Intermediate Aquatics Curriculum Grades 11-12

Transcription

1 NEPTUNE TOWNSHIP SCHOOL DISTRICT Intermediate Aquatics Curriculum Grades NEPTUNE TOWNSHIP SCHOOL DISTRICT Office of the Superintendent 60 Neptune Blvd. Neptune, NJ November 26, 2013 Document C1#1

2 NEPTUNE TOWNSHIP BOARD OF EDUCATION Jason A. Jones, President Chanta L. Jackson, Vice President Dwayne Breeden Scott Fields Laura G. Granelli Fred C. Capolongo Kerry J. Gizzi Michelle A. Moss Donna Puryear SCHOOL DISTRICT ADMINISTRATION David A. Mooij Superintendent of Schools Bertha L. Williams-Pullen Assistant Superintendent of Schools Matthew Gristina Assistant Superintendent for Curriculum, Instruction & Assessment Peter J. Leonard Business Administrator/Board Secretary Peter I. Bartlett Assistant Business Administrator/Assistant Board Secretary Kathleen M. Skelton Director of Special Services Jennifer M. Clearwaters Director of School Counseling Services Lori B. Burns Administrator for Co-Curricular Activities & Athletics Kathleen M. Thomsen Supervisor of Early Childhood Education

3 ELEMENTARY SCHOOL ADMINSTRATION Principals Sally A. Millaway, Gables James M. Nulle, Green Grove Arlene M. Rogo, Ed.D., Midtown Community Donato Saponaro, Shark River Hills Jerard L. Terrell, Summerfield Benedict P. Yennella, Early Childhood Center MIDDLE SCHOOL ADMINSTRATION Mark K. Alfone, Ed.D., Principal Marjory V. Wilkinson, Vice Principal Michael V. Smurro, Assistant Principal HIGH SCHOOL ADMINISTRATION Richard W. Allen, Principal Titania M. Hawkins, Vice Principal James H. Whitson, Vice Principal DEPARTMENT CHAIRPERSONS Thomas Decker Lakeda D. Demery Charles M. Kolinofsky Joshua Loveland Dawn Reinhardt Tara L. Stephenson Candice Wells Hillary L. Wilkins Cheryl L. Young

4 NEPTUNE TOWNSHIP SCHOOL DISTRICT INTERMEDIATE AQUATICS CURRICULUM Table of Contents Acknowledgements...i District Mission Statement... ii District Educational Outcome Goals... iii Course Description... iv Curriculum Unit Title Page Land Activities... 1 Diving, Water Safety, and Basic Lifesaving Skills... 5 Floating, Treading Water, and Basic Strokes... 9 Water Games Basic Strokes and Treading Water Shallow and Deep Water Games Water Safety and Lifesaving Skills All Strokes Land Activities

5 NEPTUNE TOWNSHIP SCHOOL DISTRICT Intermediate Aquatics Acknowledgements The Neptune Township School District Intermediate Aquatics curriculum guide for grades 11 and 12 was developed through the efforts of Patricia Landers, in cooperation with Lori Burns, Administrator for Co-Curricular Activities & Athletics, and under the guidance of Matthew Gristina, Assistant Superintendent for Curriculum, Instruction and Assessment. The teacher is to be commended for her dedication and expertise in the writing of this curriculum which is aligned to the NJ Core Curriculum Content Standards. The curriculum supports a quality physical education program that promotes each student s optimum physical, mental, emotional, social, and cognitive development, in order to develop and maintain a healthy and active lifestyle as per the NJCCC Standards- Comprehensive Health and Physical Education. i

6 NEPTUNE TOWNSHIP SCHOOL DISTRICT DISTRICT MISSION STATEMENT The primary mission of the Neptune Township School District is to prepare all students for life in the twenty-first century by encouraging them to recognize that learning is a continuing process. It is with high expectations that our schools foster: A strong foundation in academic areas, modern technologies, life skills and the arts. A positive and varied approach to teaching and learning. An emphasis on critical thinking skills and problem-solving techniques. A respect for and an appreciation of our world, its resources, and its peoples. A sense of responsibility, good citizenship, and accountability. An involvement by the parents and the community in the learning process. ii

7 Neptune Township School District Educational Outcome Goals The students in the Neptune Township schools will become life-long learners and will: Become fluent readers, writers, speakers, listeners, and viewers with comprehension and critical thinking skills. Acquire the mathematical skills, understandings, and attitudes that are needed to be successful in their careers and everyday life. Understand fundamental scientific principles, develop critical thinking skills, and demonstrate safe practices, skepticism, and open-mindedness when collecting, analyzing, and interpreting information. Become technologically literate. Demonstrate proficiency in all New Jersey Core Curriculum Content Standards (NJCCCS) and the Common Core State Standards (CCSS). Develop the ability to understand their world and to have an appreciation for the heritage of America with a high degree of literacy in civics, history, economics and geography. Develop a respect for different cultures and demonstrate trustworthiness, responsibility, fairness, caring, and citizenship. Become culturally literate by being aware of the historical, societal, and multicultural aspects and implications of the arts. Demonstrate skills in decision-making, goal setting, and effective communication, with a focus on character development. Understand and practice the skills of family living, health, wellness and safety for their physical, mental, emotional, and social development. Develop consumer, family, and life skills necessary to be a functioning member of society. Develop the ability to be creative, inventive decision-makers with skills in communicating ideas, thoughts and feelings. Develop career awareness and essential technical and workplace readiness skills, which are significant to many aspects of life and work. iii

