aquatics unit- 9 grade designed by: dayna taube janell brown · 2019. 2. 11. · unit block plan 10...

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Aquatics Unit- 9th Grade

Designed by: Dayna Taube

& Janell Brown

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Table of Contents

Contextual Factors

3-5

Unit Plan Global Goals

7

Unit Objectives

8-9

Unit Block Plan

10

Daily Block Plans

11-22

Assessment

23-37

Resources

38-52

Fitness Activities

38-48

Introductory Activities

49-50

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Culminating Activities

51-52

Technology 53

Contextual Factors

(Harrison High School) Harrison High School is a rural school located in West Lafayette, Indiana.

Harrison is part of the Tippecanoe School Corporation, which consists of ten elementary

schools, six middle schools, two high schools, and a community education center.

Harrison High school consists of grades nine through twelve.

Enrollment at Harrison is right around one thousand seven hundred. With this

large enrollment Harrison is in the largest school category in Indiana. Of the one

thousand seven hundred students approximately eighty-nine percent are white, four

percent Hispanic, two percent Native American, black, and multiracial, with one percent

Asian. As well eighty two percent pay for lunches each day, while thirteen percent

receive free lunches and five percent receive reduced price lunches.

Harrison has recently experienced a decline in the graduation rate. In the past five

years graduation rate has dropped fourteen percent. Rates of ninety four percent in 2004

dropped to eighty percent in 2008. Harrison has also experienced a decline in the

percentage of students who graduate, continuing with higher education.

The communities surrounding Harrison are Lafayette and West Lafayette, which

is home to Purdue University. Harrison students mostly live in town or housing additions

near the school. Some students live in the rural parts around Harrison. Most of the

families in the area are middle class, with some lower class families.

Harrison’s school year is arranged into four sets of nine-weeks for a grading

period. A school day consists of seven, fifty minute class periods. Students are required

to have two semesters of physical education by graduation. Most students that take

physical education are ninth graders. However, there are a few students that take the

physical education classes later in their high school years. The classes are conducted as

co-ed with approximately thirty students to each class.

In the physical education department there are three teachers who teach the

freshmen physical education classes, another teacher teaches only the weight lifting

classes. The teachers rotate the students in three equal sessions of different activities,

with one being aquatics. The other rotations include team sports and individual sports.

Fitness activities and testing do not take place in the physical education classes at

Harrison. The curriculum at Harrison is not set in stone, therefore the physical educators

are allowed to conduct activities and sports to their choosing.

Equipment and technological resources are good at Harrison. The school has a

pool located next to the gymnasium. The school has a large gymnasium, an auxiliary gym

and an indoor track with gym space. As well they have outdoor fields and courts for

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outdoor activities. As far as technology being used in the classroom for physical

education, there is not much used.

Bringing together all information about Harrison High School, as mentioned

above we can take the information and put together a physical education curriculum to

meets the needs of the students. Technology use is limited but could be incorporated

more into the curriculum, if funding was made available and teachers sought out the

opportunities. Fitness could be added to the curriculum giving students skills for a

lifetime. Heart rate monitors and pedometers could be added to the curriculum as a part

of the fitness unit. A more structured curriculum could provide all students with more

cognitive and psychomotor domain learning.

(Southwestern Middle School) Southwestern Middle school is located in Lafayette IN and is part of the

Tippecanoe School Corporation. Tippecanoe County has a population of about 157,000

people. It can be considered rural with a majority of the county’s support coming from

Purdue University. The Tippecanoe School Corporation holds 7,865 students with 390 of

those attending Southwestern Middle School.

Southwestern Middle School ethnicity is made of up 88% white, 6% Hispanic,

3% Multiracial, 2% Black and 1% Native American. While the Hispanic population is

increasing it is not drastically affecting the ethnicity percentages of the school. The

socioeconomic status of the Southwestern Middle School is diverse. The median

household income for Tippecanoe County is $40,000 a year, however 13.4% of its

population is below poverty level. Looking at the way this affects Southwestern Middle

School, only 72% of their student’s lunch is paid for by their parents while 9% qualify for

reduced lunch and 19% receive free lunch.

Southwestern Middle school is on a traditional schedule having students in 7

classroom periods a day. Their current physical education set up is anything but ideal.

Two to three P.E. classes meet in the gym each period of the day. Most days of the week

students are switched between health and P.E. every other day except on Fridays where

all students are in the gym. There is only one gym at the school, and this causes a

problem during the winter season where there are sometimes up to 90 students trying to

be physically active in a single gym. Students are consistently missing out on physical

activity because of lack of space in the school.

The only availability of technology is a computer lab which is used only in the

health portion of their P.E. class. Funds for technology in Physical Education are not

available. Southwestern Middle School’s focus is on Mathematics and Language Arts.

Physical Education classes at Southwestern Middle school are made of co-ed

students and are separated by grade 6-8. There are few special need students attending

Southwestern most of which do not need specialized instruction. However, the

development level of the students is very diverse. Prior physical education instruction

does not seem consistent between the students. The majority of the students understand

basic conceptions of locomotor, non-locomotor and basic game play but there is still a

large portion of students that have trouble with those 3 concepts. This makes planning

complex trying to benefit those who need to be challenge and those who need to learn

basic skills.

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The factors discussed above relating to Southwestern Middle School have

implications regarding how you plan and assess in the classroom. Since the P.E.

department does not have access to funds for simple technology use and assessments

such as pedometers and heart rate monitors, students and teachers are not able to gain

from the benefits of these new technologies. Also having a such a tight schedule with

health and PE as well as large class sizes affects the students in such a way they are not

gaining as much knowledge and physical activity as they should be.

This swimming unit would most likely not be implemented in the curriculum at

Southwestern Middle School. Not only do they not have a pool located on their campus

but they do not have the proper funds to bus students to a pool location. If funds were

available to bus students, I believe that the size of the classes would not allow for proper

instruction in a unit such as swimming.

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Class Description

This Swimming Unit was designed to meet the needs of a:

9th Grade Physical Education Class

Time: 50 minute class period (5 days a week)

# of Students: 30 students

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Global Goals Psychomotor Students will be able to execute proper technique while swimming four strokes. Standard 1: Demonstrates competency in many movement forms and proficiency in a few movement forms. 9.1.1 Demonstrate the ability to use and appreciate activity-specific skills. 9.1.4 Develop specific skills at an advanced or skilled performance level. Assessment: Post Aquatics Assessment

Cognitive Students will be able to assess peers to identify proper use of cues during each stroke lesson. Standard 2: Applies movement concepts and principles to the learning and development of motor skills. 9.2.1 Synthesize previously learned strategies into advanced game strategies. 9.2.2 Analyze and evaluate information about complex motor (movement) activities that lead to improved physical performance. Assessment: Teacher asks students for verbal cues

Affective Students will be able to demonstrate responsibility while using pool facilities during class each day. Standard 5: Demonstrate responsible personal and social behavior in physical activity settings. 9.5.1 Demonstrate safe and appropriate use and care of equipment and facilities. 9.5.3 Understand the inherent risks associated with physical activity in extreme environments. Assessment: Self and Teacher Observation

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Unit Plan Objectives

Day 1

Cognitive: Students will be able to state the 3 main Aquatic Rules when asked by

teacher.

