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a teacher’s guide to safe boating

Canadian Red Cross The BoatSmart Resource Guide –– A Teacher’s Guide to Safe Boating

AcknowledgmentsThe Canadian Red Cross and The CanadianCoast Guard wish to thank the manyvolunteers and staff who have put their timeand effort into this project. Without theirpersistence and expertise, this manual wouldnot have been possible.

Special thanks to the manual reviewers andpiloters: Don Bridgeman and his Grade 4 class at Cawston Elementary, Lois Dyck andher Grade 4 class at Cawston Elementary, Jenna Keyes at Cawston Elementary andJennifer Rigby at Bannerman School.

A special thank you goes to the manual author: Sheryl MacMath.

Additional Resources and the latest water-related fatality statistics are available from:

Canadian Red Cross www.redcross.ca

Canadian Coast Guard www.ccg-gcc.gc.ca

Canadian Safe Boating Council www.csbc.ca

National Safe Boating Council (US)

www.safeboatingcouncil.org

The BoatSmart Resource Guide page 1 section 1

Vo l u n t a r y S e r v i c eIt is a voluntary relief movement not prompted inany manner by desire for gain.

U n i t yThere can be only one Red Cross or one RedCrescent Society in any one country. It must beopen to all. It must carry on its humanitarian work throughout its territory.

U n i v e r s a l i t yThe International Red Cross and Red CrescentMovement, in which all Societies have equal status and share equal responsibilities and duties in helping each other, is worldwide.

The Fundamental Principles were proclaimed by the XXTH International Conference of the Red Cross, Vienna, 1965. This is the revised textcontained in the Statutes of the International Red Cross and the Red Crescent Movement, adopted by the XXVth International Conference of the Red Cross, Geneva, 1986.

In keeping with the Fundamental Principles of the Red Cross, the Society is committed to SocialJustice in the elimination of Society structures andactions that oppress, exclude, limit, ordiscriminate on the basis of race, gender, ethnicity,financial ability, sexual orientation, religion,disability, or age.

T h e C a n a d i a n R e d C r o s s S o c i e t yFounded 1896 – Incorporated 1909

H u m a n i t yThe International Red Cross and Red CrescentMovement, born of a desire to bring assistancewithout discrimination to the wounded on the battlefield, endeavours, in its international andnational capacity, to prevent and alleviate humansuffering wherever it may be found. Its purpose isto protect life and health and ensure respect for thehuman being. It promotes mutual understanding,friendship, cooperation, and lasting peace amongst all peoples.

I m p a r t i a l i t yIt makes no discrimination as to nationality, race, religious beliefs, class or political opinions. It endeavours to relieve the suffering of individuals,being guided solely by their needs, and to give priorityto the most urgent cases of distress.

N e u t r a l i t yIn order to continue to enjoy the confidence of all,the Movement may not take sides in hostilities orengage at any time in controversies of a political,racial, religious, or ideological nature.

I n d e p e n d e n c eThe Movement is independent. The NationalSocieties, while auxiliaries in the humanitarian services of their governments and subject to thelaws of their respective countries, must alwaysmaintain their autonomy so that they may be ableat all times to act in accordance with the principlesof the Movement.

fundamental principles

C o n t e n t s

Activity support tools, artwork and resource information are all available on BoatSmart Resource Guide disk supplied.

Introduction page 3

B o a t S m a r t : G r a d e s 4 – 6

Hypothermia page 4Hypothermia CardsHypothermia Attack Activity SheetHypothermia Fast Facts

Knowing Your PFD page 6PFD ChecklistPFD PartsPFD Fast Facts

Making the Right Choice page 7Alcohol and Boating Statistics

Using the Right Equipment page 9Boating EquipmentMaking a Boat

B o a t S m a r t : G r a d e s 7 – 9

Caution Cold Water page 10Surviving the ColdTaboo Cards examples

Wearing Your PFD page 12Boating Statistics

Boat Sober page 14Drowning ScenariosLegal Implications

Getting Trained page 15Boating Equipment Fast FactsPreparing for Safe Boating Fast FactsOperating a Boat Fast FactsJeopardy Cards

section 1 page 2 The BoatSmart Resource Guide

The Canadian Red CrossBoatSmart Resource Manual

has been designed for teachersof Grades 4 – 9 in British

Columbia, Alberta, Saskatchewan and Manitoba. This Resource Manual is the resultof a grant from the Canadian Coast Guard.

