2015 ZAC Camp Curriculum

Transcription

1 2015 ZAC Camp Curriculum Four-Day Program Special Thanks to Our Partner

2 Zachary Archer Cohn The ZAC Foundation was founded in his memory. This curriculum is dedicated to honor his life.

3 Counselor Tips The curriculum program you ve received is a one-of-a-kind, exciting program. We want to make sure you have all the knowledge, tips, and ideas you need to make it a success. We also want to make sure you want to use this program in the future. However, we know that won t be the case if we load you down with too much information or work. That s why this simple sheet will help you implement the curriculum in an effective, efficient manner. To make your efforts a success: Review all the activities in advance to ensure that you have the supplies and information you need to implement the curriculum. Don t hesitate to call if you have questions! Emphasize that this program is designed to safely empower children. We want them to know that they can take steps to make their homes and families water safe. Children who participate in this program will come to understand six basic concepts: 1. Adult Supervision: Children should never have access to any form of water without an adult who has eye-to-eye contact with them. 2. Barriers: Barriers should restrict children s access to all forms of water. Children need to know how important barriers are and their role in making sure that barriers are in place. 3. Swimming lessons: At the appropriate age, children need to take swimming lessons. Each family should discuss this with their pediatrician to decide when their child is ready for swimming lessons. 4. Drain safety: Pool drains are dangerous to all swimmers. Children should never swim near pool or hot tub drains. Children should be taught to tell an adult if they see a broken or loose drain cover. 4. Emergency Preparedness: Children need to know what to do in the event of a water-related emergency. The most important concept to teach is that a child should never jump into the water to save another person. We teach children to yell for help, throw something to the person in the pool to help them float (such as a life ring) and call River and lake safety: Children need to know that being on a boat means wearing a life vest, no matter how well they swim. 6. Safe pools: Children need to know that safe pools have locked fences, with toys outside of the pool area (so children are not enticed into the pool area), furniture inside of the pool area (so children cannot use it to climb a fence) and to stay clear of pool drains. Finally, make sure you discuss the program with parents, pass along the materials to parents, send home assigned and supplemental homework, and give them our information if they have questions about this program or water safety.

4 Curriculum Overview Day Activities Supplies Prior Send home Introduction Letter to parents Send home: Introduction Letter Day 1 1. Complete know and want sections of Know/Want/Learned sheet 2. Make predictions about The Polar Bear Who Couldn t, Wouldn t Swim 3. Read The Polar Bear Who Couldn t, Wouldn t Swim 4. Complete learned portion of Know/Want/Learned sheet 5. Discuss drain safety Butcher paper Markers or crayons The Polar Bear Who Couldn t, Wouldn t Swim Send home: Water Safety Tips for Families, Facts about Drowning, and ABC and Ds of Water Safety! Day 2 Day 3 1. Add to the know and want sections of Know/Want/Learned sheet, and complete learned portion 2. Discuss plot, characters, and water safety lessons in The Polar Bear Who Couldn t, Wouldn t Swim 3. Group reenactment of safety lessons 4. Complete Maze and Spot the Differences activities 1. Add to the Know/Want/Learned sheet 2. Complete the Life Jacket activity 3. Complete the Will It Float? activity 4. If in area with cold weather, complete the Cold Water activity 5. Complete the ABC and D handwriting activity Know/Want/Learned sheet from Day 1 Markers or crayons The Polar Bear Who Couldn t, Wouldn t Swim Maze worksheet Spot the Differences worksheet Spot the Differences teacher s guide Send home: Barriers letter Know/Want/Learned sheet from Day 1 Markers or crayons 6 Coast Guard approved life jackets fish bowl & materials (provided by The ZAC Foundation) 4 buckets Ice Water ABC and D handwriting worksheets (4 pages) Send home: Family Safety Plan Day 4 1. Add to the Know/Want/Learned sheet 2. Do age-appropriate activities 3. Discuss water watcher cards 4. Complete Create Your Own Water Watcher Card activity 5. Discuss water safety after ZAC Camp Know/Want/Learned sheet from Day 1 Markers or crayons Character Matching worksheet (youngest group) Alphabetizing Safety worksheet (middleaged group) Word Search worksheet (oldest group) 5x8 unlined index cards

