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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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Assessment Plan Table: 9th grade
Learning Goals Assessments Format of Assessment
Adaptations
Learning Goal 2 Students will be able to perform the elementary backstroke using cues from the lesson focus.
Pre-Assessment Formative Assessment Post-Assessment
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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Assessment Plan Table: 9th grade
Learning Goals Assessments Format of Assessment
Adaptations
Learning Goal 3 Students will be able to identify 10 water safety procedures during aquatic activities, in class.
Pre-Assessment Formative Assessment Post-Assessment
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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Assessment Plan Table: 9th grade
Learning Goals Assessments Format of Assessment
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.
Pre-Assessment Formative Assessment Post-Assessment
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
(4.)Choose the best answer
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.
(8.)Choose the best answer
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
Description of Activity:
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
Resource: Dayna Taube
Purpose: To Provide Students with a fun way to increase their heart rate as well as
increase muscular strength.
Description of Activity:
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
Resource: Dayna Taube
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.
Description of Activity:
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
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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
Resource: Janell Brown and Dayna Taube
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.
Fitness Component: Cardiovascular Endurance
Resource: Janell Brown and Dayna Taube
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.
Fitness Component: Cardiovascular Endurance
Resource: Janell Brown and Dayna Taube
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.
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References
www.pecentral.org