Affective: Students will be able to respect their classmates by not being aggressive and only getting a single ring during the diving ring activity.

Fitness: Students will be able to complete the kickboard warm up and increase muscular strength and endurance by participating.

Day 2

Cognitive: Students will be able to describe how to perform all 4 floats in the water

using the given cues. Affective: Students will be able to demonstrate responsibility by not cheating while

playing the Marco Polo game. Psychomotor: Students will be able to perform all 4 floats correctly for at least 5

seconds each.

Fitness: Students will be able to complete all 10 min. of the Water Aerobic Activity, working on their cardio vascular fitness.

Day 3

Cognitive: Students will be able to state all cues for effectively treading water when asked by teacher.

Affective: Students will be able to demonstrate respect for their classmates by

tagging them gently while playing the Whirlpool Tag game. Psychomotor: Students will be able to tread water using the correct form for at

least 5 min. in the pool. Fitness: Students will be able to increase this cardio vascular endurance while

participating in the Treading Water Challenge

Day 4

Cognitive: Students will be able to retain the physical directions and words for the game Pirates to benefit them in use of game play.

Affective: Students will demonstrate confidence by not second guessing their move while playing the game Pirates

Psychomotor: Students will be able to perform the El. Backstroke correctly

according to the cues given in class. Fitness: Students will be able to work on their fitness overload principal by

participating in the water polo game by not hanging on the side when they are tired.

Day 5

Cognitive: Students will retain previously learned skills in order to demonstrate proper El. Backstroke Technique.

Affective: Students will support their classmates by offering help to students needing assistants with the freestyle stroke.

Psychomotor: Students will be able to demonstrate proper technique of freestyle

after cues and practice time has been given. Fitness: Students will be able to obtain their THR by fully participating in the

kickboard kick activity.

Day 6

Cognitive: Students will be able to restate cues previously learned in order to

perform the Freestyle swim properly.

Affective: Students will be able to demonstrate self-expression while choosing partners during the Two by Two Fitness Activity.

Psychomotor: Students will be able to perform Rhythmic Breathing while swimming freestyle in order to improve their stroke form.

Fitness: Students will be able to strengthen all components of fitness by completing

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the Two by Two Fitness Activity.

Day 7

Cognitive: Students will be able to identify the four cues for backstroke when

swimming the backstroke by saying cues out loud during the stroke. Psychomotor: Students will be able to swim at least 6 strokes of backstroke after

learning the cues for the backstroke. Affective: Students will encourage teammates during backstroke treasure relay by

cheering for each teammate while they are swimming in backstroke treasure relay. Fitness: Students will be able to identify the five fitness components while

participating in different exercises during deal or no deal.

Day 8

Cognitive: Students will identify the 4 cues for breaststroke, learned during the lesson, when asked by the teacher during the closure.

Psychomotor: Students will use the breaststroke technique properly, during beach

ball madness, at least 50% of the time. Affective: Students will practice cooperation by sharing strength training equipment

with all classmates during strength training fitness workout. Fitness: Students will be able to identify body responses to the strength training

workout

Day 9

Cognitive: Students will be able to identify which component of fitness is emphasized when swimming laps, when teacher asks during fitness activity.

Psychomotor: Students will be able to swim two lengths of the pool using the fly kick technique properly with the kickboards.

Affective: Students will share the lane space with classmates during lap swimming

by staying to the right side of the lane each time. Fitness: Students will identify 3 reasons how lap swimming can be a lifetime physical

activity when asked by teacher.

Day 10

Cognitive: Students will state two reasons why floating is important at the beginning

of class.

Psychomotor: Students will be able to demonstrate water safety and rescue skills during “Save your Teacher” activity one time each student.

Affective: Students will show respect for pool facilities by following all rules during class.

Fitness: Students will be able to reach their target heart rate during racetrack

fitness, by using heart rate monitors and checking heart manually

Day 11

Cognitive: Students will state three important parts of a dive on the worksheet

provided at the end of class

Psychomotor: Students will demonstrate diving techniques learned in class by using at least one in a create-a-dive activity at the end of class.

Affective: Students will identify 2 statements of how working with others and alone during class makes them feel about lifelong physical activity.

Fitness: Students will discuss two other community facilities that can be used to continue aquatic physical activity for a lifetime, when asked by teacher during fitness

activity.

Day 12

Cognitive: Students will be able to keep track of team points during diving point relay and report score to teacher after fitness activity.

Psychomotor: Students will execute proper technique in four strokes during the final

stroke assessment. Affective: Students will use sportsmanship by cheering for all classmates and having

a positive attitude winning or losing in Olympics at the end of class. Fitness: Students will be able to identify three reasons why flexibility and stretching

are important for physical fitness.

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Unit Block Plan Day 1 2 3

Intro Activity Swimming Video Freeze Tag Favorite Float

Fitness Activity Kickboard warm up Water Aerobics Whirlpool Tag

Lesson Focus Aquatic Rules Floats Treading Water

Culminating

Activity

Diving Rings Marco- Polo Treading Water

Challenge

Day 4 5 6

Intro Activity “Pirates” El. Back Stroke Freestyle Swim

Fitness Activity Water Polo Kickboard Kicking Two by Two Fitness

Lesson Focus Elementary

Backstroke

Freestyle Rhythmic Breathing

Culminating

Activity

E. Backstroke

Challenge

Freestyle Challenge Underwater Hockey

Day 7 8 9

Intro Activity El. Backstroke

Challenge

Backstroke Swim Ultimate Frisbee

Fitness Activity Deal or No Deal Strength Training

Workout

Lap Swim

Lesson Focus Backstroke Breaststroke Butterfly

Culminating

Activity

Back Stroke

Treasure Relay

Beach Ball Madness Fly Kick w/

Kickboard

Day 10 11 12

Intro Activity Review of Floats “Save the Baby” Stretch

Fitness Activity Racetrack Fitness Relays Diving Point Relay

Lesson Focus Water Safety and

Rescue

Diving Relays, Starts,

Exchanges, and

Finishes

Culminating

Activity

“Save your

Teacher”

Create-a-Dive Olympics

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Lesson Objectives: Cognitive: Students will be able to state the 3 main Aquatic Rules when asked by teacher. Affective: Students will be able to respect their classmates by not being aggressive and only getting a single ring during the diving ring activity. Fitness: Students will be able to complete the kickboard warm up and increase muscular strength and endurance by participating. National Standards: Standard 5: Demonstrate responsible personal and social behavior in physical activity settings. Standard 6: Demonstrate understanding and respect for differences among people in physical activity settings. Standard 3: Exhibit a physically active lifestyle Benchmarks: 9.5.1 Demonstrate safe and appropriate use and car of equipment and facilities. 9.6.2 Develop Strategies for inclusion of others in physical activity. 9.3.2 Identify physical activities that contribute to the improvement of specific fitness components. Assessment: Pre-Assessment for Unit Technology: Swimming Video, Heart Rate Monitors Adaptations: Allow students to pick up rings with feet if uncomfortable going underneath the water, or have them work on blowing bubbles on the side.

