Aquatics: Rescue

Title of Unit Subject Developed By

Rescues Aquatics 20/30 Janelle Olchowy

Grade Level Time Frame

20-30 8 days

Stage 1 - Identify Desired Results

Broad Areas of Learning How are the BAL incorporated into this unit?

Lifelong Learners This rescue unit is will give the students the confidence to go out on outdoor pursuits and know that if something were to go wrong they have the basic skills to resolve the situation. t Sense of Self, Community, and Place This unit requires some teamwork as well as trust from their fellow students. The students will learn to maintain relationships with each other, which will result in a stronger community in the class. Engaged Citizens The students will be participating in simulated rescue situations with the purpose of giving them the skills, knowledge and confidence so they are able to apply rescue techniques in a real life situation if needed. This will strengthen connections to the well being of self, family and friends.
Cross curricular Competencies How will this unit promote the CCC?

Developing Literacies: This unit will provide students with a deeper understanding of the environment while participating in outdoor pursuits. The students will learn to be able to spot danger as well as know what to do if an accident in water does occur. Developing Thinking: The learners will use the skills they have already learned in the aquatic environment and build on this knowledge so they will have the basic rescue skills and will have an understanding of how to apply them. Developing Identity and Interdependence: The learner will develop an awareness of the natural environment, and of the possibilities for individual and group well-being.
Learning Outcomes What relevant goals will this unit address? (must come from curriculum; include the designations e.g. IN2.1)

Students will develop an appreciation of and respect for the water environment. Students will develop water-related skills in order to be comfortable in an aquatic environment. Students will understand and use the vocabulary associated with water-related activity. Students will develop skills related to the outdoors, which will make them more comfortable in an outdoor environment. Students will develop an appreciation of and respect for the outdoor environment.

Enduring Understandings What understandings about the big ideas are desired? (what you want students to understand & be able to use several years from now) What misunderstandings are predictable? Students will understand that... With the rescue skills they will be learning the students will learn how to assess a situation and act on it using the safety ladder and not putting them selves in high risk situations while providing assistance to others.

Essential Questions What provocative questions will foster inquiry into the content? (open-ended questions that stimulate thought and inquiry linked to the content of the enduring understanding)

Content specific. Once the students have learned the theory of rescue skills I will be able to give them a situation, which they will have to apply their knowledge in order to acquire the complete understanding of the skill thought theory and practice. FNMI, multicultural, cross-curricular For a motivational set on the second day I will be telling the students what people did in the past for safety in aquatic environments.

Related misconceptions
That the students need to save someone before analyzing the situation and keeping themselves safe. Lots of people want to jump in if someone is in danger but I will be teaching the students to assess, and decide and then react.

Knowledge: What knowledge will student acquire as a result of this unit? This content knowledge may come from the indicators, or might also address pre-requisite knowledge that students will need for this unit.

Skills What skills will students acquire as a result of this unit? List the skills and/or behaviors that students will be able to exhibit as a result of their work in this unit. These will come from the indicators.

Students will know...

Students will develop an appreciation and respect for the natural environment. Students will display an understanding of the terminology, rules, safety concepts, mechanical principles and current developments that apply to outdoor pursuits. Students will explain how to assist those in danger near or in the water. Students will explain and demonstrate an understanding of safety and lifesaving skills associated with water activities.

Students will be able to

The students will use their previous knowledge of the whip kick and then learn two more kicks that will be used for rescue techniques. (scissor kick and egg beater) Students will develop social skills that promote acceptable standards of behavior and positive relationships with each other and the environment. Students will display increased self-confidence, self-sufficiency and individual initiative.

Rescue ladder

Students will be able to appropriately apply the rescue ladder to a simulated rescue situation. Students will be able to keep themselves safe using the appropriate level on the safety ladder.