5 Day 1 Curriculum Materials: Butcher paper Markers The Polar Bear Who Couldn t, Wouldn t Swim (provided by The ZAC Foundation) Book comprehension questions (attached) Drain covers (provided by The ZAC Foundation) Send home materials: Water Safety Tips for Families, Facts about Drowning, and ABC and Ds of Water Safety! (all attached) Objectives: Students will be introduced to the concept of water safety by reading The Polar Bear Who Couldn t, Wouldn t Swim. Students will consider what they know about the topic, want to know, and will chart their learning progress. Procedure: 1. Introduce the topic of water safety to students using the Know/Want/Learned chart. Using a large piece of butcher paper, make the following chart: Know Want Learned Begin by asking students what they already know about water safety and record their responses in the Know column Begin by asking the students what they already KNOW about Water Safety and record their responses in the know column. The Facts about Drowning Sheet can be used at this time for teacher reference. This sheet explains the concept of drowning and near drowning at an age-appropriate level. This sheet will be sent home for parents. Next ask the students what they WANT to know about Water Safety and record their responses in the Want column. This is a great opportunity for the teacher to introduce the ABC and Ds of Water Safety sheets. This portion is divided into three main areas: A=adult (supervision), B=barriers (fence, lock, etc.), C=classes (swimming lessons), and D=drains (pool drains and pool drain covers). The final column is for what the students LEARNED. This will be completed after the book The Polar Bear Who Couldn t, Wouldn t Swim has been read (see below). Be sure to save this chart, it will be used each day.

6 2. Read The Polar Bear Who Couldn t, Wouldn t Swim aloud with the children. 3. Discuss the plot, characters, and safety message in the book with students, using the book comprehension questions as a guide. 4. Complete the Learned portion of the chart. If students need help getting started, ask them what the main character, Zeke, learned in the book. o In the beginning of the book, Zeke falls in and Jenna uses throw, don t go to rescue him. If someone is struggling in the water pool, lake, or river children should NEVER enter the water to attempt a rescue. Instead, children should find an object (life preserver, rope, or anything that can support them) to the person in trouble. o ABC and Ds of water safety 5. Discuss drain safety and Zach s story with the students, emphasizing the following: Zachary Cohn was a great swimmer who loved being in the pool. Drain entrapment is when the suction of a pool or hot tub drain becomes too strong and traps a person underwater, which is what happened to Zachary. It is very important to stay away from all pool drains whether you are in a backyard or public pool. Drain covers are put over drains to make sure no one can become entrapped. If you see a broken or loose drain cover, tell an adult and get out of the pool. Show children the different drain covers. o Cover 1 regular drain cover (okay) o Cover 2 cracked drain cover (not okay) o Cover 3 missing screw drain cover (not okay) Children should never approach the drain to inspect it. 6. Distribute the take-home materials: Water Safety Tips for Families, Facts about Drowning, and ABC and Ds of Water Safety! Day 2 Curriculum

