Grade: 8 Unit: Swimming Safety and Pool Rules Day: 1 Equipment Needed: Classroom, DVD player, Movie projector, Pencil/pen, and notebook

Transcription

1 Grade: 8 Unit: Swimming Safety and Pool Rules Day: 1 Equipment Needed: Classroom, DVD player, Movie projector, Pencil/pen, and notebook Psychomotor Objectives: Cognitive Objectives: The students will be able to identify the proper safety precautions at a pool, characterized by following the rules and being a safe swimmer. 5 Begin in a classroom setting. Have a quick discussion on the pool rules that the students are aware of from swimming at a public pool. After the discussion I will pass out the pool rules so the class can follow along as I explain them to the class. 15 Pool Rules: 1. All swimmers must shower thoroughly with soap before entering the pool. (state law) 2. Any person having a skin disease, sore or inflamed eyes, cold, nasal or ear discharge, communicable disease, or who is wearing any kind of bandage or band-aid, will not be permitted in the pool. (state law) 3. Spitting, blowing the nose, and urinating in the pool is prohibited. (state law) 4. Running, boisterous or rough play (except supervised water sports) is prohibited. (state law) 5. Bathing caps are required for anyone with hair longer than three inches. Anyone choosing to swim without getting his/her hair wet is required to put their hair up or wear a turban or shower/bathing cap. 6. Diving is prohibited in water less than 4 feet deep. Only shallow dives are permitted into water that is 4-8' deep. Only standing front dives are allowed from the pool deck. (No back dives, inwards, flips, or trick jump/dives from the pool deck allowed.) 7. Use of the starting blocks is only allowed with the lifeguard's permission. The diving boards are available only during scheduled diving hours. 8. No food, gum, candy, drink or any glass container is allowed in the pool area. 9. Hanging from the lane line dividers is not allowed. 10. Non-swimmers may use only approved backfloattype Personal Flotation Devices and then only in the presence of an adult within arms length. Training equipment (kick boards, pull buoys, etc.) are for workout use or lesson time only, not recreational/play use. (Serious injuries can result from accidents caused Classroom setting worksheet

2 by swimmers jumping onto kickboards or other floating objects and hitting heads on side of pool, other swimmers, etc.). 11. Proper swim attire is required in the water. 12. All injuries occurring on the premises must be immediately reported to the teacher. 13. Only swimming attire is permitted on the pool deck. Street shoes and street clothing are not allowed on the pool deck. 14. Observe posted rules regarding Lap Swimming Guidelines. 15. Enforcement of rules is subject to the teachers' discretion. Rules are subject to change without prior written notice. Management reserves the right to eject anyone who fails to comply with these safety rules. 20 After the teacher has explained each rule, the students are then allowed to asked questions regarding the rules. After the discussion I will put in the movie regarding school pool safety and rules. 4 After the movie, I will ask if there are any questions regarding safety and rules for out schools pools 5 I will then discuss, the required apparel for the class. Males will need swimming trunks and females will need a bathing suit. One piece or two piece of their choice. The suits need to be respectfully appropriate for physical activity. I will explain that out of the 8 days in the pool, students need to be suited and participating for 6 of those days to pass the class. There will be alternate times before an after school to make up for missed aquatic days. movie The teacher will make time to answer any questions that needs to be answered. For the students who aren t able to financially afford a swimsuit, the teacher will make certain accommodations so the student will be able to obtain a swimming suit. 1 Make an announcement at the end of class saying that I need to be aware of how comfortable of a swimmer each student it. I will pass out of sheet of paper that has three words explaining if they are good swimmer, okay, or poor. Under poor, I will have the student explain why they are an inadequate swimmer. Intro/Comp/Pro- zero class activity that involves the learning of a specific physical skill. Assessment- quizzing the students on the rules after the