Stage 2 Assessment Evidence

Performance Task Through what authentic performance task will students demonstrate the desired understandings, knowledge, and skills? (describes the learning activity in story form. Typically, the P.T. describes a scenario or situation that requires students to apply knowledge and skills to demonstrate their understanding in a real life situation. Describe your performance task scenario below) By what criteria will performances of understanding be judged? GRASPS Elements of the Performance Task G Goal Understanding and comprehension- practical- Give a scenario and what stage of the What should students accomplish by ladder will they use- if they use the right stage they know it if not they do not understand completing this task? explain and apply it in the water R Role What role (perspective) will your The students will be taking the role of victim and rescuer and learning from both sides of students be taking? each situation. A Audience
Who is the relevant audience?

S Situation

The students. While doing each rescue the students will have to go through each step of the recue ladder to ensure their safety. An example of a situation given to them would be Victim: You are a weak swimmer who slips off of a drop-off and cut your foot on the bottom while slipping. You start to panic and hyperventilate and can not get back to shore on your own. Rescuer: You are on the beach when you see a friend fall under the water. The victim seems to be hurt and cannot swim back to the shallow water. The wind is blowing away from the shore and there are some waves I will give the students a rescue situation and each of them will be tested on two different in water rescues. Rubric is attached. Student Self-Assessment How will students reflect upon or self-assess their learning?

The context or challenge provided to the student.

P Product, Performance

What product/performance will the student create?

S Standards & Criteria for Success

Create the rubric for the Performance Task

Other Evidence Through what other evidence (work samples, observations, quizzes, tests, journals or other means) will students demonstrate achievement of the desired results? Formative and summative assessments used throughout the unit to arrive at the outcomes. I will be quizzing the students at the end of each day to review what we went over. I will also be quizzing them on the theory they have learned. For a warm up the students will be

I will be videotaping the students rescues at the end of the unit and they will be self evaluating themselves based on a rubric that I have created.

doing a relay where they have to bring back pieces of the safety ladder and put them in order with a partner.

Stage 3 Learning Plan

What teaching and learning experiences will you use to: achieve the desired results identified in Stage 1? equip students to complete the assessment tasks identified in Stage 2? Where are your students headed? Where have they been? How will you make sure the students know where they are go What experiences do the learners bring to the unit? How have the interests of the learners been ascertained? Have the l the pre-planning in any way? What individual needs do you anticipate will need to be addressed? Learning environment: Where can this learning best occur? How can the physical environment be arranged to enhance le By the end of this unit the students will know how to keep themselves safe in a rescue situation and which will make them more com environment. I will make sure the students know where they are headed by explaining how the unit will enfold on the first day and th the end of each day what we will be doing for the next two days. There are two students who took this class last year so they will ha with this unit. I do not foresee any individual needs that I will need to meet as this is a small class of eight and they are at similar ski environment for this unit will occur in the classroom for one day to cover the theory and the rest of the unit will take place in the poo How will you engage students at the beginning of the unit? (motivational set)

Each Thursday we watch a dog video off YouTube so to start off this unit I will be showing the students a video of dogs in Italy that rescue humans from the water. This video stresses the importance of personal safety and this is a great segway to introduce the safe

What events will help students experience and explore the enduring understandings and essential questions in the unit? H them with needed skills and knowledge? # Lesson Title Lesson Activities

1 Introduction 2 Rescue Fundamentals

Start off with a dog rescue video. Then I will be giving the students a power point presentation on the rescue ladder. To finish off the class I will be letting them know how the unit will look and about the final rescue evaluation. Today we are going to learn the basic skills that will enable the students to perform rescues. These skills will be the kicks, entries, and defenses. I will finish the lesson by stressing the importance of these skills and explaining that we will be

Rescues day 3

Today we will be going over the throw, swim, tow and carry skills individually and breaking down all of the components for each. I will give some options and the students will find which work best for them. These skills will allow the students to be more comfortable and confident in aquatic environments. This lesson will take two days to complete. We will be going through each step of the rescue ladder. The students will learn what to say, how to perform the step and be informed on how outside factors can make a difference (weather). The first day we will be covering throw, tow, reach, wade and row. On the second day we will be covering swim, tow and a carry rescue. Today the students will have a work period to work on their final projects in the computer lab. Today the students will be tested on their application of the safety ladder in a two different situations each. I will be video tapping the rescue situations and then the students will self evaluate themselves using a rubric that I have created. Today the students will be putting everything they have learned together and be tested on the rescue ladder.