7 Materials: Know/Want/Learned sheet from Day 1 Markers The Polar Bear Who Couldn t, Wouldn t Swim (provided by The ZAC Foundation) Maze worksheet (attached) Spot the Differences worksheet (attached) Spot the Differences teacher s guide (attached) Send home: Barriers letter (attached) Objectives: Students will be able to explain water safety lessons to others, while practicing grouplearning techniques. Procedure: 1. Revisit the Know/Want/Learned sheet from Day 1. Remind students what they recorded previously in each column. Have students add to each column based on information learned in the swimming pool and first responder sessions. 2. Break students up into 5 groups and assign each group to a water safety lesson from The Polar Bear Who Couldn t, Wouldn t Swim. Each group should re-read their safety lesson in the book among themselves and discuss what Zeke learned. Groups 2-5 can also use the last pages of the book to find more information on the ABC and Ds of water safety. Group: Lesson: Pages to reread in book: Group 1 Throw, Don t Go Pg. 6-9 Group 2 A is for Adults Pg Group 3 B is for Barriers Pg Group 4 C is for Classes Pg Group 5 D is for Drains Pg. 33 After the students have reread their sections and discussed the lesson, ask them to spend 5-10 minutes developing a skit to reenact showing the other students what they learned. Here are some ideas of how to present the information: o One or two students correct another who isn t following the rules of water safety. o Students can reenact their scene from the book and explain why that water safety rule is important. After students have their skits prepared, allow them to present act them out to the rest of the class, one group at a time (preferably in order). 3. Complete the Maze and Spot the Differences activities with the students The goal of the Maze activity is to avoid the water, and is better suited for younger students.

8 The purpose of the Spot the Differences activity is for students to identify the differences between the two images. The bottom image has been changed to show an unsafe situation. A teacher s guide has been attached to facilitate a review session with the students after they have completed their worksheet. 4. Distribute the take-home materials: Barriers letter

9 Day 3 Curriculum Materials: Know/Want/Learned sheet from Day 1 Markers 6 Coast Guard approved life jackets fish bowl & materials (provided by The ZAC Foundation) 4 buckets (provided by The ZAC Foundation) Ice Water ABC and D handwriting worksheets (4 pages) (attached) Send home: Family Safety Plan (attached) Objectives: Students will learn how to properly put on a life jacket, as well as the effects of cold water. Day 3 also will re-enforce the ABC and Ds of water safety. Procedure: 1. Revisit the Know/Want/Learned sheet from Day 1. Remind students what they recorded previously in each column. Have students add to each column based on information learned in the swimming pool and first responder sessions. 2. Teach children how to properly put on a life jacket Separate students into three lines, and one-by-one, put a youth life jacket on each student, allowing them to buckle themselves in. Remind children of the following: o Life jackets should always be worn by new swimmers and in boats. o Children only should wear youth life jackets larger ones will slide off. 3. Teach children the basics of Throw, Don t Go using the Will it Float? activity Discuss Throw, Don t Go with students: o If someone is struggling in the water pool, lake, or river children should NEVER enter the water to attempt a rescue. Instead, children should find an object (life preserver, rope, or anything that can support them) to the person in trouble. o The trouble is finding something that can float and support the weight of a person. o Hold up one item at a time and ask children if they think it would be a good item to throw in a rescue attempt. Life ring YES Pool Noodle YES

10 Beach Ball NO (Even though it floats, it is really hard to hold onto) Air-tight cooler YES (coolers trap air inside, making them good to hold onto) Rope NO (it sinks and can be hard for a struggling person to find in the water) 4. If your area has cold weather, complete this cold-water activity to teach students how their body will react if submerged in cold water for too long. Fill buckets with ice and water. Ask students to predict what would happen to their bodies if they are submerged in cold water. Break students into four groups and put a bucket of ice water in front of each group. Have all the students place their hands in the bucket for as long as they can stand the cold (a maximum of thirty seconds). After the students have removed their hands from the water, ask them to try to snap their fingers or move their fingers around. Ask the students if it s hard to move their fingers. And explain the following: o Imagine if your whole body was in cold water. It would be very hard to move. o Cold water makes it hard for your muscles to do what you want them to. o If you were submerged in cold water, it could be nearly impossible to swim. o Swimmers should always make sure the water they are about to enter is warm enough. Deep water can be misleading. 5. Complete the ABC and D handwriting activity. Have children trace the letters on each page and color in the illustrations. 6. Distribute the take-home materials: Family Safety Plan

