Transcript
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Aquatics: Rescue
Title of Unit Rescues Grade Level 20-30Subject Aquatics 20/30 Time Frame 8 days
Developed By Janelle Olchowy
Stage 1 - Identify Desired ResultsBroad Areas of LearningHow are the BAL incorporated into this unit?
Lifelong Learners This rescue unit is will give the students the confidence to go out on outdoor pursuits and know
that if something were to go wrong they have the basic skills to resolve the situation.t
Sense of Self, Community, and Place This unit requires some teamwork as well as trust from their fellow students.
The students will learn to maintain relationships with each other, which will result in a stronger community in the
class.
Engaged Citizens The students will be participating in simulated rescue situations with the purpose of giving them
the skills, knowledge and confidence so they are able to apply rescue techniques in a real life situation if needed.This will strengthen connections to the well being of self, family and friends.
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Students will develop an appreciation of and respect for the water environment.
Students will develop water-related skills in order to be comfortable in an aquatic environment.
Students will understand and use the vocabulary associated with water-related activity.
Students will develop skills related to the outdoors, which will make them more comfortable in an outdoor environment.
Students will develop an appreciation of and respect for the outdoor environment.
Enduring UnderstandingsWhat understandings about the big ideas are desired?(whatyou want students to understand & be able to use several yearsfrom now)
What misunderstandings are predictable?
Essential QuestionsWhat provocative questions will foster inquiry into thecontent?(open-ended questions that stimulate thought andinquiry linked to the content of the enduring understanding)
Students will understand that...
With the rescue skills they will be learning the students willlearn how to assess a situation and act on it using the safety
ladder and not putting them selves in high risk situations whileproviding assistance to others.
Related misconceptions
That the students need to save someone before analyzing thesituation and keeping themselves safe. Lots of people want to
jump in if someone is in danger but I will be teaching thestudents to assess, and decide and then react.
Content specific.
Once the students have learned the theory of rescue skills Iwill be able to give them a situation, which they will have to
apply their knowledge in order to acquire the completeunderstanding of the skill thought theory and practice.
FNMI, multicultural, cross-curricularFor a motivational set on the second day I will be telling thestudents what people did in the past for safety in aquaticenvironments.
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Rescue ladder Students will be able to appropriately apply the rescue ladder to a
simulated rescue situation.
Students will be able to keep themselves safe using the
appropriate level on the safety ladder.
Stage 2 Assessment EvidencePerformance TaskThrough what authentic performance task will students demonstrate the desired understandings, knowledge, and skills?
(describes the learning activity in story form. Typically, the P.T. describes a scenario or situation that requires students toapply knowledge and skills to demonstrate their understanding in a real life situation. Describe your performance task scenariobelow)By what criteria will performances of understanding be judged?
GRASPS Elements of the Performance TaskG GoalWhat should students accomplish bycompleting this task?
Understanding and comprehension- practical- Give a scenario and what stage of theladder will they use- if they use the right stage they know it if not they do not understandexplain and apply it in the water
The students will be taking the role of victim and rescuer and learning from both sides of
each situation.
The students.
While doing each rescue the students will have to go through each step of the recue
ladder to ensure their safety. An example of a situation given to them would be
R RoleWhat role (perspective) will yourstudents be taking?
A AudienceWho is the relevant audience?
S SituationThe context or challenge provided tothe student.
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doing a relay where they have to bring back pieces of thesafety ladder and put them in order with a partner.
Stage 3 Learning PlanWhat teaching and learning experiences will you use to:
achieve the desired results identified in Stage 1?
equip students to complete the assessment tasks identified in Stage 2?
Where are your students headed? Where have they been? How will you make sure the students know where they are goWhat experiences do the learners bring to the unit? How have the interests of the learners been ascertained? Have the lthe pre-planning in any way? What individual needs do you anticipate will need to be addressed?Learning environment: Where can this learning best occur? How can the physical environment be arranged to enhance lBy the end of this unit the students will know how to keep themselves safe in a rescue situation and which will make them more coenvironment. I will make sure the students know where they are headed by explaining how the unit will enfold on the first day and tthe end of each day what we will be doing for the next two days. There are two students who took this class last year so they will hwith this unit. I do not foresee any individual needs that I will need to meet as this is a small class of eight and they are at similar skienvironment for this unit will occur in the classroom for one day to cover the theory and the rest of the unit will take place in the po
How will you engage students at the beginning of the unit? (motivational set)
Each Thursday we watch a dog video off YouTube so to start off this unit I will be showing the students a video of dogs in Italy that
rescue humans from the water. This video stresses the importance of personal safety and this is a great segway to introduce the saf
What events will help students experience and explore the enduring understandings and essential questions in the un it?them with needed skills and knowledge?# Lesson Title Lesson Activities
1
Introduction
Start off with a dog rescue video. Then I will be giving the students a power point presentation on the
rescue ladder. To finish off the class I will be letting them know how the unit will look and about thefinal rescue evaluation.
