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Unit Plan Swimming

Beginner Swimming, Diving, Water Activities

Grade Level: 9th

Number of Students: 22

Background: Swimming has a very deep rooted history in that it has been tracked back

up to 6,000 years ago. Stone Age paintings have been found depicting swimming in

addition to many written documents including the Illiad, the Odyssey as well as the Bible.

The first individual to write a book on swimming was a German professor known as

Nikolaus Wynmann in the year 1538. The book was entitled “The Swimmer or A

Dialogue on the Art of Swimming.” The year was around 1800 when competitive

swimming began to surface in Europe. The early competitions mostly consisted of the

breaststroke until John Authur Trudgen came along and shook up the swimming world in

1873. Trudgen introduced the technique of trudgen along with a scissor kick technique in

order to minimize splashing. The first time swimming was introduced to the Olympic

games was in 1896 in Athens. There were six planned swimming events within the

Olympics at the time but only four of them were actually completed. There was the 100,

the 500 and the 1200 meter freestyle as well as the 100 meter race for sailors. Alfred

Hajos of Hungary was the first gold medal winner in the 100 meter freestyle. After that,

the sport of swimming continued to evolve in both technique and popularity. Richard

Cavill came along in 1902 to introduce the world of swimming to the front crawl and in

1908 the world swimming association (FINA) was formed. Within the 1930’s, the

butterfly stroke was developed. As the sport continued to grow, the swimming strokes

and kicks were modified to make swimming the different events more fluid with the least

amount of friction caused by the water. For example, the breaststroke was modified by

the Australians in which the arms are bent under water which in turn increased the

horizontal push as well as the speed. This technique also ensured that there was a limit to

wasted force making the stroke more energy efficient for the swimmer. In addition to this

modification, swimmers quickly realized that it was much more efficient swimming

underwater for as long as possible in order to maintain the most speed because coming to

the surface increased the friction. FINA was quick to respond to this technique by

limiting the distance in which this practice could be done because many swimmers were

passing out from lack of oxygen. Then came the forward tumble in which the swimmer

turns over completely and then pushes off the wall to continue swimming in the opposite

direction. In today’s swimming competitions, there are about 20 events compared to the 6

events of the first Olympics, so it’s quite evident how far swimming has come. The

swimming evolution was quite remarkable and it shows the human desire to improve

performance through the modification of swimming techniques.

Fun Facts: In 1998 Benoit Lecomte swam across the Atlantic Ocean. This was a total of

5,600 kilometers in which he swam 6 to 8 hours a day and completed the feat in 72 days.

Plato had actually considered a man whom couldn’t swim uneducated. Did you know a

shrimp can only swim backwards? The eel will swim 3,000 miles nonstop in order to

reach a river or lake in which they spend their lives. Scientists have speculated that a

Tuna which has lived 15 years has traveled around 1,000,000 miles in a lifetime. Henry

Sullivan was the first American to swim the English Channel in 1923. Elephants use their

trunks as snorkels and can swim up to 20 miles a day. Believe it or not, kangaroos are

actually great swimmers! The famous Pianist Yanni was a member of the Greek National

Swimming Team.

Connection to Culture/Race/Gender Society: Swimming is a non-discriminating sport

in which people of all races, cultures and genders are welcome to participate. Although

swimming began as an exclusively male sport, women are now welcome to participate

competitively. Now the Olympic Games demonstrate the diversity of participants in

which the sport has evolved in that swimmers from all countries are welcome to

participate. The opportunities in the realm of swimming have grown as well in that

society makes it more affordable to enjoy the sport. The YMCA, Swim Clubs, Colleges,

and various Sports Clubs have pools that are easily accessible to the general public

regardless of background and socioeconomic status.

3. Terminal Objectives/ Unit Goals

A. Terminal Objectives

Swimming

By the end of the unit on swimming, students will demonstrate the basic skills of the

breast, freestyle, back, and butterfly strokes in order to maneuver their way around the

pool using proper technique and form and will be evaluated by the teacher via cue

checklist.

Diving

By the end of the unit on diving, students will understand and demonstrate the various

ways to dive into a pool using proper form and technique and will be assessed by the

teacher via checklist.

Water sports (Polo)

By the end of the water sports/ polo unit students will become familiar with and

demonstrate the rules of water polo using proper etiquette and behavior and will be

assessed during game play by the teacher.

