Materials:
- 25 flutter boards
- 25 sets of flippers
- 25 sets of hand paddles
- 25 PFD’s/lifejackets
- 25 noodles
- 25 aqua belts
From Safety Guidelines Handbook for Physical Education: Saskatoon Public Schools
- Wear suitable swimwear (preferably no cotton→ cotton clogs the filters)
- Tie hair back
- No jewelry
- If swimming outdoors→ wear sunscreen, long sleeve shirt, sunglasses, etc.
Adhere to pool rules such as:
- No running or pushing on the deck
- No chewing gum or food
- No food in pool area
- No diving in the shallow end (only in designated areas)
- Shower before entering the pool
- No persons with infected cuts or open sores in the pool
Note* Discuss with lifeguard if there are students that you are particularly concerned about
For supervision purposes:
- Ensure that there is an individual in the immediate vicinity who is readily accessible and
who has current first aid & CPR ‘C’ training
- There should be a teacher on deck or in the pool with the students at all times
-Instruction should be in accordance with current safety practices and standards
- Required ratio of lifeguards to students on deck at all times (1 guard per 50 people national standard)
- Arrange for appropriate supervision in the change rooms
Management Strategies:
- Have one set location where equipment will be set out prior to the lesson and returned by
students when finished with the equipment. I.e. corner of the pool by the hot tub/First Aid-Staff
room. Equipment will be stacked neatly to decrease safety hazards.
- When giving instructions, students will either be out of the water in a semi-circle or in the
water by the wall nearest the teacher
- Teacher will form groups by numbering students, keeping in mind students with
exceptionalities/lower ability
NOTE* be sure chemicals are in range before entering the pool
Stage 1- Desired Results – you may use student friendly language
What do they need to understand, know, and/or able to do?
• Psychomotor: Students will be able to demonstrate kicking, arm pulls, and safety (front crawl arm
movements)
• Affective: Students will be able to feel safe to enter and explore the water. Students will be
supportive of one another since everyone will have varying degrees of comfort in the water.
• Cognitive: Students will be able to understand the rules of the pool and the consequences of not
following those rules, as well as understanding cues of each skill.
Cross-Curricular Competencies:
- Develop Thinking: Students will have the opportunity to apply prior knowledge, experiences, and
ideas of self before entering the water. The knowledge, experiences, and ideas of self will allow for
engagement in movement activity and to create activities.
- Develop Identity and Interdependence: Students will understand how to keep themselves and their
peers safe in the water. This, in turn, will develop trust and teamwork.
- Develop Literacy: This lesson will help students develop their physical literacy by improving their
competence, confidence, and sustainability in a wide variety of skillful physical movements. Students
will learn the skills needed to succeed in swimming through diverse strands of communication. Visual
demonstrations, auditory directions, speaking by communicating to their teammates, kinesthetic
maneuvering, and other literacies can be applied to teach the same skillful physical movement.
- Develop Social Responsibility: Students will work on positively interacting and being respectful toward
their peers in order to create a safe and trustworthy environment.
Outcome(s):
W3 - Plan for and engage in movement activity to increase confidence, competence, and sustainability in self-selected
individual and/or partner movement activities from each of the following categories:
● Body Management Activities (e.g., dance, yoga, pilates, martial arts, aerobics)
● Alternative Environment Activities (e.g., cycling, snowshoeing, cross-country skiing, swimming, hiking, skating,
canoeing, trapping, weight lifting/going to a fitness centre)
● Target games (e.g., bowling, golf, archery, bocce ball )
Net/Wall games (e.g., tennis, table tennis, racquetball, squash)
PGP Goals:
1.1- The ability to maintain respectful, mutually supportive and equitable professional relationships with
learners, colleagues, families and communities
2.2- proficiency in the Language of Instruction
3.1- the ability to utilize meaningful, equitable, and holistic approaches to assessment and evaluation
3.2- the ability to use a wide variety of responsive instructional strategies and methodologies to
accommodate learning styles of individual learners and support their growth as social, intellectual, physical,
spiritual beings
Stage 2- Assessment
Assessment FOR Learning (formative) Assess the students during the learning to help determine next steps.
- Students will be assessed by the criteria in the rubric throughout the lesson(s)
- Students will be assessed of skills through feedback from teacher
Assessment OF Learning (summative) Assess the students after learning to evaluate what they have learned.
- Students will be asked questions that reflect their final assessment
- Students will self-assess through journaling at the end of each lesson (their experiences)
Stage 3- Learning Plan
Warm-up
A dynamic warm-up allows for increased blood flow and body temperature. In essence, this allows for less
injuries to take place when we begin the workout. Most dynamic exercises and stretches can be performed in
the pool at the correct depth and also are low impact due to buoyancy.
- Fitness circuit: 30 seconds of each exercise (9) with 10 seconds of rest in between each
exercise*Students will go through circuit once & perform skill in the shallow end of the pool
- Student must make sure they have enough room around them for movement and no deeper
than chest height
Skips 30 seconds
Note* Demonstrate each skill to class out of pool so they can visualize movement
NOTE* the “Walking in a circle” exercise consists of the whole group forming a circle and walking in the same
direction. The “reverse” requires students to change direction of circle in order to create resistance.