Rescues day 4&5 Work Period Practical Testing Theory Quiz

De Lite De Th De Lite De Th De Ide Int De Lite De Th De Lite De Th

5 6 7

De Th

Assess and Reflect (Stage 4)

Considerations
Required Areas of Study: Is there alignment between outcomes, performance assessment and learning experiences? Adaptive Dimension: Have I made purposeful adjustments to the curriculum content (not outcomes), instructional practices, and/or the learning environment to meet the learning needs and diversities of all my students?

Comments
Yes.

For struggling students:

I have split up the theory and the practical so the students who attention in the pool will be able to pay attention in the classroo them to get the theory memorized first.

For students who need a challenge: This is a new unit for most of them and I do not foresee any of in this unit.

Instructional Approaches: Do I use a variety of teacher directed and student centered instructional approaches? Resource Based Learning: Do the students have access to various resources on an ongoing basis? FNM/I Content and Perspectives/Gender Equity/Multicultural Education: Have I nurtured and promoted diversity while honoring each childs identity?

Yes.

Yes.

Yes.

From: Wiggins, Grant and J. McTighe. (1998). Understanding by Design, Association for Supervision and Curriculum Development, ISBN # 0-87120-313-8 (pbk)

Rubric used for their in water tests. Situation number: 4 I started at the beginning of the rescue and worked my way through until I found the most suitable approach I went through each step and chose the rescue that kept me safe and was best for the victim My voice was heard by the victim and I used clear directions to communicate with the victim 3 I skipped one step while finding the appropriate step to use in my rescue Name: 2 I skipped a couple steps while getting to the appropriate step on the ladder I used a rescue that could have put me in danger 1 I skipped directly to the step of the ladder I used in my rescue

Did I go through each step of the safety ladder

Did I choose the appropriate step of the safety ladder

I chose a rescue that worked well but I could have used a safer step

I did not use the correct rescue according to the safety ladder

Did I communicate with the victim using a clear message and appropriate volume

My voice was heard but the directions were unclear

The volume of my voice should have been louder and I talked to much or to little when giving directions

The victim was confused with the directions I gave

UNIT: Rescue Class: Aquatics 20/30 Date: Nov. 18, 2012 Time: 8:45 9:45 Equipment Needed: Flutter boards and water belts Topic: Rescue ladder, Throws and Carries Teaching Method: Direct OBJECTIVES: The students will be able to take the rescue ladder and memorize it so when we do practice situations they will know the order of the safety ladder. Break down the first few steps of the rescue ladder and learn the skills.

OUTCOMES: Students will develop skills related to the outdoors, which will make them more comfortable in an outdoor environment. SAFETY CONSIDERATIONS: For Defenses: Do not hit your partner with as much force as you would in a real life situation. Always keep your eyes on the victim. Do not grab partner just provide contact on the shoulders If someone panics at anytime tap your partner on the shoulder to tap out.

ACTIVITIES SEQUENCE: 1. 2. 3. 4. 5. Warm-up (5 minutes) Rescue Ladder warm up(10 minutes) Motivational set (2 minutes) Instruction of whip kick (2 minutes) Practice whip kick (8 minutes)

6. Instruction of Eggbeater (2 minutes) 7. Practice of Eggbeater (8 minutes) 8. Instruction of Scissor kick (2 minutes) 9. Practice of Scissor kick (8minutes) 10.Instruction and practice of shallow dive entry (5 minutes) 11.Instruction and practice of stride entry (5 minutes) MANAGEMENT IMPLICATIONS: The students will be in the water during most of the instruction so I will be making sure that they are in close while I am talking. The students will also be swimming at different speeds so I will instruct them to come back to the meeting spot as soon as they complete the skill they are working on.

ADAPTATIONS FOR STUDENT NEEDS: The students may use flutter boards or water belts if they are having trouble staying above the water.