B. Unit Goals

a. Swimming

i. Psychomotor-70%

1. By the end of the unit on swimming students will be able to

demonstrate the basic skills needed in order to perform the

breast, freestyle, back, and butterfly strokes effectively.

a. NASPE- 1.2: Demonstrate competent motor skill

performance in a variety of physical activities.

b. NJ standard 2.5 1 A : Demonstrates mature,

mechanically correct form and control when

combining and modifying movement skills in

applied settings.

c. NJ standard 2.6 1C: Engage in a variety of

sustained, vigorous physical activities to enhance

each component of fitness.

ii. Cognitive-10%

1. By the end of the unit on swimming students will

understand their bodies and how they move.

a. NASPE 2 Grade 9-12: Demonstrates understanding

of movement concepts, principles, strategies, and

tactics as they apply to the learning and

performance of physical activities.

b. NJ standard 2.1 1-E: Evaluate work and leisure

situations for perceived and actual risk of

intentional and unintentional injuries

c. NJ standard 2.1 2 E: Develop personal protection

strategies to reduce the incidence of injuries and

evaluate their effectiveness.

iii. Social-10%

1. By the end of the unit on swimming students will display

effective communication and cooperation with their peers

and the teacher in addition to respect and proper behavior

while swimming.

a. NASPE 5 Grade 9-12- Exhibits responsible

personal and social behavior that respects self and

others in physical activity settings.

b. NJ standard 2.2 4A: Employ strategies to improve

communication and listening skills and assess their

effectiveness.

c. NJ standard 2.2 1 E: Assesses personal and group

contributions and strengths that lead to the

achievement of goals and tasks.

d. NJ standard 2.2 2 E: Evaluate a group’s ability to be

respectful, supportive and adherent to codes of

conduct.

iv. Affective-10%

1. By the end of the unit on swimming, students will value

and appreciate swimming and the basic skills as a

beneficial lifetime activity.

a. NASPE 6 Grade 9-12- Values physical activity for

health, enjoyment, challenge, self-expression,

and/or social interaction.

b. NJ standard 2.2 1 B: Demonstrate and evaluate the

use of decision making skills

b. Diving

i. Psychomotor -70%

1. By the end of the unit on diving, students will demonstrate

competence in performing all skills necessary to

successfully dive off of various surfaces.

a. NASPE 1 Grade 9-12- Demonstrates competency

in motor skills and movement patterns needed to

perform a variety of physical activities

b. NJ standard 2.5 1 A: Demonstrates mature,



applied settings.

ii. Cognitive -10%


knowledge of entry points in the water and perform them

efficiently.

a. NASPE 2 Grade 9-12- Demonstrates understanding




b. NJ 2.5 2B: Analyze how movement activities reflect

culture, era, geography, or historical context.

iii. Social-10%


the ability to communicate and work together efficiently

while in groups during the various diving lessons.

a. NASPE 5 Grade 9-12- Exhibits responsible


others in physical activity settings



effectiveness.

c. NJ standard 2.2 1E: Assess personal and group

contributions and strengths that lead to the

achievement of goals and tasks.

d. NJ standard 2.2 4E: Evaluate a group’s ability to be


conduct.

iv. Affective-10%

1. By the end of the unit on diving, students will be able to

express their feelings about various dives.




b. NJ standard 2.1 1F: Discuss psychological

principles and theories of personality development

C. Water Activities ( Polo)

i. Psychomotor -50%

1. By the end of the unit on water polo, students will

successfully play a in a game of water polo using proper

form and technique of the basic skills.

a. NASPE 1 Grade 9-12- Demonstrates competency in

motor skills and movement patterns needed to

perform a variety of physical activities

b. NJ standard 2.5 1A: Demonstrates mature,



applied settings.

c. NJ standard 2.6 1C: Engage in a variety of

sustained, vigorous physical activities to enhance

each component of fitness.

ii. Cognitive- 20%

1. By the end of the unit on water polo, students will

understand the basic rules and conduct of water polo and

apply them during game play.

a. NASPE 2 Grade 9-12- Demonstrates understanding




b. NJ standard 2.2 2B: Demonstrate and evaluate the

use of decision making skills.

c. NJ standard 2.2 2E: Evaluate personal participation

as both a leader and follower.

d. NJ standard 2.6 2B: Apply training principles to

establish progression of activity that will improve

each component of fitness and justify the use of

each principle.

iii. Social- 20%

1. By the end of the unit on water polo, students will display

effective communication and cooperation with their peers

and the teacher in addition to respect and proper behavior,

while playing a game of water polo.

a. NASPE 5/ Grade 9-12- Exhibits responsible


others in physical activity settings.



effectiveness.

c. NJ 2.2 1E: Assess personal and group contributions

and strengths that lead to the achievement of goals

and tasks.

d. NJ 2.2 4E: Evaluate a group’s ability to be


conduct.

iv. Affective-10%

1. By the end of the unit on water polo, students will be able

to articulate their feelings about the game of water polo.




