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Unit Plan Swimming
Beginner Swimming, Diving, Water Activities
Grade Level: 9th
Number of Students: 22
Background: Swimming has a very deep rooted history in that it has been tracked back
up to 6,000 years ago. Stone Age paintings have been found depicting swimming in
addition to many written documents including the Illiad, the Odyssey as well as the Bible.
The first individual to write a book on swimming was a German professor known as
Nikolaus Wynmann in the year 1538. The book was entitled “The Swimmer or A
Dialogue on the Art of Swimming.” The year was around 1800 when competitive
swimming began to surface in Europe. The early competitions mostly consisted of the
breaststroke until John Authur Trudgen came along and shook up the swimming world in
1873. Trudgen introduced the technique of trudgen along with a scissor kick technique in
order to minimize splashing. The first time swimming was introduced to the Olympic
games was in 1896 in Athens. There were six planned swimming events within the
Olympics at the time but only four of them were actually completed. There was the 100,
the 500 and the 1200 meter freestyle as well as the 100 meter race for sailors. Alfred
Hajos of Hungary was the first gold medal winner in the 100 meter freestyle. After that,
the sport of swimming continued to evolve in both technique and popularity. Richard
Cavill came along in 1902 to introduce the world of swimming to the front crawl and in
1908 the world swimming association (FINA) was formed. Within the 1930’s, the
butterfly stroke was developed. As the sport continued to grow, the swimming strokes
and kicks were modified to make swimming the different events more fluid with the least
amount of friction caused by the water. For example, the breaststroke was modified by
the Australians in which the arms are bent under water which in turn increased the
horizontal push as well as the speed. This technique also ensured that there was a limit to
wasted force making the stroke more energy efficient for the swimmer. In addition to this
modification, swimmers quickly realized that it was much more efficient swimming
underwater for as long as possible in order to maintain the most speed because coming to
the surface increased the friction. FINA was quick to respond to this technique by
limiting the distance in which this practice could be done because many swimmers were
passing out from lack of oxygen. Then came the forward tumble in which the swimmer
turns over completely and then pushes off the wall to continue swimming in the opposite
direction. In today’s swimming competitions, there are about 20 events compared to the 6
events of the first Olympics, so it’s quite evident how far swimming has come. The
swimming evolution was quite remarkable and it shows the human desire to improve
performance through the modification of swimming techniques.
Fun Facts: In 1998 Benoit Lecomte swam across the Atlantic Ocean. This was a total of
5,600 kilometers in which he swam 6 to 8 hours a day and completed the feat in 72 days.
Plato had actually considered a man whom couldn’t swim uneducated. Did you know a
shrimp can only swim backwards? The eel will swim 3,000 miles nonstop in order to
reach a river or lake in which they spend their lives. Scientists have speculated that a
Tuna which has lived 15 years has traveled around 1,000,000 miles in a lifetime. Henry
Sullivan was the first American to swim the English Channel in 1923. Elephants use their
trunks as snorkels and can swim up to 20 miles a day. Believe it or not, kangaroos are
actually great swimmers! The famous Pianist Yanni was a member of the Greek National
Swimming Team.
Connection to Culture/Race/Gender Society: Swimming is a non-discriminating sport
in which people of all races, cultures and genders are welcome to participate. Although
swimming began as an exclusively male sport, women are now welcome to participate
competitively. Now the Olympic Games demonstrate the diversity of participants in
which the sport has evolved in that swimmers from all countries are welcome to
participate. The opportunities in the realm of swimming have grown as well in that
society makes it more affordable to enjoy the sport. The YMCA, Swim Clubs, Colleges,
and various Sports Clubs have pools that are easily accessible to the general public
regardless of background and socioeconomic status.
3. Terminal Objectives/ Unit Goals
A. Terminal Objectives
Swimming
By the end of the unit on swimming, students will demonstrate the basic skills of the
breast, freestyle, back, and butterfly strokes in order to maneuver their way around the
pool using proper technique and form and will be evaluated by the teacher via cue
checklist.
Diving
By the end of the unit on diving, students will understand and demonstrate the various
ways to dive into a pool using proper form and technique and will be assessed by the
teacher via checklist.
Water sports (Polo)
By the end of the water sports/ polo unit students will become familiar with and
demonstrate the rules of water polo using proper etiquette and behavior and will be
assessed during game play by the teacher.
B. Unit Goals
a. Swimming
i. Psychomotor-70%
1. By the end of the unit on swimming students will be able to
demonstrate the basic skills needed in order to perform the
breast, freestyle, back, and butterfly strokes effectively.
a. NASPE- 1.2: Demonstrate competent motor skill
performance in a variety of physical activities.
b. NJ standard 2.5 1 A : Demonstrates mature,
mechanically correct form and control when
combining and modifying movement skills in
applied settings.
c. NJ standard 2.6 1C: Engage in a variety of
sustained, vigorous physical activities to enhance
each component of fitness.
ii. Cognitive-10%
1. By the end of the unit on swimming students will
understand their bodies and how they move.
a. NASPE 2 Grade 9-12: Demonstrates understanding
of movement concepts, principles, strategies, and
tactics as they apply to the learning and
performance of physical activities.
b. NJ standard 2.1 1-E: Evaluate work and leisure
situations for perceived and actual risk of
intentional and unintentional injuries
c. NJ standard 2.1 2 E: Develop personal protection
strategies to reduce the incidence of injuries and
evaluate their effectiveness.
iii. Social-10%
1. By the end of the unit on swimming students will display
effective communication and cooperation with their peers
and the teacher in addition to respect and proper behavior
while swimming.
a. NASPE 5 Grade 9-12- Exhibits responsible
personal and social behavior that respects self and
others in physical activity settings.