3 discussion. Grade: 8 Unit: Learning to swim Day: 2 Equipment Needed: swimming suits and kickboards Psychomotor Objectives: Cognitive Objectives: TSWBAT: Demonstrate the Front crawl characterized rotary breathing, flutter kicks, body rotation and forward arm action (reach, pull, recover). TSWBAT: Demonstrate the back crawl characterized by flutter kicks, body rotation and backwards arm actions (hyperextension, pull down and recovery). TSWBAT: Demonstrate the elementary back crawl characterized by the whip kick, arm action and gliding 12 Begin introducing swimming using tools to help the students. We will use the kickboard to hold in front of the student at arms' length as they lie forward and learn to swim. The students will practice leg kicks first by placing there hands on the side of a pool, lie forward, gently kicking legs with a relaxed knee bend. Then try to kick vigorously without splashing water to get the feel for the correct, firm but gentle leg movement. After staying horizontal on the water using leg kicks, begin practicing with the kick board, moving along the pool's side, staying in the shallow end. 12 Stroke: Front crawl- Start with bobs under the water. Students gather their kickboard and propel yourself forward through the water with a flutter kick. By extending your legs straight behind you and keeping your body horizontal in the water, you can flutter your feet up and down, pushing yourself forward. Stand on the side of the pool to practice the arm movement involved with the front crawl stroke. Bend at the hips and put both arms directly in front on you, creating a horizontal line from your hips to your fingertips. Move one arm at a time in a forward windmill motion, circling down and back until it reaches hip level. At this point, rotate your arm and shoulder outwards and lift your arm up and over, returning it to the horizontal starting point. Practice turning Class around the whole pool holding on to the side. Confident swimmers in the deeper end, less confident in the shallow end.

4 your head to left or right out of water. Reproduce the stroke in the water, combining it with the flutter kick you practiced earlier. 12 Stroke: Elementary Backstroke -Float on your back, with your arms and legs at your side. - Draw your knees up toward your chest. At the same time, draw your arms up along your sides, bending them at the elbows so that your hands are almost in your armpits. - Kick your legs out and apart, then quickly squeeze them together. They should end up straight, with your toes pointed. - Extend your arms like an airplane, and then squeeze them down against your sides. - Coordinate your arms and legs so that both go up, out and together all at the same time. The result should be a burst of motion through the water. Glide and repeat. 12 Stroke: Back crawl Familiarize yourself with the back float. Keep your chest high but relax the rest of your body, allowing yourself to float while keeping your head back. The water level should reach the outer corners of your eyes. Grab the side of the pool with both hands, and bring your knees up in a tuck position with your feet on the wall. With a smooth, but forceful motion, push off the wall backwards, bringing your arms above your head and glide as far as you can. Concentrate on keeping your body sleek and firm so it glides like an arrow through the water. Glide farther with a flutter kick by bringing your feet up and down quickly, your legs bending only slightly at the knee with most of the movement coming from your hips and ankles. Kick smoothly in a rhythmic motion. Try counting a four beat to keep your flutter consistent. Add the back crawl stroke arm movements when you can comfortably glide and flutter. Start with both arms by your sides and bring one straight up by your head, continuing backwards until it reaches water level. At that point, rotate your arm and shoulder outwards and pull the water forcefully as your arm returns to the starting position. Repeat the motion with your other arm and continue each stroke in a windmill fashion, stroking and pulling as you use the flutter kick for more The teacher will make time to answer any questions that needs to be answered.

5 power. As soon as one arm begins the water pull, the other is lifting from your side. -Keep your head facing forward, your chin slightly tucked. Although you can't see where you're going with this method, you will achieve the most speed. When preparing to compete in the back crawl stroke, count the number of strokes from wall to wall, and use that as a guide. Looking backwards breaks the entire motion and slows you down. Intro/Comp/Pro- Students will be able to hold onto the wall or kickboards if they are less confident on the strokes. They are also allowed to practice their strokes in the depth of the pool they are most comfortable in. Assessment- each student is required to swim the length of the pool for each stroke. Grade: 8 Unit: Learn how to swim Day 2 Day: 3 Equipment Needed: swimming suit Psychomotor Objectives: Cognitive Objectives: TSWBAT: Demonstrate the butterfly characterized by arm action, body movement, breathing and dolphin kick. TSWBAT: Demonstrate the breaststroke characterized by arm action, whip kick, glide, and breathing technique. TSWBAT: Demonstrate treading water characterized by scissors kick, rotary kick and flutter kick for 2 5 minutes. 12 Stroke: Butterfly Hold your legs together and extend your arms above your head. Kick your legs up and down once in a whipping motion generating from the hips and bending at the knees, as if you were a dolphin. Pull both of your arms simultaneously and symmetrically through the water beneath your body along with the big kick, helping to propel your body forward and out of the water. Lift your head up and breathe as you quickly pull both arms out of the water and swing them forward. Head and arms reenter the water together in a diving motion. Glide momentarily, performing a smaller follow up kick. Execute another pull through motion with your arms, with your legs performing a full kick to propel

