Swimming and Water Safety Curriculum Grades 9-12

NEPTUNE TOWNSHIP SCHOOL DISTRICT Swimming and Water Safety Curriculum Grades 9-12 NEPTUNE TOWNSHIP PUBLIC SCHOOL SYSTEM Office of the Superintendent 60 Neptune Blvd. Neptune, NJ 07753-4836 Tuesday, February 1, 2011 Posting Document C 1 #1

NEPTUNE TOWNSHIP BOARD OF EDUCATION John E. Daniels, Sr., President Dr. Stacy L. Somers, Vice President Dwayne Breeden Kerry J. Gizzi Jennifer S. Latshaw James A. Frostick Laura G. Granelli Denise C. McCarthy Peola A. Smith-Smith SCHOOL DISTRICT ADMINISTRATION David A. Mooij SUPERINTENDENT OF SCHOOLS Bertha L. Williams-Pullen ASSISTANT SUPERINTENDENT Peter J. Leonard BUSINESS ADMINISTRATOR/BOARD SECRETARY Peter I. Bartlett ASST. BUSINESS ADMINISTRATOR/BOARD SECRETARY Edward L. Dever DIRECTOR OF CURRICULUM, INSTRUCTION & ASSESSMENT Kathleen M. Skelton DIRECTOR OF SPECIAL SERVICES GENERAL SUPERVISORS OF CURRICULUM AND INSTRUCTION Nancy H. Moore-Fuss Bonnie L. Morris Kathleen M. Thomsen

ELEMENTARY SCHOOL ADMINISTRATION Principals Sally A. Millaway, Gables James M. Nulle, Green Grove Dr. Arlene M. Rogo, Midtown Community & Early Childhood Center Dennis F. Thompson, Shark River Hills Jerard L. Terrell, Summerfield MIDDLE SCHOOL ADMINISTRATION Mark K. Alfone, Principal Benedict P. Yennella, Principal of Student Conduct Marjory Vilme Wilkinson, Vice Principal HIGH SCHOOL ADMINISTRATION Richard W. Allen, Principal Titania M. Hawkins, Vice Principal James H. Whitson, Vice Principal Department Chairpersons Leonard Cafone Stacie Ferrara Charles Kolinofsky William Pullen Hillary Wilkins

SWIMMING AND WATER SAFETY CURRICULUM Table of Contents Acknowledgements..................................................... i District Mission Statement............................................... ii District Educational Outcome Goals....................................... iii Curriculum.........................................................1-3 Suggested Activities and Check List for Advancement...................... 4-6 Lesson Plan Template.7-8 Aquatic Block Plan Template...9-10 Appendix: American Red Cross Swimming and Water Safety Courses..iv -Water Safety Today -Personal Water Safety -Learn to Swim Level 1: Introduction to Water Skills Skills Check List -Learn to Swim Level 2: Fundamental Aquatic Skills Skills Check List -Learn to Swim Level 3: Stroke Development Skills Check List Stroke Evaluation Form Breath Control Floating and Gliding -Learn to Swim Level 6: Personal Water Safety

SWIMMING AND WATER SAFETY CURRICULUM ACKNOWLEDGEMENTS The Swimming and Water Safety Curriculum guide was developed for Neptune High through the efforts of Patricia Landers and Stefanie McEwan. Ms. Landers and Ms. McEwan are to be commended for their dedication in aligning this curriculum to meet the course expectations that are mandated in the American Red Cross Courses. This curriculum guide goes beyond basic skill instruction, and includes a variety of advanced swimming and water safety techniques. i

NEPTUNE TOWNSHIP SCHOOL DISTRICT DISTRICT MISSION STATEMENT The primary mission of the Neptune Township School System is to prepare all students for life in the 21 st Century by encouraging them to recognize that learning is a continuing process. Thus, 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 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

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). 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

Unit Plan Content Area: Physical Education Unit Title: Introduction to Swimming and Water Safety Target Course/Grade Level: Grades 9-12 Unit Duration: 4 weeks Learning Targets Phys. Ed. Standards Standard Statement 2.1 Wellness All students will acquire health promotion concepts and skills to support a healthy, active lifestyle. 2.5 Motor Skill All students will utilize safe, efficient, and effective movement to develop Development and maintain a healthy, active lifestyle. 2.6 Fitness All students will apply health-related and skill-related fitness concepts and skills to develop and maintain a healthy, active lifestyle. Other Standards Language Arts Literacy: 3.3.12.A.1-4; 3.3.12.B.2-3; 3.4.12.A.1 Mathematics: 4.1.12.B.1; 4.2.12.E.2 Science: 5.2.6.A.1; 5.2.6.A.2 Technology: 8.1.8.A.5 CPI # 2.1.12.A.1 2.1.12.D.1 2.1.12.D.6 2.5.12.A.1 2.5.12.A.2 2.5.12.A.4 2.5.12.B.2 2.5.12.B.3 2.5.12.C.2 2.6.12.A.1 2.6.12.A.2 CPI Statement Analyze the role of personal responsibility in maintaining and enhancing personal, family, community, and global wellness. Determine the causes and outcomes of intentional and unintentional injuries in adolescents and young adults and propose prevention strategies. 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. 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). Analyze application of force and motion (weight transfer, power, speed, agility, range of motion) and modify movement to impact performance. Critique a movement skill/performance and discuss how each part can be made more interesting, creative, efficient, and effective. Apply a variety of mental strategies to improve performance. Analyze factors that influence intrinsic and extrinsic motivation and employ techniques to enhance individual and team effectiveness. Develop rule changes to existing games, sports, and activities that enhance safety and enjoyment. Compare the short- and long-term impact on wellness associated with physical inactivity. Design, implement, and evaluate a fitness plan that reflects knowledge and application of 1