b. NJ standard 2.2 4A: Employ strategies to improve
communication and listening skills and assess their
effectiveness.
c. NJ standard 2.2 1 E: Assesses personal and group
contributions and strengths that lead to the
achievement of goals and tasks.
d. NJ standard 2.2 2 E: Evaluate a group’s ability to be
respectful, supportive and adherent to codes of
conduct.
iv. Affective-10%
1. By the end of the unit on swimming, students will value
and appreciate swimming and the basic skills as a
beneficial lifetime activity.
a. NASPE 6 Grade 9-12- Values physical activity for
health, enjoyment, challenge, self-expression,
and/or social interaction.
b. NJ standard 2.2 1 B: Demonstrate and evaluate the
use of decision making skills
b. Diving
i. Psychomotor -70%
1. By the end of the unit on diving, students will demonstrate
competence in performing all skills necessary to
successfully dive off of various surfaces.
a. NASPE 1 Grade 9-12- Demonstrates competency
in motor skills and movement patterns needed to
perform a variety of physical activities
b. NJ standard 2.5 1 A: Demonstrates mature,
mechanically correct form and control when
combining and modifying movement skills in
applied settings.
ii. Cognitive -10%
1. By the end of the unit on diving, students will demonstrate
knowledge of entry points in the water and perform them
efficiently.
a. NASPE 2 Grade 9-12- Demonstrates understanding
of movement concepts, principles, strategies, and
tactics as they apply to the learning and
performance of physical activities.
b. NJ 2.5 2B: Analyze how movement activities reflect
culture, era, geography, or historical context.
iii. Social-10%
1. By the end of the unit on diving, students will demonstrate
the ability to communicate and work together efficiently
while in groups during the various diving lessons.
a. NASPE 5 Grade 9-12- Exhibits responsible
personal and social behavior that respects self and
others in physical activity settings
b. NJ standard 2.2 4A: Employ strategies to improve
communication and listening skills and assess their
effectiveness.
c. NJ standard 2.2 1E: Assess personal and group
contributions and strengths that lead to the
achievement of goals and tasks.
d. NJ standard 2.2 4E: Evaluate a group’s ability to be
respectful, supportive and adherent to codes of
conduct.
iv. Affective-10%
1. By the end of the unit on diving, students will be able to
express their feelings about various dives.
a. NASPE 6 Grade 9-12- Values physical activity for
health, enjoyment, challenge, self-expression,
and/or social interaction.
b. NJ standard 2.1 1F: Discuss psychological
principles and theories of personality development
C. Water Activities ( Polo)
i. Psychomotor -50%
1. By the end of the unit on water polo, students will
successfully play a in a game of water polo using proper
form and technique of the basic skills.
a. NASPE 1 Grade 9-12- Demonstrates competency in
motor skills and movement patterns needed to
perform a variety of physical activities
b. NJ standard 2.5 1A: Demonstrates mature,
mechanically correct form and control when
combining and modifying movement skills in
applied settings.
c. NJ standard 2.6 1C: Engage in a variety of
sustained, vigorous physical activities to enhance
each component of fitness.
ii. Cognitive- 20%
1. By the end of the unit on water polo, students will
understand the basic rules and conduct of water polo and
apply them during game play.
a. NASPE 2 Grade 9-12- Demonstrates understanding
of movement concepts, principles, strategies, and
tactics as they apply to the learning and
performance of physical activities.
b. NJ standard 2.2 2B: Demonstrate and evaluate the
use of decision making skills.
c. NJ standard 2.2 2E: Evaluate personal participation
as both a leader and follower.
d. NJ standard 2.6 2B: Apply training principles to
establish progression of activity that will improve
each component of fitness and justify the use of
each principle.
iii. Social- 20%
1. By the end of the unit on water polo, students will display
effective communication and cooperation with their peers
and the teacher in addition to respect and proper behavior,
while playing a game of water polo.
a. NASPE 5/ Grade 9-12- Exhibits responsible
personal and social behavior that respects self and
others in physical activity settings.
b. NJ standard 2.2 4A: Employ strategies to improve
communication and listening skills and assess their
effectiveness.
c. NJ 2.2 1E: Assess personal and group contributions
and strengths that lead to the achievement of goals
and tasks.
d. NJ 2.2 4E: Evaluate a group’s ability to be
respectful, supportive and adherent to codes of
conduct.
iv. Affective-10%
1. By the end of the unit on water polo, students will be able
to articulate their feelings about the game of water polo.
a. NASPE 6 Grade 9-12- Values physical activity for
health, enjoyment, challenge, self-expression,
and/or social interaction.