6 you up and out again. Stroke: Breaststroke Keep your legs close together and pull them up toward your chest. At the same time, hold your palms together and up against your chest, as if in prayer. Kick out and apart with your legs, and then quickly squeeze them together. Try to imitate the way a frog kicks. After the kick, streamline your body by pointing your toes and extending your arms completely. Glide for a moment with your arms fully extended, then turn your palms outward and pull with both hands out and around in a circular motion, so that they end up in their original position, together against your chest. Use the thrust of the pull with your hands to pull your head up and out of the water to take a breath. As your head goes back down, your arms should be just beginning to plunge forward with the next kick. Glide for a moment, and then repeat the entire motion. Treading Water Use both your arms and legs. Make use of all your four limbs, it will help you a lot. Keep your head up. The only way to breathe is through your nose or mouth, and you must breathe. If your head is below the water, you could start to panic. That could make it harder for people to save you if you're drowning. Move your arms in a horizontal way. If you move them up and down, you'll move up, and then move down again because you have to pull them back up. Move your arms forward and back with your hands closed facing the way they are moving. This will keep your upper body up. Move your legs in a circular way or kick your legs. If you are moving your legs in a circular fashion, don't point your feet and keep them stiff. Move your legs. If you are kicking, point your feet and kick fast and constantly. Assessment each student is required to swim the length of the pool for each stroke and 3 minutes of treading water.

7 Each student will need to be able to tread water for 3 minutes before the end of the aquatics unit. From this day until the last day of swimming there will be treading water assessment and the last 5 minutes of each class the students will be able to take the test. Once you complete it then you have passed the assessment. Student more confident will be able to take the test in the deeper end and the less confident in the shallow end. Intro/Comp/Pro- Students will be able to hold onto the wall or kickboards if they are less confident on the strokes. They are also allowed to practice their strokes in the depth of the pool they are most comfortable in. Grade: 8 Unit: Life Saving Skills Day: 4 Equipment Needed: swimming suits and pool Psychomotor Objectives: Cognitive Objectives: The students will be able to demonstrate the proper life saving skills procedures, characterized by talk reach throw row go, cross chest hold, and dog paddle. 5 Point out that there are not always lifeguards present at swimming pools. It is still a good idea to have lifesaving skills yourself. Basic lifesaving skills are not difficult to learn and, as the name indicates, they can save a life. The best protection for yourself and those around you is to be a good swimmer and to know your limits when it comes to where you swim. Point out the importance of keeping yourself safe why you are trying to helps someone else. 12 Talk, Reach, Throw, Row, Go- Even if you are an experienced swimmer or trained lifeguard, it's best not to enter the water to perform a rescue except as a last resort. A common water safety phrase taught to both swimmers and lifeguards is, "Talk, reach, throw, row, go," to signify the order to The teacher will make time to answer any questions that needs to be answered. Partners If you are swimming with a group, remain aware of the swimming skills of everyone around you. Keep an eye out for potentially dangerous activity such as jumping into water where there may be rocks, people pushing each other or submerging each other in the water, or swimming combined with alcohol and drug use.

8 follow in rescue attempts. Talk to a victim first to help them get to shore, to a pier, a boat or the side of a pool if they are calm enough. Reach for them with your hand, a pole or other object if they are near and there is little or no danger of them pulling you in. Throw a life preserver or rope so you can pull them in. If they are in a lake or the ocean and not close by, look for a rowboat, canoe, jet ski, rubber raft or other floating device you can use before you swim out to them. Enter the water and attempt the rescue yourself if none of the other options is viable. Each student will have partner and practice this skill several times until we move on to the next move. 12 Cross Chest Hold- If you must rescue someone while in the water with them, you need to keep him calm. Talk to him and reassure him, and if possible get him to go limp and allow you to grab hold of him. The proper way to rescue someone is to get behind the person, holding him with your right arm over his right shoulder and across the chest, with your right hand gripping the front of his left armpit. You are then able to propel yourself by doing a sidestroke with your left arm, towing the other person along with your body more or less underneath theirs. Partners Each student will have partner and practice this skill several times until we move on to the next move. Dog Paddle- This might allow her to stay above water, calling for help for a few critical moments after falling in or making it to safety. The simplest way to teach the dog paddle is in shallow water. Have children stand in stomach- or chest-high water while they learn the hand motion. This resembles pulling water toward you, or pushing the water straight down. Next, have them hold on to the side of the pool, facing down, and have them move their legs as if they were pedaling a bike. Combine the movements by having them stand up and begin paddling their hands. As they tilt their head backward, try to take their feet off the bottom and begin pedaling while staying afloat. Keeping the head back is a key to staying afloat. Intro/Comp/Pro- Students will be able to hold onto the wall or kickboards if they are less confident on the strokes. They are also allowed to perform the skills in

