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    Adapted Aquatics Lesson Plan 3

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    Adapted Aquatics Lesson Plan 3

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    adapted aquatics lesson plan 3

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    192 views6 pages

    Adapted Aquatics Lesson Plan 3

    Uploaded by

    api-249184864

    Copyright:

    Attribution Non-Commercial (BY-NC)
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    of 6

    Teacher Candidate: ___T.J.

    Williams_____________________ UW-Platteville HPE Program Physical Education Lesson Plan Template


    Lesson Title __Adaptive aquatics lesson 3_____________________________________________________________ Unit ___Swimming__________________________________________ Day# ______3_____________ Grade level(s)/Course ____7th grade_______________________ Date taught (if taught)__4/18/13________________________ Textbook, Instructional Program, or Web Resource referenced to guide your instruction Title Adaptive Aquatics personal check list Publisher T.J. Williams Date of Publication 4/16/2013 District, school or cooperating teacher requirement or expectations that might influence your planning or delivery of instruction. -Fennimore school district -My expectations for this class is to help the students improve their swimming abilities Amount of time devoted each day or week in your classroom to the content or topic of your instruction. -30 minutes Describe how ability grouping or tracking (if any) affects your planning and teaching of this content. This will be a one on one lesson so all demonstrating and teaching will be directed at the one student directly from myself List any other special features of your school or classroom that will affect the teaching of this lesson. -All activities will take place in the UWP pool

    INFORMATION ABOUT STUDENTS AND THEIR LEARNING NEEDS


    Total # of students____1_____ Special Needs Students: Category
    Students with IEPs

    English Language Learners

    # of Males_____1_____ # of Females__________ Number of Accommodations and/or pertinent IEP Objectives Students 1 1. Matt will swim the width of the pool about 25 feet performing the front crawl and using rhythmic breathing without stopping and using correct form. 2. Matt will tread water for 30 seconds 2 of 3 times in a class period, keeping his head above the water by kicking and waving with his arms and legs. 3. Matt will be able to proficiently perform a kneeling dive from the edge of the pool correctly and swim underwater for 15 feet. 0

    Gifted and Talented

    504

    Autism or other special needs (Emotional-Behavioral Disorders)

    Use information here to complete the Differentiated Instruction and Classroom Management prompt within actual lesson plan.

    LESSON PLAN OBJECTIVES AND LIFE SKILLS


    Skill Development 1. Basic Skill Instruction TSW refine swimming skills and diving skills taught in previous lessons. 2. Application of Skills TSW apply the skills demonstrated during the class throughout the period. Fitness Benefits 3. Skill Related Fitness TSW learn diving form and gain coordination from different diving positions. 4. Health Related Fitness TSW improve endurance and cardiovascular activity during the lesson from performing the different swimming strokes. Life Skills 5. Effort TSW be assessed on their effort based on the personal checklist made for them. 6. Goal Setting TSW be asked to reach various goals for each skill or activity.

    Introduction Total time: 3 Lesson Objective(s): #1 I will bring the students together outside of the pool and tell them what skills we will be practicing and ask if there is anything else they would like to do if there is time at the end. Planned Transitions Pick a couple diving toys and move into the deeper end.

    Formations / Cues

    Assessment

    I will ask the students if they have any questions and if they understand everything for what we will be doing. -Do you remember what we worked on last time? -Can you show me the skills we worked on last time? -What are the teaching cues for a kneeing diving?

    Main Activities / Total time: 25


    Lesson objective(s): 2,3,4,6 The following skills will be demonstrated and described to the students. TSW then practice and show that they are able to do all the skills to the described goal
    -Front crawl (breathing) -Elementary backstroke (arms) -Elementary backstroke (legs) -Tread water (arms) -Tread water (legs) -Standing dive -Dive from low board

    Formations / Cues
    Formation 1

    Assessment

    See attached check list

    -see fishes hear fishes - tickle T touch -frog kick -Big slow waving, thumbs up forward, thumbs down backward -Big slow kicks -Lean forward, hands hit first, dives down -Lean forward, hands hit first, pushes with legs, dive out for distance

    Planned Transitions If time pick some toys to dive for and play with or jump off low board

    Cool Down

    Formations / Assessment Strategy Formation 1

    Total time: 5 minutes


    Lesson objective(s): -If time pick some toys to dive for and play with or jump off low board.