2.6.12.A.3 2.6.12.A.4 fitness-training principles. Determine the role of genetics, gender, age, nutrition, activity level, and exercise type on body composition. Compare and contrast the impact of health-related fitness components as a measure of fitness and health. Enduring Understandings - Developing and maintaining wellness requires ongoing evaluation of factors impacting health and modifying lifestyle behaviors accordingly. - Evaluating the potential for injury prior to engaging in unhealthy/risky behaviors impacts choices. - Applying first-aid procedures can minimize injury and save lives. - Movement skill performance is primarily impacted by the quality of instruction, practice, assessment, feedback, and effort. - Individual and team execution in games, sports, and other activity situations is based on the interaction of tactical use of strategies, positive mental attitudes, competent skill levels, and teamwork - Self-initiated behaviors that promote personal and group success include safety practices, adherence to rules, etiquette, cooperation, teamwork, ethical behavior, and positive social interaction. Learning Targets: Knowledge Students will Create a personal fitness goal, a plan to achieve it, and monitor their progress. Understand the rules of the pool and the reasons for them. Know how to provide basic life saving skills at the pool. Know what an Emergency Action Plan is an how to activate it. Identify the proper swimming position and posture for the most effective stroke. Identify their reasons for joining the class. Know the basic rules for varying aquatic activities. Understand 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 Essential Questions - What is wellness? - Why do you think we should teach swimming? - What do you think you are going to take away or learn from an aquatics class? - What are the issues with having a swim class in school and how can they be dealt with? - What do you consider swimming? - What should the qualifications for a lifeguard be? - How important is safety around a body of water, and why? - What kind of signs might you see at a pool, lake or the ocean? How are these signs important? - Why do you think there are different swimming strokes? - 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? - Regarding this class, what are you most proud of accomplishing? Learning Targets: Skills Students will be able to (according to the appropriate individual student s level/needs) Enter and exit water using ladder, steps, or side Enter and exit water by stepping or jumping from the side Blow bubbles through mouth and nose Bob Fully submerge and hold breath Bob while moving toward safety Appropriately complete headfirst entries from the side in sitting and kneeling positions Open eyes under water and retrieve submerged objects Glide and float on their front and back Recover to vertical position Complete the front, jellyfish, and tuck floats Roll from front to back and back to front Change direction of travel while swimming on front or back Tread water using arm and hand actions Tread water using arm and leg actions 2

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 assists. Use combined arm and leg actions on front and back Look carefully before entering the water Use rotary breathing Survival float Back float Change from vertical to horizontal position on front and back Tread water Flutter, scissor, dolphin, and breast stroke kick on front Front crawl and elementary backstroke Evidence of Learning Formative Assessments & Other Evidence of Learning Summative Assessments & Performance Tasks Use of skills checklist Use of stroke evaluation form Pool safety quiz Use of essential questions and student responses Practical skills swim test Personal progress on specified goals that student s determined for themselves Use of skills checklist Use of stroke evaluation form Teacher Resources Websites http://www.newmilford.org/filestorage/57/89/101/swimmingskilllevelschart04.pdf http://www.southdavisrecreation.com/uploads/swim_levels_and_skills_- _both_pages.pdf http://www.mtsd.k12.nj.us/6459931221201239/lib/6459931221201239/_files/swimmi ng_curriculum_grades_9-10.pdf http://www.northernpolarbears.com/curriculum.cfm?subpage=625607 Books ARC Water Safety Instructor s Manual ARC Swimming and Water Safety Manual ARC Water Safety Handbook Handouts ARC Course Outlines ARC Learn-to-Swim Skills Checklists (Level 1, 2, 3) ARC Stroke Evaluation Form ARC Block Plan Template ARC Lesson Plan Template Miscellaneo us ARC Task Cards (Breath Control I and II, Floating and Gliding) ARC Water Safety Instructor s CD-ROM 3