DAY # 1

Introductory Activity: Swimming/Diving Video

Fitness activity: Kickboard Warm UP

Lesson Focus: Aquatic Rules and Pre-Assessment

Culminating Activity: Diving Rings

Equipment Needed: Swimming/Diving Video, Video Player, 30 kickboards, 30+

diving rings

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Lesson Objectives: Cognitive: Students will be able to describe how to perform all 4 floats in the water using the given cues. Affective: Students will be able to demonstrate responsibility by not cheating while playing the Marco Polo game. Psychomotor: Students will be able to perform all 4 floats correctly for at least 5 seconds each. Fitness: Students will be able to complete all 10 min. of the Water Aerobic Activity, working on their cardio vascular fitness. National Standards: Standard 1: Demonstrates competency in many movement forms and proficiency in a few movement forms Standard 7: Understands that physical activity provides the opportunity for enjoyment, challenge, self expression and social interaction. Standard 4: Achieves and maintains a health-enhancing level of physical fitness Benchmarks: 9.1.4 Develop specific skills at an advanced or skilled performance level. 9.7.1 Indentify positive aspects of participation in several different physical activities. 9.4.2 Identify and evaluate physiological response to exercise. Assessment: Teacher Observation and Checklist of Students Performing Floats Technology: Music, Heart Rate Monitors Adaptations: Teacher can simplify aerobic movements if students are struggling; Students can wear a float belt if not comfortable floating.

DAY # 2

Introductory Activity: Freeze tag in the shallow end.

Fitness activity: Simple Water Aerobics.

Lesson Focus: Floating: Back float, front float, Jellyfish Float, Survival Float

Culminating Activity: Marco Polo w/ Floating

Equipment Needed: Music and Player if Available

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Lesson Objectives: Cognitive: Students will be able to state all cues for effectively treading water when asked by teacher. Affective: Students will be able to demonstrate respect for their classmates by tagging them gently while playing the Whirlpool Tag game. Psychomotor: Students will be able to tread water using the correct form for at least 5 min. in the pool. Fitness: Students will be able to increase this cardio vascular endurance while participating in the Treading Water Challenge. National Standards: Standard 1: Demonstrates competency in many movement forms and proficiency in a few movement forms Standard 5: Demonstrate responsible person and social behavior in physical activity settings Standard 4: Achieves and maintains a health-enhancing level of physical fitness Benchmarks: 9.1.1 Demonstrate the ability to use and appreciate activity-specific skills. 9.5.3 Understands the inherent risks associated with physical activity in extreme environments. 9.4.2 Identify and evaluate physiological response to exercise. Assessment: Teacher Observation of Treading Water Challenge for 5 min. Technology: Heart Rate Monitors Adaptations: Students can wear float belts and practice treading water with the rest of the students working on movements.

DAY # 3

Introductory Activity: Favorite Float for 2 min.

Fitness activity: Whirlpool Tag

Lesson Focus: Treading Water

Culminating Activity: Treading Water Challenge

Equipment Needed: None

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Lesson Objectives: Cognitive: Students will be able to retain the physical directions and words for the game Pirates to benefit them in use of game play. Affective: Students will demonstrate confidence by not second guessing their move while playing the game Pirates Psychomotor: Students will be able to perform the El. Backstroke correctly according to the cues given in class. Fitness: Students will be able to work on their fitness overload principal by participating in the water polo game by not hanging on the side when they are tired. National Standards: Standard 2: Applies movement concepts and principles to the learning and development of motor skills Standard 7: Understands that physical activity provides the opportunity for enjoyment, challenge, self expression and social interaction Standard 1: Demonstrates competency in many movement forms and proficiency in a few movement forms Standard 3: Exhibit a physically active lifestyle Benchmarks: 9.2.1 Synthesize previous learned strategies into advanced game strategies. 9.7.3 Indentify positive feelings that result from physical activity and participation alone and with others. 9.1.4 Develop specific skills at an advanced or skilled performance level. 9.3.2 Identify physical activities that contribute to the improvement of specific fitness components. Assessment: Peer Assessment Technology: Heart Rate Monitors Adaptations: Students can wear float belts if they can not float or have trouble floating, while performing the el. Backstroke.

DAY # 4

Introductory Activity: “Pirates”

Fitness activity: Water Polo

Lesson Focus: Elementary Backstroke

Culminating Activity: Elementary Backstroke Challenge

Equipment Needed: Water Polo Nets, Water Polo Ball

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Lesson Objectives: Cognitive: Students will retain previously learned skills in order to demonstrate proper El. Backstroke Technique. Affective: Students will support their classmates by offering help to students needing assistants with the freestyle stroke. Psychomotor: Students will be able to demonstrate proper technique of freestyle after cues and practice time have been given. Fitness: Students will be able to obtain their THR by fully participating in the kickboard kick activity. National Standards: Standard 2: Applies movement concepts and principles to the learning and development of motor skills Standard 6: Demonstrate understanding and respect for differences among people in physical activity settings. Standard 4:Achieves and maintains a health-enhancing level of physical fitness Benchmarks: 9.2.1 Synthesize previous learned strategies into advanced game strategies. 9.2.2 Analyze and evaluate information about complex mother activities that lead to improved physical performance 9.6.2 Develop strategies for inclusion of others in physical activity. 9.4.2 Identify and evaluate personal physiological response to exercise. Assessment: Freestyle Teacher Checklist Technology: Underwater Camera, Heart Rate Monitors Adaptations: Students can practice their kicks and their arm strokes stationary on the wall instead of swimming laps.