De
LitDeTh
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Assess and Reflect (Stage 4)Considerations CommentsRequired Areas of Study:Is there alignment between outcomes, performanceassessment and learning experiences? Yes.
Adaptive Dimension:Have I made purposeful adjustments to the curriculumcontent (not outcomes), instructional practices, and/or thelearning environment to meet the learning needs anddiversities of all my students?
For struggling students:
I have split up the theory and the practical so the students whoattention in the pool will be able to pay attention in the classro
them to get the theory memorized first.
For students who need a challenge:
This is a new unit for most of them and I do not foresee any ofin this unit.
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Rubric used for their in water tests.
Situation number: Name:
4 3 2 1
Did I go througheach step of the
safety ladder
I started at thebeginning of the
rescue andworked my waythrough until Ifound the mostsuitableapproach
I skipped onestep while finding
the appropriatestep to use in myrescue
I skipped acouple steps
while getting tothe appropriatestep on theladder
I skipped directlyto the step of the
ladder I used inmy rescue
Did I choose theappropriate step
of the safetyladder
I went througheach step and
chose the rescuethat kept me
safe and wasbest for thevictim
I chose a rescuethat worked well
but I could haveused a safer step
I used a rescuethat could have
put me in danger
I did not use thecorrect rescue
according to thesafety ladder
Did Icommunicatewith the victim
using a clearmessage andappropriate
volume
My voice washeard by thevictim and I used
clear directionsto communicatewith the victim
My voice washeard but thedirections were
unclear
The volume ofmy voice shouldhave been louder
and I talked tomuch or to littlewhen giving
directions
The victim wasconfused withthe directions I
gave
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UNIT: RescueClass:Aquatics 20/30Date: Nov. 18, 2012Time: 8:45 9:45Equipment Needed: Flutter boards and water belts
Topic: Rescue ladder, Throws and Carries
Teaching Method: DirectOBJECTIVES:
The students will be able to take the rescue ladder and memorize it so when we do practice situations they
will know the order of the safety ladder.
Break down the first few steps of the rescue ladder and learn the skills.
OUTCOMES:Students will develop skills related to the outdoors, which will make them more comfortable in an outdoor
environment.
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6. Instruction of Eggbeater (2 minutes)7. Practice of Eggbeater (8 minutes)8. Instruction of Scissor kick (2 minutes)9. Practice of Scissor kick (8minutes)
10.Instruction and practice of shallow dive entry (5 minutes)11.Instruction and practice of stride entry (5 minutes)
MANAGEMENT IMPLICATIONS: The students will be in the water during most of the instruction so I willbe making sure that they are in close while I am talking. The students will also be swimming at differentspeeds so I will instruct them to come back to the meeting spot as soon as they complete the skill they
are working on.
ADAPTATIONS FOR STUDENT NEEDS: The students may use flutter boards or water belts if they are having trouble staying above the
water.
WARM UP: The Students will be doing 4 breast stroke and 4 flutter kick (with or without a flutter board)to warm up their legs for the new kicks they will be learning today. We will then go through the rescueladder game where the students will put the foam pieces in order in a relay race.
I will go over how this unit is going to look and let them know how we will be
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Skill/Concept Explanation Learning Activities Teaching Points & DiagramsWhip Kick -Your feet will then go out to
the sides in a circular motionwhile keeping your feet dorsiflexed the entire time.-The circular motion is a quickwhip and then your feet willcome together to glide.
1. While practicing
this I will havethe students
holding onto the
wall and slowly
practicing thismotion.
2. I will then get
them to swim
two lengths ofthe pool with a
head up breaststroke.
-Knees must stay together theentire time
Eggbeater your feet will be dorsi flexedand your calves will be going ina circular motion in opposite
directions just like an eggbeater. I will also mention thatthey may use sculling to helpthem stay a float whilepracticing this.