8 INTERMEDIATE AQUATICS CURRICULUM COURSE DESCRIPTION (5 credits) The Intermediate Aquatics course is designed to expose students to a variety of activities in the water. The Intermediate Aquatics Curriculum mimics that of the Introduction to Aquatics Curriculum, while building on the skill sets with an increase in the difficulty level. Students will learn about buoyancy, resistance, and drag principles. Likewise, the strokes, treading water, and lifesaving skills will be perfected. iv

9 Unit Plan Title Suggested Time Frame Land Activities 4 weeks STAGE 1: Identify Desired Results Overview / Rationale The purpose of this unit is to translate land activities to water activities, and vice versa. Yoga and stretching, strength training and cardiovascular training all translate into areas of swimming and other water activities. Students will try a variety of land activities and will be able to directly relate them to activities that occur in the water. Standards D.1 - Determine the causes and outcomes of intentional and unintentional injuries in adolescents and young adults and propose prevention strategies A.1 - Explain and demonstrate ways to transfer movement skills from one game, sport, dance, or recreational activity to another (e.g., striking skills from/to tennis, badminton, ping pong, racquetball) A.2 - Analyze application of force and motion (weight transfer, power, speed, agility, range of motion) and modify movement to impact performance A.4 - Critique a movement skill/performance and discuss how each part can be made more interesting, creative, efficient, and effective B.2 - Apply a variety of mental strategies to improve performance B.3 - Analyze factors that influence intrinsic and extrinsic motivation and employ techniques to enhance individual and team effectiveness A.1 - Compare the short- and long-term impact on wellness associated with physical inactivity A.1 - Determine the role of genetics, gender, age, nutrition, activity level, and exercise type on body composition. 1

10 Technology Standard (s) A.5 - Select and use appropriate tools and digital resources to accomplish a variety of tasks and to solve problems. Interdisciplinary Standard (s) Science: A A Language Arts: A A A A.4 Mathematics: B E.2 Essential Questions What sports or activities can you relate to swimming and other sports? What exercises or activities do you think would enhance your ability to swim or do other water sports? What are the common injuries that occur in swimming? What common injuries occur in water polo, kayaking, paddling, surfing and sailing? What are some core exercises to prevent against injury in swimming and other shoulder concentrated sports like baseball and lacrosse? If you are in shape are you necessarily in swimming shape? Why is there a difference? Enduring Understandings Almost any sport or activity can be related to swimming in some way. Swimming is one of the best cardiovascular activities due to the fact that the arms are involved. Other sports like rowing, and cross-country skiing are also among the best because of the use of the arms. Any activity that increases cardiovascular endurance or strength in anyway, can help to increase your performance in the water. Common injuries that occur in swimming are most often related to the shoulder because of its repetitive use. Any activity that involves equipment can cause any host of injuries included blunt force trauma, and also overuse injuries similar to any other sport. Internal and external rotation of the shoulder exercises are key to preventing or rehabbing shoulder injuries. PNF exercises are also important. Basically strengthening the muscles of the rotator cuff and also those of the upper back, are extremely important when dealing with overhead sports. Because most sports and activities do not directly involve the upper body in a repetitive motion, our bodies are not used to the increase in oxygen needed to perform while using both the arms and the legs. 2

11 In this unit plan, the following 21 st Century themes and skills are addressed Check ALL that apply Indicate by circling whether these skills 21 st Century Themes are: E encouraged T taught A assessed x Global Awareness x ETA Creativity and Innovation x Environmental Literacy x ETA Critical Thinking and Problem Solving x Health Literacy x ETA Communication x Civic Literacy x ETA Collaboration Financial, Economic, Business and Entrepreneurial Literacy Student Learning Targets / Objectives Students will know The physical relationship between swimming and other water activities and land activities. Common injuries caused by water activities including swimming, paddling, surfing, water polo etc. Preventative and rehabilitation exercises for specific water sports. Cross training is an important aspect of any sport. Being fit does not always translate from one sport to another. The difference between endurance and sprinting, and between aerobic and anaerobic activities. Body type and genetics do a play a role in what you might be good at, especially when it comes to endurance versus sprinting. Students will be able to Compare and contrast activities in the water to those on the land and describe the benefits as well as the toll on the body to each. Describe common injuries related to water sports. Describe and demonstrate exercises that can prevent or rehabilitate common injuries related to water sports. Participate in a host of activities including yoga, running, strength training and even land games. Describe and experience the difference between endurance and sprinting activities. Define themselves as a sprinter or endurance athlete or a combination of both. STAGE 2: Determine Acceptable Evidence Assessments Formative Assessments Daily participation 3