WARM UP: The Students will be doing 4 breast stroke and 4 flutter kick (with or without a flutter board) to warm up their legs for the new kicks they will be learning today. We will then go through the rescue ladder game where the students will put the foam pieces in order in a relay race.

MOTIVATIONAL SET: I will go over how this unit is going to look and let them know how we will be breaking down the skills and them putting them together to be evaluated on a complete rescue scenario.

Skill/Concept Whip Kick

Explanation -Your feet will then go out to the sides in a circular motion while keeping your feet dorsi flexed the entire time. -The circular motion is a quick whip and then your feet will come together to glide.

Learning Activities

Teaching Points & Diagrams

1. While practicing -Knees must stay together the this I will have entire time the students holding onto the wall and slowly practicing this motion. 2. I will then get them to swim two lengths of the pool with a head up breast stroke. 1. I will get the students to get out of the pool and sit on the starting blocks and practice the motion before they perform this skill in the water. 1. The students will practice this along the wall and then use a flutter board and do two lengths of the pool. -High knees as if you are sitting in a chair

Eggbeater

your feet will be dorsi flexed and your calves will be going in a circular motion in opposite directions just like an egg beater. I will also mention that they may use sculling to help them stay a float while practicing this. -This kick is used in the side stroke and very useful for rescues. -One leg will bend back with your foot aiming towards hamstrings. -The other leg will be reaching forward. -Once they are both as far forward or as back as they can go you will whip them together like a scissor. Only if you know the area and you can see the bottom and know that there are no rocks should you use this entry. -Advantages to this entry are that your head is not going in first. This entry is not for unknown waters or heights over 1 metre -The stride entry is used so you

Scissor Kick

Shallow Dive Entry

The students will be doing 3-5 practice dives from the side of the pool

Stride Entry

-Arms above head and tight to the ears -Aim further out in the pool than a regular dive entry. -When you enter the water you will only go 1-3 feet underwater - You will have your arms out by The students will your sides and you will step practice this skill from into the water as if you are the side of the pool taking a big step walking with your body angled forwards. - Once you are into the water at about your waist you will

will not go deep into the water by maximizing body surface and using some transfer from the scissor kick.

Reverse and ready

This technique is used when approaching a victim

The students will be in the water and practice this skill.

scissor kick and bring your arms forwards and clap your hands together, which will push you up to the surface. If this is done properly you should be able to keep your head above water. -Shoulders faced the victim while keeping eye contact. -Your body will be in a leaned back seated position. -You will use a sculling motion to stay a float -Once contact is made you should be backing up to create distance between you and the victim. -Once contact is made you should be backing up to create distance between you and the victim. -Once contact is made you should be backing up to create distance between you and the victim.

Arm Block

Foot block

-In the reverse and ready position you will shoot your arm out at the victims chest to push them away from you -In the reverse and ready you will shoot out your leg aiming for their sternum or a shoulder. -From the revers and ready you will grab on to the attackers shoulders or anything you can grab ahold of. You will then use them to push yourself under the water and under them so their back

Duck and Under

CLOSURE/SUMMARY/REVIEW: I will be wrapping up what we did today (kicks, entries and defenses) and stress the importance of the fundamentals. I will then remind them of what we will be doing tomorrow which will be breaking down the skills of the rescue ladder. Then I will go through the students and they will tell me in order the steps of the rescue ladder.

UNIT: Rescue Class: Aquatics 20/30 Date: Nov. 19, 2012 Time: 8:45 9:45 Equipment Needed: Rescue Assists, Foam mats

Topic: Rescue ladder review, Throws and Carries Teaching Method: Direct OBJECTIVES: The students will be able to take the theory and memorize it so when we do practice situations they will know the order of the safety ladder. The students will know the majority of the rescue steps by now and will be able to apply their skills in the pool for rescue situations. We did not get through all of the defenses so we will be finishing that up today if there is time at the end.