Main Procedures/Strategies:
NOTE* Activities of kicking and arm movements can be shown visually by teacher at all adaptations OR shown
through video or student demonstration
Adaptations/Differentiation:
Activity 1
- Students have option to stay at one particular station (out of water, at wall, propulsion in the water)
until they feel confidence and competence to move onto the next station
- Students have option to use an aid while taking part in the activity in order to feel more comfortable
- Students have option to go further than the exceeding line of kicking if they are competent (with the
supervision of a lifeguard)
- Students have option to use flippers in order to feel propulsion if having difficulties moving in the
water
Activity 2
- Students have option to stay at one particular station (out of water, at wall, propulsion in the water)
until they feel confidence and competence to move onto the next station
- Students have option to use an aid while taking part in the activity in order to feel more comfortable
- Students have option to go further than the exceeding line if they are competent (with the
supervision of a lifeguard)
- Students have option to use hand paddles in order to feel propulsion if having difficulties moving in
the water
Closing of lesson:
- Ask students what were the cues for kicking and arm pulls
- Ask students what station did they feel most competent at
- Ask students the facility rules and how the rules would change if we were at a lake or ocean (ponder)
Note* while asking students these questions, form a circle with student led stretching
M. Wilkinson ’16 *Adapted from Understanding by Design (McTighe and Wiggins, 1998)
Written Reflection
I chose to incorporate the above activities for a variety of reasons. I found it essential to go over
facility rules in order to create a safe and comfortable environment for my learners. I understand that
most of my students will be entering this lesson at a variety of levels comfortability and skill wise,
therefore, I need to make safety of self and others a priority. Stressing the facility rules also reflects my
criteria in my rubric, specifically Exhibiting responsible, safe, personal and social behavior that respects
self and others. This, in turn, reflects the students final assessment as well, with questions pertaining
to water safety.
warm-up in this lesson allows the students to slowly engage in the lesson while preventing injury.
Warm-up’s also allow for mind-body connection that builds confidence in performing the next skills. I
chose the basic skills of flutter kick and arm pulls (combined to create front crawl). These basic skills
and their adaptations (on land, on wall, propulsion) allows for students to create confidence and
competence of the basic skill at their own level. Allowing the students free choice at the end of the
lesson not only allows for engagement in the activity, but also allows me as a teacher to observe
throughout the lesson in order to modify teaching and learning activities to improve student
sustainability and engagement. My lessons and formative assessment strategies reflect on my outcome
prior to the lesson. I want students to feel comfortable, confident, competent and sustained
throughout the lesson by allowing success through my instruction and my activity set-up. I allow for
different variations of each skill and different instructional strategies in order for students to feel
I know which instructional strategies to pick at given times. The learning strategies I choose to
give visually (demonstrate the skills outside of the water, stationary, propulsion), verbally through
cues, and kinesthetically (by student discretion, manipulate the student’s body part in order to achieve
skills and feel skill) allows for students to succeed in skills pertaining to the lesson which, in turn, allows
them to be successful in hitting the outcome and indicator of the lesson. Instructing the activities in a
variety of environments allows the student to choose which environment best pertains to their level of
capability and allows for them to succeed and improve towards the outcome and indicators.
My lessons are ready to be used. My lesson is very descriptive with visuals in order for any
teacher to be successful instructing the content to the class. Although prior knowledge of swimming
would be beneficial, the instruction options allow for the teacher to choose which instruction strategy
I create formative assessments. Following the rubric I created in order to assess the students
learning will allow me to self-assess my own teaching throughout the lesson. The criteria for the
assessment is based off of items I expect of students rather than assessing them on physical ability.
I set and use goals for enhancing my professional development. My goals in this unit
specifically include creating exceptional formative assessment. I am working towards this goal by
creating unique ways of assessing students by the outcome and indicator without critiquing their
ability. My goal is also to maintain safety throughout the lesson in order to build trust with the
students, to create a safe learning environment, and to keep confidence levels progressing.
I understand how to plan for differentiation and adaptation. I’ve designed my lesson plan with
adaptations and planned for differentiation in order for my students to succeed. Students at all levels
of ability and comfortability can succeed with the aids, the different environments of each activity, the
I create engaging learning activities and tasks. My entire unit allows for increased connection
between students and student ownership of learning. Although I have two specific activities I teach to
the students, I reward them with free choice at the end of the lesson in order to create interest,
confidence, competence, and motivation. The activities also allow students to choose their adaptation,
their equipment or aid to succeed. This, in turn, will allow for improvement which leads to
engagement.
My planned activities would improve the discipline specific literacy skills of my students. My
students have the opportunity to self-assess at the end of each lesson by journaling their experiences
throughout the lesson(s). The planned activities allow for improved physical literacy among the
students by creating confidence, competence, and motivation in a life skill through the different