Rescues Unit Plan

7/29/2019 Rescues Unit Plan

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Aquatics: Rescue

Title of Unit Rescues Grade Level 20-30Subject Aquatics 20/30 Time Frame 8 days

Developed By Janelle Olchowy

Stage 1 - Identify Desired ResultsBroad Areas of LearningHow are the BAL incorporated into this unit?

Lifelong Learners This rescue unit is will give the students the confidence to go out on outdoor pursuits and know

that if something were to go wrong they have the basic skills to resolve the situation.t

Sense of Self, Community, and Place This unit requires some teamwork as well as trust from their fellow students.

The students will learn to maintain relationships with each other, which will result in a stronger community in the

class.

Engaged Citizens The students will be participating in simulated rescue situations with the purpose of giving them

the skills, knowledge and confidence so they are able to apply rescue techniques in a real life situation if needed.This will strengthen connections to the well being of self, family and friends.


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Students will develop an appreciation of and respect for the water environment.

Students will develop water-related skills in order to be comfortable in an aquatic environment.

Students will understand and use the vocabulary associated with water-related activity.

Students will develop skills related to the outdoors, which will make them more comfortable in an outdoor environment.

Students will develop an appreciation of and respect for the outdoor environment.

Enduring UnderstandingsWhat understandings about the big ideas are desired?(whatyou want students to understand & be able to use several yearsfrom now)

What misunderstandings are predictable?

Essential QuestionsWhat provocative questions will foster inquiry into thecontent?(open-ended questions that stimulate thought andinquiry linked to the content of the enduring understanding)

Students will understand that...

With the rescue skills they will be learning the students willlearn how to assess a situation and act on it using the safety

ladder and not putting them selves in high risk situations whileproviding assistance to others.

Related misconceptions

That the students need to save someone before analyzing thesituation and keeping themselves safe. Lots of people want to

jump in if someone is in danger but I will be teaching thestudents to assess, and decide and then react.

Content specific.

Once the students have learned the theory of rescue skills Iwill be able to give them a situation, which they will have to

apply their knowledge in order to acquire the completeunderstanding of the skill thought theory and practice.

FNMI, multicultural, cross-curricularFor a motivational set on the second day I will be telling thestudents what people did in the past for safety in aquaticenvironments.


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Rescue ladder Students will be able to appropriately apply the rescue ladder to a

simulated rescue situation.

Students will be able to keep themselves safe using the

appropriate level on the safety ladder.

Stage 2 Assessment EvidencePerformance TaskThrough what authentic performance task will students demonstrate the desired understandings, knowledge, and skills?

(describes the learning activity in story form. Typically, the P.T. describes a scenario or situation that requires students toapply knowledge and skills to demonstrate their understanding in a real life situation. Describe your performance task scenariobelow)By what criteria will performances of understanding be judged?

GRASPS Elements of the Performance TaskG GoalWhat should students accomplish bycompleting this task?

Understanding and comprehension- practical- Give a scenario and what stage of theladder will they use- if they use the right stage they know it if not they do not understandexplain and apply it in the water

The students will be taking the role of victim and rescuer and learning from both sides of

each situation.

The students.

While doing each rescue the students will have to go through each step of the recue

ladder to ensure their safety. An example of a situation given to them would be

R RoleWhat role (perspective) will yourstudents be taking?

A AudienceWho is the relevant audience?

S SituationThe context or challenge provided tothe student.


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doing a relay where they have to bring back pieces of thesafety ladder and put them in order with a partner.

Stage 3 Learning PlanWhat teaching and learning experiences will you use to:

achieve the desired results identified in Stage 1?

equip students to complete the assessment tasks identified in Stage 2?

Where are your students headed? Where have they been? How will you make sure the students know where they are goWhat experiences do the learners bring to the unit? How have the interests of the learners been ascertained? Have the lthe pre-planning in any way? What individual needs do you anticipate will need to be addressed?Learning environment: Where can this learning best occur? How can the physical environment be arranged to enhance lBy the end of this unit the students will know how to keep themselves safe in a rescue situation and which will make them more coenvironment. I will make sure the students know where they are headed by explaining how the unit will enfold on the first day and tthe end of each day what we will be doing for the next two days. There are two students who took this class last year so they will hwith this unit. I do not foresee any individual needs that I will need to meet as this is a small class of eight and they are at similar skienvironment for this unit will occur in the classroom for one day to cover the theory and the rest of the unit will take place in the po

How will you engage students at the beginning of the unit? (motivational set)

Each Thursday we watch a dog video off YouTube so to start off this unit I will be showing the students a video of dogs in Italy that

rescue humans from the water. This video stresses the importance of personal safety and this is a great segway to introduce the saf

What events will help students experience and explore the enduring understandings and essential questions in the un it?them with needed skills and knowledge?# Lesson Title Lesson Activities

1

Introduction

Start off with a dog rescue video. Then I will be giving the students a power point presentation on the

rescue ladder. To finish off the class I will be letting them know how the unit will look and about thefinal rescue evaluation.