12 Summative Assessment Skill assessment Completion of task Answering of essential questions Written test Skill test Goal assessment STAGE 3: Plan Learning Experiences Instructional Strategies Teaching and Learning Actions D indicates differentiation at the lesson level Student Resources Teacher Resources 4

13 Unit Plan Title Suggested Time Frame Diving, Water Safety, and Basic lifesaving skills 4 weeks STAGE 1: Identify Desired Results Overview / Rationale The purpose of this unit is to educate students on the dangers of pools and open water and how to avoid those dangers. Students will learn proper techniques in diving and will know where and when it is safe to dive. In addition, students will be introduced to basic lifesaving skills both in and out of the water. Standards D.1 - Determine the causes and outcomes of intentional and unintentional injuries in adolescents and young adults and propose prevention strategies A.1 - Explain and demonstrate ways to transfer movement skills from one game, sport, dance, or recreational activity to another (e.g., striking skills from/to tennis, badminton, ping pong, racquetball) A.2 - Analyze application of force and motion (weight transfer, power, speed, agility, range of motion) and modify movement to impact performance A.4 - Critique a movement skill/performance and discuss how each part can be made more interesting, creative, efficient, and effective. Technology Standard (s) A.5 - Select and use appropriate tools and digital resources to accomplish a variety of tasks and to solve problems. Interdisciplinary Standard (s) Science: A A Language Arts: A A A A.4 Mathematics: B E.2 5

14 Essential Questions Compare and contrast dangers at the pool, ocean, rivers and lakes. Why do people who can swim drown? Why is it so important to rescue someone with a flotation device? What is a rip current? What does it look like? How can you escape from one? What are the proper techniques for rescuing swimmers in distress? What are the procedures for dealing with a possible neck injury? What is the lifesaving stroke, and why? What is the importance of wearing a life vest even if you can swim? Why should you always swim near a lifeguard and what do the red yellow and green flags mean at the beach? What are the progressions for learning how to dive and what is the proper technique? Why should you never dive into unknown water? What is basic life support? How do you provide it? Enduring Understandings While drowning can occur in any body of water, the ultimate cause often differs when comparing different bodies of water. Knowing the intricacies of these bodies of water is imperative to safety. The ultimate cause of drowning in those that can swim is often exhaustion and panic or usually a combination of both. A flotation device can provide a rest for the victim, a barrier between you and the victim and a much easier way to tow them to safety if possible. Always use a flotation device to rescue victims and do not put yourself in harms way. If you suspect neck injury, do not move the victim if possible; if not possible, stabilize head and neck. Elementary back and side stroke are both glide strokes which allow you to conserve energy and in the case of side stroke, may enable you to hold the victim while swimming with a device. Wearing a life vest is important for several reasons including providing rest, in situations of very rough water, and if a victim becomes unconscious. Almost all drowning occur while lifeguards are not on duty. The posting of colored flags warns swimmers to the degree of danger on that day. Swimmers are told how far they can go out and in what areas. Learning to dive starts with a seated dive, then progresses to a kneeling, then lunge and eventually a standing dive. If you do not know how deep the water is, you should never dive. Neck injuries occur in pools, lakes, oceans and rivers. Basic life support means keeping an open airway and providing breaths and CPR if necessary, stopping severe bleeding and providing care for shock. 6

15 In this unit plan, the following 21 st Century themes and skills are addressed Check ALL that apply Indicate by circling whether these skills 21 st Century Themes are: E encouraged T taught A assessed x Global Awareness x ETA Creativity and Innovation x Environmental Literacy x ETA Critical Thinking and Problem Solving x Health Literacy x ETA Communication x Civic Literacy x ETA Collaboration Financial, Economic, Business and Entrepreneurial Literacy Student Learning Targets / Objectives Students will know The rules and regulations of pools, oceans and other open water areas. The appropriate way to rescue a victim and when and when not to help. The proper technique for diving and when and where it is appropriate to do so. Basic life saving skills both in and out of the water. Students will be able to Describe all aspects of safety in pools, oceans, lakes and rivers. Rescue a victim from the land, and can attempt if able, to rescue a victim while in the water. Demonstrate the progression for diving and perform at least a kneeling dive. Describe basic life saving skills, and perform a back-board drill for possible neck injury. STAGE 2: Determine Acceptable Evidence Assessments Formative Assessments Summative Assessment Daily participation Skill assessment Completion of task Answering of essential questions Written test Skill test Goal assessment 7

16 STAGE 3: Plan Learning Experiences Instructional Strategies Teaching and Learning Actions D indicates differentiation at the lesson level Student Resources Teacher Resources 8