OUTCOMES: Students will develop water-related skills in order to be comfortable in an aquatic environment. SAFETY CONSIDERATIONS: For Throws: Make sure to throw the assist in front of the victim with in their reach making sure not to hit them in the head. ACTIVITIES SEQUENCE: 1. Warm-up Ladder matching relay (8 minutes) 2. Motivational set (2 minutes) 3. Instruction of Throw rescue (2 minutes) 4. Practice of throw rescue to partner (5 minutes) 5. Instruction of a swim rescue (2 minutes) 6. Practice of the swim rescue (5 minutes) 7. Instruction of non contact tow (2 minutes) 8. Practice of non contacts tow with partner (8 minutes) 9. Instruction of control carries (2 minutes) 10.Practice of control carries (8minutes) MANAGEMENT IMPLICATIONS: The students will be in the water during most of the instruction so I will be making sure that they are in close while I am talking. The students will also be swimming at different speeds so I will instruct them to come back to the meeting spot as soon as they complete the skill they are working on.

ADAPTATIONS FOR STUDENT NEEDS:

The students may use flutter boards or water belts if they are having trouble staying above the water.

WARM UP: We will go through the rescue ladder relay where the students will put the foam pieces in order in a relay race. They have done this already but this time they must bring the pieces back in the right order. If they do not bring the right one back their partner will have to take it back and get the correct piece. MOTIVATIONAL SET: I will review what we did last class and what we will be doing today and tie it all together. We went over entries, the rescue ladder, reverse and ready and the rescue kicks. Today we are going to go over the rescue ladder again. We will then go over throw rescues, swim rescue, the noncontact tow and a carry. With this we will have the majority of the steps to go through a full rescue scenario.

Skill/Concept Throw rescue

Explanation The throw rescue can be used if the victim is not too far away, the weather is good (not windy or wavy) and the victim can kick and hold onto an assist.

Learning Activities - I will teach the underhand and side arm throws. You always want to throw just in front of the victim. -The students will take turns being the victim and the rescuer. Once they swim in with the assist the rescuer will swim out to be the victim. - Once they have done this a couple times the students will practice throwing and pulling the victim in with an assist -I will be going over what the students need to say in each situation.

Teaching Points & Diagrams underhand: keep shoulders square to the victim reach back holding the flutter board with your thumb on one side and fingers on the other. Follow through with the arm and release around shoulder height. The side arm throw is like throwing a frisbee. The throwing shoulder will be towards the victim and then open chest toward the victim while throwing.

Swim Rescue

This is a rescue where the rescuer is in the water but is not coming in contact with the victim. This is used if the victim is to far away to throw an assist or if it is windy and an accurate throw can not be made.

It is important for the rescuer to be low to the ground and when the victim is close they should drop onto their stomachs and continue pulling them in. the victim needs to know that they must grab onto the wall and not the rescuer. -The rescuer will take an assist Once you are in reach of the victim out to the victim and stay in the you must be in the reverse and reverse and ready position. The ready position and never take your rescuer will use their foot to eyes off of that person. push the boyant device to the victim to create that distance from them to the victim.

Non-contact Tow

This is used when the victim can hold onto something but cannot get to shore on their own.

-The rescuer will swim out with an assist and pull the victim to safety. Once they get to the victim the rescuer will go into the reverse and ready position and talk to the victim and let them know what is going on. -The rescuer will then tow the victim in using the assist.

- Make sure to be in the reverse and ready and be prepared for the victim to try and grab onto you.

Carry

Used for, unconscious, nonswimmers, in rough water, injured above or below the waist For all of these carrys the rescuer will have the victims head above the water and their body under the victims keeping them up.

The students will have a victim out in the water and will swim out to them using their head up front crawl. I will tell them which carry they will be doing and they my chose the kick that they find most efficient for that carry. Once they have gotten the victim to the edge the partners will switch and do it again.

Under opposite armpit carrythe rescuers arm will go around the shoulder, across the chest and in the armpit. Head Carry- This carry is like a head lock, the rescuers arm will be around the victims head and their elbow will be at the rescuers chin their hand will hold onto the victims shoulder. Double chin carry- The rescuer will have both arm under the victims armpits and holding the victim at the chin. This is a carry to do only if your kick can keep you and the victim above the water.