11 Day 4 Curriculum Materials: Know/Want/Learned sheet from Day 1 Markers Character Matching worksheet (youngest group) Alphabetizing Safety worksheet (middle-aged group) Word Search worksheet (oldest group) 5x8 unlined index cards Objectives: Students will learn the importance of using water watcher cards, and reinforce lessons learned in The Polar Bear Who Couldn t, Wouldn t Swim to prepare them for a lifetime of water safety. Procedure: 1. Revisit the Know/Want/Learned sheet from Day 1. Remind students what they recorded previously in each column. Have students add to each column based on information learned in the swimming pool and first responder sessions. 2. Depending on the age of the students, have them complete the attached worksheets. The goal of the Character Matching worksheet is to reinforce associations between each character and their water safety lesson. (Perhaps the next time the students see penguins, they may remember, A is for Adults. The goal of the Alphabetizing Safety worksheet is to strengthen the spelling skills of the students while reminding them of key safety words. The goal of the Word Search worksheet is to help students identify words quickly. 3. Teach students about water watcher cards, using the following points as a guide: When children are in the water, sometimes adult supervision gets assigned to multiple people, but if 4 or 5 people are supposed to be watching the kids, they may think that the others have it covered. It is important to designate a water watcher at pool parties or the beach. A water watcher is someone wearing the water watcher card, who promises to watch the swimmers and not get distracted by something else. The water watcher card says, While wearing this tag, I agree to supervise the children in the open water or pool, keeping them in sight at all times. I will not leave the water area without finding an adult to replace me.

12 Show students what a water watcher card looks like (attached to a lanyard). 4. Using the index cards and markers, allow students to make their own water watcher cards. Students can write a promise they want the adult to keep (i.e. I will watch you in the water) or they can draw a picture of adults (parents, guardians, grandparents) watching them in the water. 5. Discuss how the students will use the water safety skills they have learned after the camp is over. Students should always remember the ABC and Ds of water safety. Students can teach their friends and siblings about water safety. Students can give a water watcher card to their parents (they will receive one at the end of the camp). Students can read The Polar Bear Who Couldn t, Wouldn t Swim with their family (they will receive a book at the end of the camp).

13 Attached Materials

14 Parent introductory letter: Send home prior to teaching unit

15 Dear Parents, In the coming weeks, your child will participate in a learning program from The ZAC Foundation Water Safety is for YOU! This drowning-prevention curriculum has been used successfully in classrooms in Phoenix and Tucson, AZ and Palm Beach, FL. Through a national partnership with the Boys & Girls Clubs of America, we are able to bring this curriculum to your children through a weeklong swim camp at your local Boys & Girls Club. Connecticut has lost many children to water drownings and pool drain entrapments. There are steps you, as parents, can take to protect your children, so please look for important drowning-prevention information that your children will bring home. Water Safety is for YOU! is a comprehensive unit that integrates educational standards into each lesson, which has been customized to fit the ZAC Camp curriculum. While children are learning water-safety concepts, they will also learn vital reading, language and math skills. This program includes take-home information, in addition to classroom discussions and activities. The documents your son or daughter bring home will require your assistance and participation. Together you will learn valuable information that could possibly save a life! We hope this fun and educational program reinforces the water-safety objectives your child is learning. Please contact us if you have questions about the program or about water safety in your home. Thank you for your contribution in making the drowning prevention program a success. Sincerely, Karen Cohn Co-Founder The ZAC Foundation swim@thezacfoundation.com

16 Day 1 Attached Materials 1. Book comprehension questions (teacher s guide) 2. Send home document 1: Water Safety Tips for Families 3. Send home document 2: Facts about Drowning 4. Send home document 3: ABC and Ds of Water Safety

17 The Polar Bear Who Couldn t Wouldn t Swim Comprehension Questions (teacher s guide) 1. What is Zeke afraid of? 2. What do Parker, Elliot, Hanna, and Daisy teach Zeke? 3. How does Hanna overcome her fear? 4. What is your favorite part of the book? 5. Who is your favorite character? 6. When in your life have you been afraid to do something? How did you overcome your fear? 7. Has there ever been a time in your life when you said you couldn t or wouldn t do something?

