Water Confidence Lesson Plan Lead Names Activity Water Confidence, Swimming Year Age Number: Date Time Duration 40 mins Special Consideration Personal Aims Resources and Equipment Session Objectives Participants will learn to 1 Students will develop their confidence in the water Traffic light colour objects for teacher to hold up Balls, Floats and Sinkers for ocean clean up Music for firework display and system to play it on Whiteboard marker Session Outcomes Participants will demonstrate All Most Some Students will regularly chose to move around the water via walking. They will stay in the shallow end and close to the side. They will keep their faces out of the water. They will require teacher guidance and encouragement throughout tasks. Students will chose to move around the water via combination of sometimes walking and sometimes swimming. They will stay in the mid to shallow end and they will be hesitant to put their faces in the water. They may require some teacher guidance and encouragement throughout tasks. Students will chose to move around the water via swimming. They will be comfortable in all areas and depths of the pool and will be comfortable putting their faces in the water. They will not require much (if any) teacher guidance and encouragement throughout tasks. They will sometimes look to aid weaker swimmer students.
Session Content Time Learning Activities Teaching Points Organisation and Safety Differentiation & Assessment 3 Introduction of Learning objectives (LO s): - To explore ways of moving around the pool - To become confident in and around the water Develop water confidence for students to understand the importance of being comfortable and knowing safety around water. Explain when they will encounter open water and swimming pools in life e.g. on holidays or at the seaside. Students will sit on the side of the pool with their feel on the side to avoid splashing. Sharing of LO s 2 In and Out: Students will start on the side and listen for in and out command where they will lower themselves in the water and get out again Be spatially aware of others near you and enter the water slowly and safely using arms to lower the body in. Split the class in half and sit half and half on either side All students must stay within the 5m flags/marker Weaker students closer to shallowest point and stronger closest to boundary marker 5 Shark Attack: Students will keeping travelling side to side of the pool for 1 minute and count in their heads how many widths they do. They will then be given 30 seconds to predict how many widths they can do in 2. Students may choose to -walk -run -swim (using various strokes) All students must stay within the 5m flags/marker Students must not come into contact with other students Students in the shallower end will find it easier to run and more competent in the water/in the deeper end will chose to swim After the first 2 minute swim they will show the teacher using the number of fingers
They will then repeat this but with the addition of the teacher saying danger in which they then need to exit the water safely, the teacher can say when they can reenter and continue with widths They will then swap again (go back to their original place) using any way they chose again but has to be different to previous way. how close they were to reaching their prediction (under or over) 5 Traffic Lights: - Green = move around (swim/walk) - Amber = change direction - Red = stop Progression: the teacher will stop saying colours after 2 and change to coloured objects to direct class and stop will now be stop and touch your toes Students will chose various ways to move around the pool. Students will follow spoken commands then progress to visual commands All students must stay within the 5m flags/marker Students must not come into contact with other students stay close to the sides and shallowest points and chose to walk around not put their faces in the water and will maybe bring their feet closer to the surface to reach Confident swimmers will swim when moving around and full submerge to touch their toes
10 Ocean Clean Up: There will be objects spread around the pool (shallow, mid and deep) (bottom of the pool and floating) and students will be split into 4 equal teams of mixed abilities and have a team name (which the teacher will write on a whiteboard) One at a time they will go out and collect one item each and bring it back to shallow pool side. Progression: they will repeat this but they will create a chain where one person will go out and come back, then two will go out and come back, three go out and come back and so forth Ball = 2 points Float = 5 points Sinker = 10 points At the end students will add up their teams points and announce it to the teacher who will write it on the whiteboard/scoresheet Students can travel around the pool in their own chosen way They must only leave the group when the other person is back They may use side railings for aid They have 40seconds to make a plan/discuss tactics They will have 40 seconds to discuss and arrange chain order Students must bring back their objects and put in a neat pile on the shallow end poolside walk to and collect objects that are floating in the shallow end The medium level swimmer will swim further out but collect floats More able and confident swimmers will go to the deep end and collect sunken objects and be fully submerged. They may look for objects under water with their eyes open. Teams will come up with a strategic plan of order of swimmers (Teacher may aid by suggesting stronger swimmer goes out first) 10 Fire work display 1 minute introduction from teacher of the task 2 of everyone together demonstrating Use a range of movements Use a range of dance terms such as travelling, relationships, timing, call and response, cannon, unison and repetition Only use pool from shallow to mid-point of pool Background music (not too loud) to encourage routines with similarities to dance stay in shallow water, will not put their faces in the water and will travel via walking
firework movements in the pool for ideas for following task 4 to get get into 4 equal groups (different to before) and create a firework display routine of movements More confident students will swim to travel, submerge fully in water and will encourage less able swimmers Some students may tumble in the water 5 to show one other group and then whole class put together one big routine using smaller group routines 3 Plenary Show 3 methods of travelling in water With eyes closed, show using thumbs up, thumbs in the middle or thumbs down how they much more confident they feel compared to the start of the lesson Nonverbal communication Stay within shallow end, not past 5m markers/flags Completion of plenary assessment criteria, which was shared in LO s Participant Learning Session Evaluation
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