1. I will get thestudents to get out
of the pool and sit
on the startingblocks and practice
the motion before
they perform this
skill in the water.
-High knees as if you are sittingin a chair
Scissor Kick -This kick is used in the side
stroke and very useful forrescues.-One leg will bend back with
your foot aiming towards
1. The students
will practice thisalong the wall
and then use a
flutter board and
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will not go deep into the waterby maximizing body surface andusing some transfer from thescissor kick.
scissor kick and bring yourarms forwards and clap your
hands together, which will push
you up to the surface. If this is
done properly you should beable to keep your head above
water.
Reverse andready
This technique is used whenapproaching a victim
The students will bein the water andpractice this skill.
-Shoulders faced the victimwhile keeping eye contact.-Your body will be in a leanedback seated position.-You will use a sculling motionto stay a float
Arm Block -In the reverse and readyposition you will shoot your armout at the victims chest to pushthem away from you
-Once contact is made youshould be backing up to createdistance between you and thevictim.
Foot block -In the reverse and ready you
will shoot out your leg aimingfor their sternum or a shoulder.
-Once contact is made you
should be backing up to createdistance between you and thevictim.
Duck andUnder
-From the revers and ready youwill grab on to the attackersshoulders or anything you cangrab ahold of. You will then use
them to push yourself under thewater and under them so theirback
-Once contact is made youshould be backing up to createdistance between you and thevictim.
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Topic: Rescue ladder review, Throws and Carries
Teaching Method: DirectOBJECTIVES:
The students will be able to take the theory and memorize it so when we do practice situations they will
know the order of the safety ladder.
The students will know the majority of the rescue steps by now and will be able to apply their skills in thepool for rescue situations.
We did not get through all of the defenses so we will be finishing that up today if there is time at the end.
OUTCOMES:Students will develop water-related skills in order to be comfortable in an aquatic environment.
SAFETY CONSIDERATIONS:For Throws: Make sure to throw the assist in front of the victim with in their reach making sure not tohit them in the head.
ACTIVITIES SEQUENCE:1. Warm-up Ladder matching relay (8 minutes)2. Motivational set (2 minutes)3 Instruction of Throw rescue (2 minutes)
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The students may use flutter boards or water belts if they are having trouble staying above thewater.
WARM UP: We will go through the rescue ladder relay where the students will put the foam pieces inorder in a relay race. They have done this already but this time they must bring the pieces back in theright order. If they do not bring the right one back their partner will have to take it back and get thecorrect piece.
MOTIVATIONAL SET: I will review what we did last class and what we will be doing today and tie it alltogether. We went over entries, the rescue ladder, reverse and ready and the rescue kicks. Today we aregoing to go over the rescue ladder again. We will then go over throw rescues, swim rescue, the non-contact tow and a carry. With this we will have the majority of the steps to go through a full rescuescenario.
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Skill/Concept Explanation Learning Activities Teaching Points & Diagrams
Throw rescue The throw rescue can be used
if the victim is not too faraway, the weather is good
(not windy or wavy) and the
victim can kick and hold onto
an assist.
- I will teach the underhand
and side arm throws. Youalways want to throw just in
front of the victim.
-The students will take turns
being the victim and the
rescuer. Once they swim in
with the assist the rescuer will
swim out to be the victim.
- Once they have done this a
couple times the students will
practice throwing and pulling
the victim in with an assist
-I will be going over what the
students need to say in eachsituation.
underhand: keep shoulders square
to the victim reach back holding theflutter board with your thumb on
one side and fingers on the other.
Follow through with the arm and
release around shoulder height.
The side arm throw is like throwing
a frisbee. The throwing shoulder
will be towards the victim and then
open chest toward the victim while
throwing.
It is important for the rescuer to be
low to the ground and when thevictim is close they should drop
onto their stomachs and continue
pulling them in. the victim needs
to know that they must grab onto
the wall and not the rescuer.
Swim Rescue This is a rescue where the
rescuer is in the water but is
not coming in contact with
the victim. This is used if the
-The rescuer will take an assist
out to the victim and stay in the
reverse and ready position. The
rescuer will use their foot to
Once you are in reach of the victim
you must be in the reverse and
ready position and never take your
eyes off of that person.
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Carry Used for, unconscious, non-
swimmers, in rough water,
injured above or below the
waist
For all of these carrys the
rescuer will have the victims
head above the water and
their body under the victims
keeping them up.
