site-logo

Good Swimming Lesson Plans Aquatic Programming & Lessons | Town Of Colling

View Large Image Good Swimming Lesson Plans Aquatic Programming & Lessons | Town Of Colling

Check other template ideas below:

Good swimming lesson plans Aquatic Programming & Lessons | Town of Colling - Lesson #1 topic: splish, splash, i was taking a bath tale: we're taking a tub with our favorite toys and our caregiver. focus: moving the water time (minutes) hobby/talent formation 6 welcome the swimmers and take attendance. Perceive in which to wait earlier than every lesson and behavior a brief facility/website online tour (mentioning shallow water, deep water, protection regulations, etc.). become aware of emergency evacuation strategies. Discuss lively supervision techniques for swimmers who are in or close to the water: • usually have the swimmer within arm’s reach whilst in or near the water • usually keep visible touch with the swimmer whilst in or near the water • preserve the swimmer’s hand even as walking in an aquatic surroundings – facility/site orientation and active supervision caregivers input the water first while maintaining physical touch with the swimmer sitting at or near the edge of the pool. Display a way to preserve the swimmer for the entry (i.E., Preserve facets of the swimmer’s body below armpits). Whilst the swimmer enters the water, deliver the swimmer near the caregiver’s body in an upright wearing role. Ensure the swimmer’s shoulders are above the surface of the water. ?? shallow water entries and exits (caregiver and child) 4 forestall! Appearance! Ask! We forestall at the threshold of the water before entering, search for our caregiver in the water, after which wait for our caregiver to invite, “are you ready to swim??? we watch for permission from our care- giver before entering. ?? stop! Look! Ask!; Shallow water entries and exits (caregiver and infant) 1 we discover the large tub, see what's floating inside the tub, and chase floating toys around the pool. – buoyancy and movement (assisted) four deliver the swimmers floating toys to play with at the same time as the caregivers keep the swimmers. At the same time as the swimmers are playing and exploring the water, speak powerful floating equipment for supporting the swimmers and perceive the dangers of the system. The swimmers need to stay within arm’s reach of a caregiver even if the usage of a buoyant assist—those assists do not update supervision. – getting wet (assisted), buoyant objects 2 we sing “in case you’re satisfied and you are aware of it.?? if you’re happy and also you comprehend it (blow bubbles) three instances (insert other water activities, kick your toes, splash your self.) ?? play and songs three we sing “that is the way we wash ourselves” (palms, legs, face, hair, tummy) and use a sponge or washcloth to clean ourselves. ?? getting wet (assisted), play and songs that is the manner we wash our arms, wash our arms, wash our hands, this is the way we wash our fingers in swimming class every day. (insert legs, face, hair, and tummy in which “hands” is.) 2 we need to locate all the toys inside the pool. Reveal front preserve aid. The caregiver holds the swimmer’s frame under the armpits, with the swimmer held close to the caregiver or with the swimmer facing far from the caregiver. ?? flow ahead (assisted) three we attempt specific movements, keeping onto the toys. We make the water flow up and down and forward and backward. ?? circulate forward (assisted); move backward (assisted) 3 we are becoming sleepy, so we glide on our again, with our eyes closed, and sing “twinkle, twinkle, little superstar.?? exhibit back cradle position. The caregiver cradles the swimmer in his or her arms, with the swimmer going through the caregiver. The caregiver and the swimmer should be on the surface stage of the water. ?? lower back float and recovery (assisted) 2 we say the duck poem. We get out of the water, dry our hair and body with a towel, and stay heat by curling up with our caregiver. ?? shallow water entries and exits (caregiver and infant); show a way to live heat duck, duck, touch the ground, duck, duck, touch your feet, duck, duck, wiggle your nostril, duck, duck, soar up excessive, duck, duck, wave 6dcae44b5bb0ed8decf5315a8a4ccfbc! copyright © 2010 the canadian purple move society period: 30 minutes time: _____________________________ gadget: floating toys, sponges or washcloths copyright © 2010 the canadian pink pass society pink pass swim preschool–duck lesson #2 subject: the circus story: permit’s pretend we're circus animals and are