De

LitDeTh


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Assess and Reflect (Stage 4)Considerations CommentsRequired Areas of Study:Is there alignment between outcomes, performanceassessment and learning experiences? Yes.

Adaptive Dimension:Have I made purposeful adjustments to the curriculumcontent (not outcomes), instructional practices, and/or thelearning environment to meet the learning needs anddiversities of all my students?

For struggling students:

I have split up the theory and the practical so the students whoattention in the pool will be able to pay attention in the classro

them to get the theory memorized first.

For students who need a challenge:

This is a new unit for most of them and I do not foresee any ofin this unit.


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Rubric used for their in water tests.

Situation number: Name:

4 3 2 1

Did I go througheach step of the

safety ladder

I started at thebeginning of the

rescue andworked my waythrough until Ifound the mostsuitableapproach

I skipped onestep while finding

the appropriatestep to use in myrescue

I skipped acouple steps

while getting tothe appropriatestep on theladder

I skipped directlyto the step of the

ladder I used inmy rescue

Did I choose theappropriate step

of the safetyladder

I went througheach step and

chose the rescuethat kept me

safe and wasbest for thevictim

I chose a rescuethat worked well

but I could haveused a safer step

I used a rescuethat could have

put me in danger

I did not use thecorrect rescue

according to thesafety ladder

Did Icommunicatewith the victim

using a clearmessage andappropriate

volume

My voice washeard by thevictim and I used

clear directionsto communicatewith the victim

My voice washeard but thedirections were

unclear

The volume ofmy voice shouldhave been louder

and I talked tomuch or to littlewhen giving

directions

The victim wasconfused withthe directions I

gave


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UNIT: RescueClass:Aquatics 20/30Date: Nov. 18, 2012Time: 8:45 9:45Equipment Needed: Flutter boards and water belts

Topic: Rescue ladder, Throws and Carries

Teaching Method: DirectOBJECTIVES:

The students will be able to take the rescue ladder and memorize it so when we do practice situations they

will know the order of the safety ladder.

Break down the first few steps of the rescue ladder and learn the skills.

OUTCOMES:Students will develop skills related to the outdoors, which will make them more comfortable in an outdoor

environment.


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6. Instruction of Eggbeater (2 minutes)7. Practice of Eggbeater (8 minutes)8. Instruction of Scissor kick (2 minutes)9. Practice of Scissor kick (8minutes)

10.Instruction and practice of shallow dive entry (5 minutes)11.Instruction and practice of stride entry (5 minutes)

MANAGEMENT IMPLICATIONS: The students will be in the water during most of the instruction so I willbe making sure that they are in close while I am talking. The students will also be swimming at differentspeeds so I will instruct them to come back to the meeting spot as soon as they complete the skill they

are working on.

ADAPTATIONS FOR STUDENT NEEDS: The students may use flutter boards or water belts if they are having trouble staying above the

water.

WARM UP: The Students will be doing 4 breast stroke and 4 flutter kick (with or without a flutter board)to warm up their legs for the new kicks they will be learning today. We will then go through the rescueladder game where the students will put the foam pieces in order in a relay race.

I will go over how this unit is going to look and let them know how we will be


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Skill/Concept Explanation Learning Activities Teaching Points & DiagramsWhip Kick -Your feet will then go out to

the sides in a circular motionwhile keeping your feet dorsiflexed the entire time.-The circular motion is a quickwhip and then your feet willcome together to glide.

1. While practicing

this I will havethe students

holding onto the

wall and slowly

practicing thismotion.

2. I will then get

them to swim

two lengths ofthe pool with a

head up breaststroke.

-Knees must stay together theentire time

Eggbeater your feet will be dorsi flexedand your calves will be going ina circular motion in opposite

directions just like an eggbeater. I will also mention thatthey may use sculling to helpthem stay a float whilepracticing this.

