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Lesson Plan Title: Lesson 1- Introduction to Basic skills and Water Safety

Date: February 16 th , 2018 Subject: Wellness 10 Topic: Aquatics


- 25 flutter boards

- 25 sets of flippers

- 25 sets of hand paddles

- 25 PFD’s/lifejackets

- 25 noodles

- 25 aqua belts

Grade: 10

From Safety Guidelines Handbook for Physical Education: Saskatoon Public Schools

- Wear suitable swimwear (preferably no cottoncotton clogs the filters)

- Tie hair back

- No jewelry

- If swimming outdoorswear sunscreen, long sleeve shirt, sunglasses, etc. Adhere to pool rules such as:

- No running or pushing on the deck

- No chewing gum or food

- No food in pool area

- No diving in the shallow end (only in designated areas)

- Shower before entering the pool

- No persons with infected cuts or open sores in the pool

Note* Discuss with lifeguard if there are students that you are particularly concerned about For supervision purposes:

- Ensure that there is an individual in the immediate vicinity who is readily accessible and who has current first aid & CPR ‘C’ training

- There should be a teacher on deck or in the pool with the students at all times

-Instruction should be in accordance with current safety practices and standards

- Required ratio of lifeguards to students on deck at all times (1 guard per 50 people national standard)

- Arrange for appropriate supervision in the change rooms

Management Strategies:

- Have one set location where equipment will be set out prior to the lesson and returned by

students when finished with the equipment. I.e. corner of the pool by the hot tub/First Aid-Staff room. Equipment will be stacked neatly to decrease safety hazards.

- When giving instructions, students will either be out of the water in a semi-circle or in the water by the wall nearest the teacher

- Teacher will form groups by numbering students, keeping in mind students with exceptionalities/lower ability NOTE* be sure chemicals are in range before entering the pool

Stage 1- Desired Results you may use student friendly language

What do they need to understand, know, and/or able to do?

Psychomotor: Students will be able to demonstrate kicking, arm pulls, and safety (front crawl arm movements)

Affective: Students will be able to feel safe to enter and explore the water. Students will be supportive of one another since everyone will have varying degrees of comfort in the water.

Cognitive: Students will be able to understand the rules of the pool and the consequences of not following those rules, as well as understanding cues of each skill.

Broad Areas of Learning:

- Building Lifelong Learners: Students will have the opportunity to explore and construct knowledge

from the basic skills of swimming. Building their confidence, competence, and sustainability in the water will allow for deeper inquiry of this life skill and will promote a positive lifestyle. This, in turn,

will also promote more engagement and planning for not just swimming, but other alternative environment activities.

- Building a Sense of Self and Community: Students will encourage one another and work together

to support one another. This will also help alleviate fears in the water, build trust, and self confidence

- Building Engaged Citizens: Students will experience opportunities to initiate, plan for, and lead

positive change that will enhance the personal well-being of self and others. Swimming promotes an active and healthy lifestyle and provides the opportunity to develop a skill that promotes a lifetime of health and fitness. It is also a physical activity that can be potentially lifesaving and can be beneficial for some job opportunities.

Cross-Curricular Competencies:

- Develop Thinking: Students will have the opportunity to apply prior knowledge, experiences, and ideas of self before entering the water. The knowledge, experiences, and ideas of self will allow for engagement in movement activity and to create activities.

- Develop Identity and Interdependence: Students will understand how to keep themselves and their peers safe in the water. This, in turn, will develop trust and teamwork.

- Develop Literacy: This lesson will help students develop their physical literacy by improving their competence, confidence, and sustainability in a wide variety of skillful physical movements. Students will learn the skills needed to succeed in swimming through diverse strands of communication. Visual demonstrations, auditory directions, speaking by communicating to their teammates, kinesthetic maneuvering, and other literacies can be applied to teach the same skillful physical movement.

- Develop Social Responsibility: Students will work on positively interacting and being respectful toward their peers in order to create a safe and trustworthy environment.


W3 - Plan for and engage in movement activity to increase confidence, competence, and sustainability in self-selected individual and/or partner movement activities from each of the following categories:

Body Management Activities (e.g., dance, yoga, pilates, martial arts, aerobics)

Alternative Environment Activities (e.g., cycling, snowshoeing, cross-country skiing, swimming, hiking, skating, canoeing, trapping, weight lifting/going to a fitness centre)

Target games (e.g., bowling, golf, archery, bocce ball ) Net/Wall games (e.g., tennis, table tennis, racquetball, squash)

PGP Goals:

1.1- The ability to maintain respectful, mutually supportive and equitable professional relationships with learners, colleagues, families and communities 2.2- proficiency in the Language of Instruction 3.1- the ability to utilize meaningful, equitable, and holistic approaches to assessment and evaluation 3.2- the ability to use a wide variety of responsive instructional strategies and methodologies to accommodate learning styles of individual learners and support their growth as social, intellectual, physical, spiritual beings

Stage 2- Assessment

Assessment FOR Learning (formative) Assess the students during the learning to help determine next steps.