Every year, an average of 400 people drown inCanada and 40% of all drownings involve boats.

Most of those who drown are recreational boatersoperating powered vessels. The Canadian CoastGuard has determined there would be significantreductions in injuries and fatalities if operators of powered recreational vessels received training in the safe operation of their craft.

As a result, new small vessel regulations were introduced in April 1999. They apply to all thosewho operate a powerboat or personal watercraft(PWC), participate in paddling sports such ascanoeing or kayaking and sail or board sail. One of the key regulations is Power Boaters Proof of Competency. Enforcement of the Proof of Competency will begin between 2000 and 2009. To support this, the Canadian Red Cross and theCanadian Coast Guard are providing a variety of certification options.

As part of this education effort, the Canadian Red Cross and the Canadian Coast Guard are looking to provide boating safety information to students in Grades 4 – 9. Students within this age group are able to operate a powerboat (of limited horsepower) without supervision, given Proof of Competency. It is important that current and future boaters, as well as passengers,

know what risks exist while boating and how to make wise choices which ensure a safe, funboating trip.

We are looking to teachers currently in theCanadian school system to ensure that thisvaluable and lifesaving information is distributedto teens and preteens in a low-cost, easy-to-implement program.

You will find two sets of four lesson plans. One setof lesson plans is geared towards Grades 4 – 6(Section 2). The second set of lesson plans isgeared towards Grades 7 – 9 (Section 3). However,as each teacher knows, classes vary a great deal;almost as much as individual students. Theactivities outlined can be adapted to a variety ofexperience and educational levels. Please use them as appropriate to your class.

Additional information, artwork and resources are available on the BoatSmart Resource Guidedisk supplied. Simply refer to the activity title on the disk (i.e. Hypothermia) to access theresources on that subject.

introduction



G o a l s• Define and review the signs

and symptoms of hypothermia.

• Identify how to treat someone with hypothermia.

• Identify how to avoid the onset of hypothermia.

• Content to be covered.

1. Hypothermia is defined as a drop in the corebody temperature. It can happen to anyoneexposed to cold air, wearing wet clothing or immersed in cold water. Hypothermia is very serious.

2. If the casualty is conscious, talking clearly and sensibly, and shivering vigorously, with or without bluish lips, he/she is suffering from mild hypothermia.

3. To treat mild hypothermia, gently get the casualty out of the water to a dry shelter. Do not rub the surface of the body. Remove wet clothing. If possible, put on layers of dryclothing. Cover the head and neck with a hat or scarf. Apply warm objects (40-45 °C) such as water bottles or chemical heat pack to thehead, neck and trunk. Be careful to avoid burns.Give warm drinks for mild hypothermia only.Never alcohol, coffee, tea or cocoa — give warmnon-caffeinated beverages. The casualty shouldbe conscious and alert, to avoid choking.

4. If the casualty is getting stiff, and is eitherunconscious or showing signs of slurred speech,or any other apparent signs of deterioration,with the shivering reduced or absent, he/she issuffering from severe hypothermia.

5. To treat severe hypothermia, get medical assistance immediately.

6. Avoid the onset of hypothermia by wearing your PFD/lifejacket, remaining in a H.E.L.P. (bring knees up to the chest, keep face out of

the water, hold upper arm tight to side, foldlower arm across chest) or HUDDLE position(place arms around each other’s shoulders sosides of chests are tight together), get out of thewater as soon as possible and keep your head covered and warm.