1. I will get thestudents to get out

of the pool and sit

on the startingblocks and practice

the motion before

they perform this

skill in the water.

-High knees as if you are sittingin a chair

Scissor Kick -This kick is used in the side

stroke and very useful forrescues.-One leg will bend back with

your foot aiming towards

1. The students

will practice thisalong the wall

and then use a

flutter board and


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will not go deep into the waterby maximizing body surface andusing some transfer from thescissor kick.

scissor kick and bring yourarms forwards and clap your

hands together, which will push

you up to the surface. If this is

done properly you should beable to keep your head above

water.

Reverse andready

This technique is used whenapproaching a victim

The students will bein the water andpractice this skill.

-Shoulders faced the victimwhile keeping eye contact.-Your body will be in a leanedback seated position.-You will use a sculling motionto stay a float

Arm Block -In the reverse and readyposition you will shoot your armout at the victims chest to pushthem away from you

-Once contact is made youshould be backing up to createdistance between you and thevictim.

Foot block -In the reverse and ready you

will shoot out your leg aimingfor their sternum or a shoulder.

-Once contact is made you

should be backing up to createdistance between you and thevictim.

Duck andUnder

-From the revers and ready youwill grab on to the attackersshoulders or anything you cangrab ahold of. You will then use

them to push yourself under thewater and under them so theirback

-Once contact is made youshould be backing up to createdistance between you and thevictim.


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Topic: Rescue ladder review, Throws and Carries


The students will be able to take the theory and memorize it so when we do practice situations they will

know the order of the safety ladder.

The students will know the majority of the rescue steps by now and will be able to apply their skills in thepool for rescue situations.

We did not get through all of the defenses so we will be finishing that up today if there is time at the end.

OUTCOMES:Students will develop water-related skills in order to be comfortable in an aquatic environment.

SAFETY CONSIDERATIONS:For Throws: Make sure to throw the assist in front of the victim with in their reach making sure not tohit them in the head.

ACTIVITIES SEQUENCE:1. Warm-up Ladder matching relay (8 minutes)2. Motivational set (2 minutes)3 Instruction of Throw rescue (2 minutes)


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The students may use flutter boards or water belts if they are having trouble staying above thewater.

WARM UP: We will go through the rescue ladder relay where the students will put the foam pieces inorder in a relay race. They have done this already but this time they must bring the pieces back in theright order. If they do not bring the right one back their partner will have to take it back and get thecorrect piece.

MOTIVATIONAL SET: I will review what we did last class and what we will be doing today and tie it alltogether. We went over entries, the rescue ladder, reverse and ready and the rescue kicks. Today we aregoing to go over the rescue ladder again. We will then go over throw rescues, swim rescue, the non-contact tow and a carry. With this we will have the majority of the steps to go through a full rescuescenario.


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Skill/Concept Explanation Learning Activities Teaching Points & Diagrams

Throw rescue The throw rescue can be used

if the victim is not too faraway, the weather is good

(not windy or wavy) and the

victim can kick and hold onto

an assist.

- I will teach the underhand

and side arm throws. Youalways want to throw just in

front of the victim.

-The students will take turns

being the victim and the

rescuer. Once they swim in

with the assist the rescuer will

swim out to be the victim.

- Once they have done this a

couple times the students will

practice throwing and pulling

the victim in with an assist

-I will be going over what the

students need to say in eachsituation.

underhand: keep shoulders square

to the victim reach back holding theflutter board with your thumb on

one side and fingers on the other.

Follow through with the arm and

release around shoulder height.

The side arm throw is like throwing

a frisbee. The throwing shoulder

will be towards the victim and then

open chest toward the victim while

throwing.

It is important for the rescuer to be

low to the ground and when thevictim is close they should drop

onto their stomachs and continue

pulling them in. the victim needs

to know that they must grab onto

the wall and not the rescuer.

Swim Rescue This is a rescue where the

rescuer is in the water but is

not coming in contact with

the victim. This is used if the

-The rescuer will take an assist

out to the victim and stay in the

reverse and ready position. The

rescuer will use their foot to

Once you are in reach of the victim

you must be in the reverse and

ready position and never take your

eyes off of that person.


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Carry Used for, unconscious, non-

swimmers, in rough water,

injured above or below the

waist

For all of these carrys the

rescuer will have the victims

head above the water and

their body under the victims

keeping them up.