DAY # 5

Introductory Activity: Elementary Back Stroke

Fitness activity: Kickboard Kick

Lesson Focus: Freestyle

Culminating Activity: Freestyle Challenge

Equipment Needed: Underwater Camera, 30 kickboards

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Lesson Objectives: Cognitive: Students will be able to restate cues previously learned in order to perform the Freestyle swim properly. Affective: Students will be able to demonstrate self-expression while choosing partners during the Two by Two Fitness Activity. Psychomotor: Students will be able to perform Rhythmic Breathing while swimming freestyle in order to improve their stroke form. Fitness: Students will be able to strengthen all components of fitness by completing the Two by Two Fitness Activity. National Standards: Standard 1: Demonstrates competency in many movement forms and proficiency in a few movement forms Standard 7: Understands that physical activity provides the opportunity for enjoyment, challenge, self expression and social interaction Standard 2: Applies movement concepts and principles to the learning and development of motor skills Standard 3: Exhibit a physically active lifestyle Benchmarks: 9.1.3 Develop outdoor and leisure pursuits 9.7.2 Demonstrate comfort in personal expression 9.2.2 Analyze and evaluate information about complex motor activities that lead to improved physical performance. 9.3.3 Participate regularly in physical activities that contribute to improved physical fitness and wellness. Assessment: Self Assessment Checklist Technology: Heart Rate Monitors Adaptations: Students can use wall as support while practicing breathing.

DAY # 6

Introductory Activity: Freestyle Swim

Fitness activity: Two by Two Fitness

Lesson Focus: Rhythmic Breathing

Culminating Activity: Underwater Hockey

Equipment Needed: Black/White board with Instructions for 2X2, 2-3 Torpedoes

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Lesson Objectives: Cognitive: Students will be able to identify the four cues for backstroke when swimming the backstroke by saying cues out loud during the stroke. Psychomotor: Students will be able to swim at least 6 strokes of backstroke after learning the cues for the backstroke. Affective: Students will encourage teammates during backstroke treasure relay by cheering for each teammate while they are swimming in backstroke treasure relay. Fitness: Students will be able to identify the five fitness components while participating in different exercises during deal or no deal. National Standards: Standard 1: Demonstrates competency in many movement forms and proficiency in a few movement forms. Standard 3: Exhibit a physically active lifestyle. Standard 4: Achieves and maintains a health-enhancing level of physical fitness. Standard 5: Demonstrate responsible personal and social behavior in physical activity settings. Benchmarks: 9.1.2 Exhibit the ability to synthesize and perform creative rhythmic movement patterns with increasing degrees of difficulty. 9.1.3 Develop outdoor and lifelong leisure pursuits. 9.1.4 Develop specific skills at an advanced or skilled performance level. 9.3.2 Identify physical activities that contribute to the improvement of specific fitness components (i.e. cardiovascular, strength, body composition, flexibility). 9.3.3 Participate regularly in physical activities that contribute to improved physical fitness and wellness. 9.5.2 Understand benefits of physical education on social and emotional well-being. Assessment: Self assessment of backstroke at the end of class, using cues. Technology: Heart Rate Monitors, Underwater Camera Adaptations: Students will have various items (small, large) to choose from during backstroke treasure relay. Students may take the self assessment home to complete.

DAY # 7

Introductory Activity: Elementary Backstroke Challenge

Fitness activity: Deal or No Deal

Lesson Focus: Backstroke

Culminating Activity: Backstroke Treasure Relay

Equipment Needed: 30 kickboards, 25 index cards, 30 pool items (buoys and toys),

music cd, cd player

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Lesson Objectives: Cognitive: Students will identify the 4 cues for breaststroke, learned during the lesson, when asked by the teacher during the closure. Psychomotor: Students will use the breaststroke technique properly, during beach ball madness, at least 50% of the time. Affective: Students will practice cooperation by sharing strength training equipment with all classmates during strength training fitness workout. Fitness: Students will be able to identify body responses to the strength training workout National Standards: Standard 1: Demonstrates competency in many movement forms and proficiency in a few movement forms. Standard 3: Exhibit a physically active lifestyle. Standard 4: Achieves and maintains a health-enhancing level of physical fitness. Standard 7: Understands that physical activity provides the opportunity for enjoyment, challenge, self expression, and social interaction. Benchmarks: 9.1.4 Develop specific skills at an advanced or skilled performance level. 9.3.2 Identify physical activities that contribute to the improvement of specific fitness components (i.e. cardiovascular, strength, body composition, flexibility). 9.4.2 Identify and evaluate personal physiological response to exercise. 9.7.1 Identify positive aspects of participation in several different physical activities. Assessment: Teacher asks questions about the cues for breaststroke during the closure. Technology: Heart Rate Monitors, Underwater Camera Adaptations: Weights for fitness activity can vary. Beach ball sizes can vary. Students who do not feel comfortable with the breaststroke can complete beach ball madness in the shallow end of the pool.

DAY # 8

Introductory Activity: Backstroke Swim

Fitness activity: Strength Training Workout

Lesson Focus: Breaststroke

Culminating Activity: Beach ball Madness

Equipment Needed: 30 beach balls, 30 milk jugs or 30 water weights, music cd, cd

player

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Lesson Objectives: Cognitive: Students will be able to identify which component of fitness is emphasized when swimming laps, when teacher asks during fitness activity. Psychomotor: Students will be able to swim two lengths of the pool using the fly kick technique properly with the kickboards. Affective: Students will share the lane space with classmates during lap swimming by staying to the right side of the lane each time. Fitness: Students will identify 3 reasons how lap swimming can be a lifetime physical activity when asked by teacher. National Standards: Standard 1: Demonstrates competency in many movement forms and proficiency in a few movement forms. Standard 3: Exhibit a physically active lifestyle. Standard 5: Demonstrate responsible personal and social behavior in physical activity settings. Standard 6: Demonstrate understanding and respect for differences among people in physical activity settings. Benchmarks: 9.1.4 Develop specific skills at an advanced or skilled performance level. 9.3.3 Participate regularly in physical activities (minimum of 30 minutes a day, 3 to 4 times per week) that contribute to improved physical fitness and wellness. 9.5.1 Demonstrate safe and appropriate use and care of equipment and facilities. 9.6.1 Identify how age, gender, ethnicity, culture, and economic status affects physical activity selection, participation, and personal abilities. Assessment: Teacher will observe students butterfly kick during the culminating activity of fly kick with kickboards. Technology: Heart Rate Monitors, Underwater camera Adaptations: Students would do not feel confident swimming can swim in the outside lanes or use a kickboard.

