescue skills:Run through each technique, how they are used and when they are used.

Rescue types:Students will have learnt these techniques in lesson one. Briefly go through them, talking about key elements and re-enforcing when it would be appropriate to use a particular type of rescue.Non-swimming rescues:TalkReachThrow (rope)WadeRow

Swimming rescues:SwimTowNon-contact towDefensive position

In pairs that they are seated in they are required to follow the questionnaire on the screen, running through the questions that relate to all the content that has been taught during the lesson.( this is a method of inquiry teaching)Students will be assessed on how well they answer the questionnaire together.

Once finished each pair hands their questionnaire to another group for class correction

FINAL ACTIVITY:

In their pairs students complete the questionnaire. The questions require the students to solve problems through video analysis and spotting hazards on visuals. There are also open-ended and closed questions. Students are given scenarios where they are required to be attentitive as to how to solve the problems.

*allow 20 mins for students to complete this task

Teacher facilitates by giving the answer.

Foundation level (for students struggling with the standard

*the questionnaire will cater for both students who fall in the foundation bracket and students who fall in the extension bracket.

(students struggling could be given some hints by the teacher)

Extension (for those students who need challenging)

ClosureState what has been taught during the lesson. Briefly run through any problems that arouse from the test that seemed to be challenging for students. Thank students and enforce the importance of the content in everyday life.

Practical Lesson Plan Template

Pre-service teacher Brendan Dunn & Georgia Scott Venue Koornang local pool Date 19/4/11 Lesson # 4 of 4 Year level 7 Lesson duration 90 Mins # Students __8___M__8___F

Lesson topic Final competitions and Games Teaching approach Direct Approach & Peer Teach Unit topic Aquatics

VELS Specific learning objectives for the students How I will determine if outcomes have been met Met√, X

Students proficiently perform complex movement and manipulative skills. They combine motor skills.

Students perform each stroke during assessment to an acceptable level. Which is above 75% of stroke points)

Using the students assessment cards as well as personal viewing to give each student and score out of 10.

Students accept responsibility as a team member and support other members to share information, explore the ideas of others, and work cooperatively to achieve a shared purpose within a realistic timeframe.

During rescue games students work in a group to decide which patient to rescue first and students work in a team to rescue these patients.

Personal viewing of students interactions during rescue games and how each team works together.

They develop and use criteria to evaluate their work, and use these criteria to make appropriate refinements.

Students correctly asses each other during assessment.

Staff watch students assessing and judge how well they have refined their strokes according to set criteria.

Equipment

PoolRescue Equiptment

Personal teaching goalsAll Students to Complete set tasks within personal goal times and benchmarked times. To deliver clear and concise instructions before competition. To place students in races that suit personal abilities after watching the last 3 weeks of the unit.

Post lesson reflection of teaching

Time Activity/Content Organisation Equipment Safety considerations

Cues / Questions Post lesson reflections and

recommendations~10min

Introduction Change rooms, pool side and pool

Rescue equipment

Watch all students for signs of fatigue to

avoid any issues.

Check for understanding of

correct techniques.

20 mins

Main body of lesson

GamesRescue practice and scenarios

Whole pool scenarios where students (rescuers) which are teams of 2 or 3 go into change rooms while teacher chooses 3 or 4 students to be victims of different kinds for the rescue team to identify and save within 3 minutes. Students have 15 seconds to identify and act on non-swimmer before they become

Rescue equipment

Ensure students playing the roles of drowning swimmers know to not actually get themselves into trouble.

Again reiterate the rules of the pool e.g. no running or diving

in areas.

What’s the order that swimmers in danger should be attended to if you’re alone?

How do you rescue a non-

swimmer?

25 mins

15 mins

Competition

Technique assessment

drowning victim. Students are to react appropriately to spinal cases and underwater victim.

Students are entered into races according to skill and personal goals.

Teacher shall use this information against personal goals a set benchmarks to give

students grades

Student’s asses each other’s stroke technique according to task cards prepared in advance by teacher students will be tested on freestyle back stroke and survival side stroke.

Rescue Equipment

Rescue EquipmentTask cards

Again keep an eye on all students to ensure no one is in trouble.Depending on first weeks learning as to whether students dive or start in the water.

Ensure all assessors are standing a safe distance from the edge of the pool to avoid them falling in.And again keep a close eye on all students for signs of fatigue.

What is the correct technique for a dive?

What are the teaching points for each stroke ( freestyle, backstroke, sidestroke)

~10min

Closure Side of pool and change roomsCheck for students’ knowledge of strokes.

nilKeep students a safe distance from edge of pool to ensure no one falls in.

What are the key points of each stroke?What are the correct techniques for each type of rescue (spinal, non-swimmer, poor swimmer)?

Lesson 3Aquatic theory LessonQuestionnaire. Answer the following questions to the best of your ability; they relate to everything we have learnt today. Circle the correct answers for the multiple choice questions.

1. What is the correct name for this type of wave is this?

A) PlungingB) Surging C) DumpingD) Spilling

2. Using a coloured pen or pencil, draw the safest possible escape route for an average swimmer caught in this rip.

3. After viewing this video http://www.youtube.com/watch?v=AOkSvx-bn5k write down 4 things that make it possible to identify that there is a rip present.

4. What does H.E.L.P stand for?5. What position would you take up to protect yourself if you were out in the middle of the ocean with 6 other people?6. When would be an appropriate time to use this skill of ‘floating’?

7. A slide in entry is used when..

a) The students are very littleb) The depth of the water below is knownc) The depth of the water below is not known

8. Does the reach rescue method require you to swim?

9. What is the defensive position and why would we use it?

10. Which type of wave is the most safest?

a) Surgingb) Plungingc) splilling

11. why is the stride-in entry great when performing a rescue?

12. How long does a fixed rip last?

A) Several hours to monthsB) YearsC) A few hoursD) Minutes

13. what causes a flash rip?

14. When performing a rope throw, should the victim be directing to ly on their stomach or on their back?15. What do these flags represent?

a) Sharks are presentb) Safe swimming area for public beach goersc) Boats allowed in this area

16. What do these flags represent?

17. A swimmer is entering open water from a rock over 1metre above the surface?Would they use a stride-in entry, a slide-in entry or a compact jump?

18. A child is waving for assistance; they appear calm, conscious and cooperative. They are 50 metres away from the jetty, what type of approach would you take to rescue the child?

19. The victim is unconscious and unable to swim? Would you use a contact tow or a non-contact tow?

Videos for wet weather lesson.Freestylehttp://www.youtube.com/watch?v=OH9z7eTfEvo&feature=relatedbackstrokehttp://www.youtube.com/watch?v=HH78mglJcnw breastroke. http://www.youtube.com/watch?v=iSx8BIBNu4w

Spot the RipIn each picture locate the rip or rips although some may not have any at all.

Aquatics termsFind all the aquatics terms in this word search words can go in all directions

including diagonals.

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BACKSTROKEBREASTSTROKEBUTTERFLYDEFENSIVEPOSITIONEGGBEATERFIXEDFLASHFREESTYLEHELPPERMANENTPLUNGINGPOOLBUOYRESCUERIPSROPETHROWSPILLINGSURGINGTOWTRAVELINGTUMBLETURN

Answers

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