9 the depth of the pool they are most comfortable in. Assessment- each student is required to perform each task taught while the teacher evaluates. Grade: 8 Unit: American Red Cross Guard Start Day: 5 Equipment Needed: swimming suit, jeans, life preserver Psychomotor Objectives: Cognitive Objectives: The students will be able to identify and demonstrate responsible lifeguard actions, characterized by knowledge, attitudes, and skills. 5 Introduce the speaker to class and point out that the lifeguard will be teaching the class. This lesson prepares 11- to 14-year olds to take American Red Cross Lifeguarding certification programs and for future work as lifeguards. The GuardStart program helps participants build a foundation of knowledge, attitudes, and skills that they will need to be responsible lifeguards. 10 Explain that today we will also be discussing various ways of surviving in a water life/death situation. -Review the strokes we have learned in the class. - Students will swim from one width of the pool and back without stopping. Guest Speaker/Teacher This lesson is for students to learn to deal with different water emergencies. 15 -Have the students sit on deck and catch their breath. -Point out that the elementary backstroke is probably the best stroke to use when trying to conserve energy in the water. - Have students put on the pair of jeans they brought. - - Hold onto the side when in the water. - Demonstrate how to make the jeans into a floating device: first, while taking off the jeans, tread water to maintain buoyancy. Once the jeans are off, tie the bottom of the pant legs into a knot. Once they are in a knot, reach the pants up and catch air in the legs. Hold the pants underwater upside down (the legs should be out of the water and the jean opening facing the bottom of the pool). You can then use the jeans as a means to

10 maintain buoyancy until help arrives. Now, I would like everyone to try another way to use jeans to keep buoyant in the water. For this technique, you tie the jean legs together. The jeans will now be in the shape of a circle. As you breath, when you exhale, breath into the jean opening. Eventually, the legs will fill with air. As they fill, place the jean legs around your torso area. They will then act as a life preserver until help arrives Have students get with a partner and return to the pool with a partner for my demonstration on how to use a life preserver. - Demonstrate how to use a life preserver or other reaching tool to save someone in the water. Show how the object should be thrown close to the person in the water, so they can grab hold of it. Once the person has caught the preserver, pull them in to safe ground. Observe and giving feedback as necessary. When done, review important concepts. Be sure to show students how a stance with a low center of gravity should be used in order to avoid being pulled in the water by the person in trouble. Also, remind students to NEVER enter the water if you can save them by throwing a preserver or if your life will be threatened by being in the water. Then give students the opportunity to use the life preserver to pull their partner to safe ground. Intro/Comp/Pro- Students will be able to hold onto the wall or kickboards if they are less confident on the strokes. They are also allowed to perform the skills in the depth of the pool they are most comfortable in. Assessment- each student is required to perform each task taught while the teacher evaluates. There is also the participation for the day.

11 Grade: 8 Unit: Water Polo Day: 6 Equipment Needed: bathing suits, water basketball, and four goals Psychomotor Objectives: The students will be able to demonstrate the proper way to play water polo, characterized by knowing the rules and physically playing the game. Cognitive Objectives: 10 Introduce the game and the rules: - Best played in the shallow end, unless your group is made up of strong swimmers! Play across the width of the pool with two targets, such as floatation board set on end, set up as goals at either side - Once a player holds the ball they cannot move, either they must try to score a goal or throw the ball to another player. All other players are free to move, but must remain in the water (including goal keepers). - Play is continuous. Except if the ball goes onto the poolside where it is handed to the nearest 'goalkeeper as a goal throw. - Once a goal is scored the ball is given to the referee to be thrown into the middle as a `toss up between teams, or it can be given to the goal keeper of the side the goal was against The students will be divided into four teams. The game will be played in the deeper end. While two teams are playing the other two teams will be practicing the four stokes in a lines of four down the width of the pool. - The students will have 7 minutes to play before switching teams and sides of the pool. Four teams Intro/Comp/Pro- The game will be play in the deep end but students will be allowed to hold a kickboard if they are not able to tread water. If they are deathly afraid of the deep end. They will only be allowed to partake in water game and then they can practice their strokes in the shallow end for the remaining of the class time. They must play the game in order to pass the class. Assessment- each student is required to play the game and follow the rules.