DAY # 9

Introductory Activity: Ultimate Frisbee

Fitness activity: Lap Swim

Lesson Focus: Butterfly

Culminating Activity: Fly Kick w/Kickboard

Equipment Needed: Frisbee, 30 kickboards, music cd, cd player

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Lesson Objectives: Cognitive: Students will state two reasons why floating is important at the beginning of class. Psychomotor: Students will be able to demonstrate water safety and rescue skills during “Save your Teacher” activity one time each student. Affective: Students will show respect for pool facilities by following all rules during class. Fitness: Students will be able to reach their target heart rate during racetrack fitness, by using heart rate monitors and checking heart manually. National Standards: Standard 1: Demonstrates competency in many movement forms and proficiency in a few movement forms. Standard 3: Exhibit a physically active lifestyle. Standard 4: Achieves and maintains a health-enhancing level of physical fitness. Standard 5: Demonstrate responsible personal and social behavior in physical activity settings. Benchmarks: 9.1.1 Demonstrate the ability to use and appreciate activity-specific skills. 9.3.3 Participate regularly in physical activities (minimum of 30 minutes a day, 3 to 4 times per week) that contribute to improved physical fitness and wellness. 9.4.2 Identify and evaluate personal physiological response to exercise. 9.5.1 Demonstrate safe and appropriate use and care of equipment and facilities. Assessment: Teacher will ask all students for their heart rate taken after the racetrack fitness. Technology: Heart Rate Monitors Adaptations: Students can check heart rate manually without heart rate monitors.

DAY # 10

Introductory Activity: Review Floats

Fitness activity: Racetrack Fitness

Lesson Focus: Water Safety and Rescue

Culminating Activity: “Save your teacher”

Equipment Needed: floatation devices, music cd, cd player, heart rate monitors

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Lesson Objectives: Cognitive: Students will state three important parts of a dive on the worksheet provided at the end of class Psychomotor: Students will demonstrate diving techniques learned in class by using at least one in a create-a-dive activity at the end of class. Affective: Students will identify 2 statements of how working with others and alone during class makes them feel about lifelong physical activity. Fitness: Students will discuss two other community facilities that can be used to continue aquatic physical activity for a lifetime, when asked by teacher during fitness activity. National Standards: Standard 1: Demonstrates competency in many movement forms and proficiency in a few movement forms. Standard 3: Exhibit a physically active lifestyle. Standard 7: Understands that physical activity provides the opportunity for enjoyment, challenge, self expression, and social interaction. Benchmarks: 9.1.2 Exhibit the ability to synthesize and perform creative rhythmic movement patterns with increasing degrees of difficulty. 9.3.1 Identify available community resources that promote an active lifestyle. 9.7.3 Identify the positive feelings that result from physical activity and participation alone and with others. Assessment: Diving Worksheet Technology: Heart Rate Monitors Adaptations: Students can work in pairs to create dives for the culminating activity. Students afraid of going underwater can save the baby from the top of the pool, instead of the bottom.

DAY # 11

Introductory Activity: “Save the baby”

Fitness activity: Relays

Lesson Focus: Diving

Culminating Activity: Create-a-Dive

Equipment Needed: music cd, cd player, 15 diving bricks

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Lesson Objectives: Cognitive: Students will be able to keep track of team points during diving point relay and report score to teacher after fitness activity. Psychomotor: Students will execute proper technique in four strokes during the final stroke assessment. Affective: Students will use sportsmanship by cheering for all classmates and having a positive attitude winning or losing in Olympics at the end of class. Fitness: Students will be able to identify three reasons why flexibility and stretching are important for physical fitness. National Standards: Standard 1: Demonstrates competency in many movement forms and proficiency in a few movement forms. Standard 2: Applies movement concepts and principles to the learning and development of motor skills Standard 3: Exhibit a physically active lifestyle. Standard 4: Achieves and maintains a health-enhancing level of physical fitness. Standard 5: Demonstrate responsible personal and social behavior in physical activity settings. Benchmarks: 9.1.4 Develops specific skills at an advanced or skilled performance level 9.2.1 Synthesis previously learned strategies into advanced game strategies 9.3.2 Identify physical activities that contribute to the improvement of specific skill components 9.4.3 Demonstrate knowledge and an understanding of basic principals of exercise physiology nutrition and chemical substances and affects their physical performance of the body. 9.5.2 Understand benefits of physical education on social and emotional wellbeing. Assessment: Post Aquatic Unit Assessment + Teacher Questions and Discussion Technology: Heart Rate Monitors Adaptations: Use a variety of objects for diving point relay, use wall instead of diving block for relay starts.

DAY # 12

Introductory Activity: Stretching

Fitness activity: Diving Point Relay

Lesson Focus: Relays, Starts, Exchanges + Finishes

Culminating Activity: Olympics w/ Final Assessment

Equipment Needed: 30+ random pool toys

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Assessment

Assessment Plan Table: 9th grade

Learning Goals Assessments Format of Assessment

Adaptations

Learning Goal 1 Students will be able to show proficiency in at least four stroke forms by the end of the aquatics unit.

Pre-Assessment Formative Assessment Post-Assessment

Pre Assessment evaluation by teacher at the beginning of the unit. Teacher observation during lesson focus. Post assessment evaluation by teacher at the end of unit.

Students who are not comfortable in the deep end only swim to middle of pool. Provide practice time. Verbal cues. Allow students adequate time to complete a full length of the pool using each stroke.

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Adaptations

Learning Goal 2 Students will be able to perform the elementary backstroke using cues from the lesson focus.


Teacher asks students for cues in the intro to activity. Teacher observes students performing the elementary backstroke. Peer partner uses checklist to evaluate partner performing the elementary backstroke.

Provide practice time. Use verbal cues. Use pictures and video of stroke. Use pictures of the stroke to help students visualize for evaluation.

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Adaptations

Learning Goal 3 Students will be able to identify 10 water safety procedures during aquatic activities, in class.


Teacher asks students about water safety procedures at the intro of lesson. Teacher will ask questions about water safety during lesson focus and instruction of water safety and rescue. Students will complete a water safety quiz.

Give students adequate time to answer questions. Give students adequate practice time. Use verbal instructions. Use visual aids. Allow students to draw.

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Adaptations

Learning Goal 4 Students will complete a journal reflection on the aquatics unit in at least three paragraphs, using topic ideas provided by teacher.


Teacher asks students questions each day corresponding to the journal topics. Students participate in activities related to journal topics each day. Students will type two paragraphs reflecting on the aquatics unit.

Give students adequate time to answer questions. Allow students to print journals on notebook paper. Give students adequate time to reflect on the topics provided and give extensive detail to reflection.

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Pre Aquatics Unit Assessment Teacher will evaluate each student on four strokes, during evaluation teacher will assign

students with a +, ±, - for each stroke evaluated. (+) will be given for proficiency and

competency in stroke form. (±) will be given for acceptable competency and knowledge

in stroke form. (-) will be given for poor competency and knowledge in stroke form.

Treading water will be based on the amount of time.

Last First Front Back Breast Elem.

Back

Treading

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Observation-Float Assessment Teacher Observers Students and places a CHECK if she the student can last for at least 5

seconds holding each float. An X is placed if a student cannot hold a float for 5 seconds.