b. NJ standard 2.2 1 B: Demonstrate and evaluate the
use of decision making skills
4. Differing Abilities /Differentiated Instruction
a. Deaf Student Modifications
i. Use of strobe light for starting
ii. Use of arm signals for proper takeoff
iii. Use a buddy system in which the deaf student will partner up with
a non-deaf student
iv. Visually demonstrate each stroke specific to the student
b. Physically Handicapped
i. Be sure that the pool is handicap accessible (wide entrances,
ramps)
ii. Be sure the pool has a shallow end to ensure safety
iii. Guide student with hands throughout the pool
iv. Use of a floatation device
5. Skills & Sub-skill analysis
a. Swimming
i. Front crawl
ii. Back crawl
iii. Butterfly
iv. Side Stroke
v. Breast Stroke
vi. Trudgen
b. Diving
i. Types of dives
1. Compact Dive
2. Stride Dive
3. Long Shallow Dive
4. Tuck Dive
5. Pike Dive
c. Water Polo
i. Activities
1. Treading
2. Shooting
3. Defense
4. Passing
5. Goaltending
6. Rules/ Guidelines/ Strategies
a. Swimming
i. Dimensions of pool(1)
1. Lanes
2. Depth
ii. Guidelines(1)
1. Stay within your assigned lane(1&7)
2. Listen to when referee allows you to start(3)
3. Practice the stroke for the event(1)
4. Don’t not remain underwater for extended period
5. Don’t interfere with opponents(4)
iii. Strategies
1. Practice breathing that makes you feel comfortable(1)
2. Reduce friction(3)
a. Use tight fitting swimwear
b. Shave body hair
c. Wear swimming cap
d. Cut through the water
e. Reduce friction increases the speed of swimming
3. Stroking and kicking(2&5)
a. Don’t solely concentrate on upper body
b. Distribute energy between upper and lower body
equally
b. Diving
i. Pool dimensions(8)
1. Depth- must be nine feet to prevent serious injury
ii. Guidelines
1. Know the water depth before diving(8)
2. Plan dive path(10)
3. Check for submerged obstacles(11)
4. Test diving board before diving(12)
5. Do not run and dive(9)
iii. Strategies
1. Break water with hands not head(9)
2. Maintain balance and control(11)
3. Reaching for water gets body into position for head to go
first(12)
4. Maintain correct body angle for water entry(8)
c. Water polo
i. Boundaries/ Dimensions of pool(14&20)
ii. Basic Rules
1. Teams(14&20)
a. Teams consist of 6 players and one goalie.
b. The winner of the game is the team who scores
most goals
2. Fouls(14&19)
a. Minor- occurs when a player impedes or otherwise
prevents the free movement of an opponent who is
not holding the ball, including swimming on the
opponent’s shoulders, back or legs
b. Major- is committed when the defensive player
pulls the offensive player away from the ball before
the offensive player has had a chance to take
possession of the ball.
c. Misconduct- is an unsportsmanlike act. For
unacceptable language, violent or persistent fouls,
taking part in the game after being excluded or
showing disrespect, a player is ejected for the
remainder of the game with substitution after 20
seconds have elapsed
d. Penalty shot- is awarded when a major foul is
committed inside the 5-meter line and the offensive
player had an opportunity to score, or a goal was
prevented by the foul.
3. Offense(16)
a. Positions
b. Shooting
c. Passing
4. Defense(17)
a. Positions
b. Man to man- players are covered individually
c. Zone coverage- players cover a specific area.
5. Goaltending(18&19)
a. Ball handling(18)
i. The ability to touch the ball with two hands.
ii. The ability to strike the ball with a clenched
fist.
iii. The ability to touch the bottom of the pool.
7. Skills/ Drills/Activities & Games
a. Swimming
i. Front Crawl(1)
1. Superman position
2. Make Spear with Arm
3. Spear the fish
4. Pull Arm in S and to mid leg
5. High Elbow
6. Kick with only heel over water
ii. Back Crawl(2)
1. Stiff body lying on back
2. Raise hand like in classroom
3. Graze the ear
4. Thumb out of water, Pinkie in Water
iii. Butterfly(3)
1. Explode out of back
2. Thumb to thigh
3. Puppet Elbows being pulled up
4. Catch Water
5. 2 Explosive Kicks
6. Lead with head
iv. Side Stroke(4)
1. Head on Arm
2. Listen to Water
3. Grab a leaf put it in pocket
4. Rest Arm on Leg, Torpedo Glide
5. Scissor Split Kicks
6. Count 3 Seconds on Torpedo Glide
v. Breast Stroke(5)
1. Make Arch in Back
2. Eyes Straight
3. Draw Half Heart with Hand
4. Kick Your Buttocks
5. Lift Chin for Breath
vi. Trudgen(6)
1. Front Crawl
2. Scissor Kick
3. Breathe One Side
b. Diving
i. Compact Dive (7)
1. 1 foot forward
2. Kneel and Rise
3. Head between arms and point fingers @ water
4. Hips up, stretch and touch surface of water
5. Blast off toward water
ii. Stride Dive(8)
1. Walking stance
2. Grab edge with front toes
3. Head between arms
4. Break a pencil ( bend at waist)
5. Kick back leg up
6. Point fingers to surface of water
iii. Long Shallow Dive(9)
1. Push and Stretch
2. Spear into the water
3. Over the barrel and through the hoop
4. Hands enter donut hole
5. Go through tunnel below surface of water
iv. Tuck Dive(10)
1. Lift knee like table top
2. Jump into tuck position
3. Lift hips
4. Drive heels into ceiling
5. Push hands into water above head
v. Pike Dive(11)
1. Lift knee like table top
2. Hips up
3. Break the pencil ( bend at hips)
4. Fingers to toes
5. Dive heels into ceiling
c. Water Polo
i. Treading(15)
1. Egg Beater Motion
2. Circular Legs
3. Constant Motion
ii. Shooting(16)
1. Power Shot
a. Blast Out of Water
b. Use Momentum to shoot
2. Bounce Shot
a. Throw at angle towards water
b. Throw with force
3. T-Shot
a. Scoop with non Dominant
b. Load the dominant
4. Pop Shot
a. Scoop with dominant
b. Flick to the corner
5. Spring Shot
a. Gently press in water
b. Release towards goal
iii. Defense(17&20)
1. Knock away ball without foul
2. Steal ball without foul
3. Goalie blocks ball
iv. Passing(16&19)
1. Dry pass
a. Ball never touches ground
b. Thrown couple inches above head
c. Throw to dominant side
d. Catch and throw smooth
2. Wet pass
a. Pass to the water
b. Aim just in front
v. Goaltending(18&20)
1. Upon attack, tread fast
2. Arms ready to block
3. Block ball down
vi. Defense(17&20)
1. Knock away ball without foul
2. Steal ball without foul
3. Goalie blocks ball
References
1) American Red Cross, Health and Safety (2008). Retrieved February 16, 2008.
from http://www.redcross.org/services/hss/aquatics/
2) Diving. (2007, Aug.). In Wikipedia, The free encyclopedia. Retrieved February
15, 2008, from http://en.wikipedia.org/wiki/Diving
3) Fronske, H. (2008). Teaching cues for sports skills for secondary school students.