b. NJ standard 2.2 1 B: Demonstrate and evaluate the

use of decision making skills

4. Differing Abilities /Differentiated Instruction

a. Deaf Student Modifications

i. Use of strobe light for starting

ii. Use of arm signals for proper takeoff

iii. Use a buddy system in which the deaf student will partner up with

a non-deaf student

iv. Visually demonstrate each stroke specific to the student

b. Physically Handicapped

i. Be sure that the pool is handicap accessible (wide entrances,

ramps)

ii. Be sure the pool has a shallow end to ensure safety

iii. Guide student with hands throughout the pool

iv. Use of a floatation device

5. Skills & Sub-skill analysis

a. Swimming

i. Front crawl

ii. Back crawl

iii. Butterfly

iv. Side Stroke

v. Breast Stroke

vi. Trudgen

b. Diving

i. Types of dives

1. Compact Dive

2. Stride Dive

3. Long Shallow Dive

4. Tuck Dive

5. Pike Dive

c. Water Polo

i. Activities

1. Treading

2. Shooting

3. Defense

4. Passing

5. Goaltending

6. Rules/ Guidelines/ Strategies

a. Swimming

i. Dimensions of pool(1)

1. Lanes

2. Depth

ii. Guidelines(1)

1. Stay within your assigned lane(1&7)

2. Listen to when referee allows you to start(3)

3. Practice the stroke for the event(1)

4. Don’t not remain underwater for extended period

5. Don’t interfere with opponents(4)

iii. Strategies

1. Practice breathing that makes you feel comfortable(1)

2. Reduce friction(3)

a. Use tight fitting swimwear

b. Shave body hair

c. Wear swimming cap

d. Cut through the water

e. Reduce friction increases the speed of swimming

3. Stroking and kicking(2&5)

a. Don’t solely concentrate on upper body

b. Distribute energy between upper and lower body

equally

b. Diving

i. Pool dimensions(8)

1. Depth- must be nine feet to prevent serious injury

ii. Guidelines

1. Know the water depth before diving(8)

2. Plan dive path(10)

3. Check for submerged obstacles(11)

4. Test diving board before diving(12)

5. Do not run and dive(9)

iii. Strategies

1. Break water with hands not head(9)

2. Maintain balance and control(11)

3. Reaching for water gets body into position for head to go

first(12)

4. Maintain correct body angle for water entry(8)

c. Water polo

i. Boundaries/ Dimensions of pool(14&20)

ii. Basic Rules

1. Teams(14&20)

a. Teams consist of 6 players and one goalie.

b. The winner of the game is the team who scores

most goals

2. Fouls(14&19)

a. Minor- occurs when a player impedes or otherwise

prevents the free movement of an opponent who is

not holding the ball, including swimming on the

opponent’s shoulders, back or legs

b. Major- is committed when the defensive player

pulls the offensive player away from the ball before

the offensive player has had a chance to take

possession of the ball.

c. Misconduct- is an unsportsmanlike act. For

unacceptable language, violent or persistent fouls,

taking part in the game after being excluded or

showing disrespect, a player is ejected for the

remainder of the game with substitution after 20

seconds have elapsed

d. Penalty shot- is awarded when a major foul is

committed inside the 5-meter line and the offensive

player had an opportunity to score, or a goal was

prevented by the foul.

3. Offense(16)

a. Positions

b. Shooting

c. Passing

4. Defense(17)

a. Positions

b. Man to man- players are covered individually

c. Zone coverage- players cover a specific area.

5. Goaltending(18&19)

a. Ball handling(18)

i. The ability to touch the ball with two hands.

ii. The ability to strike the ball with a clenched

fist.

iii. The ability to touch the bottom of the pool.

7. Skills/ Drills/Activities & Games

a. Swimming

i. Front Crawl(1)

1. Superman position

2. Make Spear with Arm

3. Spear the fish

4. Pull Arm in S and to mid leg

5. High Elbow

6. Kick with only heel over water

ii. Back Crawl(2)

1. Stiff body lying on back

2. Raise hand like in classroom

3. Graze the ear

4. Thumb out of water, Pinkie in Water

iii. Butterfly(3)

1. Explode out of back

2. Thumb to thigh

3. Puppet Elbows being pulled up

4. Catch Water

5. 2 Explosive Kicks

6. Lead with head

iv. Side Stroke(4)

1. Head on Arm

2. Listen to Water

3. Grab a leaf put it in pocket

4. Rest Arm on Leg, Torpedo Glide

5. Scissor Split Kicks

6. Count 3 Seconds on Torpedo Glide

v. Breast Stroke(5)

1. Make Arch in Back

2. Eyes Straight

3. Draw Half Heart with Hand

4. Kick Your Buttocks

5. Lift Chin for Breath

vi. Trudgen(6)

1. Front Crawl

2. Scissor Kick

3. Breathe One Side

b. Diving

i. Compact Dive (7)

1. 1 foot forward

2. Kneel and Rise

3. Head between arms and point fingers @ water

4. Hips up, stretch and touch surface of water

5. Blast off toward water

ii. Stride Dive(8)

1. Walking stance

2. Grab edge with front toes

3. Head between arms

4. Break a pencil ( bend at waist)

5. Kick back leg up

6. Point fingers to surface of water

iii. Long Shallow Dive(9)