7. For additional teacher reference information,refer to disk supplied. (Hypothermia Fast Facts)

M a t e r i a l s

• Large area to move around (e.g. gymnasium,cleared out classroom, outside)

• Hypothermia cards (on disk)

• Photocopies of Hypothermic Attack! Activity Sheet (for extension activity only– on disk)

A c t i v i t i e s

A. Identify an area boundary. Tell students that theyare little molecules. Ask if students know whatblood is and what it does. Identify that bloodexists inside all of us and it moves oxygen andnutrients around our body. Identify that wheneverything is normal, our blood moves quicklythrough our body like a river. Have students runaround pretending that they are blood moleculesmoving quickly. While they are running,identify that your body is getting colder andcolder so they will become slower and slowerand smaller and smaller (shrinking). Have themkeep getting colder and colder until they arecurled up into little balls. Have students identifya variety of ways of getting colder. Look for ideas like falling into the water, going outsidewithout a hat or coat on, not wearing a PFD, sitting outside in the snow, falling through the ice, etc.

B. Identify hypothermia as “blood getting colder.”Ask students what happens when your bloodgets cold—it moves slower. Identify that thismeans less oxygen is being circulated to thebody and the brain. Have a quick discussion

hypothermia grades 4– 6


on what affect that would have on a person.Look for ideas such as disorientation, dizziness, weak, tired, etc.

C. Brainstorm on how to warm the body up slowly—fast is not better. Look for ideas such asremoving wet clothing, layers of warm clothes,warm liquid to drink (be sure to identify otheroptions beyond alcohol, caffeine or cocoa), bodyheat, etc. Identify that if the person is gettingdizzy or disorientated, the ambulance should becalled. Have students start acting as moleculesthat are slowly warming up—increasing their speed and movement.

H y p o t h e r m i c R a c e

D.Using the cards found on the disk, identify tothe class that they are happy, warm, quickmoving molecules. As you put up each card, getstudents to alter their movements to reflect achange in temperature. For example, when youhold up the “Outside in winter without a jacket”card, they should start to slow down. The “Fallthrough ice” card should slow them down evenmore, followed by a “Change into dry clothes”card, when they start to move a little faster. Play through the game and watch to see ifstudents react appropriately with the speed of their movements.

E. Identify H.E.L.P. (Heat Escape LesseningPosition) and have students practice getting intothat position: bring knees up to the chest, keepface out of the water, hold upper arm tight toside, fold lower arm across chest. Identify that ithelps keep your body heat in your body. Identifyhow to perform a HUDDLE position (place armsover each others’ shoulders so sides of chests aretight together). Identify that it not only helpskeep your body heat in your body, but theHUDDLE also keeps you warm by sharing body heat.

F r o z e n Ta g

F. Identify a student to be “it” and identify yourgame boundaries. Have students play “FrozenTag” and when they are tagged, they must gointo H.E.L.P.. To unfreeze, students need to go into a HUDDLE with each other.

G.When the game has finished, have studentsbrainstorm on those times when they wouldneed to perform a H.E.L.P. or a HUDDLE for safety—when they have fallen into the water.Have them identify the #1 situation where that might occur—when falling out of a boat.

E x t e n s i o n A c t i v i t y

H.Hand out copies of the Hypothermic Attackworksheets. Have students work on their owninitially, then compare answers with a partner.Confirm as a whole class.

I. Using a microscope, take a look at cold and hot water. Notice how the molecules vary intheir movement.

J. If students want additional activities, distributethe Surviving the Cold handout from CautionCold Water (on disk). Have students reviewwhat should be done to help someone sufferingfrom hypothermia. Provide students withscenarios to act out to practice rescuingsomeone with hypothermia. Some examplescenarios include:

• Two teenage boys go boating. They fool around and tip the boat. They swim for shore.

• A family goes boating without checking the weather forecast. They are stuck in stormy weather and tip over. They can not see the shore. Friends on shore know the family wentboating and when to expect them back.

• A group of friends go boating and overload theboat. The boat sinks. They are far from shore, but other boats are in the water.

knowing your PFD grades 4– 6


G o a l s• Identify the characteristics

of an approved PFD.

• Identify the importance/benefits of wearing a PFD.