The students will have a victim
out in the water and will swim
out to them using their head up
front crawl. I will tell themwhich carry they will be doing
and they my chose the kick that
they find most efficient for that
carry. Once they have gotten
the victim to the edge the
partners will switch and do it
again.
Under opposite armpit carry-
the rescuers arm will go around
the shoulder, across the chest and
in the armpit.Head Carry- This carry is like a
head lock, the rescuers arm will
be around the victims head and
their elbow will be at the rescuers
chin their hand will hold onto the
victims shoulder.
Double chin carry- The rescuer
will have both arm under the
victims armpits and holding the
victim at the chin. This is a carry
to do only if your kick can keep
you and the victim above the
water.
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CLOSURE/SUMMARY/REVIEW:I will be wrapping up what we did today by talking about the proper ways to do each step we went over(swim, tow, and reach). I will explain to them what we are doing tomorrow which is starting from the
beginning of the rescue ladder and going through how you would do each rescue in a real life situation. Iwill go over the rescue ladder again and make sure that each students knows the steps because we willbe doing practice situations tomorrow.
UNIT: RescuesClass:Aquatics 20/30Date: Nov. 20, 2012Time: 8:45 9:45Equipment Needed: Noodles
Topic: Rescue Ladder
Teaching Method: DirectOBJECTIVES:
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Make sure to throw the assist in front of the victim with in their reach making sure not to hit them in thehead.
For Defenses: Do not hit your partner with as much force as you would in a real life situation.
Always keep your eyes on the victim.
Do not grab partner just provide contact on the shoulders
If someone panics at anytime tap your partner on the shoulder to tap out.
ACTIVITIES SEQUENCE:1. Warm-up Ladder matching relay (8 minutes)2. Motivational set (2 minutes)3. Instruction of talk rescue (2 minutes)4. Practice of talk rescue (5 minutes)
5. Instruction of a throw rescue (2 minutes)6. Practice of the throw rescue (5 minutes)7. Instruction of reach rescue (2 minutes)
8. Practice of reach rescue (5 minutes)9. Instruction of wade rescue (2 minutes)10.Practice of wade rescue (5minutes)11.Instruction of row rescue (5 minutes)
12.Instruction of swim rescue (2 minutes)13.Practice of swim rescue (5 minutes)14.Instruction of tow rescue (2 minutes)15 Instruction of carry rescue (5 minutes)
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WARM UP: We will go through the rescue ladder relay where the students will put the foam pieces inorder in a relay race. They have done this already but this time they must bring the pieces back in theright order. If they do not bring the right one back their partner will have to take it back and get thecorrect piece. They must also use one of the entries we have learned each time it is there turn and I will
be giving them different strokes to do each time as well.
MOTIVATIONAL SET: I will be explaining what we will be doing today which will be: going through thesafety ladder now that we have learned all of this skills to be able to perform these steps. I will then givethe students some stats on how many drownings occur in Canada each year and explain why it isimportant to have these skills if you ever find yourself involved an accident in an aquatic environment.
Year # of deaths
1991 - 1996 873
1996 - 2000 718
2001 - 2005 555
Because people are becoming more educated the deaths are going down in Canada.
Skill/Concept Explanation Learning Activities Teaching Points &
Diagrams
Talk Rescue This rescue is usedwhen the victim is verytired or distressed butthere are no injuries
inhibiting them fromgetting out of the wateron their own.
The students will getinto partners andpractice usingencouraging words to
get their victim in tosafety whom will be outin the water.
From a dry safe locationcalmly provide positiveand simple instructionsto get the victim out of
the water. From acrouched position givethem encouragement
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shore
-The students will take
turns being the victim and
the rescuer. Once they
swim in with the assist the
rescuer will swim out to be
the victim.
- Once they have done this
a couple times the students
will practice throwing and
pulling the victim in with
an assist.
We will then throw an
assist with a rope attached
to it following the same
procedure.
It is important for the
rescuer to be low to the
ground and when the
victim is close they should
drop onto their stomachs
and continue pulling them
in. the victim needs to
know that they must grab
onto the wall and not the
rescuer.
When throwing an assist
with a rope attached to it
you will throw it further
that the victim so they can
grab onto the rope and be
pulled in.