appearing underneath the huge pinnacle these days. cognizance: shifting through water time (minutes) activity/talent formation 3 welcome the swimmers and take attendance. Evaluate lively supervision strategies (e.G., Retaining the swimmer’s hand whilst on foot in an aquatic environment, having the swimmer within arm’s reach, and retaining visible contact with the swimmer when in or close to the water). Have the caregivers perceive opportunities and strategies to train the swimmers approximately secure and unsafe behaviours close to water as well as safe and hazardous areas at the lesson web page. 2 overview water safety. Become aware of some of the hazards and risks at neighborhood aquatic environments. Have caregivers speak secure behaviour when in and across the water and perceive what situations would require contacting ems/nine-1-1. ?? when and how to get help three the ringmaster (trainer) says, “ladies and gents! Nowadays you may see the greatest display on earth, proposing lions, monkeys, geese, elephants, seals, and alligators.?? we enter the water as a circus animal. Keep in mind to forestall, look, and roar before we pass in. ?? shallow water entries and exits (caregiver and child) three our first animal is the lion. We faux we're lions and go through the hoops and roar. Exhibit aspect-by means of-side guide role. ?? pass forward (assisted) three subsequent we are monkeys in the water. We sing “5 little monkeys leaping at the mattress.?? we instruction getting moist through jumping around within the water. ?? getting wet (assisted); buoyancy and movement (assisted) five little monkeys leaping on the mattress, one fell off and bumped his head. momma called the physician and the physician said, no extra monkeys jumping on the bed. (repeat verse counting backward until there aren't any monkeys left.) four subsequent we're geese. We exit the water and then input it like a duck (submersion non-compulsory) from the side of the pool. Reveal assisted access for submersion. The swimmer sits on the brink dealing with the caregiver. The caregiver holds the swimmer’s body on each facet under the armpits. After asking the swimmer, “are you prepared to are available in??? the caregiver gently pulls the swimmer from a sitting role into the water with the swimmer’s face submerging in short (can be just chin or total face). the caregiver continues moving the swimmer forward and celebrates the access. – submersion (elective participation); getting moist (assisted) 4 we sing “wheels at the bus” (exchange lyrics) and fake to be animals (lion, monkey): the lions inside the circus leap throught the hoops… the clown in the circus splash each different… the acrobats within the circus soar thru the air… the seals inside the circus clap their flippers… – buoyancy and movement (assisted); play and songs three now we're alligators. We make ourselves very lengthy within the water and glide on our tummies, palms prolonged over our heads, with our chins inside the water. Our caregiver opens up our palms and closes them, like alligator jaws. Splash! ?? front flow and healing (assisted) 3 subsequent we experience on the curler-coaster ride. (Caregivers swing youngsters facet to facet on their backs, conserving them underneath the hands.) ?? circulate ahead (assisted); buoyancy and movement (assisted) 2 we sing “wheels at the bus” once more to give up the circus. ?? play and songs the ringmaster inside the circus waves 6dcae44b5bb0ed8decf5315a8a4ccfbc… we get out of the water, dry our hair and frame with a towel, and stay heat by way of curling up with our caregiver. ?? shallow water entries and exits (caregiver and toddler); display the way to stay heat period: half-hour time: _____________________________ gadget: hoops, water noodles red cross swim preschool–duck lesson #three subject: duck and pfd/lifejacket tale: we are going on a ship journey. attention: pfd/lifejacket and shifting thru water time (mins) hobby/talent formation three welcome the swimmers and take attendance. Evaluate lively supervision techniques (e.G., Preserving the swimmer’s hand while strolling in an aquatic environment, having the swimmer in arm’s attain, and preserving visual contact with the swimmer while in or close to water). Discuss the way to ensure aquatic safety, inclusive of knowing the intensity of the water for the duration of the swimming area and a way to set up protection routines for own family contributors while they are close to the water. ?? facility/web site orientation and active supervision three earlier than happening a boat trip, we should put