CLOSURE/SUMMARY/REVIEW: I will be wrapping up what we did today by talking about the proper ways to do each step we went over (swim, tow, and reach). I will explain to them what we are doing tomorrow which is starting from the beginning of the rescue ladder and going through how you would do each rescue in a real life situation. I will go over the rescue ladder again and make sure that each students knows the steps because we will be doing practice situations tomorrow.

UNIT: Rescues Class: Aquatics 20/30 Date: Nov. 20, 2012 Time: 8:45 9:45 Equipment Needed: Noodles Topic: Rescue Ladder Teaching Method: Direct OBJECTIVES: The students have learned the skills of the rescue aquatics and will now be putting these pieces together to do the full skill in the water.

OUTCOMES: Students will develop water-related skills in order to be comfortable in an aquatic environment.

Students will understand and use the vocabulary associated with water-related activity. Students will develop skills related to the outdoors, which will make them more comfortable in an outdoor environment.

SAFETY CONSIDERATIONS: For Throws:

Make sure to throw the assist in front of the victim with in their reach making sure not to hit them in the head.

For Defenses: Do not hit your partner with as much force as you would in a real life situation. Always keep your eyes on the victim. Do not grab partner just provide contact on the shoulders If someone panics at anytime tap your partner on the shoulder to tap out.

ACTIVITIES SEQUENCE: 1. Warm-up Ladder matching relay (8 minutes) 2. Motivational set (2 minutes) 3. Instruction of talk rescue (2 minutes) 4. Practice of talk rescue (5 minutes) 5. Instruction of a throw rescue (2 minutes) 6. Practice of the throw rescue (5 minutes) 7. Instruction of reach rescue (2 minutes) 8. Practice of reach rescue (5 minutes) 9. Instruction of wade rescue (2 minutes) 10.Practice of wade rescue (5minutes) 11.Instruction of row rescue (5 minutes) 12.Instruction of swim rescue (2 minutes) 13.Practice of swim rescue (5 minutes) 14.Instruction of tow rescue (2 minutes) 15.Instruction of carry rescue (5 minutes) 16.Instruction of carry rescue (5 minutes) MANAGEMENT IMPLICATIONS: The students will be in the water during most of the instruction so I will be making sure that they are in close while I am talking. The students will also be swimming at different speeds so I will instruct them to come back to the meeting spot as soon as they complete the skill they are working on.

ADAPTATIONS FOR STUDENT NEEDS: The students may use flutter boards or water belts if they are having trouble staying above the water.

WARM UP: We will go through the rescue ladder relay where the students will put the foam pieces in order in a relay race. They have done this already but this time they must bring the pieces back in the right order. If they do not bring the right one back their partner will have to take it back and get the correct piece. They must also use one of the entries we have learned each time it is there turn and I will be giving them different strokes to do each time as well. MOTIVATIONAL SET: I will be explaining what we will be doing today which will be: going through the safety ladder now that we have learned all of this skills to be able to perform these steps. I will then give the students some stats on how many drownings occur in Canada each year and explain why it is important to have these skills if you ever find yourself involved an accident in an aquatic environment. Year 1991 - 1996 1996 - 2000 2001 - 2005 # of deaths 873 718 555

Because people are becoming more educated the deaths are going down in Canada. Skill/Concept Talk Rescue Explanation This rescue is used when the victim is very tired or distressed but there are no injuries inhibiting them from getting out of the water on their own. Learning Activities The students will get into partners and practice using encouraging words to get their victim in to safety whom will be out in the water. Teaching Points & Diagrams From a dry safe location calmly provide positive and simple instructions to get the victim out of the water. From a crouched position give them encouragement such as keep your head up, keep kicking and your doing great underhand: keep shoulders square to the victim reach back holding the flutter board with your thumb on one side and fingers on the other. Follow through with the arm and release around shoulder height. The side arm throw is like throwing a frisbee. The throwing shoulder will be towards the victim and then open chest toward the victim while throwing.

Throw Rescue

The throw rescue can be used if the victim is not too far away, the weather is good (not windy or wavy) and the victim can kick and hold onto an assist.