C o n t e n t t o b e C o v e r e d

1. 90% of boaters who drown are NOT wearing a personal flotation device (PFD). To Stay Safe,wear a PFD while boating. It is law that allboaters must have a properly fitting PFD on board.

2. A Canadian-approved flotation device has astamp or label that tells you it is approved byeither the Department of Transport (DOT) orthe Canadian Coast Guard. If you change orrepair a flotation device in any way, it is nolonger approved.

3. A PFD is designed to keep you afloat in thewater. It will also help reduce the symptoms of hypothermia.

4. PFDs are available in a variety of colours andstyles. For any PFD to work, all buckles, zippersand ties must be fastened and adjusted properly.

5. Whistles should be attached to your PFD.

6. Additional teacher reference information is available on the disk.

M a t e r i a l s

• Copies of the PFD Parts handout and the PFD Checklist (on disk)

• Glue, scissors, colour utensils (eg. pencil crayons, felts, crayons, etc.)

• Construction paper in a variety of colours and 11 x 17 white paper

A c t i v i t i e s

A. Have a brief class discussion on why you would wear a PFD. Look for ideas such as: unexpectedfall from a boat, unexpected fall from a dock,increased safety for toddlers near water, etc.Focus on the unexpected falls from a boat.Identify reasons why people would fall from aboat: overloading of the boat (sinks), standing in the boat, fire, crash, etc. Identify that 90% ofall boaters who drown are NOT wearing a PFD.

B.Distribute copies of the PFD Checklist. Gothrough the points quickly. Distribute copies of the PFD Parts. Have students cut out the PFD parts and, using the PFD checklist, createtheir own PFDs. Have them use the examples on the PFD Checklist to put together theirPFDs. The purpose is to create a 3D PFD.Additional materials throughout the room willprobably be required to ensure creativity. Forexample, use string to add real drawstring, useconstruction paper to make additional straps,use cardboard to make a whistle to attach, etc.

C. Distribute sheets of 11x17 white paper toeveryone. Have students attach their 3D PFD to the centre of the poster paper. Have studentscreate a PFD poster using arrows andexplanations detailing how their PFD iseffective. Use the picture at the bottom of the page as an example, if required.

D.Have students share their posters with the rest of the class.


E. Have students take their “PFD Posters” on theroad to other classes. Encourage students toexplain the importance of the different safetyfeatures as they present their show, as well aswhen these safety features would be useful.

making the right choice grades 4– 6


G o a l s • Identify that it is

illegal to drink and boat.

• Identify the impact of alcohol on judgement and coordination.


1. 65% of boating deaths involve the use of alcohol.

2. Alcohol and drugs seriously impair yourjudgement and coordination. The effects of one bottle of beer are the same as one small glass of wine or one shot of hard liquor.

3. Over 60% of all drownings occur when thevictim falls into the water unexpectedly; from a wharf, shoreline or boat. More than half of all boating accidents result from standing up.

4. Alcohol affects your balance which is moreunstable to begin with when boating since youare on a moving platform. Alcohol affects yourjudgement. By reducing your inhibitions,alcohol causes normally cautious people to takemore risks. Alcohol affects your reaction times.Peripheral vision, focus and depth perception all suffer when you are impaired.

5. There is NO safe way to mix alcohol or drugs and boating.

6. It is illegal to operate a boat while under the influence of alcohol or drugs. Penaltiesinclude fines, loss of your vehicle (car) license and/or prison.

M a t e r i a l s

• Copies of Alcohol and Boating statistics (on disk)

• Chalkboard and chalk

• Poster paper (extension activity only)

• Drawing utensils (extension activity only)

A c t i v i t i e s

A. Identify the three ways alcohol affects a person(balance, judgement, reaction times). Createtwo columns on the blackboard. Have the threeeffects down the left side. Leave the right sideblank. Have students identify what incidentscould occur when boating if the driver isaffected by each. An example chart would look like…

Balance Falling overboardTripping on deck

Judgement Choosing a faster speedChoosing an unsafe routePlaying chicken or unsafe games

Reaction Times In the case of an incident, you will not be able to alter yourcourse, reach for controls, react quickly enough, etc.

continued overleaf


A c t i v i t i e s ( c o n ’ t )

B.Have students quickly review the alcohol andboating statistics on the following pages. Havestudents identify their personal responsibilitieswith regards to drinking and boating. You arelooking for two ideas: (1) They will neveroperate a boat while under the influence ofalcohol; and (2) They will not get into a boatoperated by someone under the influence ofalcohol. Identify that it is illegal to drink andboat (punishable by law).