(4th
). Pearson.
4) Swimming. (2007, Feb.). In Wikipedia, The free encyclopedia. Retrieved
February 15, 2008, from http://en.wikipedia.org/wiki/Swimming
5) Water Polo. (2008, Feb 18.). In Wikipedia, The free encyclopedia. Retrieved
February 18, 2008, from http://en.wikipedia.org/wiki/Water_polo
Name: Lenny Goduto Date:2/18/08
Grade: 9th No.
Of Students: 20
Activity: Front Crawl Lesson: Crawl for All
National Standard: (1, 2, 5)
NJ Core Curriculum Standards: 2.5.A.1, 2.5.A.2, 2.5.B.1, 2.5.D.2,
I. Performance Objectives-
A. Psychomotor- At the end of the lesson on “Crawl for All” the students will
be able to perform the front crawl with proper form to be assessed by a
partner checklist.
B. Social- At the end of the lesson on “Crawl for All” the students will be on
task 100% of the time and provide positive feedback to his/her partner to
be assessed by a partner assessment sheet.
II. Material and Equipment
A. Boogie Boards (10)
B. Paddle Boards (10)
III. Diverse Students: Special Needs/ Developmental Differences/ Cultural
Differences
A. Those with physical handicaps will be provided with an additional
flotation device as well as a boogie board within the warm up to support
the weight
B. Those with hearing impairment will be provided with demonstration of
each individual activity as well as a partner which can assist with the
communication
IV. Safety
A. Students must stay within their assigned lanes when applicable
B. Students cannot grab onto others swimsuits
C. Students cannot dive into the pool
D. No running
E. No roughhousing in the water
F. Breath as much as needed
G. Don’t go underneath water
V. Procedure
A. Instant Activity/ Warm Ups
- Explain to class how important leg strength is when performing
swimming strokes.
Personal Space
Choose which level of difficulty
Boogie Board= easier
Paddle Board= more difficult
Kick with feet holding boogie board or paddle board
Transition: Bring class to end of the pool and begin introduction
B. Introduction
Good morning class, did you know that in 1998 Benoit Lecomte
swam across the Atlantic Ocean!
How many of you believe you can swim across a lake or even a
river!?
Introduce to swimming
Begin with front crawl
Practice staying in lane
Practice breathing
Explain importance of staying in lane and breathing
C. D&D
Skill and Drill
1. Skill- front crawl stroke
a) explain the importance
b) most basic swim stroke
c) energy efficient
d) demonstrate arm motion
2. Drill/ Activity(on land)
a) Demonstrate High Elbow
b) Demonstrate Spear the fish
c) Demonstrate S Pull
3. Drill/Activity/ Practice
a) In air with partner
b) Partner provides feedback
c) 5 times each cue and switch
Transition: Have students get into pool.
4. Drill/ Activity (in pool)
a) demonstrate superman position
b) demonstrate the leg kicks
c) demonstrate the proper way to breath
d) explain the importance of each
5. Drill/Activity/Practice
a) practice all the cues together
b) Encourage students to explore the breathing
technique
c) 1 time width of pool
d) Partner provides feedback on performance
D. Challenges
1. Swimming from one side to other stopping 3 times (width
wise)
2. One side to other stopping 2 times
3. One side to other stopping 1 time
4. One side to other without stopping
5. Length wise stopping 3 times
6. Length wise stopping 2 times
7. Length wise stopping 1 time
8. Length wise nonstop
9. One side to the other and back w/ 2 stops
10. One side to the other and back w/ 1 stop
11. One side to the other and back nonstop
12. Length wise and back stopping twice
13. Length wise and back stopping once
14. Length wise and back nonstop
15. One side to the other with less breathing frequency
16. Length wise with less breathing frequency
17. One side to the other being timed
18. One side to the other complete in less time
19. Length wise being timed
20. Length wise completing in less time
E. Game (Categories)
Explain rules of game
Four to a group
One teammate out of pool facing other way
Other three in pool
Teammate comes up with category
Teammates in pool think of answer
If teammate out of pool guesses right, the students in pool begin
to swim to other side
When student out of pool hears the others move, can jump in and
tag them using the front crawl stroke
The one tagged becomes the student outside the pool
Discuss safety ( no diving, jump like pencil, no running, no
grabbing swimsuits)
Encourage proper form of front crawl to be used
Anyone seen not practicing front crawl becomes the one outside
of the pool
Transition: After the class has completed 5 rounds of the game. Have students meet at the
end of the pool facing the teacher.
F. Closure: Great job today class! Who can tell me the cues we went over
within class today? What was the most difficult cue to follow when
performing the front crawl? Well I was very impressed with what I saw
today and the feedback you provided one another. Next lesson will be on
the back crawl!
Name: _________________
Date: _________________
Instructions: Please closely examine your partners performance and encourage
him/her to perform all the cues correctly. Please check off whether or not the cues
are addressed below.
Peer Assessment
Cues
Yes No
High Elbow ___ ___
Spear the Fish ___ ___
S Pull ___ ___
Superman ___ ___
Breathing ___ ___
Name: ____________________
Date:__________________
Instructions: Please analyze how your partner interacted with you during the lesson
today and check off the list of questions below. Answers are all confidential.