Suggested Activities and Check list for Advancement to next level. Level 1: - Become oriented to aquatic environment. - Fully submerge face for 3 seconds. - Experience buoyancy bob 10 times. - Supported float on front/back - Basic breath control bubble blowing. - Enter and exit the water independently. - Supported kicking on the front and back. - Introduction to alternating arm action. - Familiarize with getting help. - Reaching assists without equipment. - Learn how to release a cramp. - Wear life jacket and enter shallow water. Level 2: - Fully submerge head and hold for three seconds. - Retrieve objects in chest deep water. - Orientation to deep water with support. - Front and back float unsupported. - Unsupported back float or glide 5 seconds. - Leveling off from a vertical position. - Rhythmic breathing bob ten times. - Step-in entry and side exit. - Flutter kick on front/back. - Back crawl arm action. - Combined stroke front/back using kick/arm movements 5 yards. - Become familiar with rescue breathing. - Perform reaching and extension assist from deck. - Float in a life jacket 1 min., face out of water. - Assist non- swimmers to feet. 4

Level 3: - Retrieve object, eye open, no support - Bob and submerge head completely - Bob in water slightly over head to travel to safe area - Jump into deep water from side of the pool - Front/back glide with push off 2 body lengths. - Coordinate arm stroke for crawl with breathing to the side. - Coordinate back crawl. - Elementary back stroke 10 yds. - Reverse direction while swimming on front/back - Tread water - Jump into deep water wearing life jacket. - Learn how to open airway for rescue breathing - HELP position 1min. - Huddle position in groups of 3 1 min. Level 4: - Deep water bobbing - Experiment with buoyancy and floating position - Rotary breathing - Stride dive from side of pool from a standing position - Elementary back stroke 10 yards - Sculling on back 5 yards - Front/back crawl 25 yards - Basics of breaststroke 10 yards - Basics of side stroke 10 yards - Turning at the wall - Tread water with modified scissors and rotary kicks - Learn rescue breathing techniques - Become familiar with CPR 5

Level 5: Alternate breathing - Stride jump entry - Beginning diving progression - Long Shallow dive - Breaststroke 10 yards - Sidestroke 10 yards - Underwater swimming three body lengths - Elementary backstroke 15 yards - Butterfly Dolphin kick 10 yards - Front/back crawl 50 yards - Open turn on front/back - Recognition of spinal injury - Hip/shoulder support - Feet first surface dive - Tread water 2 minutes, 2 different strokes Level 6: - Approach and hurdle - Jump tuck diving - Front/back crawl 100 yards with one turn minimum at wall - Breaststroke 25 yards - Sidestroke 25 yards - Butterfly 10 yards - Approach stroke 25 yards - Breaststroke turn - Sidestroke turn - Speed turn and pull-out for breaststroke - Flip turn - Pike/tuck surface dive - Alternate kicks for treading water 3 minutes and 1 minute no hands - Throwing rescue - Roll spinal injury victim 6

NEPTUNE HIGH SCHOOL AQUATICS LESSON PLAN Course Name: Instructor: Location: Session Begin Date: Session End Date: Length of Classes: Total Number of Classes: Day Equipment Reminders Time Activity Key Words/Phrases Class Organization Housekeeping Safety Topic(s) Opening Activity 7

Time Activity Key Words/Phrases Class Organization Review Skills New Skills Game(s) Closing 8

NEPTUNE HIGH SCHOOL AQUATICS BLOCK PLAN Course Name Level Number of Participants Instructor Resources: Day 1 Day 2 Day 3 Day 4 Safety Topic Safety Topic Safety Topic Safety Topic Opening Activity/Review Opening Activity/Review Opening Activity/Review Opening Activity/Review Skills Skills Skills Skills New Skills New Skills New Skills New Skills Game/Song Game/Song Game/Song Game/Song Equipment Equipment Equipment Equipment 9

Day 5 Day 6 Day 7 Day 8 Safety Topic Safety Topic Safety Topic Safety Topic Review Skills Review Skills Review Skills Review Skills New Skills New Skills New Skills New Skills Game/Song Game/Song Game/Song Game/Song Equipment Equipment Equipment Equipment 10

APPENDIX American Red Cross Swimming and Water Safety Courses -Water Safety Today -Personal Water Safety -Learn to Swim Level 1: Introduction to Water Skills Skills Check List -Learn to Swim Level 2: Fundamental Aquatic Skills Skills Check List -Learn to Swim Level 3: Stroke Development Skills Check List Stroke Evaluation Form Breath Control Floating and Gliding -Learn to Swim Level 6: Personal Water Safety iv 11

OFFICE OF THE SUPERINTENDENT 60 Neptune Blvd. Neptune, New Jersey 07753-2760 An Affirmative Action Equal Opportunity Employer 2010 12