1. Push and Stretch

2. Spear into the water

3. Over the barrel and through the hoop

4. Hands enter donut hole

5. Go through tunnel below surface of water

iv. Tuck Dive(10)

1. Lift knee like table top

2. Jump into tuck position

3. Lift hips

4. Drive heels into ceiling

5. Push hands into water above head

v. Pike Dive(11)

1. Lift knee like table top

2. Hips up

3. Break the pencil ( bend at hips)

4. Fingers to toes

5. Dive heels into ceiling

c. Water Polo

i. Treading(15)

1. Egg Beater Motion

2. Circular Legs

3. Constant Motion

ii. Shooting(16)

1. Power Shot

a. Blast Out of Water

b. Use Momentum to shoot

2. Bounce Shot

a. Throw at angle towards water

b. Throw with force

3. T-Shot

a. Scoop with non Dominant

b. Load the dominant

4. Pop Shot

a. Scoop with dominant

b. Flick to the corner

5. Spring Shot

a. Gently press in water

b. Release towards goal

iii. Defense(17&20)

1. Knock away ball without foul

2. Steal ball without foul

3. Goalie blocks ball

iv. Passing(16&19)

1. Dry pass

a. Ball never touches ground

b. Thrown couple inches above head

c. Throw to dominant side

d. Catch and throw smooth

2. Wet pass

a. Pass to the water

b. Aim just in front

v. Goaltending(18&20)

1. Upon attack, tread fast

2. Arms ready to block

3. Block ball down

vi. Defense(17&20)

1. Knock away ball without foul

2. Steal ball without foul

3. Goalie blocks ball

References

1) American Red Cross, Health and Safety (2008). Retrieved February 16, 2008.

from http://www.redcross.org/services/hss/aquatics/

2) Diving. (2007, Aug.). In Wikipedia, The free encyclopedia. Retrieved February

15, 2008, from http://en.wikipedia.org/wiki/Diving

3) Fronske, H. (2008). Teaching cues for sports skills for secondary school students.

(4th

). Pearson.

4) Swimming. (2007, Feb.). In Wikipedia, The free encyclopedia. Retrieved

February 15, 2008, from http://en.wikipedia.org/wiki/Swimming

5) Water Polo. (2008, Feb 18.). In Wikipedia, The free encyclopedia. Retrieved

February 18, 2008, from http://en.wikipedia.org/wiki/Water_polo

http://en.wikipedia.org/wiki/Water_polo

Name: Lenny Goduto Date:2/18/08

Grade: 9th No.

Of Students: 20

Activity: Front Crawl Lesson: Crawl for All

National Standard: (1, 2, 5)

NJ Core Curriculum Standards: 2.5.A.1, 2.5.A.2, 2.5.B.1, 2.5.D.2,

I. Performance Objectives-

A. Psychomotor- At the end of the lesson on “Crawl for All” the students will

be able to perform the front crawl with proper form to be assessed by a

partner checklist.

B. Social- At the end of the lesson on “Crawl for All” the students will be on

task 100% of the time and provide positive feedback to his/her partner to

be assessed by a partner assessment sheet.

II. Material and Equipment

A. Boogie Boards (10)

B. Paddle Boards (10)

III. Diverse Students: Special Needs/ Developmental Differences/ Cultural

Differences

A. Those with physical handicaps will be provided with an additional

flotation device as well as a boogie board within the warm up to support

the weight

B. Those with hearing impairment will be provided with demonstration of

each individual activity as well as a partner which can assist with the

communication

IV. Safety

A. Students must stay within their assigned lanes when applicable

B. Students cannot grab onto others swimsuits

C. Students cannot dive into the pool

D. No running

E. No roughhousing in the water

F. Breath as much as needed

G. Don’t go underneath water

V. Procedure

A. Instant Activity/ Warm Ups

- Explain to class how important leg strength is when performing

swimming strokes.

Personal Space

Choose which level of difficulty

Boogie Board= easier

Paddle Board= more difficult

Kick with feet holding boogie board or paddle board

Transition: Bring class to end of the pool and begin introduction

B. Introduction

Good morning class, did you know that in 1998 Benoit Lecomte

swam across the Atlantic Ocean!

How many of you believe you can swim across a lake or even a

river!?

Introduce to swimming

Begin with front crawl

Practice staying in lane

Practice breathing

Explain importance of staying in lane and breathing

C. D&D

Skill and Drill

1. Skill- front crawl stroke

a) explain the importance

b) most basic swim stroke

c) energy efficient

d) demonstrate arm motion

2. Drill/ Activity(on land)

a) Demonstrate High Elbow

b) Demonstrate Spear the fish

c) Demonstrate S Pull

3. Drill/Activity/ Practice

a) In air with partner

b) Partner provides feedback

c) 5 times each cue and switch

Transition: Have students get into pool.