12 Grade: 8 Unit: Water Basketball Day: 7 Equipment Needed: swimming suits, ball, and tow basketball hoops Psychomotor Objectives: The students will be able to demonstrate the proper way to play water polo, characterized by knowing the rules and physically playing the game. Cognitive Objectives: 10 - Introduce the game and the rules. - Have the students explain the rules of basketball (we will have already done the unit on basketball). Then revise some rules that may be different. - Pick teams for the game of water basketball. - Students will call their own fouls. 40 Game time. The students will be divided into four teams. The game will be played in the deeper end. While two teams are playing the other two teams will be practicing the four stokes in a lines of four down the width of the pool. -The students will have 7 minutes to play before switching teams and sides of the pool. Intro/Comp/Pro- The game will be played in the shallow end. A girl needs to touch the ball once before a basket is scored. Teams must rotate offense and defense every game. Assessment- each student is required to play the game and follow the rules. The teams will be different then the water polo teams. There will be four teams. Two will be playing the game while the other two will be reviewing the strokes.

13 Grade: 8 Unit: Water Volleyball Day: 8 Equipment Needed: swimming suit, water volleyball, net Psychomotor Objectives: The students will be able to demonstrate the proper way to play water polo, characterized by knowing the rules and physically playing the game. Cognitive Objectives: 10 - Introduce the games and the rules. - Have the students explain the rules of basketball (we will have already done the unit on volleyball). Then revise some rules that may be different. - Pick the teams for water volleyball. 40 Game time. The students will be divided into four teams. The game will be played in the deeper end. While two teams are playing the other two teams will be practicing the four stokes in a lines of four down the width of the pool. -The students will have 7 minutes to play before switching teams and sides of the pool. -Intro/Comp/Pro- Intro/Comp/Pro- The game will be played in the shallow end. A girl needs to touch the ball once before hitting the ball over the net. Assessment- each student is required to play the game and follow the rules. The teams will be different then the water polo teams. There will be four teams. Two will be playing the game while the other two will be reviewing the strokes.

14 Grade: 8 Unit: Water game (Amazon Crossing) and Review Day: 9 Equipment Needed: swimming suits, foam mat, 12 jump ropes, 8 kickboards, and 4 medicine balls Psychomotor Objectives: The students will be able to demonstrate confidence in the pool characterized by performing skills learned in previous lessons. Cognitive Objectives: 20 - Review what we have learned from all the days of swimming. This includes safety and pool rules, all the strokes, safe rescuing, water polo, water basketball, and water volleyball. - Give students time to ask questions about the test. - Pass out study guides. 25 Students are divided into teams of The object is to get the entire team across the Piranha infested Amazon River using the equipment provided. All students must have at least 75% of their body on the mat while traveling across the "river". Students are told that they may not use their hands or feet to paddle in the water (this is where the kick boards and jump ropes are used). The students must also bring over a very fragile cargo (the medicine ball). I have my students either keep the ball dry, or tell them they need to keep two hands on the ball at all times. If any equipment is dropped in the water, it sinks and is lost for the game. If the cargo is not handled, the entire group starts over. If anyone falls in (and is eaten), the group starts over. Intro/Comp/Pro- Those that are afraid of the deep end and refuse to partake in the activity will be in charge of points for their teams. Assessment- each student is required to play the game and follow the rules. The purpose of this activity is for students to practice and use cooperation, communication and problem solving skills. Students need to be comfortable in waist deep water and should be able to demonstrate basic swimming strokes to safely travel the length of the pool.

15 Grade: 8 Unit: Aquatics Test Day Day: 10 Equipment Needed: pen or pencil Psychomotor Objectives: Cognitive Objectives: The students will be able to identify what we have learned in the last nine days of the swimming unit, characterized by taking the final assessment, which is the unit swimming test. 45 Swimming unit test- Students will take a written test on safety and pool rules, all the strokes, safe rescuing, water polo, water basketball, and water volleyball. Classroom