Partner Assessment
Yes No
Was my partner positive? ___ ___
Did my partner encourage me? ___ ___
Was my partner respectful? ___ ___
Did my partner correct me? ___ ___
Did my partner fool around? ___ ___
Was my partner safe? ___ ___
Name Lenny Goduto Date:2/18/08
Grade: 9th No.
Of Students: 20
Activity: Back Crawl Lesson: Tall Crawl
National Standard: (1, 2, 5)
NJ Core Curriculum Standards: 2.5.A.1, 2.5.A.2, 2.5.A.4, 2.5.A.5, 2.5.C.1, 2.5.D.1,
2.5.D.2
VI. Performance Objectives-
A. Psychomotor- At the end of the lesson on “Tall Crawl” the students will
be able to perform the back crawl with proper form to be assessed by a
partner checklist.
B. Cognitive- At the end of the lesson on “Tall Crawl” the students will be
able to identify all of the cues for the back crawl to be assessed by
completing a fill in the blank worksheet.
VII. Material and Equipment
A. Floating Noodles (20)
VIII. Diverse Students: Special Needs/ Developmental Differences/ Cultural
Differences
A. Those with physical handicaps will be provided with an additional
flotation device
B. Those with hearing impairment will be provided with demonstration of
each individual activity as well as a partner which can assist with the
communication
IX. Safety
A. Students must stay within their assigned lanes when applicable
B. Students cannot grab onto others swimsuits
C. Students cannot dive into the pool
D. No running
E. No roughhousing in the water
F. Breath as much as needed
G. Don’t go underneath water
H. Stay within personal space
X. Procedure
A. Instant Activity/ Warm Ups
- Explain to class how important leg strength and endurance is when
performing swimming strokes. Remind students that swimming involves
both the lower body and the upper body.
Personal Space
Lounge with Noodle in the small of the back
Face the ceiling
Kick
Follow Instructions of Teacher( harder, faster, softer)
Transition: Bring class to end of the pool and begin introduction
B. Introduction
Good morning class, did you know that shrimp can only swim
backwards?
Introduce to back crawl
Practice staying in lane
Practice breathing
Explain importance of staying in lane and breathing
Transition: Have class step out of pool for practicing the skill
C. D&D
Skill and Drill
1. Skill- back crawl stroke
a) explain the importance
b) demonstrate arm motion
2. Drill/ Activity(on land)
a) Thumb Up
b) Raise Hand for Question
c) Graze Ear
d) Pinkie in, Palm out
3. Drill/Activity/ Practice
a) In air with partner
b) Partner provides feedback
c) 5 times each cue and switch
Transition: Have students get into pool.
4. Drill/ Activity (in pool)
a) leg kicks
b) Point Toes, Boil Water
c) explain the importance of each
5. Drill/Activity/Practice
a) practice all the cues together
b) 1 time width of pool with noodle
c) Partner provides feedback on performance
d) Partner checks that effort is shared between upper
body and lower body
D. Challenges
1. Swimming from one side to other stopping 3 times (width
wise)
2. One side to other stopping 2 times
3. One side to other stopping 1 time
4. One side to other without stopping
5. Length wise stopping 3 times
6. Length wise stopping 2 times
7. Length wise stopping 1 time
8. Length wise nonstop
9. One side to the other and back w/ 2 stops
10. One side to the other and back w/ 1 stop
11. One side to the other and back nonstop
12. Length wise and back stopping twice
13. Length wise and back stopping once
14. Length wise and back nonstop
15. One side to the other with less breathing frequency
16. Length wise with less breathing frequency
17. One side to the other being timed
18. One side to the other complete in less time
19. Length wise being timed
20. Length wise completing in less time
E. Game (Orcas and Otters)
Explain rules of game
Three Orcas
Orcas can only practice the front crawl
Otters can only practice the back crawl
If the Orcas tag and Otter then the Otter turns into an Orca
The object is to be the last Otter swimming
Encourage a lot of personal space (use entire pool)
Discuss safety ( awareness of body and walls)
Do not grab onto bathing suits
Transition: After the class has completed approximately 3 rounds of the game. Have
students meet at the end of the pool facing the teacher.
F. Closure: Wonderful job today class! Did you find it easier to be an otter or
an orca? Well I was very impressed with what I saw today and the
feedback you provided one another. Next lesson will be on the breast
stroke.
Name:____________________
Date:_____________________
Instructions: Please examine your partner’s performance carefully and
check off whether or not he/she performed the cues successfully.
Cues
Yes No
Thumbs Up ___ ___
Raise Hand for Question ___ ___
Graze the Ear ___ ___
Pinkie In, Palm Out ___ ___
Point Toes ___ ___
Boil Water ___ ___
Name:______________________
Date:_______________________
Instructions: Please fill in the blanks using the cues that we had practiced within class
today. Each will be worth 5 points each for a total of 25 points. No partial credit will be
awarded. If I cannot read it, the answer will be marked as incorrect.
Do You Know Your Cues?
1) When bringing your hand out of the water, you should have your thumb
_________________.
2) Your arm should be __________ as if you were asking a __________ in class.
3) Your arm should come very close to your head in which you will _________ your
__________.
4) When returning your arm to the water the rule is to have your _________ in and your
_________ ________ out.
5) When kicking, you should have your toes _________ and you should be __________ the
water.
Name: Lenny Goduto Date:2/18/08
Grade: 9th No.