17 Unit Plan Title Suggested Time Frame Floating, Treading Water, and basic strokes 4 weeks STAGE 1: Identify Desired Results Overview / Rationale The purpose of this unit is to introduce students to the concepts of floating, swimming and treading water. This unit will be the basis for all other units to come. The ultimate goal is to get students to feel comfortable in water, to be able to move in water and to be able to save their own life if necessary. Standards D.1 - Determine the causes and outcomes of intentional and unintentional injuries in adolescents and young adults and propose prevention strategies A.1 - Explain and demonstrate ways to transfer movement skills from one game, sport, dance, or recreational activity to another (e.g., striking skills from/to tennis, badminton, ping pong, racquetball) A.2 - Analyze application of force and motion (weight transfer, power, speed, agility, range of motion) and modify movement to impact performance A.4 - Critique a movement skill/performance and discuss how each part can be made more interesting, creative, efficient, and effective B.2 - Apply a variety of mental strategies to improve performance B.3 - Analyze factors that influence intrinsic and extrinsic motivation and employ techniques to enhance individual and team effectiveness A.1 - Compare the short- and long-term impact on wellness associated with physical inactivity A.1 - Determine the role of genetics, gender, age, nutrition, activity level, and exercise type on body composition A.4 - Compare and contrast the impact of health-related fitness components as a measure of fitness and health. 9

18 Technology Standard (s) A.5 - Select and use appropriate tools and digital resources to accomplish a variety of tasks and to solve problems. Interdisciplinary Standard (s) Science: A A Language Arts: A A A A.4 Mathematics: B E.2 Essential Questions Why do you think some people have a best stroke in swimming? What do you consider to be the most important skill learned here, and why? What is the purpose of bobbing? What is a glide and what is its importance to swimming and floating? What is the best way to float and why? Why do people who can swim drown? Why is it so important to rescue someone with a flotation device? What are the swimming strokes? What are the competitive strokes? What are the methods of treading water and which is most efficient? Why should you know how to tread water? What are the benefits and weakness of each stroke? Enduring Understandings After learning all of the strokes, students will most likely find their best stroke. Students can compare swimming to other sports and even positions or specialties within those sports and realize that body type and genetics have a significant role in deciding who is good at what. New skills or improvement of skills can benefit each person in their own unique way. The purpose of bobbing is to create a rhythmic pattern of breathing. It also gets students used to having their head under water. A glide is movement in the water without effort. It is an important way to conserve energy for long swims or situations in which help is far away. Making yourself as wide as possible, having your head in the water, and relaxing are all techniques that improve your ability to float. Any body of water can be dangerous, and knowing the exact dangers and how to prevent tragedy is of extreme importance. Panic and overexertion are almost always the cause of drowning in open water. The use of a flotation device for rescue allows the rescuer to swim easily without using as much effort. It also protects the rescuer from the victim. The swimming strokes are Freestyle or front crawl, backstroke, breaststroke, butterfly 10

19 (competitive strokes) and elementary back and sidestroke. The purpose of treading water is to conserve energy while being able to breathe. There are many ways to tread water, but some are more efficient than others. The rotary kick and sculling are the most efficient leg and arm movements for treading water. Certain strokes are faster, while others conserve energy by using the glide. In this unit plan, the following 21 st Century themes and skills are addressed Check ALL that apply Indicate by circling whether these skills 21 st Century Themes are: E encouraged T taught A assessed x Global Awareness x ETA Creativity and Innovation x Environmental Literacy x ETA Critical Thinking and Problem Solving x Health Literacy x ETA Communication Civic Literacy x ETA Collaboration Financial, Economic, Business and Entrepreneurial Literacy Student Learning Targets / Objectives Students will know The rules of the pool and the reasons for them. The proper swimming position and posture for the most effective stroke for all six strokes. The proper techniques for floating on front and back. The purpose of a glide and how to perform one. How to stay safe, including recognizing an emergency, and knowing how to call for help How to stay safe in, on, and around the water, including the use of a life jacket, recognizing lifeguards, and sun safety. What to think about, and do when exhausted or caught in a dangerous situation. How to perform simple non-swimming and swimming assists and rescues in the water. The various ways to tread water and which is most efficient. Students will be able to Identify safety measures at the pool and in situations of open water. Perform all six strokes correctly, or can identify the proper form. Float or tread on front and back, or at least describe proper technique. Perform a supine and prone glide. Perform several different forms of treading water and decide which is the most efficient for them. Rescue someone with device. Perform and name all kicks that are used in swimming and or for treading water. Describe dangers of the water, how to avoid them and what to do if they are in trouble in the water. 11

20 The names of the various kicks that can be performed. STAGE 2: Determine Acceptable Evidence Assessments Formative Assessments Summative Assessment Daily participation Skill assessment Completion of task Answering of essential questions Written test Skill test Goal assessment STAGE 3: Plan Learning Experiences Instructional Strategies Teaching and Learning Actions D indicates differentiation at the lesson level Student Resources Teacher Resources 12

