Springfield College Daily Lesson Plan

Name: Heather DeLude

Date: 2/29/16
Time: 8:56-10:18
School: East Longmeadow High School
Lesson #: 4
Facilities: Pool
Class Size: 21
Grade: 9th
Unit/Theme: Swimming
Generic Level : Control
Equipment: Swimming Pool, Kickboards, Whistle
Focus of Lesson: Freestyle stroke
Student Performance Objectives (SPO): (National #
; MA CF #
;
Task/Activity #
)
By the end of the lesson, students should be able to:

(P) Demonstrate ability to be able to do the freestyle stroke at least one width of the
pool, by the end of the lesson. (National #: S1.H1.L1; MA CF #: 2.17; Activity: Entire
Lesson)
(C) Explains why swimming is considered to be an important skill and lifetime sport, by
answering questions at closure. (National # S2.H1.L1; MA CF: 2.17, Activity: Closure)
(A) Is able to push themselves comfortably out of their comfort zone to be able to
succeed and be able to enjoy being in the pool, throughout the entire lesson. (National
#: S4.H2.L2; MA CF #: 2.26; Activity: Whole lesson
Check each objective is it specific? Is it achievable? Is it developmentally
appropriate?
Teacher Performance Objectives During the lesson the teacher will:
Make sure to give clear directions to the students as to what she would like them to be
doing while in the pool.
Make sure to have a loud PE voice and keep the students on task throughout the
entirety of the lesson, not fooling around in the water.
Special Considerations What are the safety concerns? What is unique about the
students in this class?
This is a swimming lesson so being aware of the students comfortability levels in the
water is extremely important and it is crucial that the students feel safe in the water as
though they can be successful.
References: (include page # and/or actual web site address)
Haufler, S. (n.d.). PDF. Orinda: Orinda Country Club.
How to Swim Freestyle. (2016, January 13). Retrieved February 24, 2016, from
http://www.wikihow.com/Swim-Freestyle
Massachusetts Department of Education. (1999). Massachusetts Health Curriculum
Frameworks (pp. 25-26) (United States). MA.
SHAPE America: National Standards & Grade-Level Outcomes for K-12 Physical
Education 2014, pp. 56, 57 &59.

TIME
8:549:02
9:029:04

SEQUENCE OF LESSON
Students Changing time
Introduction:
Welcome students back into class and begin
to talk about what swimming skills they had
worked on in class on Thursday, then go right
into the warm up.
Signals:
Go: Go/Begin or Whistle
Stop: Stop or Whistle

9:049:08

Warm-up
Students will be given the first five minutes of
class to just get comfortable with the water
again and they will remain in the shallow end
for this period of the class. The students can
begin stretching or doing movements in the
water to help warm up their muscles to be
ready to swim.
Demonstration: Not particularly needed in
this activity.

9:089:09

Transition: After the students are all warmed

up I will have the students come over to the
side of the pool and I will explain the first
activity while I am having a student
demonstrate.

9:099:16

Activity 1: Kicking from the Wall

In this activity I will have the students work on
the kick part of the freestyle stroke. They will
have both hands on one side of the pool and
they will extend their bodies behind them and
begin to kick.
Key points for flutter kick:
Extend your legs out
Only move from the knee down
Alternating left and right foot moving
simultaneously
Keep your ankles loose.
Demonstration: I will have one student

ORGANIZATION

demonstrate the kicking in the water as I am

going over the skill cues from the deck.
Extension UP: To make this more
challenging I would have the students put
their faces in if they are comfortable enough
with the water.
Extension DOWN: To make this task easier
for the students who are not as comfortable
with the water I would have them sit on the
side of the pool and only put their legs in and
the students can work on just kicking their
lower part of their legs.
Check for Understanding: Why is it
important that our bodies are straight? So we
float better. Why do we not move our entire
legs when kicking? It doesnt produce as
much energy.
9:169:28

Activity 2: Kickboard Kicking

In this next activity I will have the students
build off of the kicking skill that they had just
worked on and they will now go into kicking
while moving across the pool. The students
will be holding a kickboard in their hands and
they will have their body extended out behind
them, and they will be kicking laps width-wise
across the pool so all the students are staying
in the shallow end. There are some added
key points to this activity and those are as
follows:
Face in the water or out (depending on
comfortability)
Hold the board with straight arms
Arms touching the head
Arms higher than the ears
Extend your legs out
Only move from the knee down
Alternating left and right foot moving
simultaneously
Keep your ankles loose.
Extension UP: Have the students put their
face in the water, and only have one arm on
the kickboard so that they can begin to add in
the more complex parts of the skill.

Extension DOWN: The Students can remain

on the wall just working on their kicking, doing
the skills that are expected of them to be
learning.
Demonstration: Again I will have a student
demonstrate one width of the pool showing
the students how the kicking should look,
while at the same time making any
corrections needed to help that student paint
the best picture.
Check for Understanding: Where are we
holding the kickboard? With our arms straight
out infront of our heads. Which way are we
going across the pool? The width.
Transition: The students will all come back
over to the wall waiting for directions about
the next activity.

9:289:29

Activity 3: Freestyle Swimming

The students will then add in the arm
movements and begin working on the entire
stroke as one, again moving across the width
of the pool. Again with adding the arms in,
more key points need to be gone over.
Key Points of freestyle swimming:

9:299:40

Once your hand is in the water, press

your hand down and out with your fingers
spread out slightly.
Do not smack the water with your arms,
instead, once your hand enters the water,
follow the motion and glide your arm into
the water.
Pull your hand and forearm toward the
center of your body for the insweep.
Push your arm in an up, out, and
backward motion to backsweep.
Move your elbow out of the water until it
is pointing up for the release.
Flutter kick just below the surface of the
water.
Demonstration: I will have a student
show an example of what the freestyle

stroke will look like in real time as moving

across one length of the pool.
Extension UP: To challenge students
who are doing well with the swimming the
students can try to incorporate the
breathing and putting their face in the
water to get the whole experience of the
stroke.
Extension DOWN: Have the students put
only one arm on the kickboard so that they
are still working on the skill, but if they are
having trouble with both arms you can have
them just use one arm instead.
Check for Understanding: Why is it
important to know how to swim? It is an
activity you can do all your life. Are we
slapping the water with your hands? No
Transition: The students will bring it over to
the edge of the pool and Ms. Lussier will take
back over and begin to teach the last activity
of the lesson, Water Volleyball.
Activity 4: Water Volleyball
Taught by Ms. Lussier

9:409:53
9:539:55

9:55end

Closure:
Have the students either while still in the
water, or out talk about why it is so important
to learn how to swim and how it can be such
a beneficial workout that can be done at any
age.
Changing time for students .