- Students will be assessed by the criteria in the rubric throughout the lesson(s)

- Students will be assessed of skills through feedback from teacher

Assessment OF Learning (summative) Assess the students after learning to evaluate what they have learned.

- Students will be asked questions that reflect their final assessment

- Students will self-assess through journaling at the end of each lesson (their experiences)








- - - - - - - 2 5 3 Skill or Concept Tuck jumps Calf
- - - - - - - 2 5 3 Skill or Concept Tuck jumps Calf
- - - - - - - 2 5 3 Skill or Concept Tuck jumps Calf
- - - - - - - 2 5 3 Skill or Concept Tuck jumps Calf




Skill or Concept

Tuck jumps

Calf raises

Arm circles




5-10 minutes





10 minutes

10 minutes


30 seconds

30 seconds

30 seconds

Stage 3- Learning Plan

Motivational/Anticipatory Set (introducing topic while engaging the students)

Motivational Set

Transition- Changing time

Rules and Management

Dynamic warm-up (wet)

Activity 1

Activity 2

Activity 3

Closure/Transition- Changing time

Total: 50-60 minutes Motivational/Anticipatory Set

Ask students who has been swimming before/taken swimming lessons

Explain to students how swimming is not only a cardiovascular workout with low impact on bones, joints, and muscles BUT also a life skill!

Discuss what rules we need to adhere by in the facility (stated above)

Be clear to students to participate in activities that they’re comfortable in and that aids are available for those who feel discomfort in entering the water

Explain to students that the goal today is to get a feel for the water and create confidence at own level of comfortability

Warm-up A dynamic warm-up allows for increased blood flow and body temperature. In essence, this allows for less injuries to take place when we begin the workout. Most dynamic exercises and stretches can be performed in the pool at the correct depth and also are low impact due to buoyancy.

Fitness circuit: 30 seconds of each exercise (9) with 10 seconds of rest in between each exercise*Students will go through circuit once & perform skill in the shallow end of the pool

Student must make sure they have enough room around them for movement and no deeper than chest height


Bum kickers



Jumping jacks



High knees






Walking in a circle



Reverse Walking in a circle



Note* Demonstrate each skill to class out of pool so they can visualize movement

NOTE* the “Walking in a circle” exercise consists of the whole group forming a circle and walking in the same direction. The “reverse” requires students to change direction of circle in order to create resistance.

Main Procedures/Strategies:


Skill or Concept

Learning Activities

Teaching and Observation Points

Facility Rules

- Explain all rules students

- Stressing the rules of the facility and the

need to adhere by in the facility, not just the pool

- Have students who need/prefer to use an aid in the water (aqua belt, PFD, noodle, etc.) get one before going into the water

consequences that follow breakage of the rules

Activity 1 (kicking)

- Students will hop out of the water and practice flutter kicking with their stomachs lying on the deck (straight legs with slight bend in knee, foot is pointed)

- Demonstrations with both verbal and visual cues in and out of the water. Kinesthetic approach to correcting students kick (with the student’s discretion)

correcting students kick (with the student’s discretion) - After practice outside of the pool, students will

- After practice outside of the pool, students will then hop in the pool and practice kicking while grabbing onto the wallthis will allow for a feel of the water without moving forward

- Once students are comfortable with kicking on the wall, they will have

- Straight leg with slight bend

- Foot flexion

- Up and down movement

an option to kick with a flutter board, allowing them to feel propulsion NOTE* make sure students know when to stop kicking (a stopping point)

Activity 2 (arm pulls)

to stop kicking (a stopping point) Activity 2 (arm pulls) - Students will hop out of

- Students will hop out of water and mirror the teacher of proper arm pulls, specifically front crawl arm movements.

- After practice outside the pool, students will stand vertically in the water practicing pulling through the water, while just

focusing on arm movements

- If willing and comfortable, students will try to combine kicks with proper arm movements NOTE* make sure students know when to stop swimming (a stopping point)

- Demonstrations with both verbal and visual cues in and out of the water. Kinesthetic approach to correcting students arm movements (with the student’s discretion)

- Straight arm with a slight bend in elbow


- 45 degree angle entering hand in the water

- Pull all the way past hip

Closed fingers

Activity 3 (free choice)

- This is the students opportunity to try different equipment, areas of pool, and free time to explore the water and become more comfortable NOTE* Lifeguard should be on duty at all times

- Students will also have a chance to practice skills in any adaptation they wish to choose

- Stress, again, the facility rules

- Crucial for teacher to observe what students are doing (gives a sense as to where everyone is at comfort level wise)

NOTE* Activities of kicking and arm movements can be shown visually by teacher at all adaptations OR shown through video or student demonstration


Activity 1

- Students have option to stay at one particular station (out of water, at wall, propulsion in the water) until they feel confidence and competence to move onto the next station

- Students have option to use an aid while taking part in the activity in order to feel more comfortable