Student Front Float Back Float Jellyfish Float Survival Float

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Elementary Backstroke Peer Assessment

Observers Name: _____________________________________________

Name of Person being observed: ________________________________

Directions: Observe your partner doing elementary backstroke. Indicate with an O if they

are performing the stroke correctly according to cues given. Indicate with an X if partner

is performing stroke incorrectly according to cues given.

Cues X or O “Chicken” – Arms bent at elbow hands

near armpits. Knees bent and up towards

chest

“Airplane” – Arms straight out to the side,

legs apart making an X with the Body

“Solider”- Arms straight down by side of

body, legs together and straight.

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Freestyle/Front Crawl Assessment

Teacher will complete the freestyle/front crawl assessment during class time.

Each student will perform the stroke for the teacher. Teacher will look for each

element listed, students receive an X if does meet criteria or an O if meets

criteria.

Last Name First Name Arms in

opposition; entry,

catch, pull, push,

recovery in each

cycle

Legs use

opposition for

flutter kick; with

floppy ankles

Breathe to the

side; turn head

and breathe in

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Rhythmic Breathing Self Assessment

Name: _______________________________________

Directions: Place an O in the Box if you successfully complete each task. Place an X if

you still need work on the task.

Head turns to either side

All air is expelled in the water

Air is taken in when head is turned to the

side and a “window” is made with arm.

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Self Assessment of Backstroke

Name: _____________________________ You will complete the backstroke self assessment after practicing the

backstroke in class. Place an X in the box if you did not perform the backstroke with the cue in the column.

Place an O in the box if you performed the backstroke with the cue in the column.

Cue Opposition

in

arms

Chin

to

chest

Flutter

Kick

Streamline

Assessment

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Water Safety Quiz

*Each question is worth 2 points

Name:_______________________________________

Pools

(1.)Choose the best answer

When entering a pubic pool you should ALWAYS___________ before entering the

water.

A: Do your hair

B: Wash your hand

C: Use the restroom

D: Take a shower

(2.)Fill in the blank

Never ____RUN_______ on the pool deck.

(3.)True or False

It’s acceptable to swim alone. ____False____

Boating


It is important to know the _________ condition before going out on a boat.

A: Boat

B: Weather

C: Captain’s

D: Life Jacket’s

(5.)True or False

Even good swimmers should wear a life jacket when boating, water skiing or

tubing.__True________

(6.)Fill in the blank

When choosing a life jacket, make sure it is approved by the U.S. Coast Guard.

Diving (7.)Fill in the blank

Always enter the water _____Feet First_______ when the depth of the pool is unknown.


Most head and back injuries occur in _________ water.

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A: Mucky

B: Deep

C: Shallow

D: Pool

(9.)True or False

Diving when there are “No Diving” signs posted is ok, as long as you are an experienced

diver. _False_____

Rescue (10.)True or False

If someone is struggling in the water you should immediately jump in and perform a

rescue technique. _____False_______

(11.)Choose the Best Answer

When performing an assist in the water with equipment you should

A: Keep the Piece of Equipment between you and the victim

B: Get close to the victim to help them

C: Throw them a life jacket to put on

D: Come up from behind them and scare them

(12.)Fill in the Blank

A person struggle with a vertical body position indicates a(n) _Active________ drowning

victim.

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Diving Worksheet

Name: __________________________________

Name three important things everyone should know about diving.

1.______________________________________________________________________

2.______________________________________________________________________

3.______________________________________________________________________

Each answer worth 10 points, for a total of 30 points.

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Journal Reflection Write two paragraphs reflecting on the aquatics unit.

Topic ideas: Fitness Components used in aquatics unit. Tell how you can improve your fitness for a lifetime using aquatics as a means of physical activity. Favorite part of the aquatics unit. How did your fitness level improve from the aquatics unit. Talk about favorite, least favorite, most difficult, easiest strokes.

Total Points Possible: 15

Excellent Good Poor

5 points each 3 points each 1 point each

-No grammar mistakes

-One to five grammar mistakes

-More than five grammar mistakes

-No spelling mistakes

-One to five spelling

mistakes

-More than five spelling

mistakes

-Presents ideas and thoughts

using 3 or more paragraphs

-Presents ideas and thoughts using 2 paragraphs

-Presents ideas and thoughts using only 1 paragraph or

less

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Post Aquatics Unit Assessment

Teacher will evaluate each student on four strokes, during evaluation teacher will assign

students with a +, ±, - for each stroke evaluated. (+) will be given for proficiency and

competency in stroke form. (±) will be given for acceptable competency and knowledge

in stroke form. (-) will be given for poor competency and knowledge in stroke form.

Treading water will be based on the amount of time.

Last First Front Back Breast Elem.

Back

Treading

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Resources Fitness Activities

Kickboard Warm-Up (days 1 and 5)

Fitness Concept: Muscular Strength and Endurance

Equipment Needed: A kickboard for each student in the class

Resource: Dayna Taube

Purpose: To provide students with the opportunity to strengthen their leg muscles used

for swimming.

Description of Activity:

Students will be split into equal groups depending on the number of lanes available. Each

student will have their own kickboard. The first student in line in each lane will hold their

kickboard with hands on the side of the kick board, bring their feet out looking similar to

“Super Man.” The student will then begin to flutter kick 25 meters. Once 1st student is

about ½ way down, cue next student to go. Continue until each student is on the other

side of the pool. (Can do a full 50meters too)

Repeat for different kicks:

Flutter Kick on Front

Flutter Kick on Back

Frog/Breaststroke Kick

Dolphin/ Butterfly Kick

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Water Aerobics (day2)

Fitness Concept: Cardiovascular Endurance

Equipment Needed: Upbeat Music if possible

Resource: YWCA of Lafayette and Dayna Taube

Purpose: To provide students with the opportunity to improve their Cardiovascular

Fitness while doing it in a fun creative way in the water


Students will be gathered into the shallow end of the pool. Teacher will lead exercises

from land or in water. For a 10 min. workout complete each of the exercises listed below

for 1 min.

Water Aerobics Exercises:

Side Step ( Right foot step to the right, left food follow, Left foot step to left,

Right foot Follow)

Jog Forward 10 sec and backward 10 sec

Cheerleader Jump (Jump up while legs go out to the side and back before

landing)

Rocking Horse (right leg in front, left leg behind. Body weight goes from front to

back using arms for sculling, switch legs)

Cross-Country Skier (Same legs as Rocking Horse. Jump up and switch position

of legs)

Jog in Place

Football March (running in place as fast as possible lifting feet only 1 inch of the

ground)

5 kicks ( Lay on left side kick 5 times, Lay on right side kick 5 times and repeat)

Front Kicks (Step with right foot forward kick upward with left foot and bring

back down. Repeat with left foot step forward and right food kick up)

Jog forward 10 sec and backward 10 sec

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Whirlpool Tag (day3)

Fitness Concept: Cardio Vascular Endurance + Muscular Strength.