4. Drill/ Activity (in pool)

a) demonstrate superman position

b) demonstrate the leg kicks

c) demonstrate the proper way to breath

d) explain the importance of each

5. Drill/Activity/Practice

a) practice all the cues together

b) Encourage students to explore the breathing

technique

c) 1 time width of pool

d) Partner provides feedback on performance

D. Challenges

1. Swimming from one side to other stopping 3 times (width

wise)

2. One side to other stopping 2 times

3. One side to other stopping 1 time

4. One side to other without stopping

5. Length wise stopping 3 times


7. Length wise stopping 1 time

8. Length wise nonstop

9. One side to the other and back w/ 2 stops

10. One side to the other and back w/ 1 stop

11. One side to the other and back nonstop

12. Length wise and back stopping twice

13. Length wise and back stopping once

14. Length wise and back nonstop

15. One side to the other with less breathing frequency

16. Length wise with less breathing frequency

17. One side to the other being timed

18. One side to the other complete in less time

19. Length wise being timed

20. Length wise completing in less time

E. Game (Categories)

Explain rules of game

Four to a group

One teammate out of pool facing other way

Other three in pool

Teammate comes up with category

Teammates in pool think of answer

If teammate out of pool guesses right, the students in pool begin

to swim to other side

When student out of pool hears the others move, can jump in and

tag them using the front crawl stroke

The one tagged becomes the student outside the pool

Discuss safety ( no diving, jump like pencil, no running, no

grabbing swimsuits)

Encourage proper form of front crawl to be used

Anyone seen not practicing front crawl becomes the one outside

of the pool

Transition: After the class has completed 5 rounds of the game. Have students meet at the

end of the pool facing the teacher.

F. Closure: Great job today class! Who can tell me the cues we went over

within class today? What was the most difficult cue to follow when

performing the front crawl? Well I was very impressed with what I saw

today and the feedback you provided one another. Next lesson will be on

the back crawl!

Name: _________________

Date: _________________

Instructions: Please closely examine your partners performance and encourage

him/her to perform all the cues correctly. Please check off whether or not the cues

are addressed below.

Peer Assessment

Cues

Yes No

High Elbow ___ ___

Spear the Fish ___ ___

S Pull ___ ___

Superman ___ ___

Breathing ___ ___

Name: ____________________

Date:__________________

Instructions: Please analyze how your partner interacted with you during the lesson

today and check off the list of questions below. Answers are all confidential.

Partner Assessment

Yes No

Was my partner positive? ___ ___

Did my partner encourage me? ___ ___

Was my partner respectful? ___ ___

Did my partner correct me? ___ ___

Did my partner fool around? ___ ___

Was my partner safe? ___ ___

Name Lenny Goduto Date:2/18/08

Grade: 9th No.

Of Students: 20

Activity: Back Crawl Lesson: Tall Crawl


NJ Core Curriculum Standards: 2.5.A.1, 2.5.A.2, 2.5.A.4, 2.5.A.5, 2.5.C.1, 2.5.D.1,

2.5.D.2

VI. Performance Objectives-

A. Psychomotor- At the end of the lesson on “Tall Crawl” the students will

be able to perform the back crawl with proper form to be assessed by a

partner checklist.

B. Cognitive- At the end of the lesson on “Tall Crawl” the students will be

able to identify all of the cues for the back crawl to be assessed by

completing a fill in the blank worksheet.

VII. Material and Equipment

A. Floating Noodles (20)

VIII. Diverse Students: Special Needs/ Developmental Differences/ Cultural

Differences

A. Those with physical handicaps will be provided with an additional

flotation device

B. Those with hearing impairment will be provided with demonstration of

each individual activity as well as a partner which can assist with the

communication

IX. Safety




D. No running




H. Stay within personal space

X. Procedure


- Explain to class how important leg strength and endurance is when

performing swimming strokes. Remind students that swimming involves

both the lower body and the upper body.

Personal Space

Lounge with Noodle in the small of the back

Face the ceiling

Kick

Follow Instructions of Teacher( harder, faster, softer)


B. Introduction

Good morning class, did you know that shrimp can only swim

backwards?

Introduce to back crawl


Practice breathing

Explain importance of staying in lane and breathing

Transition: Have class step out of pool for practicing the skill

C. D&D

Skill and Drill

1. Skill- back crawl stroke


b) demonstrate arm motion


a) Thumb Up

b) Raise Hand for Question

c) Graze Ear

d) Pinkie in, Palm out




c) 5 times each cue and switch

Transition: Have students get into pool.


a) leg kicks

b) Point Toes, Boil Water

c) explain the importance of each



b) 1 time width of pool with noodle

c) Partner provides feedback on performance

d) Partner checks that effort is shared between upper

body and lower body

D. Challenges

1. Swimming from one side to other stopping 3 times (width

wise)




















E. Game (Orcas and Otters)


Three Orcas

Orcas can only practice the front crawl

Otters can only practice the back crawl

If the Orcas tag and Otter then the Otter turns into an Orca

The object is to be the last Otter swimming

Encourage a lot of personal space (use entire pool)

Discuss safety ( awareness of body and walls)

Do not grab onto bathing suits

Transition: After the class has completed approximately 3 rounds of the game. Have

students meet at the end of the pool facing the teacher.