C. Have a brief class discussion on how you couldact responsibly if friends are encouraging you tomake an unwise choice. Examples include: Justsay “No,” give the cold shoulder, make up anexcuse, explain why you don’t want to, walkaway, etc. All examples are from the RCMPDARE Program for Elementary Students.

D.Break class into two groups. Have groups in astraight line with the two leaders in a face offposition (AAAAA BBBBB). Identify the scenarioas: Team A are under the influence of alcoholand asking Team B for a ride in their boat. TeamB needs to refuse (can use excuse, just say no,etc.). The leaders enact the situation (with noone else talking, just witnessing and waitingtheir turn). Then, the next two face off whenleaders go to the back of the opposite line(switch teams). Continue until all students have had a turn in both roles.

E. Repeat the enactment scenario only alter thesituation: Friends are trying to encourage theindividual to drink, but it is refused becausethey will be operating a boat. For an advancedclass, increase the scenario to include thefriend’s response of, “Oh that’s OK, it’ll be more fun—one drink won’t hurt.”


F. Have students make their own “BOAT SOBER”posters. Encourage them to use at least onestatistic to support their position.

using the right equipment grades 4– 6


G o a l s• Identify the legally required

pieces of boating equipment for a powered boat under 6m in length.

• Identify the legally required pieces of boatingequipment for an unpowered boat under 6m in length.

• Identify boating age restrictions for children 11 years of age or younger.


1. The seven pieces of required boating equipmentfor an unpowered boat under 6m in length are: a properly fitting PFD for each person on board;a buoyant heaving line; a manual propellingdevice (paddles) or anchor with 15m line; abailer or manual water pump; a class 5 B.C. fireextinguisher (if equipped with a stove or otherfuel burning appliance); a sound signalingdevice (e.g. whistle); and navigation lights orwatertight flashlight (if operated at night or in times of poor visibility).

2. If the boat is powered (including Personal WaterCrafts—such as SeaDoos) it requires the aboveequipment PLUS a watertight flashlight or flares.

3. If you are 11 years of age or younger and have a Pleasure Craft Operator Card (mandatory inSeptember, 2002), you can operate a boatwithout supervision as long as the engine is not more than 10 horsepower. You are notallowed to operate a Personal Water Craft under any circumstance.

4. For additional teacher reference information,please see disk for PFD Fast Facts.

M a t e r i a l s

• Copies of the Boating Equipment sheet (on disk)

• Making a Boat (on disk)

• Origami paper (or paper squares, see below)

• Scissors, drawing utensils and coloured paper

• 8.5 x 14 white paper (extension activity only)

A c t i v i t i e s

A. Place students into pairs. Distribute the handout on the required pieces of equipment(see Boating Equipment sheet). Have each pair decide if they will be a powered or anunpowered boat.

B.Follow the origami instructions for making aboat (see Making a Boat).

If you do not have origami paper, you will needto make the following modifications.

(1) Take a regular piece of 81⁄2� x 11� paper.

(2) Fold the short edge down so it lies on the long edge.

(3) Cut off the bottom rectangular piece. You now have a perfect square. Continuewith the origami directions.

C. Using construction paper, have students draw,colour and cut-out the required pieces ofboating equipment required for their boat. Havestudents come together to show off the boats.


D.Place students into pairs. Give each partner a sheet of 81⁄2� x 11� white paper. Have studentsdraw a powered or unpowered boat (theirchoice) with some of the required pieces ofboating equipment—be sure they do not showtheir partner what they are drawing. Havepartners exchange their posters. Partners mustfigure out which pieces of equipment aremissing and draw them in.

caution cold water grades 7– 9


G o a l s• Identify how to survive a

submersion in cold water.

