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: Safety for different types of bodies of water

Swimming Unit | Level 2

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

IMPORTANCE
Safety for different types of bodies of water is important because safety should always be your priority when swimming. Swimming in natural bodies of water is much different than swimming in a pool because cold temperatures, currents, waves and underwater objects can make bodies of water dangerous.

VOCABULARY
Water current: a body of water moving in a specific direction.
Water depth: how deep the water is.
Shoreline: the edge where the land and water meet.

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

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1. Before entering the water, check the weather conditions because storms and heavy rains can cause strong currents and changes to the water depth.

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4. Walk carefully into open waters because it is difficult to see water depth and objects under water in the natural environment.

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2. Only swim in designated areas that are supervised by a lifeguard.

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3. Be cautious around the shoreline of all types of bodies of water because strong currents can form.  

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

PRACTICE

  1.  I will describe a safety rule for a type of body of water. Raise your hand if you can answer which body of water the rule applies to.

WACKY WEATHER

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TIME
15-25 minutes

NUMBER OF STUDENTS
4-25 students per game

EQUIPMENT
2 long jump ropes
24 fuzzy balls

STORYLINE
Today we are playing Wacky Weather. In this game, you have decided to go swimming in the water but the weather has made a sudden turn for the worse. Your goal is to practice your safety for different types of bodies of water to reach the shoreline (end line) and return to safety.

INSTRUCTIONS

  • I will choose four students to control the currents (long jump ropes) and one student to be the lifeguard.
  • Everyone else will be a swimmer.
  • Before the game begins, line up shoulder-to-shoulder on the baseline.
  • When I say, “GO!” two swimmers at a time will begin swimming past the currents to the shore.
  • If you touch the current, you are stuck and must wave your arms above your head until the lifeguard can unfreeze you.
  • The lifeguard can enter from the sidelines and tag students who are frozen. If the lifeguard touches a current, he/she is frozen for five seconds.
  • We will begin a new game when all swimmers have made it to the shoreline.
 

Game 1: Play as indicated above. Have the currents wiggle side-to-side on the ground. Swimmers must jump or swim around the currents.
Game 2: Create waves by rippling the jump ropes.
Game 3: Throw fuzzy balls as rain. Swimmers have to avoid the rain and currents as they swim to shore.
Exit Ticket:  Have students describe a safety tip for two different bodies of water before they line up to return to class.

 

TEACHING TIPS

  • Approach:
    • Remind students to keep their heads up to avoid bumping into others.
  • 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:
    • How is swimming in a pool different than swimming in a natural body of water?
    • I know I can stay safe in and near bodies of water because...

PASSING SHIPS

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TIME
10-20 minutes

NUMBER OF STUDENTS
4-20 per game
 

EQUIPMENT
Optional: 1 flag per student
 

STORYLINE
Today we are playing Passing Ships. In this game, you are all ships trying to cross the ocean safely. Your goal is to cross the ocean when you can answer “Yes” to the statement about safety for different types of bodies of water.

INSTRUCTIONS

  • I will begin as the pirate.
  • Before the game begins, line up on the baseline shoulder-to-shoulder.
  • I will call out a ‘Yes’ or ‘No’ statement (Is a current a body of water moving in a specific direction? Or, should you dive into the shallow end?)
  • If you answer, “Yes” you must run to the end line without being tagged.
  • If you answer, “No” you stay on the baseline.
  • You have three seconds to leave the baseline after I call out the statement.
  • If you are tagged or go out-of-bounds, you become a pirate the next round.
  • We will begin a new game once there are no ships left.
 

Game 1: Give ships three lives, or chances, when tagging.
Game 2: Play as indicated above.  
Game 3: Play with flags instead of tagging.
Exit Ticket: Have students describe a safety tip for two different bodies of water before they line up to return to class.

 

TEACHING TIPS

  • Approach:
    • Remind students to keep their heads up to avoid bumping into others.
  • 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:
    • How is swimming in a pool different than swimming in a natural body of water?
    • I know I can stay safe in and near bodies of water because...

BEACH DAY

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TIME
10-20 Minutes
 

NUMBER OF STUDENTS
No restrictions
 

EQUIPMENT
5 short cones
 

STORYLINE
Today we are playing Beach Day. In this game, we are all going to the beach. Your goal is to work with your partner to practice your safety for the beach.

INSTRUCTIONS

  • I will divide the class into partners.
  • Before the game begins, find an area on the field.
  • When I say, “GO!” begin swimming (running) around the field.
  • I will call out a scenario.
  • With your partner, decide the best way to respond to the scenario.  
  • We will begin a new game when I call out a different scenario.
 

Game 1: Play as indicated above. Describe a scenario where students are ready to go swimming.
Game 2: As students are safely swimming around, how would they respond if it suddenly began to rain?
Game 3: The sun has come back out. Ask students to safely enter the water.
Game 4: Add cones as the designated swimming area. Ask students where they should be swimming.
Game 5: The water currents are becoming very strong. Ask students to demonstrate what they should do?
Exit Ticket: Have students describe a safety tip for two different bodies of water before they line up to return to class.

 

TEACHING TIPS

  • Approach:
    • Remind students to keep their heads up to avoid bumping into others.
  • 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:
    • How is swimming in a pool different than swimming in a natural body of water?
    • I know I can stay safe in and near bodies of water because...