F. Closure: Wonderful job today class! Did you find it easier to be an otter or

an orca? Well I was very impressed with what I saw today and the

feedback you provided one another. Next lesson will be on the breast

stroke.

Name:____________________

Date:_____________________

Instructions: Please examine your partner’s performance carefully and

check off whether or not he/she performed the cues successfully.

Cues

Yes No

Thumbs Up ___ ___

Raise Hand for Question ___ ___

Graze the Ear ___ ___

Pinkie In, Palm Out ___ ___

Point Toes ___ ___

Boil Water ___ ___

Name:______________________

Date:_______________________

Instructions: Please fill in the blanks using the cues that we had practiced within class

today. Each will be worth 5 points each for a total of 25 points. No partial credit will be

awarded. If I cannot read it, the answer will be marked as incorrect.

Do You Know Your Cues?

1) When bringing your hand out of the water, you should have your thumb

_________________.

2) Your arm should be __________ as if you were asking a __________ in class.

3) Your arm should come very close to your head in which you will _________ your

__________.

4) When returning your arm to the water the rule is to have your _________ in and your

_________ ________ out.

5) When kicking, you should have your toes _________ and you should be __________ the

water.


Grade: 9th No.

Of Students: 20

Activity: Breast Stroke Lesson: Frogger

National Standard: Standards (1, 2, 5, 6)

NJ Core Curriculum Standards: 2.5.A.1, 2.5.A.3, 2.5.B.1, 2.5.D.1, 2.5.D.2, 2.1.A.3

XI. Performance Objectives-

A. Psychomotor- At the end of the lesson on “Frogger” the students will be able to

perform the breaststroke with proper form to be assessed by a teacher checklist.

B. Affective- At the end of the lesson on “Frogger” the students will reflect upon

their experience in the swimming unit so far within their gym journals to be

assessed by the teacher.

XII. Material and Equipment

A. Floating Noodles (25)

B. Boogie Boards (10)

C. Paddle Boards (10)

XIII. Diverse Students: Special Needs/ Developmental Differences/ Cultural Differences

A. Those with physical handicaps will be provided with an additional flotation

device

B. Those with hearing impairment will be provided with demonstration of each

individual activity as well as a partner which can assist with the communication

XIV. Safety




D. No running




H. Stay within personal space

XV. Procedure


- The warm up will be a game of Simon Swim. The Teacher will give instructions

as to which swimming stroke to use as well as imitations of different animals.

Personal Space

All students will swim in the same direction

Swim with front crawl

Swim with back crawl

Swim like a frog

Swim like a dolphin

Swim like an otter

Swim like a fish


B. Introduction

Which two strokes were very similar within the warm up? When I told

you to swim like a frog, you were actually performing the breaststroke and

that’s what we’re going to work on today as a class.

Introduce to breaststroke

Practice beginning when referee tells you

Explain friction and how it effects swimming


C. D&D

Skill and Drill

1. Skill- Breaststroke




a) Draw Half a Heart with Hand




c) 5 times cue and switch

Transition: Explain how the breaststroke is mostly addressed within the pool because it’s

dependent on body position. Have students get into pool and partner up.


a) leg kicks holding onto board (boogie or paddle)

b) Like a Frog

c) Arch Back

d) Kick with the Buttocks

e) Eyes Straight

f) Breathe by lifting Chin



b) 2 times width of pool with board

c) Partner provides feedback on performance

d) Have partner give feedback on smoothness (less friction)

D. Challenges

1. Swimming with board from side to side

2. Swimming with board from end to end

3. Swimming from one side to other stopping 3 times (width wise)




















E. Game (Frog on a Log)


Four Teams of 5 students

Only two teams at a time in the pool

Noodles will be scattered throughout the pool

The object is for your team to collect as many noodles in 2 minutes as

possible

Can only send out one frog at a time

Frog will be sent out every 15 seconds

Students must listen to whistle of teacher or team cannot continue for 10

seconds

When one frog is sent out, the other must come back to the pond

The teams have each one designated pond in which they can collect all

the logs

Safety: Once a frog has a hand on the log, it’s officially in their

possession and cannot be taken away

Discuss safety ( awareness of body and walls)

Do not grab onto bathing suits

Transition: After the class has completed approximately 3 rounds of the game. Have students

meet at the end of the pool facing the teacher.

F. Closure: Wonderful job today class! Did you guys enjoy the breaststroke? Well I

was very impressed with what I saw today and the feedback you provided one

another. I really observed some great form today and I enjoyed the teamwork you

used within your team. Next lesson will be on the sidestroke!


Grade: 9th No.