18 Water Safety Tips for Families Later in the week, you will receive information on developing a family water safety plan. In the meantime, please review the tips below and discuss them with your children throughout the week and keep them handy for use any time your family is around an area of open water. Supervision: Never take your eyes off of children in the pool even for a moment! If you re in a group, appoint a designated water watcher, taking turns with other adults. While supervising, stay alert and avoid distractions like reading or the telephone. Learn infant and child CPR. Teaching children to swim: Teach children to swim after age 4. Teach children how to tread water, float, and get out of the pool. Don t rely on water wings or other inflatable toys. If your child can t swim, stay within an arm s reach. Never dive in to water less than nine feet deep. Never swim alone. Drain Safety: Tell children to stay away from pool and hot tub drains and outlets. If you find a drain cover that is loose, broken or missing, notify the owner or operator and evacuate the pool immediately. Keep the pool closed until the drain cover is repaired, Tie up long hair securely to guard against drain entanglement or entrapment. Pool Area: Keep all gates to the pool area latched. Locate lifesaving equipment by the pool and point it out to all swimmers. Always keep a phone by the pool for use in an emergency

19 The facts about drowning What does drowning mean? A drowning is when a person s head goes under water and he or she can t breathe. We can t breathe under water like fish can. Children drown in Connecticut every year. Drowning can happen very quickly. Being under water for more than just five minutes can cause a child to be badly hurt or even die. Drownings usually happen to small children, under five years old, but can also happen to anyone, even adults. Drownings happen all year and anywhere you find water, like in bathtubs, buckets, pools, canals, lakes, fish tanks, and even a dog s water dish! Children can drown in just one inch of water. That s pretty scary, but every drowning can be stopped if kids and adults think smart around water. Why do most drownings happen? A person goes under the water and an adult is not there to help them. There is nothing to keep a child away from the water, like a pool fence, or the gate may be broken or left open. Some people don t know what to do when an emergency happens. A person may not know how to swim. When do most drownings happen? Most drownings happen in swimming pools in the summer. Most drownings happen on the weekends when kids are home from school and parents are home from work. Many happen in the late afternoon when mom/dad is cooking or kids are playing outside. Most drownings happen when kids were supposed to be doing something else like taking a nap or watching TV.

20 ABC and Ds of Water Safety! The most important things you can do to stop a drowning are to think safe around water and practice the ABC and Ds of Water Safety. Think about all the times you are around water. When were you around water today? When you took a bath? When you played near the water fountain at the mall? When you went swimming at your grandma s house? Those are all times you and the adults around you need to be aware of the danger of drowning. What does it mean to be aware? Being aware means knowing what s happening around you and taking action to be safe. Like when you are on a busy street corner, you know that there are cars all around you and you look both ways before you cross the street. Being aware of water means doing the same thing. You know that water can be dangerous and you take action to be safe. How can you take action to be safe around water? Do the ABC and Ds of Water Safety. It s really pretty simple. Just follow these rules: A is for ADULT! An adult must always be with you around water. The adult must watch you with their eyes and not be doing anything else! They shouldn t be reading, talking on the phone, or doing chores like yard work or washing the car. B is for BARRIER! A barrier is something that keeps you away from danger. A few examples of barriers around water are a locked fence around a pool or a closed lid on a toilet or a door leading to the bathroom. A pool fence with a broken gate is not a barrier because you can get to the danger. An open bathroom door is not a barrier because a small child could get into the full bathtub. C is for CLASSES! You need to take swimming lessons so you can learn how to swim! Older kids and adults should take CPR classes so they know what to do in case of an emergency. D is for DRAINS! You should always stay away from pool drains while you are swimming. If you see a broken or loose pool or hot tub drain cover, tell your parents and make sure no one goes into the water until the drain cover is fixed. It is important to be a good example for water safety. If you learn to be aware around water and practice the ABC and Ds of Water Safety, so will the rest of your family. You can help prevent a drowning by thinking safe around water have an ADULT watch you, have a BARRIER around water, take CLASSES, and stay away from pool DRAINS.