21 Unit Plan Title Suggested Time Frame Water games 4 weeks STAGE 1: Identify Desired Results Overview / Rationale The purpose of this unit is to allow students to enjoy the water for the purpose of competing and enjoying water activities including games, kayaking and sailing. Students can enjoy games and activities in the shallow end by using the pool floor, while enjoying other games and activities using life vests or a combination of life vests and aquatic vehicles. Standards D.1 - Determine the causes and outcomes of intentional and unintentional injuries in adolescents and young adults and propose prevention strategies A.1 - Explain and demonstrate ways to transfer movement skills from one game, sport, dance, or recreational activity to another (e.g., striking skills from/to tennis, badminton, ping pong, racquetball) B.1 - Demonstrate and assess tactical understanding by using appropriate and effective offensive, defensive, and cooperative strategies A.2 - Analyze application of force and motion (weight transfer, power, speed, agility, range of motion) and modify movement to impact performance A.3 - Analyze factors that influence intrinsic and extrinsic motivation and employ techniques to enhance individual and team effectiveness A.4 - Critique a movement skill/performance and discuss how each part can be made more interesting, creative, efficient, and effective A.4 - Compare and contrast the impact of health-related fitness components as a measure of fitness and health. Technology Standard (s) A.5 - Select and use appropriate tools and digital resources to accomplish a variety of Interdisciplinary Standard (s) Science: A A 13

22 tasks and to solve problems. Language Arts: A A A A.4 Mathematics: B E.2 Essential Questions What are games you can play in the water? Are any of them Olympic sports? What are the benefits of water games? Can someone who can t swim play water games? Why do you think rules and equipment requirements have been changed in certain games? Why is strategy important in water games? Enduring Understandings There are countless games that can be played in water. Water polo is the only Olympic team sport that is played in water. Water games are great for those who need a break from the wear and tear on joints, because water has a zero gravity effect. Water games also have all the benefits of land games, such as competition, physical activity and strategy. Those who cannot swim can still play water games and can even be involved in waters sports such as kayaking and sailing, providing they are wearing a life vest. All those who cannot swim should be familiar with deep water while wearing a life vest. Strategy is important in any game, and the more one plays the more one learns. In this unit plan, the following 21 st Century themes and skills are addressed Check ALL that apply Indicate by circling whether these skills 21 st Century Themes are: E encouraged T taught A assessed x Global Awareness x ETA Creativity and Innovation x Environmental Literacy x ETA Critical Thinking and Problem Solving x Health Literacy x ETA Communication x Civic Literacy x ETA Collaboration Financial, Economic, Business and Entrepreneurial Literacy 14

23 Student Learning Targets / Objectives Students will know The rule of several water games. The technique of using a water kayak or sailboat. How to employ their swimming skills in order to increase their game play. Why rule changes take place in games. That creativity can increase fitness, fun and encouragement of more to participate. Students will be able to Participate in all games played, in some capacity. Maneuver a kayak and a sailboat in the pool. Modify games in order to accommodate those with disabilities or to accommodate those with limited swimming ability. Create new water games. STAGE 2: Determine Acceptable Evidence Assessments Formative Assessments Summative Assessment Daily participation Skill assessment Completion of task Answering of essential questions Written test Skill test Goal assessment STAGE 3: Plan Learning Experiences Instructional Strategies Teaching and Learning Actions D indicates differentiation at the lesson level Student Resources 15

24 Teacher Resources 16

25 Unit Plan Title Basic Strokes and Treading Water 2 Suggested Time Frame 4 weeks STAGE 1: Identify Desired Results Overview / Rationale The purpose of this unit is to make sure students have a clear understanding of correct technique in all of the swimming strokes. We will identify student strength and weaknesses and work on improving each stroke. Also in this unit we will cover treading water. We will explore the different methods as well as exploring their practical use. Standards D.1 - Determine the causes and outcomes of intentional and unintentional injuries in adolescents and young adults and propose prevention strategies D.6 - Demonstrate first-aid procedures, including Basic Life Support and automatic external defibrillation, caring for head trauma, bone and joint emergencies, caring for cold and heat injuries, and responding to medical emergencies A.1 - Explain and demonstrate ways to transfer movement skills from one game, sport, dance, or recreational activity to another (e.g., striking skills from/to tennis, badminton, ping pong, racquetball) A.2 - Analyze application of force and motion (weight transfer, power, speed, agility, range of motion) and modify movement to impact performance A.4 - Critique a movement skill/performance and discuss how each part can be made more interesting, creative, efficient, and effective B.2 - Apply a variety of mental strategies to improve performance B.3 - Analyze factors that influence intrinsic and extrinsic motivation and employ techniques to enhance individual and team effectiveness A.1 - Compare the short- and long-term impact on wellness associated with physical inactivity A.1 - Determine the role of genetics, gender, age, nutrition, activity level, and exercise type on body composition. 17

26 A.4 - Compare and contrast the impact of health-related fitness components as a measure of fitness and health. Technology Standard (s) A.5 - Select and use appropriate tools and digital resources to accomplish a variety of tasks and to solve problems. Interdisciplinary Standard (s) Science: A A Language Arts: A A A A.4 Mathematics: B E.2 Essential Questions Why do you think some people have a best stroke in swimming? What do you consider to be the most important skill learned here, and why? Why do people who can swim drown? Why is it so important to rescue someone with a flotation device? What are the swimming strokes? What are the competitive strokes? What are the methods of treading water and which is most efficient? Why should you know how to tread water? What are the benefits and weakness of each stroke? Enduring Understandings After learning all of the strokes, students will most likely find their best stroke. Students can compare swimming to other sports and even positions or specialties within those sports and realize that body type and genetics have a significant role in deciding who is good at what. New skills or improvement of skills can benefit each person in their own unique way. Any body of water can be dangerous, and knowing the exact dangers and how to prevent tragedy is of extreme importance. Panic and overexertion are almost always the cause of drowning in open water. The use of a flotation device for rescue allows the rescuer to swim easily without using as much effort. It also protects the rescuer from the victim. The swimming strokes are Freestyle or front crawl, backstroke, breaststroke, butterfly (competitive strokes) and elementary back and sidestroke. The purpose of treading water is to conserve energy while being able to breathe. There are many ways to tread water, but some are more efficient than others. The rotary kick and sculling are the most efficient leg and arm movements for treading water. Certain strokes are faster, while others conserve energy by using the glide. 18

