ASSESSMENT RUBRIC

Objective: Back float with flutter kicks using a kickboard

Swimming Unit | Level 20

TECHNIQUE
Today we are going to learn how to back float with flutter kicks using a kickboard. 

IMPORTANCE
Back floating with flutter kicks using a kickboard is important to learn because floating is essential to master in order to back crawl. Floating on your back will also allow you to breathe if you were to fall unexpectedly into the water.

VOCABULARY
Flutter kick: an alternating, up-and-down movement of the legs when swimming.

When back floating with flutter kicks using a kickboard, it is important to:

PRACTICE

1. I will divide the class into partner. Ro Sham Bo with your parnter to decide who will practicing floating first. When I say, "GO!" help your partner back float by placing your hands under his/her back. Have your partner float for 5-10 seconds. Take turns.
2. This time, have your partner practice flutter kicking to the shallow end and back as they hold onto the kickboard. Guide your partner by the shoulders. Take turns.

STORYLINE
Today we are playing Sea Tunnels II. In this game, you will be floating through each tunnel (hula-hoop). Your goal is to back float with flutter kicks using a kickboard through each of tunnels.

INSTRUCTIONS

• I will divide the class into four groups.
• With your group find an area in the shallow end.
• Ro Sham Bo with your group to decide who will be the floater and back float with flutter kicks using the kickboard through the tunnels first.
• Before the game begins, the floater will place the kickboard on their stomach.
• Everyone else will hold onto a tunnel keeping it half-submerged in the water.
• When I say, “GO!” the floater will begin kicking their way through the tunnel.
• When the floater makes it through the tunnel, he/she will switch places with the next student.

TEACHING TIPS

• Approach:
  • Remind students to keep their hips up when back floating to avoid sinking.
• ELL Accommodation:
  • Post labeled pictures of skills (step by step) and game play.
  • Partner with proficient English speakers for directions/modeling and reflections.
• SpEd Accommodation:
  • Allow students extra time to master the skill.
  • Allow students to respond with the help of pictures, a peer helper, manipulatives, or teacher.
  • Set individual goals for physical or behavioral modifications.
• Reflection:
  • Why is learning to back float important?
  • What happens when partners are good at communicating with each other?

STORYLINE
Today we are playing Octopus. In this game, the octopus (tagger) is growing larger and larger the more crustaceans he eats (tags). Your goal is to back float with flutter kicks using a kickboard without getting tagged by the octopus.

INSTRUCTIONS

• I will choose an octopus to start in the middle of the shallow end. The rest of the class will be a crustacean.
• Before the game begins, crustaceans will find a spot along the edge of the shallow end with their kickboard.
• When I say, “GO!” crustaceans must begin back floating with flutter kicks using their kickboard to the other side of the shallow end. The octopus will then try to eat as many crustaceans as possible.
• The octopus can only move side-to-side and may not travel forwards or backwards.
• If a crustacean is eaten, he/she must put the kickboard on the edge of the pool and link arms with the octopus.
• Once a crustacean is on the other side of the shallow end or apart of the octopus, I will blow my whistle for the next round.
• We will begin a new game when either, the octopus has grown so large that crustaceans can no longer pass or there are no more crustaceans to eat.   

TEACHING TIPS

• Approach:
  • Designate 1­–2 students to warn crustaceans that they are nearing the wall
• ELL Accommodation:
  • Post labeled pictures of skills (step by step) and game play.
  • Partner with proficient English speakers for directions/modeling and reflections.
• SpEd Accommodation:
  • Allow students extra time to master the skill.
  • Allow students to respond with the help of pictures, a peer helper, manipulatives, or teacher.
  • Set individual goals for physical or behavioral modifications.
• Reflection:
  • Why is learning to back float important?
  • What happens when partners are good at communicating with each other?

STORYLINE
Today we are playing Submarine. In this game, there are captains and submarines working as teams. Your goal is to sink all the other submarines and be the last team still back floating with flutter kicks using a kickboard.

INSTRUCTIONS

• I will divide the class into teams of two and give each team one beach ball for ammunition.
• Before the game begins, Ro Sham Bo to decide which teammate will be the submarine and the captain.
• The submarine will back float with the kickboard while listening to the captain.
• The captain will direct the submarine towards other teams by placing his/her hands on the submarine’s kickboard and communicating where to go (choose your words carefully).
• When the captain says, “FIRE!” the submarine will throw the beach ball while still back floating over his/her head to try to sink another team.
• If either of you are hit by another team, you are down and must find a spot along the edge of the pool.
• You may not carry more than two beach balls at a time.
• The captain may lead the submarine to a beach ball or “park” the submarine (cannot move). Only the captain may pick up and hold onto the beach balls.
• Even if a submarine is parked, both of you may still be hit by another team.
• We will begin a new game when there is only one submarine remaining.

TEACHING TIPS

• Approach:
  • Remind students to keep a safe distance between teams.
  • Consider calling frequent jail breaks so that teams are not down for too long. 
  • Submarines should be back floating the entire game while the captains hold onto the beach balls.
• ELL Accommodation:
  • Post labeled pictures of skills (step by step) and game play.
  • Partner with proficient English speakers for directions/modeling and reflections.
• SpEd Accommodation:
  • Allow students extra time to master the skill.
  • Allow students to respond with the help of pictures, a peer helper, manipulatives, or teacher.
  • Set individual goals for physical or behavioral modifications.
• Reflection:
  • Why is learning to back float important?
  • What happens when partners are good at communicating with each other?