Of Students: 20
Activity: Breast Stroke Lesson: Frogger
National Standard: Standards (1, 2, 5, 6)
NJ Core Curriculum Standards: 2.5.A.1, 2.5.A.3, 2.5.B.1, 2.5.D.1, 2.5.D.2, 2.1.A.3
XI. Performance Objectives-
A. Psychomotor- At the end of the lesson on “Frogger” the students will be able to
perform the breaststroke with proper form to be assessed by a teacher checklist.
B. Affective- At the end of the lesson on “Frogger” the students will reflect upon
their experience in the swimming unit so far within their gym journals to be
assessed by the teacher.
XII. Material and Equipment
A. Floating Noodles (25)
B. Boogie Boards (10)
C. Paddle Boards (10)
XIII. Diverse Students: Special Needs/ Developmental Differences/ Cultural Differences
A. Those with physical handicaps will be provided with an additional flotation
device
B. Those with hearing impairment will be provided with demonstration of each
individual activity as well as a partner which can assist with the communication
XIV. Safety
A. Students must stay within their assigned lanes when applicable
B. Students cannot grab onto others swimsuits
C. Students cannot dive into the pool
D. No running
E. No roughhousing in the water
F. Breath as much as needed
G. Don’t go underneath water
H. Stay within personal space
XV. Procedure
A. Instant Activity/ Warm Ups
- The warm up will be a game of Simon Swim. The Teacher will give instructions
as to which swimming stroke to use as well as imitations of different animals.
Personal Space
All students will swim in the same direction
Swim with front crawl
Swim with back crawl
Swim like a frog
Swim like a dolphin
Swim like an otter
Swim like a fish
Transition: Bring class to end of the pool and begin introduction
B. Introduction
Which two strokes were very similar within the warm up? When I told
you to swim like a frog, you were actually performing the breaststroke and
that’s what we’re going to work on today as a class.
Introduce to breaststroke
Practice beginning when referee tells you
Explain friction and how it effects swimming
Transition: Have class step out of pool for practicing the skill
C. D&D
Skill and Drill
1. Skill- Breaststroke
a) explain the importance
b) demonstrate arm motion
2. Drill/ Activity(on land)
a) Draw Half a Heart with Hand
3. Drill/Activity/ Practice
a) In air with partner
b) Partner provides feedback
c) 5 times cue and switch
Transition: Explain how the breaststroke is mostly addressed within the pool because it’s
dependent on body position. Have students get into pool and partner up.
4. Drill/ Activity (in pool)
a) leg kicks holding onto board (boogie or paddle)
b) Like a Frog
c) Arch Back
d) Kick with the Buttocks
e) Eyes Straight
f) Breathe by lifting Chin
5. Drill/Activity/Practice
a) practice all the cues together
b) 2 times width of pool with board
c) Partner provides feedback on performance
d) Have partner give feedback on smoothness (less friction)
D. Challenges
1. Swimming with board from side to side
2. Swimming with board from end to end
3. Swimming from one side to other stopping 3 times (width wise)
4. One side to other stopping 2 times
5. One side to other stopping 1 time
6. One side to other without stopping
7. Length wise stopping 3 times
8. Length wise stopping 2 times
9. Length wise stopping 1 time
10. Length wise nonstop
11. One side to the other and back w/ 2 stops
12. One side to the other and back w/ 1 stop
13. One side to the other and back nonstop
14. Length wise and back stopping twice
15. Length wise and back stopping once
16. Length wise and back nonstop
17. One side to the other with less breathing frequency
18. Length wise with less breathing frequency
19. One side to the other being timed
20. One side to the other complete in less time
21. Length wise being timed
22. Length wise completing in less time
E. Game (Frog on a Log)
Explain rules of game
Four Teams of 5 students
Only two teams at a time in the pool
Noodles will be scattered throughout the pool
The object is for your team to collect as many noodles in 2 minutes as
possible
Can only send out one frog at a time
Frog will be sent out every 15 seconds
Students must listen to whistle of teacher or team cannot continue for 10
seconds
When one frog is sent out, the other must come back to the pond
The teams have each one designated pond in which they can collect all
the logs
Safety: Once a frog has a hand on the log, it’s officially in their
possession and cannot be taken away
Discuss safety ( awareness of body and walls)
Do not grab onto bathing suits
Transition: After the class has completed approximately 3 rounds of the game. Have students
meet at the end of the pool facing the teacher.
F. Closure: Wonderful job today class! Did you guys enjoy the breaststroke? Well I
was very impressed with what I saw today and the feedback you provided one
another. I really observed some great form today and I enjoyed the teamwork you
used within your team. Next lesson will be on the sidestroke!
Name: Lenny Goduto Date:2/18/08
Grade: 9th No.
Of Students: 20
Activity: Side Stroke Lesson: Side to side
National Standard: (1, 2, 5)
NJ Core Curriculum Standards: 2.5.A.1, 2.5.A.2, 2.5.A.4, 2.5.A.5, 2.5.C.1, 2.5.D.1, 2.5.D.2
XVI. Performance Objectives-
A. Psychomotor- At the end of the lesson “Side to side”, the students will be able to
perform the side stroke with proper form and will assess themselves using a self
checklist
B. Cognitive- At the end of the lesson “Side to side”, the students will be able to
identify the proper cues of the side stroke and will be assessed by completing a
fill in the blank worksheet.
XVII. Materials
A. Whistle
B. Lesson plan
XVIII. Diverse Students: Special Needs/ Developmental Differences/ Cultural Differences
A. Those with physical handicaps will be provided with an additional flotation
device
B. Those with hearing impairment will be provided with demonstration of each
individual activity as well as a partner which can assist with the communication
XIX. Safety
A. Students must stay within their assigned lanes when applicable
B. Students cannot grab onto others swimsuits
C. Students cannot dive into the pool
D. No running
E. No roughhousing in the water
F. Breath as much as needed
G. Don’t go underneath water
XX. Procedure
A. Instant Activity/ Warm Ups
Teacher will explain the rules of sharks and minnows. Teacher will remind
students of the importance of reducing friction and how it can increase speed.