- Students have option to go further than the exceeding line of kicking if they are competent (with the supervision of a lifeguard)

- Students have option to use flippers in order to feel propulsion if having difficulties moving in the water

Activity 2

- Students have option to stay at one particular station (out of water, at wall, propulsion in the water) until they feel confidence and competence to move onto the next station

- Students have option to use an aid while taking part in the activity in order to feel more comfortable

- Students have option to go further than the exceeding line if they are competent (with the supervision of a lifeguard)

- Students have option to use hand paddles in order to feel propulsion if having difficulties moving in the water

Closing of lesson:

- Ask students what were the cues for kicking and arm pulls

- Ask students what station did they feel most competent at

- Ask students the facility rules and how the rules would change if we were at a lake or ocean (ponder)

Note* while asking students these questions, form a circle with student led stretching

M. Wilkinson ’16 *Adapted from Understanding by Design (McTighe and Wiggins, 1998)

Written Reflection

I chose to incorporate the above activities for a variety of reasons. I found it essential to go over

facility rules in order to create a safe and comfortable environment for my learners. I understand that

most of my students will be entering this lesson at a variety of levels comfortability and skill wise,

therefore, I need to make safety of self and others a priority. Stressing the facility rules also reflects my

criteria in my rubric, specifically Exhibiting responsible, safe, personal and social behavior that respects

self and others. This, in turn, reflects the students final assessment as well, with questions pertaining

to water safety.

Incorporating a dynamic warm-up in every lesson is essential in physical education. My dynamic

warm-up in this lesson allows the students to slowly engage in the lesson while preventing injury.

Warm-up’s also allow for mind-body connection that builds confidence in performing the next skills. I

chose the basic skills of flutter kick and arm pulls (combined to create front crawl). These basic skills

and their adaptations (on land, on wall, propulsion) allows for students to create confidence and

competence of the basic skill at their own level. Allowing the students free choice at the end of the

lesson not only allows for engagement in the activity, but also allows me as a teacher to observe

comfort levels and levels of interests of the students.

I plan lessons and assessment based on provincial curriculum. My instructional

strategies/assessment procedures of visual, auditory cues, and kinesthetic approaches is adaptable

throughout the lesson in order to modify teaching and learning activities to improve student

sustainability and engagement. My lessons and formative assessment strategies reflect on my outcome

and indicators that encompass the unit.


make student learning goals for each lesson/task. My goal is clear throughout the lesson and

prior to the lesson. I want students to feel comfortable, confident, competent and sustained

throughout the lesson by allowing success through my instruction and my activity set-up. I allow for

different variations of each skill and different instructional strategies in order for students to feel

comfortable and to achieve goal.

I know which instructional strategies to pick at given times. The learning strategies I choose to

give visually (demonstrate the skills outside of the water, stationary, propulsion), verbally through

cues, and kinesthetically (by student discretion, manipulate the student’s body part in order to achieve

skills and feel skill) allows for students to succeed in skills pertaining to the lesson which, in turn, allows

them to be successful in hitting the outcome and indicator of the lesson. Instructing the activities in a

variety of environments allows the student to choose which environment best pertains to their level of

capability and allows for them to succeed and improve towards the outcome and indicators.

My lessons are ready to be used. My lesson is very descriptive with visuals in order for any

teacher to be successful instructing the content to the class. Although prior knowledge of swimming

would be beneficial, the instruction options allow for the teacher to choose which instruction strategy

they’re most comfortable with.

I create formative assessments. Following the rubric I created in order to assess the students

learning will allow me to self-assess my own teaching throughout the lesson. The criteria for the

assessment is based off of items I expect of students rather than assessing them on physical ability.

I set and use goals for enhancing my professional development. My goals in this unit

specifically include creating exceptional formative assessment. I am working towards this goal by

creating unique ways of assessing students by the outcome and indicator without critiquing their

ability. My goal is also to maintain safety throughout the lesson in order to build trust with the

students, to create a safe learning environment, and to keep confidence levels progressing.

I understand how to plan for differentiation and adaptation. I’ve designed my lesson plan with

adaptations and planned for differentiation in order for my students to succeed. Students at all levels

of ability and comfortability can succeed with the aids, the different environments of each activity, the

different equipment to enhance skill, and the instructional strategies.

I create engaging learning activities and tasks. My entire unit allows for increased connection

between students and student ownership of learning. Although I have two specific activities I teach to

the students, I reward them with free choice at the end of the lesson in order to create interest,

confidence, competence, and motivation. The activities also allow students to choose their adaptation,

their equipment or aid to succeed. This, in turn, will allow for improvement which leads to


My planned activities would improve the discipline specific literacy skills of my students. My

students have the opportunity to self-assess at the end of each lesson by journaling their experiences

throughout the lesson(s). The planned activities allow for improved physical literacy among the

students by creating confidence, competence, and motivation in a life skill through the different

adaptations and allowing for student ownership.