    -review strokes and skills practiced and cues used for each stroke or activity Assessment at the end of the lesson
    All assessment will be done using the personal check list.

    Equipment needs Toy bag

    Safety Considerations -no running on pool deck -watch were you are swimming/diving, very busy and full pool -stay closer to the wall if you get tired, we will be in deep end most of the time

    Differentiated Instruction Modify equipment-If students have any trouble swimming life vest can be used or if there is room we will move closer to the shallow end. Modify task- if the students are having trouble with any skills they can practice by holding the wall first. Modify instruction- skills can be demonstrated as many times as needed by teacher and different cues can be used. Classroom Management/Democratic Practices If students are struggling with a skill or become bored quickly the teacher will move onto the next skill or take a break and play with the toys for a little while. Activity Formations and or field diagrams: Formation 1
    Start of deep end

    O X

    Possible Community Resources: UWP pool, Platteville community pool

    Check List:

    Day 1 Ryhmic Breathing (front crawl) Continues swimming well breathing Elementary Back (arms) Extends arms straight out and down to hips Elementary Back (legs) Glides after every kick, frog kick used Tread Water (arms) Big slow waving Tread Water (legs) Big slow kicks Diving (standing) Leans forward, hands hit first, dives down Diveing (from blocks) Leans forward, hands hit first, pushes with legs, dive out for distance + +

    Day 2

    Day 3

    Day 4

    Day 5

    Additional Comments:

    level 1 level 2 level 3 Not Addressed

    + NA

    Adapted Aquatics Teaching Self-Evaluation #3


    Answer the following questions after teaching your lesson and submit into Self-Evaluation #3 dropbox in D2L. Name: ___T.J. Williams_______________ Date of teaching: _____4/25/2013_______________ 1) What did I teach? (Lesson objectives) Though out this lesson various swimming strokes and diving techniques were refined that had been demonstrated in previous lessons. During the lesson the student also was able to improve their coordination and cardiovascular activity though out the lesson. 2) Did you achieve your lesson objectives? Why or why not? I feel that after the lesson I did achieve my objectives because throughout the lesson the student had visible fatigue and was also able to improve on certain strokes from the last class period. 3) Has your student successfully met his or her goal? Looking to the future, what would you suggest as an additional goal for this student to work towards in the aquatic setting? Explain why you would choose this goal. I feel that though out the semester the student improved great and became closer to achieving the goals I set for him in his PLOEP. Of the three goals I set for the student I feel that he achieved two of them and made great improvements towards achieving the third. After trying multiple times I observed the student perform the front crawl with width of the pool performing the front crawl and using rhythmic breathing without stopping. The student also was able to tread water for 30 seconds 2 of 3 times in a class period, keeping his head above the water by kicking and waving with his arms and legs. In the future for this student I would continue to have him practice performing a kneeling dive from the edge of the pool correctly and swim underwater for 15 feet because he had not met this goal. 4) Do you feel more comfortable working with student with special needs in the aquatic environment than at the beginning of the semester? What helped bring about this change in comfortability? What area do you feel you still need to become better at (i.e. lesson planning, providing clear instructions, understanding content knowledge better)? I feel that after this semester I do feel a little more comfortable working with a student with special needs in the pool. The only thing I feel I would need more practice with is instruction and lesson planning for a different student with special needs, this is because the student I worked with was very high functioning and old enough that he could do just about everything on the original check list. I feel that working with a lower functioning student to help improve my instruction giving and overall patience.

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