SHAPE STANDARDS
Swimming and swimming safety is not required within the Shape Standards.
This unit is for those who need to meet state specific standards or want to teach additional content.
CASEL STANDARDS
Self-Awareness- Self-Confidence

ASSESSMENT RUBRIC

 

Objective: Different types of bodies of water

Swimming Unit | Level 1

TECHNIQUE
Today we are going to learn about different types of bodies of water. 

IMPORTANCE
Different types of bodies of water are important to learn about because water covers most of the Earth's surface. The more we learn about water, the more we realize how important water is to all living things and the safer we can be around the different types of bodies of water.

VOCABULARY
Body of water: any area of land that is covered by water.

When learning about the different types of bodies of water, it is important to remember:

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1. Oceans: are the largest bodies of water.

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2. Seas: are similar to oceans but are surrounded by more land.

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3. Lakes: are completely surround by land and can have either salt or fresh water.

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4. Rivers and Streams: are when water flows on the surface of the Earth.

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5. Glaciers: are made up of snow that turned into large ice masses.

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6. Swimming Pools: are structures that hold water and are typically used for water activities, such as swimming, exercising, and playing. 

PRACTICE

  1. I will describe different characteristics of the bodies of water. Raise your hand if you can answer which body of water I am thinking of.

ANTARCTIC HABITAG

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TIME
10-20 minutes
 

NUMBER OF STUDENTS
4-25 students per game
 

EQUIPMENT
5 tall cones
2-3 hula-hoops

STORYLINE
Today we are playing Antarctic HabiTag. In this game, you are penguins living in Antarctica and your habitat is changing due to the effects of the global warming. Your goal is to avoid being eaten (tagged) by a seal as you adapt in the different bodies of water.

INSTRUCTIONS

  • I will select two students to be the seals. Everyone else will be a penguin.
  • When I say, “GO!” penguins will begin swimming (running) in the ocean (field).
  • If you are tagged or go out-of-bounds, you must sit down.
  • You can be freed if another penguin gives you a high-five.
  • We will begin a new round every 2-3 minutes.
  • At the beginning of each new round, I will say, “The habitat is changing!” and I will move the boundaries to make the ocean smaller or larger.
 

Game 1: Play as indicated above. Add hula-hoops as glaciers for penguins to use as safe-zones.
Game 2: Remove 2-3 hula-hoops on the field to show how global warming has caused the glaciers to melt.
Exit Ticket: Have students name three bodies of water before lining up to return to class.

 

TEACHING TIPS

  • Approach: 
    • Make sure students are tagging with a two-finger tag.
  • ELL Accommodation:
    • Post labeled pictures of skills.
    • Partner with proficient English speakers for directions/modeling and reflections.
  • SpEd Accommodation:
    • Allow students extra time to respond.
    • Allow students to respond with the help of pictures, a peer helper, manipulatives, or teacher.
    • Set individual goals for physical or behavioral modifications.
  • Reflection:
    • What are some activities we can do in a swimming pool?
    • I can tell the difference between different types of water because (tells a difference between bodies of water).

CHARADES

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TIME
15-25 minutes

NUMBER OF STUDENTS
No restrictions

EQUIPMENT
None

STORYLINE
Today we are playing Charades. Your goal is to act out a charade that is related to any of the different types of bodies of water.

INSTRUCTIONS

  • I will divide the class into teams of four.
  • Before the game begins, take a seat with your team.
  • I will choose a person to come up and perform a charade.
  • You can act out a book, movie, animal, etc. as long as your charade is related to a type of body of water (i.e., The Little Mermaid, a seal, a river, etc.)
  • Before you perform your charade, you must show the category of your charade.
  • If you are performing:
    • A book- open and close your palms together.
    • A movie- pretend to crank an old movie camera.
    • A song- pretend to sing.
    • An animal- create dog ears with your hands.
    • A body of water- put your hands together and create a wave motion.
  • While you are performing, you cannot speak or make any sound effects. If you do so, you will be asked to return to your team and the next team will come up.
  • I will choose one person from each team to guess the correct charade.
  • Once the charade is guessed correctly, take a seat and I will call the next student up.

 

 

Game 1: Play as indicated above.
Game 2: Have students create their own teams.
Exit Ticket: Have students name three bodies of water before lining up to return to class.

 

TEACHING TIPS

  • ELL Accommodation:
    • Post labeled pictures of skills.
    • Partner with proficient English speakers for directions/modeling and reflections.
  • SpEd Accommodation:
    • Allow students extra time to respond.
    • Allow students to respond with the help of pictures, a peer helper, manipulatives, or teacher.
    • Set individual goals for physical or behavioral modifications.
  • Reflection:
    • What are some activities we can do in a swimming pool?
    • I can tell the difference between different types of water because (Tells a difference between bodies of water).

WIGGLY SEA WORMS

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TIME
10-20 Minutes
 

NUMBER OF STUDENTS
No restrictions
 

EQUIPMENT
1 short jump rope per 2 students

STORYLINE
Today we are playing Wiggly Sea Worms. Your goal is to work with your partner to shape your wiggly sea worm (jump rope) into the different types of bodies of water.   

INSTRUCTIONS
•    I will divide the class into pairs. 
•    When I say, “GO!” work with your partner to shape the wiggly sea worm into the body of water that I call out. 
•    You and your partner will only have 20 seconds (or less) to shape your wiggly sea worm. 

 

Game 1: Play as indicated above,
Game 2: Call out various aquatic animals or plants (i.e., sea cucumber, puffer fish, sea turtle, whale, seaweed, coral reef, etc.)
Exit Ticket: Have the class work together to create a “masterpiece” of an aquatic scene. Each pair can contribute a piece to the masterpiece using their jump rope. 

 

TEACHING TIPS

  • Approach:
    • The jump ropes should stay on the ground in this activity and should not be tossed around.
    • If students start to argue about “who gets to move the wiggly sea worm,” have them Ro Sham Bo and trade off each round.
    • Try rotating students after each game so everyone gets a chance to work with multiple partners.
  • ELL Accommodation:
    • Post labeled pictures of skills.
    • Partner with proficient English speakers for directions/modeling and reflections.
  • SpEd Accommodation:
    • Allow students extra time to respond.
    • Allow students to respond with the help of pictures, a peer helper, manipulatives, or teacher.
    • Set individual goals for physical or behavioral modifications.
  • Reflection:
    • What are some activities we can do in a swimming pool?
    • I can tell the difference between different types of water because (Tells a difference between bodies of water).