The students will have a victim

out in the water and will swim

out to them using their head up

front crawl. I will tell themwhich carry they will be doing

and they my chose the kick that

they find most efficient for that

carry. Once they have gotten

the victim to the edge the

partners will switch and do it

again.

Under opposite armpit carry-

the rescuers arm will go around

the shoulder, across the chest and

in the armpit.Head Carry- This carry is like a

head lock, the rescuers arm will

be around the victims head and

their elbow will be at the rescuers

chin their hand will hold onto the

victims shoulder.

Double chin carry- The rescuer

will have both arm under the

victims armpits and holding the

victim at the chin. This is a carry

to do only if your kick can keep

you and the victim above the

water.


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CLOSURE/SUMMARY/REVIEW:I will be wrapping up what we did today by talking about the proper ways to do each step we went over(swim, tow, and reach). I will explain to them what we are doing tomorrow which is starting from the

beginning of the rescue ladder and going through how you would do each rescue in a real life situation. Iwill go over the rescue ladder again and make sure that each students knows the steps because we willbe doing practice situations tomorrow.

UNIT: RescuesClass:Aquatics 20/30Date: Nov. 20, 2012Time: 8:45 9:45Equipment Needed: Noodles

Topic: Rescue Ladder



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Make sure to throw the assist in front of the victim with in their reach making sure not to hit them in thehead.

For Defenses: Do not hit your partner with as much force as you would in a real life situation.

Always keep your eyes on the victim.

Do not grab partner just provide contact on the shoulders

If someone panics at anytime tap your partner on the shoulder to tap out.

ACTIVITIES SEQUENCE:1. Warm-up Ladder matching relay (8 minutes)2. Motivational set (2 minutes)3. Instruction of talk rescue (2 minutes)4. Practice of talk rescue (5 minutes)

5. Instruction of a throw rescue (2 minutes)6. Practice of the throw rescue (5 minutes)7. Instruction of reach rescue (2 minutes)

8. Practice of reach rescue (5 minutes)9. Instruction of wade rescue (2 minutes)10.Practice of wade rescue (5minutes)11.Instruction of row rescue (5 minutes)

12.Instruction of swim rescue (2 minutes)13.Practice of swim rescue (5 minutes)14.Instruction of tow rescue (2 minutes)15 Instruction of carry rescue (5 minutes)


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WARM UP: We will go through the rescue ladder relay where the students will put the foam pieces inorder in a relay race. They have done this already but this time they must bring the pieces back in theright order. If they do not bring the right one back their partner will have to take it back and get thecorrect piece. They must also use one of the entries we have learned each time it is there turn and I will

be giving them different strokes to do each time as well.

MOTIVATIONAL SET: I will be explaining what we will be doing today which will be: going through thesafety ladder now that we have learned all of this skills to be able to perform these steps. I will then givethe students some stats on how many drownings occur in Canada each year and explain why it isimportant to have these skills if you ever find yourself involved an accident in an aquatic environment.

Year # of deaths

1991 - 1996 873

1996 - 2000 718

2001 - 2005 555

Because people are becoming more educated the deaths are going down in Canada.

Skill/Concept Explanation Learning Activities Teaching Points &

Diagrams

Talk Rescue This rescue is usedwhen the victim is verytired or distressed butthere are no injuries

inhibiting them fromgetting out of the wateron their own.

The students will getinto partners andpractice usingencouraging words to

get their victim in tosafety whom will be outin the water.

From a dry safe locationcalmly provide positiveand simple instructionsto get the victim out of

the water. From acrouched position givethem encouragement


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shore

-The students will take

turns being the victim and

the rescuer. Once they

swim in with the assist the

rescuer will swim out to be

the victim.

- Once they have done this

a couple times the students

will practice throwing and

pulling the victim in with

an assist.

We will then throw an

assist with a rope attached

to it following the same

procedure.

It is important for the

rescuer to be low to the

ground and when the

victim is close they should

drop onto their stomachs

and continue pulling them

in. the victim needs to

know that they must grab

onto the wall and not the

rescuer.

When throwing an assist

with a rope attached to it

you will throw it further

that the victim so they can

grab onto the rope and be

pulled in.