Equipment Needed: None


Purpose: To Provide Students with a fun way to increase their heart rate as well as

increase muscular strength.


The class is to get into a circle no more than 5 feet away from their neighbor. The game

begins with students run in a circle for around 1 min. The teacher yells out, “Backwards”

at that point students are to turn around and try to swim against the current to tag the

person in front of them. The Teacher yells out “Forward” and the class begins in the

direction they started in.

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Water Polo (day4)

Fitness Concept: Cardio Vascular Endurance + Muscular Endurance

Equipment Needed: 2 water polo nets, a water ball


Purpose: To improve student’s treading skills as well as their cardio endurance and

muscular endurance.

Description of Activity: Because of lack of time for rules, this water polo game will be

play similar to Ultimate Frisbee.

The class will be split up into 2 teams. Students are directed into the deep end where they

will begin to tread water. As the ball is passed using a one handed overhead throw, each

team is trying to score by passing and throwing the ball into their goal. Students are

encouraged to swim to get open, but are not allowed to swim once in possession of the

ball. Rules are the same as for the game of Ultimate Frisbee.

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Two by Two Fitness (day6)

Fitness Concept: Muscular Strength and Endurance

Equipment Needed: White or Blackboard with instructions

Resource: Modified for the water by Dayna Taube from www.pecentral.com

Purpose: To help improve students muscular strength, while at the same time giving

students the opportunity to work together in an attempt to complete a common goal.


Students will be asked to begin with a single partner. They are then to complete the 1st

task with that partner. Once task is completed with partner, both students will then find a

new partner to complete task 2. Task’s are written on a white or black board on the deck

of the pool. There are 10 Task’s to complete on the board, students should complete each

task with a different partner.

Ten “Two by Two” Tasks:

1. With a partner find a spot on the wall and complete 1 min of wall kicks

2. With a partner do 10 bobs high fiving each other underwater each time

3. With a partner Swim and Touch 2 opposite sides of the pool

4. With a partner perform 10 bicep curls with empty milk jugs

5. With a partner use a kickboard to kick down and back

6. With a partner take turns throwing a diving ring for each other

7. With a partner do 10 pushups on the wall

8. With a partner do 10 triceps dips on the pool wall

9. With a partner hit a beach ball back and forth 3 times

10. With a partner, come up with one way to be healthy this week and have 1 person

get out and write it on the board.

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Deal or No Deal (day7)

Purpose: Students use various types of exercises to get warmed up for the day. This

activity allows students to have some choice in the exercises they are doing.

Fitness Components: Cardiovascular, Muscular Strength/Endurance, Flexibility

Resource: Janell Brown

Time: 3-5 minutes (can last 3-15 minutes)

Description: Teacher has a stack of index cards (at least fifteen) with numbers on each

card. On each card is listed an exercise.

Students will be spread out in an area, each with own personal space. Teacher picks

students to come and pick a card from the stack. When the student picks a card they will

read the exercise and decide if they want to do that exercise with the rest of the class. If

the student decides they want to do the exercise with the rest of the class they will tell the

teacher “Deal”. Then together the class does the exercise from the card and the teacher

takes that card out of the stack. If the student decides they do not want to do the exercise

on the card they tell the teacher “No Deal”. The teacher then takes that card out of the

stack. Another card is picked out of the stack, however the card after a “No Deal” card

must be completed.

Activities:

1. 15 Jumping Jacks

2. Four Corners (freestyle, aqua jog, elementary backstroke, aqua jog)

3. 25 crunches

4. 10 push ups

5. 15 torso twists

6. 10 second toe touches

7. 10 bobs

8. 30 seconds tread water

9. 10 jumping jacks

10. 15 bicep curls

11. 15 bobs

12. 20 torso twists

13. 20 arm circles

14. 15 second toe touches

15. 5 push ups

16. 45 second treading water

Adaptations:

Amount of each exercise can be changed accordingly. All exercises can be inserted into

this activity. This can be done in the gymnasium or in a classroom.

Equipment:

Water weights, Empty milk jugs

46

Strength Training Workout (day8)

Purpose: Strength training workout will allow students to work the components of

muscular strength in the swimming pool. It will show students alternate activities for

cross training.

Fitness Components: Muscular Strength/Endurance

Resource: Janell Brown and Dayna Taube

Time: 3-5 minutes

Description: Students will use water weights, body weight and empty milk jugs to

perform strength training exercises. Students will be in partners or work alone in the

shallow end. Teacher will assign students to an exercise. Students will then complete the

exercise using weights.

Activities: bicep curls

lateral pull downs (arms straight out to your side pull down to side of body)

triceps pull down (start with jug or weight at armpits and push down so arm extends)

Abdominal crunches (arms out, laying on back, pull knees up towards chest)

lateral Crunches (knees come up to right and left side of body)

Adaptations: Use lighter or heavier weights with students.

Equipment: water weights, empty milk jugs

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Lap Swim (day9)

Purpose: Lap swimming will help students improve cardiovascular endurance. Students

will also practice previously learned strokes.

Fitness Component: Cardiovascular Endurance


Time: 3-5 minutes

Description: Students will swim a specified number of laps given by teacher. Students

will swim laps using a specific stroke given by teacher.

Adaptations: Students may swim shorter distances or less amount of time. Students who

are not confident swimming may use the outside lanes, next to the walls.

Equipment: None

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Racetrack Fitness (day10)

Purpose: Racetrack fitness will provide students will opportunities to improve fitness

components through a variety of activities.

Fitness Component: Cardiovascular Endurance, Flexibility, Muscular

Strength/Endurance

Resource: www.pecentral.com and adapted for aquatics by Janell Brown

Time: 3-10 minutes

Description: Students will have a partner for racetrack fitness and they will spread out in

the lanes along the wall. Partners will be numbered 1 and 2. Partner one will swim a lap,

while partner two is doing an exercise listed on the wall. Partner one tags partner two,

then partner two swims a lap, while partner one does the same exercise. Racetrack

fitness can be continued for as many laps/exercises the teacher would like.

Activities:

stretches

jumping jacks

push ups on the wall

weight lifting

stationary kicking on the wall

bobs

rotary breathing

Adaptations: students may complete some exercises out of the water on the pool deck.

This can be done in the gym, if students run a lap instead of swimming a lap.

Equipment: water weights

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Relays (day11) Purpose: Students will improve cardiovascular fitness by competing in team swim

relays.



Time: 3-10 minutes

Description: Students will split into even teams throughout all lanes of the pool. Teacher

will assign students a distance to swim and a stroke to be used in the relay. Students will

then use the stroke designated to swim the correct distance, then they will tag partner to

swim next leg.