Personal Space
Students are to use strokes learned in previous class
Transition: Bring class to end of the pool and begin introduction
B. Introduction
Good morning class, does anyone know how a life guard might carry a
victim through the water?
Students answer/ teacher answer the side stroke.
Explain how side stroke can be used as an energy saver and is the most
efficient way to travel in water over long distances.
Remind students of importance of personal space
Follow instructions of teacher
Transition: Have class step out of pool for practicing the skill
C. D&D
Skill and drill
1. Side stroke
a) Explain the importance
b) energy efficient
c) demonstrate arm motion
d) used as life saving technique
2. Drill/Activity (on land)
a) Head on arm
b) Listen to wateer
c) Grab a leaf put in pocket
d) Rest arm on leg
Transition: Have students get back into the pool.
3. Drill/ Activity (in pool)
a) Scissor kicks
b) Toperdo glide 3 seconds
c) Explain the importance of each
4. Drill/ Activity/ Practice
a) Practice all cues together
b) Fill out cue self check list upon exit of the pool
D. Challenges
1. Swim on your dominant side one pool width stopping 2 times
2. Swim on your non dominant side one pool width stopping 1 time
3. One side to other without stopping
4. Length wise stopping 3 times
5. Length wise stopping 2 times
6. Length wise stopping 1 time
7. Length wise nonstop
8. One side to the other and back w/ 2 stops
9. One side to the other and back w/ 1 stop
10. One side to the other and back nonstop
11. Length wise and back stopping twice
12. Length wise and back stopping once
13. Length wise and back nonstop
14. One side to the other with less breathing frequency
15. Length wise with less breathing frequency
16. One side to the other being timed
17. One side to the other complete in less time
18. Length wise being timed
19. Length wise completing in less time
E. Game (Side stroke relays)
Explain rules of the event
Teams will always be picked by teacher before class
Fastest time wins
Swimmers cannot start until partners are out of pool
F. Closure
Great job today class! Who can tell me the cues we went over within
class today? What was the most difficult cue to follow when performing
the Butterfly stroke?
Name: _________________
Date: _________________
Instructions: Please assess yourself while performing the following cues. Please check off
whether or not the cues are addressed below.
Peer Assessment
Cues
Yes No
Head on arm ___ ___
Listen to water ___ ___
Leaf in pocket ___ ___
Rest arm on leg ___ ___
Scissor kicks ___ ___
Torpedo glide ___ ___
Name: Lenny Goduto Date:2/18/08
Grade: 9th No.
Of Students: 20
Activity: Butterfly Stroke Lesson: Butterfly
Medley
National Standard: (1, 2, 5)
NJ Core Curriculum Standards: 2.5.A.1, 2.5.A.2, 2.5.B.1, 2.5.D.2,
XXI. Performance Objectives-
A. Psychomotor- At the end of the lesson “Butterfly Medley” the students will be
able to perform the Butterfly stroke with proper form to be assessed by a teacher
checklist
B. Social- At the end of the lesson “Butterfly Medley” the students will be on task
100% of the time and provide positive feedback to his/her partner to be assessed
by a partner assessment sheet.
XXII. Material and Equipment
A. Whistle
B. Lesson plan
C. Water aerobic noodles
XXIII. Diverse Students: Special Needs/ Developmental Differences/ Cultural Differences
A. Those with physical handicaps will be provided with an additional flotation
device as well as a boogie board within the warm up to support the weight
B. Those with hearing impairment will be provided with demonstration of each
individual activity as well as a partner which can assist with the communication
XXIV. Safety
A. Students must stay within their assigned lanes when applicable
B. Students cannot grab onto others swimsuits
C. Students cannot dive into the pool
D. No running
E. No roughhousing in the water
F. Breath as much as needed
G. Don’t go underneath water
XXV. Procedure
A. Instant Activity/ Warm Ups
Explain the importance of water aerobics.
Personal space
Keep bodies moving the entire lesson
Use of aerobic noodles
Follow Instructions of Teacher
Transition: Bring class to end of the pool and begin introduction
B. Introduction
Good morning class! How many of you know what the butterfly stroke
is? The butterfly is the most recent stroke that is now swum in
competitions.
Practice staying in lane
Explain importance of proper technique
Transition: Have class step out of pool for practicing the skill
C. D&D
1. Skill and Drill (on land)
a) explain the importance
b) demonstrate arm motion
2. Drill/Activity (on land)
a) Explode out of back
b) thumb to thigh
c) Puppet elbows being pulled
3. Drill/ Activity (in water)
a) Catch water
b) 2 explosive kicks
c) Lead with head
4. Drill/Activity/ Practice(in water)
a) Practice all cues together
b) 5 times cue
D. Challenges
1. Swimming from one side to other stopping 3 times (width wise)
2. One side to other stopping 2 times
3. One side to other stopping 1 time
4. One side to other without stopping
5. Length wise stopping 3 times
6. Length wise stopping 2 times
7. Length wise stopping 1 time
8. Length wise nonstop
9. One side to the other and back w/ 2 stops
10. One side to the other and back w/ 1 stop
11. One side to the other and back nonstop
12. Length wise and back stopping twice
13. Length wise and back stopping once
14. Length wise and back nonstop
15. One side to the other with less breathing frequency
16. Length wise with less breathing frequency
17. One side to the other being timed
18. One side to the other complete in less time
19. Length wise being timed
20. Length wise completing in less time
E. Game (Butterfly relays)
Explain rules of the event
Teams will always be picked by teacher before class
Fastest time wins
Swimmers cannot start until partners are out of pool
F. Closure
Wonderful job today class! Did you guys enjoy the Butterfly Stroke?