Reach Rescue This rescue is used onlyif you have a suitableassist that can pull thevictim to safety. If thevictim is close enough atowel may work or apole or branch if youneed to reach further.Buoyant objects are best

The students will be inpartners and they willpractice the reachrescue using a variety ofdifferent assists so theycan explore and find outwhat works best.

Keep your centre ofgravity as low aspossible.

Anchor yourself onsomething solid like aroot or railing.


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shore or get them intothe boat. Factors thatwill affect this choice willbe the victims condition,

the size of the boat,distance from shore,water temperature,boating skills and thenumber of rescuers.Swim Rescue There are four reasonswhy you should enter

the water during arescue: first, the victimscondition is gettingworse. The secondwould be that the victimis to far away to throwan assist to the victim.The third is that you

have tried throwing andyou have not succeeded.The fourth is that you donot have a craft to rowout to the victim.

The students will be inpartners and practice

this rescue. The victimwill be about 15 metersout in the pool. They willuse encouragement tohelp their victim outafter they have giventheir partner the assist.

Enter the water with anassist and swim towards

the victim. Once you getclose to the victim youwill get into the reverseand ready position andpush the assist to thevictim with your foot.Once they have theassist you will back up in

the reverse and readykeeping contact andgiving encouragement tothe victim. Be preparedto use a defense if thevictim tried to grab on toyou.

Tow Rescue This is used when youhave used the swim rescue

unsuccessfully. The victim

The students will be inpartners and practicethe tow rescue by takinga buoyant assist and

Indirect contact puts youin a higher risk situationand you should be readyto get away quickly at all


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** This rescue must beused as a last resortafter the other stepshave been tried

are trained and fit to doit.Maintain eye contactthrough this process and

approach from the backonce you get close.

CLOSURE/SUMMARY/REVIEW:Today we have gone over the first 5 steps of the safety ladder. Tomorrow will be a work period for thefinal project and we will be playing badminton on Friday at TDC.

UNIT: RescueClass:Aquatics 20/30Date: Nov. 28, 2012Time: 8:45 9:45Equipment Needed: PDFs, noodles and flutter boards


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SAFETY CONSIDERATIONS:Make sure to use and understand the safety ladder correctly to keep yourself safe while rescuing someone else.

ACTIVITIES SEQUENCE:1. Warm-up: kicks (5 minutes)

2. Instruction for the day (5 minutes)3. Rescue situations (30 minutes)4. Reminder of tomorrows rescue exam (2 minutes)

5. Free time (5 minutes)

MANAGEMENT IMPLICATIONS: I will be explaining how the testing and filming will go on and then speak to the studentsabout the situations

WARM UP: Today the students will be working on their kicks. They will do one lengths of the pool of whip kick, scissorkick, and the egg beater using a flutter board, then they will also do one length of head up from crawl.

MOTIVATIONAL SET: The students now know what the ladder is, how to do each step of that ladder and how to put it alltogether. Today is the day to show their knowledge and skills for evaluation of this rescue unit.

Today the students will each be tested on two different situations in the pool today. I will explain to the students what theirrole as a victim or rescuer will be. They will then both take turns being the victim and the rescuer while being filmed. Oncethey have completed their situation the victim will now be the rescuer and they will have a different rescue situation tocomplete Each student will complete and be filmed in two situations The situations are:


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Victim: While on a fishing trip up north you go into the water for a swim and you cut the bottom of your foot open. It iswindy and you are being taken further out into deeper water so you can no longer touch the bottom. You can yell for help

but you cannot kick your foot.

Rescuer: You are on a canoe trip and are setting up camp. You hear you friend yell for help about 20 meters out in the

water. The wind has picked up so you will not be able to throw an assist.

Situation #4

Victim: You are a weak swimmer who slips off of a drop-off and cut your foot on the bottom while slipping. You start to panicand hyperventilate and can not get back to shore on your own.

Rescuer: You are on the beach when you see a friend fall under the water. The victim seems to be hurt and cannot swim back

to the shallow water. The wind is blowing away from the shore and there are some waves.

Situation #5

Victim: You are a non-swimmer who has fallen into the water while reaching for a toy. It is windy and you are having troublekeeping your head above the waves.

Rescuer: You are enjoying a day on the beach and you see a child fall into the water. She is out of reach and there is abreeze.

Situation #6

Victim: You are playing on a wet dock; you slip and hit your head and fall into the water.

Rescuer: You see someone fall of a dock and they are floating in the water unconscious.


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Rescues Unit Plan

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