21 Day 2 Attached Materials 1. Maze worksheet 2. Spot the Differences worksheet 3. Spot the Differences (teacher s guide) 4. Send home document 1: Barriers letter

22 ABC and Ds of Water Safety Maze Think about all the times you are around water. Did you take a bath? Did you play near the water fountain at the mall? Did you go swimming? Did someone in your house mop the floor? Those are all times you and adults need to think safe and practice the ABC and Ds of Water Safety. Can you help Zeke find his family and avoid the water?

23 Spot the Difference Can you find all the differences in the picture on the bottom that makes it an unsafe pool?

24 Spot the Difference (teacher s guide) Can you find all the differences in the picture on the bottom that makes it an unsafe pool?

25 Differences: 1. Life rings are missing 2. Gate open 3. Lock on the ground 4. Glass in the pool 5. Fence missing 6. Banana peel 7. Adult penguin is missing 8. Pool rules are missing 9. Emergency phone is missing 10. Penguin no longer wearing a life jacket 11. Left drain is broken 12. Frog is touching drain

26 Dear Parents, Barriers are a very important part of a complete family water safety plan. Pool fences and gates can prevent most incidents involving children and pools. However, barriers have to be used properly to prevent drownings. Working with your child, draw a picture showing what a safe pool looks like. Use the attached paper to draw the picture. Use the checklist in the bottom left hand corner to be sure all parts of a safe pool are drawn. Safe pool pictures should include the following: A large four-sided fence around the pool. A life ring. A self-closing, self-locking gate. A telephone near the pool. Use only in case of an emergency. A table and two chairs. These should be placed inside the fence area, so children cannot climb over them to get into the pool area. A tree, outside of the fenced area, and explain to your child that they should never climb trees to get over pool fences. (Parents, you may want to make sure the tree branches in your own home are trimmed so children cannot climb the tree to get into the pool area.) A dog outside of the pool area. Animals should be kept out of the pool area when children are in it, so they don t knock children into the water. Please also talk with your child about making sure dogs and other animals never dig under pool fences, and make sure your child knows he/she should also never dig or climb under pool fences. MOST IMPORTANT: A picture of him or herself in the pool, and you standing/sitting inside of the fence area. Draw a dotted line from your eyes to the child, and talk about how children should never be in or near the water without eye-to-eye contact from adults.

27 Additionally, it s important that homes with pools have antientrapment drain covers and that alarms are placed on windows and doors leading out to your pool. Now you can even install a pool alarm, which will go off when the surface of the water is disrupted by movement.

28 Day 3 Attached Materials 1. ABC and D handwriting worksheets (four pages) 2. Send home document 1: Family Safety Plan

29 An adult must always watch children around water. Trace and write the letters Aa. A is for adult. The adult is the Big Daddy Penguin. Color the water splashes to show how much fun Big Daddy Penguin and Parker the Penguin have in the water.

30 Barriers must be placed between children and the water. Trace and write the letters Bb. B is for barriers. A pool fence and a door lock are examples of barriers. Color Elliot the Elephant and the barrier that keeps him from the water.

31 Adults and children need classes like First Aid and swimming lessons. Trace and write the letters Cc. C is for classes. Hanna the Hippo takes swimming lessons with Daisy the Dolphin to teach her to swim and be safe around water.

32 Pool drains can be dangerous to all swimmers. Trace and write the letters Dd. D is for drains. Pool drains can trap a swimmer s body or clothes underwater and should be avoided while swimming.