Adaptations: Students who are not confident swimming can swim along the lanes by the

wall. Students can swim using float belts.

Equipment: lane lines in pool

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Diving Point Relays (day 12)

Purpose: Students will use previously learned diving skills to dive after swimming one

length of the pool.



Time: 3- 10 minutes

Description: Students will swim one length of the pool, and then surface dive to the

bottom to retrieve an item. Students will then swim the length of the pool back to team

and tag hand of next teammate, while holding the item from bottom of pool. Items they

collect will then be placed on the pool deck. Teacher will have previously placed correct

amount of items in each lane for retrieval.

Activities: freestyle, backstroke, elementary backstroke,

Adaptations: Have items in the shallow end so students do not have to dive far into the

water. Have students only swim one length of the pool. Students can swim using float

belts.

Equipment: at least 30 pool toys, lane lines in pool

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Intro Activities

Day 1 Swimming Video

Students will be shown a video of professional swimmers and divers. During this video

the teacher will point out names of strokes and certain techniques within those strokes.

Day 2 Freeze Tag

Students will accumulate into the shallow end. Two students will be marked as “taggers”

and they will swim trying to tag other players. Once a player is tag they are to freeze,

until another player high fives them. After a high-five both players can swim around

trying not to be tagged by the tagger. This game should be used as a warm up and last

only a few minutes.

Day 3 Favorite Floats

This activity is meant as a review of the previous day. Students are to pick a favorite float

and perform that float for a single minute. This activity can continue with another

favorite float.

Day 4 “Pirates”

Each wall of a room or side of the pool is delegated as a respective compass point.

Students stand in the middle and when a compass direction is given run to that point,

those getting it wrong or being last to get there are knocked out and asked to tread water

for the remainder of the game.

"port", - Left

"starboard", - Right

"stern", - Back

"bow". - Front

"Shark" All get out of the water.

"Pirates" All jump in again

Day 5 Elementary Backstroke

Students will report to the pool and start swimming laps using the elementary backstroke

for the first 3 min. of class.

Day 6 Freestyle Swim

Students will report to the pool and start swimming laps using freestyle stroke for the first

3 min. of class.

Day 7 Elementary Backstroke Challenge

Students will be challenged to get the least number of strokes in 25 meters. The suggested

low number for a high school student is 6 full El. Backstroke, Strokes.

Day 8 Backstroke

Students will report to the pool and start swimming laps using the backstroke for the first

3 min. of class. .

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Day 9 Ultimate Frisbee

Students will be in two teams in the shallow end playing ultimate Frisbee. In ultimate

Frisbee they will be able to take 2 steps after catching. If the Frisbee hits the water the

other team gets the Frisbee. Teams are trying to score by passing the Frisbee to a

teammate in the end zone at the sides of the pool.

Day 10 Review Floats

Teacher will review the floats learned earlier in the semester. Students will practice each

float when instructed by the teacher. Floats include: Back float, front float, Jellyfish

Float, Survival Float.

Day 11 “Save the Baby”

Students will be using their rescue and diving skills to “save the baby”. Teacher will

have placed diving bricks and other items on the bottom of the pool. Students will then

dive to the bottom and retrieve items.

Day 12 Stretch

Teacher will instruct students on stretches to be used for aquatics in and out of water.

Stretches may include: arms, legs

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Culminating Activities

Day 1 Diving Rings

Students are gathered in the shallow end of the pool. Multiple diving rings are thrown

into the water (at least 1 per number of students.) Students are asked to obtain at least

one. This activity is meant to get students comfortable in the water.

Day 2 Marco-Polo

Students are gathered in the shallow end of the pool and spread far apart from each other.

Two students are named Taggers and will be asked to keep their eyes closed the

remaining time they are taggers. The teacher will call Marco, in which the other students

will replay “Polo.” Once a verbal Polo is spoken a float must be performed for 5 seconds

in which the taggers can make their move to tag a player.

Day 3 Treading Water Challenge

Students will use their skills just learned to perform treading water in the deep end for 5

straight min. If students are not comfortable they can move to the deeper end of the

shallow end.

Day 4 Elementary Back stroke Challenge.

Students will be challenged to get the least number of strokes in 25 meters. The suggested

low number for a high school student is 6 full El. Backstroke, Strokes.

Day 5 Freestyle Challenge

Students are asked to perform 100 meters of freestyle without stopping. (repeat if time

allowing)

Day 6 Underwater Hockey

Students are split into two teams. The game is played underwater with rules similar to

Ultimate Frisbee. The game is played with a water torpedo and students may use water

force made with their hands to move the torpedo along. Once the torpedo has

landed/stopped any student may pick it up and throw it underwater towards their goal.

Day 7 Backstroke Treasure Relay

Students will be in even groups throughout the lanes. Each group will have a treasure

they need to carry with them at all times during the relay. Students will be using the

backstroke just learned during this relay. The treasure they are carrying will be placed on

the abdomen of the team members.

Day 8 Beach Ball Madness

Students will be playing beach ball madness. In beach ball madness each student has a

beach ball. With this beach ball they will place it in front of themselves. Using the

breaststroke students will push the ball in front of themselves around the pool.

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Day 9 Fly Kick with Kickboard

Students will race against their classmates using the fly kick and kickboards. The

number of laps and distance may be determined by the teacher.

Day 10 Save Your Teacher

Students will use the rescue skills to “save the teacher”. A lifeguard will need to be on

duty for this activity. The teacher will get into the water and students will take turns using

their rescue skills to properly save the teacher. While a student is “saving the teacher”

students can be split into pairs practicing their rescue skills on each other.

Day 11 Create-A-Dive

Students will use their diving skills to create a dive to showcase to the class.

Day 12 Olympics

Teacher will organize Olympic events for students to participate in relays and individual

races.

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Technology Heart rate monitors will be used in our aquatics unit by students to keep track of fitness levels and reaching target heart rate in class. We will have fifteen heart rate monitors to use in the class. Students will be split into two groups, each group wearing the heart rate monitors on alternating days. Teacher will frequently ask students about their heart rate during class. As well, teacher will download student heart rate charts to computer. Underwater cameras will be used in our aquatics unit by the teacher to view students’ performance of various strokes. This will assist the teacher in evaluating each student on each stroke. Underwater cameras will be used for the pre and post stroke assessments, in addition the days the strokes are taught. The cameras will help give the teacher a clear understanding of the skill levels of each of the students. Videos will be used in our aquatics unit as introductions to different strokes and the unit. The videos will provide students with visual representation of the skills to be performed as well as verbal cues and instruction of the strokes. Videos will help to stimulate the learning process in the visual learning students of any class.

56

References

www.pecentral.org

aquatics unit- 9 grade designed by: dayna taube janell brown · 2019. 2. 11. · unit block plan 10...

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