-I will be explaining what to say to this victim. The first thing is to get the attention of the victim and ask if they are hurt. If they cannot hold on to an assist rescue will not work. They will need to stay calm, speak slowly and clearly. Explain to the victim what you are going to do. I am going to throw this assist just in front of you, grab on to it and swim into

shore -The students will take turns being the victim and the rescuer. Once they swim in with the assist the rescuer will swim out to be the victim. - Once they have done this a couple times the students will practice throwing and pulling the victim in with an assist. We will then throw an assist with a rope attached to it following the same procedure. Reach Rescue This rescue is used only if you have a suitable assist that can pull the victim to safety. If the victim is close enough a towel may work or a pole or branch if you need to reach further. Buoyant objects are best because they support the victim in the water This rescue is used when the victim cannot be reached from shore. You will take an assist out with you and extend it to the victim. This type of rescue is done from a rowboat or a canoe. When you get to the victim you will go through the rescue ladder from the top. Once the victim has a grasp on something you will need to decide weather to tow them to The students will be in partners and they will practice the reach rescue using a variety of different assists so they can explore and find out what works best.

It is important for the rescuer to be low to the ground and when the victim is close they should drop onto their stomachs and continue pulling them in. the victim needs to know that they must grab onto the wall and not the rescuer. When throwing an assist with a rope attached to it you will throw it further that the victim so they can grab onto the rope and be pulled in. Keep your centre of gravity as low as possible. Anchor yourself on something solid like a root or railing.

Wade Rescue

Row Rescue

There will be no practice of this because the students cannot touch the bottom of the pool so we will just discuss how to do this rescue. We will not be practicing this rescues because we do not have small boats to use. We will discuss the procedure of how this rescue works.

Keep your feet on solid bottom at all times or hold onto something. If there are several rescuers you can form a human chain. You want to make sure you are approaching the victim against the wind. This reduces the chance of the boat hitting the victim and further injuring that person.

Swim Rescue

shore or get them into the boat. Factors that will affect this choice will be the victims condition, the size of the boat, distance from shore, water temperature, boating skills and the number of rescuers. There are four reasons why you should enter the water during a rescue: first, the victims condition is getting worse. The second would be that the victim is to far away to throw an assist to the victim. The third is that you have tried throwing and you have not succeeded. The fourth is that you do not have a craft to row out to the victim.

The students will be in partners and practice this rescue. The victim will be about 15 meters out in the pool. They will use encouragement to help their victim out after they have given their partner the assist.

Tow Rescue

This is used when you have used the swim rescue unsuccessfully. The victim can hold onto something but cannot get to shore using an assist.

The students will be in partners and practice the tow rescue by taking a buoyant assist and explaining to their victim the situation grab on, I will tow you into shore, stay calm

Carry Rescue

This is the most dangerous option for the rescuer and is used when the victim cannot keep their head above the water while holding an assist. There might not be an available assist for the victim or this person is not responding to verbal contact.

The students will be in partners practicing this rescue using all of the steps, keeping eye contact, talking to the victim, taking control of them and getting their head above the water.

Enter the water with an assist and swim towards the victim. Once you get close to the victim you will get into the reverse and ready position and push the assist to the victim with your foot. Once they have the assist you will back up in the reverse and ready keeping contact and giving encouragement to the victim. Be prepared to use a defense if the victim tried to grab on to you. Indirect contact puts you in a higher risk situation and you should be ready to get away quickly at all times of this rescue. Make sure you are holding onto the opposite end on the assist to put a greater distance between you and the victim. The victim often sees the rescuer as something that will keep their head above the water and will often try to use that person as an assist. It is important that you let the victim know what you are about to do (explain the carry). You must only do this if you

** This rescue must be used as a last resort after the other steps have been tried

are trained and fit to do it. Maintain eye contact through this process and approach from the back once you get close.

CLOSURE/SUMMARY/REVIEW: Today we have gone over the first 5 steps of the safety ladder. Tomorrow will be a work period for the final project and we will be playing badminton on Friday at TDC.