27 In this unit plan, the following 21 st Century themes and skills are addressed Check ALL that apply Indicate by circling whether these skills are: E encouraged 21 st Century Themes T taught A assessed x Global Awareness x ETA Creativity and Innovation x Environmental Literacy x ETA Critical Thinking and Problem Solving x Health Literacy x ETA Communication Civic Literacy x ETA Collaboration Financial, Economic, Business and Entrepreneurial Literacy Student Learning Targets / Objectives Students will know The rules of the pool and the reasons for them. How to provide basic life saving skills at the pool. The proper swimming position and posture for the most effective stroke for all six strokes. How to stay safe, including recognizing an emergency, and knowing how to call for help How to stay safe in, on, and around the water, including the use of a life jacket, recognizing lifeguards, and sun safety. What to think about, and do when exhausted or caught in a dangerous situation. How to perform simple non-swimming and swimming assists and rescues in the water. The various ways to tread water and which is most efficient. Students will be able to Identify safety measures at the pool and in situations of open water. Perform all six strokes correctly, or can identify the proper form. Perform several different forms of treading water and decide which is the most efficient for them. Perform treading water with weighted brick. Rescue someone with device. Attempt rescue without device. STAGE 2: Determine Acceptable Evidence Assessments Formative Daily participation 19

28 Assessments Skill assessment Completion of task Answering of essential questions Summative Written test Assessment Skill test Goal assessment STAGE 3: Plan Learning Experiences Instructional Strategies Teaching and Learning Actions D indicates differentiation at the lesson level Student Resources Teacher Resources 20

29 Unit Plan Title Suggested Time Frame Shallow and Deep water games 4 weeks STAGE 1: Identify Desired Results Overview / Rationale The purpose of this unit is to allow students to enjoy the water for the purpose of competing and enjoying water activities including games, kayaking and sailing. Once students have mastered their swimming skills they will be able to freely and without fear, enjoy new experiences and competition in the water. Standards D.1 - Determine the causes and outcomes of intentional and unintentional injuries in adolescents and young adults and propose prevention strategies A.1 - Explain and demonstrate ways to transfer movement skills from one game, sport, dance, or recreational activity to another (e.g., striking skills from/to tennis, badminton, ping pong, racquetball) B.1 - Demonstrate and assess tactical understanding by using appropriate and effective offensive, defensive, and cooperative strategies A.2 - Analyze application of force and motion (weight transfer, power, speed, agility, range of motion) and modify movement to impact performance A.3 - Analyze factors that influence intrinsic and extrinsic motivation and employ techniques to enhance individual and team effectiveness A.4 - Critique a movement skill/performance and discuss how each part can be made more interesting, creative, efficient, and effective A.4 - Compare and contrast the impact of health-related fitness components as a measure of fitness and health. Technology Standard (s) A.5 - Select and use appropriate tools and digital resources to accomplish a variety of tasks and to solve problems. Interdisciplinary Standard (s) Science: A A Language Arts: A.1 21

30 Mathematics: A A A B E.2 Essential Questions What are games you can play in the water? Are any of them Olympic sports? What are the benefits of water games? Can someone who can t swim play water games? Why do you think rules and equipment requirements have been changed in certain games? Why is strategy important in water games? Enduring Understandings There are countless games that can be played in water. Water polo is the only Olympic team sport that is played in water. Water games are great for those who need a break from the wear and tear on joints, because water has a zero gravity effect. Water games also have all the benefits of land games, such as competition, physical activity and strategy. Those who cannot swim can still play water games and can even be involved in waters sports such as kayaking and sailing, providing they are wearing a life vest. All those who cannot swim should be familiar with deep water while wearing a life vest. Strategy is important in any game, and the more one plays the more one learns. In this unit plan, the following 21 st Century themes and skills are addressed Check ALL that apply Indicate by circling whether these skills 21 st Century Themes are: E encouraged T taught A assessed x Global Awareness x ETA Creativity and Innovation x Environmental Literacy x ETA Critical Thinking and Problem Solving x Health Literacy x ETA Communication x Civic Literacy x ETA Collaboration Financial, Economic, Business and Entrepreneurial Literacy 22