on our pfd/lifejacket. Provide an explanation for features of pfds/lifejackets and what to look for whilst buying one. Evaluate what makes an awesome buoyant object for helping swimmers and the way to supervise swimmers who are the usage of these items. – uses buoyant object for guide (assisted); pfd/lifejacket and me (assisted) 1 we soar into the water. Do not forget to prevent! Look! Ask! Before leaping! ?? shallow water entries and exits (caregiver and child); stop! Appearance! Ask! three we're equipped for our boat trip (mat). ?? circulate forward (assisted); pass backward (assisted); makes use of buoyant item for support (assisted) 3 we sing “ducks inside the boat” to the track of “human beings at the bus”: the ducks in the boat cross up and down… the toes at the duck move kick, kick, kick… the wings on the duck cross splash, splash, splash… we make duck sounds through blowing bubbles. Reveal the front preserve aid. The caregiver holds the swimmer’s frame beneath the armpits, with the swimmer held close to the caregiver or with the swim- mer going through away from the caregiver. Permit the swimmer to decrease his or her chin to the water surface to illustrate readiness to blow bubbles. ?? play and songs; creation to rhythmic breathing: breath manage 4 our boat is going through a tunnel (hoop) or underneath a water noodle. We kick thru the tunnel, first on our the front after which on our returned. ?? circulate ahead (assisted); flow backward (assisted) 3 we sing “motorboat, motorboat.?? first we move slowly through kicking our legs (caregiver moves the kid’s legs), and then we move speedy. ?? buoyancy and motion (assisted) motorboat, motorboat, move so slow, motorboat, motorboat, pass so fast, motorboat, motorboat, step at the gasoline! three the water is getting tough. We alternate course and go back to the side. ?? trade path (assisted) 1 the wind is getting stronger. We make ripples at the water by means of blowing softly from our mouths on top of the water. ?? creation to rhythmic breathing: breath manipulate 2 we sing “row, row, row your boat.?? – play and songs 2 we take off our pfds/lifejackets (talk about proper care and garage of pfds/lifejackets) and kick our feet all of the manner domestic. ?? pfd/lifejacket and me (assisted) 2 we say the duck poem. We get out of the water, dry our hair and body with a towel, and live warm by curling up with our caregiver. ?? display the way to live heat; shallow water entries and exits (caregiver and baby) duck, duck, contact the floor, duck, duck, contact your ft, duck, duck, wiggle your nostril, duck, duck, bounce up high, duck, duck, wave 6dcae44b5bb0ed8decf5315a8a4ccfbc! copyright © 2010 the canadian purple move society duration: 30 minutes time: _____________________________ equipment: pfds/lifejackets, mats, hoops, water noodles purple pass swim preschool–duck lesson #four subject matter: nursery rhymes story: we act out preferred nursery rhymes. recognition: choking prevention, safe water entries and exits time (mins) hobby/talent formation 4 welcome the swimmers and take attendance. Discuss choking hazards at domestic and at the pool and how to respond to choking. Use an empty toilet paper roll to show how gadgets that may in shape thru the roll are considered choking dangers for infants and infants. Have caregivers go searching and become aware of any capability choking risks at the pool. Show first aid for choking (for the first resource steps, see ). – choking prevention; choking response 3 earlier than going in the pool, we've a mini-bathe on deck with watering cans. We sing “this is the way we wash ourselves” (hands, hands, legs, head and many others.). Review pool emergency strategies. – facility/site orientation and energetic supervision; getting wet (assisted) 1 we enter the water. Don't forget to forestall! Look! Ask! Before entering! ?? stop! Appearance! Ask!; Shallow water entries and exits (caregiver and baby) 2 we make a circle and sing “ring across the rosie.?? – play and songs three we drift on our back, against our caregiver’s chest, and kick a ball across the pool and back. Subsequent, we roll over on to our the front and push the ball with our arms (caregiver holds toddler to the aspect), and then we chase the ball throughout the pool and lower back. ?? pass ahead (assisted); circulate backward (assisted) 3 we take a seat on the edge of the pool and pretend to be humpty dumpty. We sing the “humpty dumpty” tune and fall into the pool. ?? play and songs; getting moist (assisted); shallow water entries and exits (caregiver and child) humpty dumpty