• Identify a variety of ways to stay warm.


1. If you are immersed in cold water, remain calm,consider all options and signal for help (soundsignaling device, flares, whistle, etc.). Everyoneshould put on their PFDs or lifejackets if theyare not already wearing them.

2. If you are injured, if there are boats nearby or if you are far from shore, you should remainwith your boat.

3. If you are a good swimmer, if there are no boats nearby to help and if you are close to shore(within 50 metres), then you should swim for safety.

4. To keep warm, assume the H.E.L.P. (Heat EscapeLessening Position) or HUDDLE position toconserve body heat, remove wet clothes whenable, put on dry clothes and consume warmliquids (e.g. warm herbal tea but no caffeine,alcohol or chocolate).

M a t e r i a l s

• Chart paper and coloured pens (pencil crayons,felts, crayons, etc.)

• Chalkboard and chalk

• Copies of the “Surviving the Cold” (on disk)

• Sheets of cardboard/construction paper (for extension activity only)

• Taboo card examples (on disk)

A c t i v i t i e s

A. Break class into groups of three or four. Giveeach group a sheet of chart paper and colouringpens/pencils. Have each group quickly tell eachother a favourite scar story (or a story of whenthey were hurt/injured). Have them doodle aquick picture to support their story. After eachperson in the group has shared their story, haveeach group pick the story with the most detail.

B.Have groups organize the information in thechosen story into a time line. The time line willhave the columns: Before, During and After. The rows will have: Personal, Equipment andEnvironment. See example below for the type of information for each section.

Personal

Equipment

Environment

Before What were you and other people

doing before the incident (alcohol,

age, experience, etc.)?

What equipment (phones,

automobiles, ladders, etc.) was

available prior to the incident?

What was the environment

(weather, signs, etc.) like before the

incident? Did it change?

During What were you or other people

doing during the incident?

What equipment was used or

available during the incident?


(weather, signs, etc.) like before the

incident? Did it change?

AfterWhat were you or other people

doing after the incident?

What equipment was used or

available after the incident?


(weather, signs, etc.) like during

the incident? Did it change?

You will find that students will be able to add more details than originally told in theirstory. Encourage them to add as much detail as possible.


C. Have a quick discussionabout why people mightbe suffering fromhypothermia. Look forideas that include: fallingfrom a boat, a fall throughthe ice, waiting outside in coldweather, falling from the dockinto the water, etc.

D.Distribute copies of the “Survivingthe Cold” handout. Identify tostudents that they are to create twoincident charts (as previous page). Eachincident is to have details in all nine sectionsof the incident chart. The two incidents are tohave completely different endings. For oneincident, the correct survival measures are to betaken (as detailed in the “After” column) andthe victim survives. The second incident willend negatively due to circumstances in the“After” column. For example… no PFD, givenalcohol to drink, EMS not called, wet clothes notremoved, etc. If students require additionalinformation to complete this activity, seeHypothermia Fast Facts.

E. Have groups share their two incidents with the rest of the class. Compare the incidents andthe causes of survival or death/negativeconsequences. If time allows, have students act out their incidents.


F. Have groups create their own TABOO-likecards. A TABOO-like card contains a word tobe identified and a list of words that can not

be said. See the examples found on disk.

G. To play this modified version ofTABOO, separate into two teams.

When a team has its turn, oneperson picks up a TABOO-like

card. They are then givenone minute to get theirteammate to say the

word(s) at the top of theTABOO-like card. In doing so,

they are not allowed to use the wordsunderneath. If they are successful, they get a

point. If they are not successful, they do notreceive any points.

H.To have a successful modified version of theTABOO game, you should have a minimum of20–30 TABOO cards. Prior to starting, identifythe “winning” total that is required. Forexample, first team to10 wins the game. Ensure that the reader of the card and theguesser change regularly. The best case scenario,if there are enough TABOO-like cards, is to have each team only have two members whorotate the role of guesser and reader.

wearing your PFD grades 7– 9


G o a l s• Identify why people should

wear PFDs or lifejackets.