31 Student Learning Targets / Objectives Students will know The rule of several water games. The technique of using a water kayak or sailboat. How to employ their swimming skills in order to increase their game play. Why rule changes take place in games. That creativity can increase fitness, fun and encouragement of more to participate. Students will be able to Participate in all games played, in some capacity. Maneuver a kayak and a sailboat in the pool. Modify games in order to accommodate those with disabilities or to accommodate those with limited swimming ability. Create new water games. STAGE 2: Determine Acceptable Evidence Assessments Formative Assessments Summative Assessment Daily participation Skill assessment Completion of task Answering of essential questions Written test Skill test Goal assessment STAGE 3: Plan Learning Experiences Instructional Strategies Teaching and Learning Actions D indicates differentiation at the lesson level Student Resources Teacher Resources 23

32 Unit Plan Title Water safety and lifesaving 2 Suggested Time Frame 4 weeks STAGE 1: Identify Desired Results Overview / Rationale The purpose of this unit is to familiarize students with issues of water safety and the proper techniques for lifesaving. Students will discuss issues regarding pool and open water safety and compare and contrast. Students will learn the right and wrong way to make a rescue, and how to prevent dangerous situations from happening in the first place. Standards D.1 - Determine the causes and outcomes of intentional and unintentional injuries in adolescents and young adults and propose prevention strategies D.6 - Demonstrate first-aid procedures, including Basic Life Support and automatic external defibrillation, caring for head trauma, bone and joint emergencies, caring for cold and heat injuries, and responding to medical emergencies A.1 - Explain and demonstrate ways to transfer movement skills from one game, sport, dance, or recreational activity to another (e.g., striking skills from/to tennis, badminton, ping pong, racquetball) A.2 - Analyze application of force and motion (weight transfer, power, speed, agility, range of motion) and modify movement to impact performance A.4 - Critique a movement skill/performance and discuss how each part can be made more interesting, creative, efficient, and effective A.4 - Compare and contrast the impact of health-related fitness components as a measure of fitness and health. Technology Standard (s) A.5 - Select and use appropriate tools and digital resources to accomplish a variety of tasks and to solve problems. Interdisciplinary Standard (s) Science: A A Language Arts: A. 1 24

33 Mathematics: A A A B E.2 Essential Questions What do you consider to be the most important skill learned here, and why? Why do people who can swim drown? Why is it so important to rescue someone with a flotation device? What is a rip current? What does it look like? How can you escape from one? How many hours of training are required to attain Red Cross lifeguard certification? What are the certification and requirements for pool, lake, river and ocean guards? What are the proper techniques for rescuing swimmers in distress? What are the procedures for dealing with a possible neck injury? What are the benefits and weakness of each stroke? What is the lifesaving stroke, and why? In a rescue situation, why should you implore the help of others? Enduring Understandings Even the best swimmers and lifeguards can learn from experience and others. Panic and overexertion are often the cause of drowning. Knowledge of how to handle situations like rip currents is lifesaving information for both the victim and the rescuer. A flotation device provides three purposes. 1. It gives the victim a rest. 2. It allows the rescuer to focus on getting the victim to safety without risking his or her life. 3. When the victim is floating, the rescuer is able to move the victim without risking danger and without expending great amounts of energy. Rip currents are created by holes or deeper areas in the water, adjacent to more shallow areas of water or sand bars. The skilled eye can see rip currents. Getting out of a rip current means either waiting it out, or swimming parallel to the beach. Red Cross lifeguard training requires hours of training. Pools (and most lakes) require Red Cross lifeguard certification. Ocean lifeguarding is regulated through the USLA. Requirements and training vary by beach and township, but most require a swim off and on the job training. Rescues should be done with a flotation device, and rescuers must know that approaching a drowning victim is dangerous and should know how to do escapes. Stabilizing the head and neck during possible neck injuries is imperative. Proper technique must be practiced. There are benefits and weaknesses of each stroke and a rescue may require the rescuer to employ multiple strokes in order to make the rescue. The sidestroke is the go to stroke for rescuing a victim either with or without a device because it enables the rescuer to prop up the victim, while still being able to breath and 25

34 move the victim. Calling 911, asking for a line, asking for a flotation device (surf board, boogie board etc), notifying others that there is a problem is imperative. In this unit plan, the following 21 st Century themes and skills are addressed Check ALL that apply Indicate by circling whether these skills 21 st Century Themes are: E encouraged T taught A assessed x Global Awareness x ETA Creativity and Innovation x Environmental Literacy x ETA Critical Thinking and Problem Solving x Health Literacy x ETA Communication x Civic Literacy x ETA Collaboration Financial, Economic, Business and Entrepreneurial Literacy Student Learning Targets / Objectives Students will know The rules of the pool and the reasons for them. How to provide basic life saving skills at the pool. The proper swimming position and posture for the most effective stroke for all six strokes. How to stay safe, including recognizing an emergency, and knowing how to call for help How to stay safe in, on, and around the water, including the use of a life jacket, recognizing lifeguards, and sun safety. What to think about, and do when exhausted or caught in a dangerous situation. How to perform simple non-swimming and swimming assists and rescues in the water. The various ways to tread water and which is most efficient. Students will be able to Identify safety measures at the pool and in situations of open water. Perform all six strokes correctly, or can identify the proper form. Perform several different forms of treading water and decide which is the most efficient for them. Perform treading water with weighted brick. Rescue someone with device. Attempt rescue without device. STAGE 2: Determine Acceptable Evidence 26