33 Family Safety Plan Using the ABC and Ds of Water Safety Have you ever had a fire drill at school or home? Do you have smoke detectors in your house? Have you ever talked with your teacher or parents about how you would get yourself to safety or where you would meet if there were a fire? If so, you ve made a plan for fire safety. A plan for water safety works the same way. We need to think about how we can stop a water emergency from happening, what things we could use to help someone in a water emergency, and where to get help. A water safety plan doesn t have to be long or hard to understand it can be very short and simple. Just remember when you re writing it, to include the ABC and Ds of Water Safety. Your safety plan should include these: A is for ADULT: Always have an adult with you around water. Never be alone near the pool, canals, or other bodies of water. Adults must always have their eyes on the children. Adults shouldn t talk on the phone, do yard work, or answer the front door. They should also get towels and clothes ready before starting the bath. A good reminder is an Adult Water Watcher tag. Each student will receive a water watcher tag at the completion of the Camp. B is for BARRIER: Have barriers to keep kids away from water dangers. There are many barriers that can help to keep you and other children safe! Here are some examples: - a fence that goes around your pool - a lock on the fence that only opens with a key that adults have - a lock on the doors of your house that only adults can reach - an alarm that beeps if doors or windows to the pool are open - an alarm that goes off when the surface of the water is disrupted by movement - a protective cover over the pool - a lock on windows to keep kids from crawling outside - a lock on the doggie door to keeps kids from crawling outside - a locking cover for a hot tub - a lock that keeps a toilet lid shut so a baby can t get inside of it Barriers need to be inspected. That means checking the barrier to be sure nothing is rusting or falling apart and that all the gates and locks work correctly. C is for CLASSES:

34 Kids and adults should take safety classes. Classes like swimming and water safety for children, and CPR and First Aid for adults. Families can also have their own safety classes. Have a phone by the pool and be sure everyone knows how to call Ask if you have neighbors that you can go to for help. Talk about what other things you can do to be safe around the water. D is for DRAINS: Stay away from all pool and hot tub drains. If you see a loose or broken pool drain cover, tell an adult and do not go into the pool. Tie up loose hair before swimming to avoid hair getting caught in drains. Do you know what to do if someone needs help in the water? The first thing you need to do is be calm. Remember DO NOT jump into the water you might get in trouble, too. Next, shout for an adult to help and call Third, look around for a life ring or something else that floats, so you can throw it to the person in the pool. If an adult doesn t come or you don t have a floatation device, find a telephone and call yourself. Water safety plans should be practiced. The more you practice, the better you will be in a water emergency. Remember, you can use your water safety plan away from home, too, like when you visit friends or family. Have your family write your own plan using the ABC and Ds of Water Safety.

35 Day 4 Attached Materials 1. Character Matching worksheet (youngest group) 2. Alphabetizing Safety worksheet (middle-aged group) 3. Word Search worksheet (oldest group)

36 ABC and Ds of Water Safety Matching

37 Match each letter of water safety to the animal that taught Zeke that safety rule.

38 ABC Order Put the words below in ABC order. Circle the first letter of each word. Say your ABCs and write numbers next to each word to put them in order. Write the words on the lines. Say your ABCs again to check your work! jump swim grown-up vest watch pool fence drain classes

39 Water Safety Word Search Water Safety Zeke Fire Department Fence Barrier Classes Life Jacket Swimming Pool Ocean Lake River Lifeguard Police Coast Guard

40 Supplemental Attached Materials 1. Safe Pool worksheet (for use if extra time on any day)

41 Pool drawing activity Help Zeke draw a picture of words from the word bank that makes a pool area safe. *Hint: Not all of the words are safe! Be careful. Word Bank Adult Glass Life Ring Toys Bicycle Horseplay Phone You Dog Life Jacket Shepherd s Hook Fence