• Identify reasons why people would choose not to wear a PFD or lifejacket.

• Identify the different types of PFDs/ lifejackets and how to care for them.


1. To keep PFD in good condition, inspect itregularly, keep it in a well ventilated area and be sure to wash off any detergents (chlorine) or salt.

2. 90% of boaters who drown are NOT wearing a PFD. To Stay Safe, wear a PFD while boating. It is law that all boaters must have a properlyfitting PFD on board.

3. PFDs will help reduce the onset of hypothermiaand, if properly worn, keep the wearer afloat.

4. There are three types of approved flotationdevices: lifejackets (available in youth and adult sizes; when worn properly will turn anunconscious person onto his /her back), PFDs(more comfortable than lifejackets and come inchild sizes), and inflatable PFDs (approved ifyou are 16 years of age and weigh more than36kg; must be worn at all times).

5. People choose to not wear a PFD/lifejacketbecause: unattractive, awkward, not necessary,ineffective or obtrusive.

M a t e r i a l s

• Poster paper and coloured pens (pencil crayons,crayons, felts, etc.)

• Copies of Boating Statistics (on disk)

• Copies of PFD Fast Facts (from Knowing Your PFD)

A c t i v i t i e s

A. Distribute copies of the boating statistics (page38). Using the pie charts, have the class identifythe two major types of activities in whichboating deaths occurred (fishing, powerboating). Have students hypothesize whetherthose are occupational or recreational (havingfun) activities that the participants wereinvolved in. Have a brief discussion as to whythere might have been deaths involved duringthose activities. Look for ideas which include:drinking, standing in the boat, excessive speed,unwise choices, no PFD, etc.

B.Have students look at the third pie chart. Havestudents identify the minimum percentage ofrecreational boating deaths where the victimswere not wearing a PFD (71%). Have studentshypothesize on the percentage of deaths thatwere unknown yet not wearing a PFD (that % isnot known)—discuss their reasons why.

C. Have students hypothesize why those drowningvictims were not wearing their PFD. Look forideas that include: obtrusive, uncomfortable,not needed, unattractive, etc. Identify these aspoor excuses for not wearing a PFD (studentscan reference the PFD Fast Facts).

D. Instruct students to work in teams of 2 – 4. Each team is to design a poster to encouragerecreational boaters to wear their PFDs. Prior tocreating their poster, they are to choose a reasonwhy someone would not wear their PFD andcreate their poster to remove that illusion. Forexample, if the belief is that PFDs are not useful,focus will be placed on the statistics identifyingthe number of deaths without a PFD; if the beliefis that they are uncomfortable, focus will beplaced on the variety available; etc. Providestudents with background information on PFDs(PFD Fast Facts). Further criteria for the posterscould include: variety of colour, effective/catchyslogan, use of statistics, easy to read/understand,appealing to the eye, etc.


E. Using their posters as a backdrop and/or source of focus/information, have each groupcreate a 3-minute skit to support theirPFD/lifejacket campaign.

F. Have students present their skits to each other.Take to other classrooms if appropriate.


boat sober grades 7– 9


G o a l s• Identify the legal implications

of drinking and boating.

• Identify the results of drinking and boating.


1. 65% of boating deaths involve the use of alcohol.

2. Alcohol and drugs seriously impair yourjudgement and coordination. There is NO safeway to mix alcohol or drugs and boating.

3. It is illegal to operate a boat while under the influence of alcohol or drugs. Penaltiesinclude fines, loss of your vehicle (car) license and/or prison.

M a t e r i a l s

• Cut up Drowning Scenario cards (on disk)

• Copies of Legal Implications of Drinking and Boating (on disk)

A c t i v i t i e s

A. Distribute handout on Legal Implications ofDrinking and Boating. Have studentshypothesize on why the penalties for drinkingand boating are so serious. Focus on the fact thatthere can be dire consequences (death).