35 Assessments Formative Assessments Summative Assessment Daily participation Skill assessment Completion of task Answering of essential questions Written test Skill test Goal assessment STAGE 3: Plan Learning Experiences Instructional Strategies Teaching and Learning Actions D indicates differentiation at the lesson level Student Resources Teacher Resources 27

36 Unit Plan Title Suggested Time Frame All Strokes 2 weeks STAGE 1: Identify Desired Results Overview / Rationale The purpose of this unit is to make sure students have a clear understanding of correct technique in all of the swimming strokes. We will identify student strength and weaknesses and work on improving in each stroke. Also in this unit we will cover treading water. We will explore the different methods as well as exploring their practical use. Standards D.1 - Determine the causes and outcomes of intentional and unintentional injuries in adolescents and young adults and propose prevention strategies A.1 - Explain and demonstrate ways to transfer movement skills from one game, sport, dance, or recreational activity to another (e.g., striking skills from/to tennis, badminton, ping pong, racquetball) B.1 - Demonstrate and assess tactical understanding by using appropriate and effective offensive, defensive, and cooperative strategies A.2 - Analyze application of force and motion (weight transfer, power, speed, agility, range of motion) and modify movement to impact performance A.3 - Analyze factors that influence intrinsic and extrinsic motivation and employ techniques to enhance individual and team effectiveness A.4 - Critique a movement skill/performance and discuss how each part can be made more interesting, creative, efficient, and effective A.4 - Compare and contrast the impact of health-related fitness components as a measure of fitness and health. Technology Standard (s) A.5 - Select and use appropriate tools and digital resources to accomplish a variety of Interdisciplinary Standard (s) Science: A A 28

37 tasks and to solve problems. Language Arts: A A A A.4 Mathematics: B E.2 Essential Questions Why do you think some people have a best stroke in swimming? What do you consider to be the most important skill learned here, and why? Why do people who can swim drown? Why is it so important to rescue someone with a flotation device? What are the swimming strokes? What are the competitive strokes? What are the methods of treading water and which is most efficient? Why should you know how to tread water? What are the benefits and weakness of each stroke? Enduring Understandings Goal setting, practice, evaluation and effort are all important factors in improving one s skills. Swimming can be an aerobic or anaerobic activity depending on intensity. Not only does swimming require one to use both their arms and legs, it also requires a regulation of one s breathing. Swimming is one of the best cardiovascular exercises. Lifeguards should be able to swim yards without stopping and under a certain time. They should be knowledgeable about their water and should be able to pull someone with a flotation device at least 25 yards. Any body of water can be dangerous, and knowing the exact dangers and how to prevent tragedy is of extreme importance. After learning all of the strokes, students will most likely find their best stroke. Students can compare swimming to other sports and even positions ore specialties within those sports and realize that body type and genetics have a significant role in deciding who is good at what. Drown can and does occur to those who can swim and not swim. Panic or overexertion is almost always the cause of drowning in those w3ho can swim. Rescuing someone without a flotation device is a dangerous situation and should not be attempted. Many Good Samaritans have tried to help and been drown by the victim. Rip currents are visible and knowing what is under the water, is often an indicator of exactly where the rip current will appear. The way to survive a rip current is to not panic. Swim sideways, or float until help arrives. Never try to swim against the current. High tide and low tide are opposite tides that occur about 6 hours apart each day. High 29

38 tide, the water comes up higher onto the shore or bank. Low tide the water goes back out or down. In this unit plan, the following 21 st Century themes and skills are addressed Check ALL that apply Indicate by circling whether these skills are: E encouraged 21 st Century Themes T taught A assessed x Global Awareness x ETA Creativity and Innovation x Environmental Literacy x ETA Critical Thinking and Problem Solving x Health Literacy x ETA Communication Civic Literacy x ETA Collaboration Financial, Economic, Business and Entrepreneurial Literacy Student Learning Targets / Objective Students will know How to create a personal fitness/skill goal, a plan to achieve it, and monitor their progress. The rules of the pool and the reasons for them. How to provide basic life saving skills at the pool. What an Emergency Action Plan is and how to activate it. The proper swimming position and posture for the most effective stroke for all six strokes. The basic rules for varying aquatic activities. The relationship between the amount of physical activity and health level of a person at any age. How to stay safe, including recognizing an emergency, and knowing how to call for help How to stay safe in, on, and around the water, including the use of a life jacket, recognizing lifeguards, and sun safety. What to think about, and do when exhausted or caught in a dangerous situation. How to perform simple non-swimming and swimming assists and rescues in the water. The four competitive swimming strokes. Students will be able to Identify safety measures at the pool and in situations of open water. Perform all six strokes correctly, or can identify the proper form. Float or tread on front and back, or at least describe proper technique. Perform a supine and prone glide. Perform several different forms of treading water and decide which is the most efficient for them. Rescue someone with device. Perform and name all kicks that are used in swimming and or for treading water. Describe dangers of the water, how to avoid them and what to do if they are in trouble in the water. 30