UNIT: Rescue Class: Aquatics 20/30 Date: Nov. 28, 2012 Time: 8:45 9:45 Equipment Needed: PDFs, noodles and flutter boards Topic: In Water Rescue Evaluation Teaching Method: Direct OBJECTIVES:

The students have taken the theory of the safety ladder and memorized it, gone through each step in the pool and combined the theory and practice and will now be tested by giving them a situation and then taking video of their rescue
OUTCOMES:

Students will understand and use the vocabulary associated with water-related activity. Students will develop skills related to the outdoors, which will make them more comfortable in an outdoor environment.

SAFETY CONSIDERATIONS: Make sure to use and understand the safety ladder correctly to keep yourself safe while rescuing someone else.

ACTIVITIES SEQUENCE: 1. 2. 3. 4. 5. Warm-up: kicks (5 minutes) Instruction for the day (5 minutes) Rescue situations (30 minutes) Reminder of tomorrows rescue exam (2 minutes) Free time (5 minutes)

MANAGEMENT IMPLICATIONS: I will be explaining how the testing and filming will go on and then speak to the students about the situations

WARM UP: Today the students will be working on their kicks. They will do one lengths of the pool of whip kick, scissor kick, and the egg beater using a flutter board, then they will also do one length of head up from crawl. MOTIVATIONAL SET: The students now know what the ladder is, how to do each step of that ladder and how to put it all together. Today is the day to show their knowledge and skills for evaluation of this rescue unit.

Today the students will each be tested on two different situations in the pool today. I will explain to the students what their role as a victim or rescuer will be. They will then both take turns being the victim and the rescuer while being filmed. Once they have completed their situation the victim will now be the rescuer and they will have a different rescue situation to complete. Each student will complete and be filmed in two situations. The situations are: Situation #1 Victim: You and a friend are swimming at the Shaw Center and you both decide to race to the other end of the pool. Once you get to the middle you become very tired and distressed. A patron at the pool notices this and come to help. Once you are being carried in you loose consciousness. You are able to call for help, but you are unable to swim back on your own. Rescuer: You are sitting on the edge of the pool during public swim at the Shaw Centre and you notice a patron becoming very tired in the middle of the pool. You can hear them calling for help and you have all equipment available to you. Situation #2 Victim: While on vacation in Scotland you decide to take a swim in Lochness lake. You suddenly feel a nibble on your toes followed by a huge bite on the leg. You begin to panic and are unable to swim to safety. Rescuer: your job as a marine biologist has brought you to Scotland to study the Lochness monster. You finally think you have spotted it when you see a distressed swimmer in the lake and you are wearing a pfd. The wind has picked up so you are unable to throw a buoyant object and you are about 20 metres from the victim on shore. Situation #3

Victim: While on a fishing trip up north you go into the water for a swim and you cut the bottom of your foot open. It is windy and you are being taken further out into deeper water so you can no longer touch the bottom. You can yell for help but you cannot kick your foot. Rescuer: You are on a canoe trip and are setting up camp. You hear you friend yell for help about 20 meters out in the water. The wind has picked up so you will not be able to throw an assist. Situation #4 Victim: You are a weak swimmer who slips off of a drop-off and cut your foot on the bottom while slipping. You start to panic and hyperventilate and can not get back to shore on your own. Rescuer: You are on the beach when you see a friend fall under the water. The victim seems to be hurt and cannot swim back to the shallow water. The wind is blowing away from the shore and there are some waves. Situation #5 Victim: You are a non-swimmer who has fallen into the water while reaching for a toy. It is windy and you are having trouble keeping your head above the waves. Rescuer: You are enjoying a day on the beach and you see a child fall into the water. She is out of reach and there is a breeze. Situation #6 Victim: You are playing on a wet dock; you slip and hit your head and fall into the water. Rescuer: You see someone fall of a dock and they are floating in the water unconscious.

CLOSURE/SUMMARY/REVIEW: Ask students how they think the situations went and what they would have done differently. Remind them that they will be writing their rescue quiz tomorrow.