Reach Rescue This rescue is used onlyif you have a suitableassist that can pull thevictim to safety. If thevictim is close enough atowel may work or apole or branch if youneed to reach further.Buoyant objects are best
The students will be inpartners and they willpractice the reachrescue using a variety ofdifferent assists so theycan explore and find outwhat works best.
Keep your centre ofgravity as low aspossible.
Anchor yourself onsomething solid like aroot or railing.
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shore or get them intothe boat. Factors thatwill affect this choice willbe the victims condition,
the size of the boat,distance from shore,water temperature,boating skills and thenumber of rescuers.Swim Rescue There are four reasonswhy you should enter
the water during arescue: first, the victimscondition is gettingworse. The secondwould be that the victimis to far away to throwan assist to the victim.The third is that you
have tried throwing andyou have not succeeded.The fourth is that you donot have a craft to rowout to the victim.
The students will be inpartners and practice
this rescue. The victimwill be about 15 metersout in the pool. They willuse encouragement tohelp their victim outafter they have giventheir partner the assist.
Enter the water with anassist and swim towards
the victim. Once you getclose to the victim youwill get into the reverseand ready position andpush the assist to thevictim with your foot.Once they have theassist you will back up in
the reverse and readykeeping contact andgiving encouragement tothe victim. Be preparedto use a defense if thevictim tried to grab on toyou.
Tow Rescue This is used when youhave used the swim rescue
unsuccessfully. The victim
The students will be inpartners and practicethe tow rescue by takinga buoyant assist and
Indirect contact puts youin a higher risk situationand you should be readyto get away quickly at all
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** This rescue must beused as a last resortafter the other stepshave been tried
are trained and fit to doit.Maintain eye contactthrough this process and
approach from the backonce you get close.
CLOSURE/SUMMARY/REVIEW:Today we have gone over the first 5 steps of the safety ladder. Tomorrow will be a work period for thefinal project and we will be playing badminton on Friday at TDC.
UNIT: RescueClass:Aquatics 20/30Date: Nov. 28, 2012Time: 8:45 9:45Equipment Needed: PDFs, noodles and flutter boards
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SAFETY CONSIDERATIONS:Make sure to use and understand the safety ladder correctly to keep yourself safe while rescuing someone else.
ACTIVITIES SEQUENCE:1. Warm-up: kicks (5 minutes)
2. Instruction for the day (5 minutes)3. Rescue situations (30 minutes)4. Reminder of tomorrows rescue exam (2 minutes)
5. Free time (5 minutes)
MANAGEMENT IMPLICATIONS: I will be explaining how the testing and filming will go on and then speak to the studentsabout the situations
WARM UP: Today the students will be working on their kicks. They will do one lengths of the pool of whip kick, scissorkick, and the egg beater using a flutter board, then they will also do one length of head up from crawl.
MOTIVATIONAL SET: The students now know what the ladder is, how to do each step of that ladder and how to put it alltogether. Today is the day to show their knowledge and skills for evaluation of this rescue unit.
Today the students will each be tested on two different situations in the pool today. I will explain to the students what theirrole as a victim or rescuer will be. They will then both take turns being the victim and the rescuer while being filmed. Oncethey have completed their situation the victim will now be the rescuer and they will have a different rescue situation tocomplete Each student will complete and be filmed in two situations The situations are:
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Victim: While on a fishing trip up north you go into the water for a swim and you cut the bottom of your foot open. It iswindy and you are being taken further out into deeper water so you can no longer touch the bottom. You can yell for help
but you cannot kick your foot.
Rescuer: You are on a canoe trip and are setting up camp. You hear you friend yell for help about 20 meters out in the
water. The wind has picked up so you will not be able to throw an assist.
Situation #4
Victim: You are a weak swimmer who slips off of a drop-off and cut your foot on the bottom while slipping. You start to panicand hyperventilate and can not get back to shore on your own.
Rescuer: You are on the beach when you see a friend fall under the water. The victim seems to be hurt and cannot swim back
to the shallow water. The wind is blowing away from the shore and there are some waves.
Situation #5
Victim: You are a non-swimmer who has fallen into the water while reaching for a toy. It is windy and you are having troublekeeping your head above the waves.
Rescuer: You are enjoying a day on the beach and you see a child fall into the water. She is out of reach and there is abreeze.
Situation #6
Victim: You are playing on a wet dock; you slip and hit your head and fall into the water.
Rescuer: You see someone fall of a dock and they are floating in the water unconscious.
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