Well I was very impressed with what I saw today and the feedback you
provided one another. I hope the class realizes that this is typically the
hardest stroke to learn. I really observed some great form today and I
enjoyed the teamwork you used within your team. Next lesson will be on
the Trudgen!
Teacher Checklist
Cues
Yes No
Explode out of back ___ ___
Thumb to thigh ___ ___
Puppet elbows ___ ___
Catch water ___ ___
2 explosive kicks ___ ___
Lead with head ___ ___
Name:______________________
Date:_______________________
Instructions: Please answer the questions to the best of your ability and be sure to expand
upon your answers. All answers are confidential.
Question: What stroke was the easiest to propel yourselves through the water? Why do
you think that? What stroke expended the most energy?
# Question
Instruction:
Physical Education Written Unit Rubric
Total Points: 60 points
1.
ORGANIZATION & PRESENTATION
0 pts - Minimal fulfillment of requirements, sparse curricular material, poor presentation,
many errors (>7).
1 pts - Adequate fulfillment of almost all requirements; Presentation problems, > 4 errors.
2 pts - All requirements thoughtfully fulfilled. A few errors or presentation problems.
3 pts - Presents unit/content in an exemplary/ organized fashion, no grammar/spelling
errors.
2.
OVERVIEW/RATIONALEINTRODUCTION
0 pts - Superficial overview; poor rationale: lack of connection to life/standards.
1 pts - Partially adequate overview. Rationale not entirely convincing: some connection in
presentation.
2 pts - Solid overview and rationale; A number of connections demonstrated in
representation.
3 pts - Well thought out and thoroughly convincing overview and rationale: Potential for
connections to life/standards maximized; Overview of content including background info, fun
facts & connection to culture, race, gender, society.
3.
UNIT GOALS/TERMINAL OBJECTIVE
0 pts - Unit goals and essential lack depth. All domains not appropriately addressed, not
related to standards/age appropriate. % not provided, missing components.
4 pts - Unit goals clear but not as deep or rigorous as possible. Missing components.
8 pts - Clearly states UGs, high standards for learning, all domains attempted but not
completely correct; Standards attempted but off mark.
12 pts - Clearly stated, thought provoking, challenging, age/grade appropriate, standards
based. All domains addressed, % provided. All info thoroughly provided, connection between
unit & terminal. Created for maximal learning.
4.
DIFFERENTIATED INSTRUCTION/ABILITIES
0 pts - Not addressed.
1 pts - Addressed but with minimal thought to the disability and teaching modifications.
2 pts - Addressed several appropriate teaching modifications indicated.
3 pts - Specified disabilities are thoroughly identified and a spectrum of appropriate
teaching modifications indicated.
5. CONTENT/ACTIVITIES:
SKILLS & SUB-SKILL ANALYSIS RULES/GUIDELINES/STRATEGIES SKILLS/DRILLS/ACTIVITIES & GAMES
0 pts - Insufficient; Missing several key content for comprehensive unit participating;
Missing, key skills/subskills, fitness related information, rules, drills, games.
6 pts - Demonstrated limited understanding of the topic; Information inaccurate, or not
appropriate for students, not reflective of standards; Inappropriate teaching practices.
12 pts - Demonstrated solid understanding of the topic; Proficiency in content. Most all
information provided in a clear, fashion.
18 pts - Demonstrated mastery of content; Content appropriate for age, time, facilities,
etc.; List all necessary skills/fitness components, provides a clear breakdown of skills to
participate in the sport/activity(ies); Indicated ALL Rules/Guidelines/Strategies;
Skills/Drills/Games appropriate for unit (and meet appropriate teaching practices) and revolve
around the standards.
6.
CONTENT/ACTIVITIES
0 pts - Content/activities not identified or haphazardly constructed; Unclear, inaccurate
progression.
2 pts - Most content/ activities not identified and/or tied to block plan; Number difficult to
locate, or inaccurate; Unclear presentation of when content is taught and incorrect progression.
4 pts - Most content activities identifies directly ties to block plan; Numbers easy to locate;
Clear presentation of when content is taught and shows good progression.
6 pts - All content/activities identified directly tied to block plan; Numbers provided and
easy to locate; Clear presentation of when content is taught and shows good progression.
7.
BLOCK PLAN FORMAT/CULMINATION OF ACTIVITIES
0 pts - Missing major components; Number of days not used ineffectively; All vital
information not provided.
2 pts - Missing minor components for several days (3-5); Use the time (most days)
effectively: no wasted days (free days, tournament play, skills testing, etc).
4 pts - Missing minor components for a couple of days (2); Use the time (all days)
effectively: no wasted days (free days, tournament play, skills testing, etc).
6 pts - Block format expertly created; Included # days; All blocks provided for each day:
skill(s), rules/guidelines/strategy, game (modified), assess/eval type; Use the time (all days)
effectively: no wasted days (free days, tournament play, skills testing, etc).
8.
LESSON PLANS CREATE 3 SEQUENTIAL LPS
0 pts - LPs not developmental; All LPs did not have different objectives; All objectives did
not match with unit goals; <60 on grading criteria.
3 pts - 2 of 3 LPs were Developmental; All LPs did not have different objectives; Most
objectives did not match with unit goals; 60-74 on grading criteria.
6 pts - Developmental LPs; All LPs had different objectives; Most objectives match with
unit goals; 75-89 on grading criteria.
9 pts - Developmental LPs; All LPs had different objectives; All objectives match with
unit goals; 90 or above on grading criteria.