Of Students: 20

Activity: Side Stroke Lesson: Side to side


NJ Core Curriculum Standards: 2.5.A.1, 2.5.A.2, 2.5.A.4, 2.5.A.5, 2.5.C.1, 2.5.D.1, 2.5.D.2

XVI. Performance Objectives-

A. Psychomotor- At the end of the lesson “Side to side”, the students will be able to

perform the side stroke with proper form and will assess themselves using a self

checklist

B. Cognitive- At the end of the lesson “Side to side”, the students will be able to

identify the proper cues of the side stroke and will be assessed by completing a

fill in the blank worksheet.

XVII. Materials

A. Whistle

B. Lesson plan

XVIII. Diverse Students: Special Needs/ Developmental Differences/ Cultural Differences


device



XIX. Safety




D. No running




XX. Procedure


Teacher will explain the rules of sharks and minnows. Teacher will remind

students of the importance of reducing friction and how it can increase speed.

Personal Space

Students are to use strokes learned in previous class


B. Introduction

Good morning class, does anyone know how a life guard might carry a

victim through the water?

Students answer/ teacher answer the side stroke.

Explain how side stroke can be used as an energy saver and is the most

efficient way to travel in water over long distances.

Remind students of importance of personal space

Follow instructions of teacher


C. D&D

Skill and drill

1. Side stroke

a) Explain the importance

b) energy efficient

c) demonstrate arm motion

d) used as life saving technique

2. Drill/Activity (on land)

a) Head on arm

b) Listen to wateer

c) Grab a leaf put in pocket

d) Rest arm on leg

Transition: Have students get back into the pool.


a) Scissor kicks

b) Toperdo glide 3 seconds

c) Explain the importance of each

4. Drill/ Activity/ Practice

a) Practice all cues together

b) Fill out cue self check list upon exit of the pool

D. Challenges

1. Swim on your dominant side one pool width stopping 2 times

2. Swim on your non dominant side one pool width stopping 1 time


















E. Game (Side stroke relays)

Explain rules of the event

Teams will always be picked by teacher before class

Fastest time wins

Swimmers cannot start until partners are out of pool

F. Closure

Great job today class! Who can tell me the cues we went over within

class today? What was the most difficult cue to follow when performing

the Butterfly stroke?

Name: _________________

Date: _________________

Instructions: Please assess yourself while performing the following cues. Please check off

whether or not the cues are addressed below.

Peer Assessment

Cues

Yes No

Head on arm ___ ___

Listen to water ___ ___

Leaf in pocket ___ ___

Rest arm on leg ___ ___

Scissor kicks ___ ___

Torpedo glide ___ ___


Grade: 9th No.

Of Students: 20

Activity: Butterfly Stroke Lesson: Butterfly

Medley


NJ Core Curriculum Standards: 2.5.A.1, 2.5.A.2, 2.5.B.1, 2.5.D.2,

XXI. Performance Objectives-

A. Psychomotor- At the end of the lesson “Butterfly Medley” the students will be

able to perform the Butterfly stroke with proper form to be assessed by a teacher

checklist

B. Social- At the end of the lesson “Butterfly Medley” the students will be on task

100% of the time and provide positive feedback to his/her partner to be assessed

by a partner assessment sheet.

XXII. Material and Equipment

A. Whistle

B. Lesson plan

C. Water aerobic noodles

XXIII. Diverse Students: Special Needs/ Developmental Differences/ Cultural Differences


device as well as a boogie board within the warm up to support the weight



XXIV. Safety




D. No running




XXV. Procedure


Explain the importance of water aerobics.

Personal space

Keep bodies moving the entire lesson

Use of aerobic noodles

Follow Instructions of Teacher


B. Introduction

Good morning class! How many of you know what the butterfly stroke

is? The butterfly is the most recent stroke that is now swum in

competitions.


Explain importance of proper technique


C. D&D

1. Skill and Drill (on land)



2. Drill/Activity (on land)

a) Explode out of back

b) thumb to thigh

c) Puppet elbows being pulled

3. Drill/ Activity (in water)

a) Catch water

b) 2 explosive kicks

c) Lead with head

4. Drill/Activity/ Practice(in water)

a) Practice all cues together

b) 5 times cue

D. Challenges

1. Swimming from one side to other stopping 3 times (width wise)




















E. Game (Butterfly relays)

Explain rules of the event

Teams will always be picked by teacher before class

Fastest time wins

Swimmers cannot start until partners are out of pool

F. Closure

Wonderful job today class! Did you guys enjoy the Butterfly Stroke?

Well I was very impressed with what I saw today and the feedback you

provided one another. I hope the class realizes that this is typically the

hardest stroke to learn. I really observed some great form today and I

enjoyed the teamwork you used within your team. Next lesson will be on

the Trudgen!

Teacher Checklist

Cues

Yes No

Explode out of back ___ ___

Thumb to thigh ___ ___

Puppet elbows ___ ___

Catch water ___ ___

2 explosive kicks ___ ___

Lead with head ___ ___

Name:______________________

Date:_______________________

Instructions: Please answer the questions to the best of your ability and be sure to expand

upon your answers. All answers are confidential.