B.Place students into groups of 3 or 4. Give eachgroup a Drowning Scenario card. Give studentsapproximately 10 minutes to develop asimulation to demonstrate their drowningcompilation. Have students present theirsimulation to the whole class. Have the rest of the class identify how alcohol contributed to the drowning incident.


C. Have students develop a second re-enactment of their Drowning Scenario card. However, inthis re-enactment, have students develop analternative situation that does not involve theconsumption of alcohol. Focus should be on theability to have fun while boating, without theconsumption of alcohol.

getting trained grades 7– 9

G o a l s• Identify the

Canadian boating rules as set out by the Canadian Coast Guard.

• Provide information on how to prepare for a safe trip.

• Provide information on how to safely operate a boat, powered or unpowered, 6m or under in length.


1. As of September 15, 2002, any youth or adultoperating a personal watercraft (PWC) orpowerboat under four metres must have aPleasure Craft Operator Card. No one under theage of 16 is permitted to operate a PWC underany circumstances.

2. As of September 15, 2009, anyone operating apowerboat on Canadian waters must have aPleasure Craft Operator Card.

3. Boaters can obtain a Pleasure Craft OperatorCard after receiving a mark of at least 75% on aCanadian Coast Guard accredited test afterhaving completed an accredited course (orchallenging the exam).

M a t e r i a l s

• Copies of Boating Equipment Fast Facts, Preparing for Safe Boating Fast Facts and Operating a Boat Fast Facts (on disk)

• Chalkboard

• Cut up Jeopardy Game cards (on disk)

A c t i v i t i e s

A. Take a quick poll of the students: Who has everridden in a powerboat? Who would like to ridein a powerboat? Who would like to operate apowerboat? Identify the new Canadianregulations about operating a powerboat.

B.Break students up into groups of six. Have eachperson in the groups identify themselves as A, Bor C (there will be two of each letter). Have allthe As get together, all the Bs get together and allthe Cs get together. Give the A Group thehandouts titled Boating Equipment, give the B Group the handouts titled Preparing for SafeBoating and give the C Group the handoutstitled Operating a Boat. Identify that theinformation in each of the handouts is coveredon the Pleasure Craft Operator’s exam.

C. Give the groups 10 minutes (students may needadditional time; use your own discretion) toreview the information in their handouts. Theyare not allowed to write anything down, but areallowed to discuss the information with theother people in that section (all the As candiscuss together). At the end of the 10 minutes,all participants are to return to their originalgroup of six (Jigsaw Method). Give 15 minutesfor students to “teach” each other about what they learned.

continued overleaf


D.Have groups line themselves up in rows.

1 2 3 4

1 2 3 4

1 2 3 4

1 2 3 4

1 2 3 4

1 2 3 4

Set up the Jeopardy game on the chalkboard(Jeopardy questions on disk). Have each groupdecide on a noise to make when they want toanswer (e.g. whistle, oink, etc.). Choose a groupto start. That group chooses the category and the amount (they do not have to go in order of least to greatest).

Only those who are at the front can answer thequestion. First person to make their group noisegets to answer. If they are correct, everyone atthe front moves to the back and the secondperson in line moves forward. If they areincorrect, other teams get a chance to answer.Whichever team answers correctly gets to pickthe next category and value. When a teamanswers correctly, they acquire the points that question was worth. If any team answersincorrectly, they lose the points that question was worth.

E. The game will continue until all questions have been asked and answered. Identify thewinning team.



F. Encourage students to take one of the accreditedPleasure Craft Operator courses. A completelisting is available from www.ccg-gcc.gc.ca orphone 1-800-267-6687. The Canadian RedCross has also developed a course to preparestudents for the Pleasure Craft Operator test.You can contact the Canadian Red Cross at 1-888-307-7997 or check out our web sitewww.redcross.ca.

G. Encourage students to take the courses tofurther their training. An alternative would befor students to develop their own Jeopardyquestions.

Canadian Red Cross

Western Zone

815 – 8th Ave SW

Calgary, Alberta

Canada T2P 3P2

1-888-307-7997

www.redcross.ca

[email protected]

Copyright: Canadian Red Cross 2001, 5M