Question: What stroke was the easiest to propel yourselves through the water? Why do

you think that? What stroke expended the most energy?

# Question

Instruction:

Physical Education Written Unit Rubric

Total Points: 60 points

1.

ORGANIZATION & PRESENTATION

0 pts - Minimal fulfillment of requirements, sparse curricular material, poor presentation,

many errors (>7).

1 pts - Adequate fulfillment of almost all requirements; Presentation problems, > 4 errors.

2 pts - All requirements thoughtfully fulfilled. A few errors or presentation problems.

3 pts - Presents unit/content in an exemplary/ organized fashion, no grammar/spelling

errors.

2.

OVERVIEW/RATIONALEINTRODUCTION

0 pts - Superficial overview; poor rationale: lack of connection to life/standards.

1 pts - Partially adequate overview. Rationale not entirely convincing: some connection in

presentation.

2 pts - Solid overview and rationale; A number of connections demonstrated in

representation.

3 pts - Well thought out and thoroughly convincing overview and rationale: Potential for

connections to life/standards maximized; Overview of content including background info, fun

facts & connection to culture, race, gender, society.

3.

UNIT GOALS/TERMINAL OBJECTIVE

0 pts - Unit goals and essential lack depth. All domains not appropriately addressed, not

related to standards/age appropriate. % not provided, missing components.

4 pts - Unit goals clear but not as deep or rigorous as possible. Missing components.

8 pts - Clearly states UGs, high standards for learning, all domains attempted but not

completely correct; Standards attempted but off mark.

12 pts - Clearly stated, thought provoking, challenging, age/grade appropriate, standards

based. All domains addressed, % provided. All info thoroughly provided, connection between

unit & terminal. Created for maximal learning.

4.

DIFFERENTIATED INSTRUCTION/ABILITIES

0 pts - Not addressed.

1 pts - Addressed but with minimal thought to the disability and teaching modifications.

2 pts - Addressed several appropriate teaching modifications indicated.

3 pts - Specified disabilities are thoroughly identified and a spectrum of appropriate

teaching modifications indicated.

5. CONTENT/ACTIVITIES:

SKILLS & SUB-SKILL ANALYSIS RULES/GUIDELINES/STRATEGIES SKILLS/DRILLS/ACTIVITIES & GAMES

0 pts - Insufficient; Missing several key content for comprehensive unit participating;

Missing, key skills/subskills, fitness related information, rules, drills, games.

6 pts - Demonstrated limited understanding of the topic; Information inaccurate, or not

appropriate for students, not reflective of standards; Inappropriate teaching practices.

12 pts - Demonstrated solid understanding of the topic; Proficiency in content. Most all

information provided in a clear, fashion.

18 pts - Demonstrated mastery of content; Content appropriate for age, time, facilities,

etc.; List all necessary skills/fitness components, provides a clear breakdown of skills to

participate in the sport/activity(ies); Indicated ALL Rules/Guidelines/Strategies;

Skills/Drills/Games appropriate for unit (and meet appropriate teaching practices) and revolve

around the standards.

6.

CONTENT/ACTIVITIES

0 pts - Content/activities not identified or haphazardly constructed; Unclear, inaccurate

progression.

2 pts - Most content/ activities not identified and/or tied to block plan; Number difficult to

locate, or inaccurate; Unclear presentation of when content is taught and incorrect progression.

4 pts - Most content activities identifies directly ties to block plan; Numbers easy to locate;

Clear presentation of when content is taught and shows good progression.

6 pts - All content/activities identified directly tied to block plan; Numbers provided and

easy to locate; Clear presentation of when content is taught and shows good progression.

7.

BLOCK PLAN FORMAT/CULMINATION OF ACTIVITIES

0 pts - Missing major components; Number of days not used ineffectively; All vital

information not provided.

2 pts - Missing minor components for several days (3-5); Use the time (most days)

effectively: no wasted days (free days, tournament play, skills testing, etc).

4 pts - Missing minor components for a couple of days (2); Use the time (all days)


6 pts - Block format expertly created; Included # days; All blocks provided for each day:

skill(s), rules/guidelines/strategy, game (modified), assess/eval type; Use the time (all days)


8.

LESSON PLANS CREATE 3 SEQUENTIAL LPS

0 pts - LPs not developmental; All LPs did not have different objectives; All objectives did

not match with unit goals; <60 on grading criteria.

3 pts - 2 of 3 LPs were Developmental; All LPs did not have different objectives; Most

objectives did not match with unit goals; 60-74 on grading criteria.

6 pts - Developmental LPs; All LPs had different objectives; Most objectives match with

unit goals; 75-89 on grading criteria.

9 pts - Developmental LPs; All LPs had different objectives; All objectives match with

unit goals; 90 or above on grading criteria.

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