sat at the wall, humpty dumpty had a incredible fall! 3 we sing “tick, tock” as our caregiver holds us beneath our palms and swings us from side to side like a pendulum. tick, tock, tick, tock, i’m a bit cuckoo clock. tick, tock, tick, tock, now i’m hanging 1 o’clock. (Raise child up within the air as the clock moves.) (Repeat until 6 o’clock.) – getting moist (assisted); buoyancy and motion (assisted) 6 we fake to be a duck who sat on a mat. We slide into the water from the mat and then swim back to the mat. Consider to stop! Appearance! Ask! Earlier than sliding in! We grasp directly to the mat and kick our toes as we circulate across the pool and returned. ?? prevent! Appearance! Ask!; Shallow water entries and exits (caregiver and baby); exchange route (assisted) 2 we've got had a busy day, and now it’s time to fall asleep. Our caregivers cradle us of their palms and sing “rock a bye baby.?? – buoyancy and movement (assisted) three it’s time to say the duck poem. We get out of the water, dry our hair and frame with a towel, and live heat via curling up with our caregiver. ?? shallow water entries and exits (caregiver and baby); show how to live heat duck, duck, touch the floor, duck, duck, touch your ft, duck, duck, wiggle your nose, duck, duck, soar up excessive, duck, duck, wave 6dcae44b5bb0ed8decf5315a8a4ccfbc! copyright © 2010 the canadian pink move society length: half-hour time: _____________________________ device: watering cans, balls, mats, empty rest room paper roll pink cross swim preschool–duck lesson #5 subject matter: beach day story: we are going to the beach on a warm summer day. focus: whilst and how to get assist, front and lower back floats time (minutes) interest/ability formation be aware: whole a mid-consultation assessment (optionally available). 3 welcome the swimmers and take attendance. Input the water. Earlier than going to the beach we should realize the way to get help at domestic and on the beach and recognize a way to touch emergency medical offerings (ems)/9-1-1. We gather all our seashore toys, and now we’re equipped to visit the seaside. – shallow water entries and exits (caregiver and toddler); facility/web site orientation and lively supervision; while and how to get assist three it is so hot out. First we should placed on our sunscreen (7729ed14a4cbb62c88851c47b865930b) throughout our our bodies. Don’t neglect to shield our feet and wear water footwear. ?? getting moist (assisted) 3 we sing “this is the manner we scoop the water.?? we cool off by scooping water on our bodies. – play and songs; getting moist (assisted) three we enter the water. Recollect to prevent! Appearance! Ask! Earlier than entering into! We check the lowest and put a water noodle below our fingers and swim round. We identify how this water noodle may be used to rescue a swimmer in hassle (buoyant gadgets). ?? stop! Appearance! Ask!; Makes use of buoyant object for guide (assisted) three within the ocean, we search for fish swimming on the bottom. Appearance out for the fish that tickles the ft (trainer goes around looking to capture the swimmers’ toes after which tickle them). ?? buoyancy and motion (assisted); getting moist (assisted) three we loosen up in the water. We stretch out on our tummy. Then we roll over and try to relax on our lower back. – the front glide and healing (assisted); lower back waft and recuperation (assisted) three the water is getting cool, and it's time to go to the shore and make a sandcastle. We take our pails, fill them with water, and make our castle on a mat. ?? play and songs 3 we sing “in case you’re happy and you understand it” with distinct movements (clap arms, kick ft, blow bubbles, splash, jump up and down). ?? play and songs three we stroll along the seaside and acquire seashells (jewelry) from the lowest of the pool. We positioned them in our pails at the aspect of the pool. ?? buoyancy and motion (assisted) 2 it’s time to relax. We float on our tummies on the mat. Oops! We have become an excessive amount of sun; we need to roll over. It has been a long day. It’s time to head home. ?? the front float and healing (assisted); returned glide and healing (assisted) 1 it’s time to say the duck poem. We get out of the water, dry our hair and body with a towel, and live warm by curling up with our caregiver. ?? shallow water entries and exit (caregiver and child); show how to live warm duck, duck, contact the floor, duck, duck, touch your feet, duck, duck, wiggle your nose, duck, duck, bounce up excessive, duck, duck, wave 6dcae44b5bb0ed8decf5315a8a4ccfbc! copyright © 2010 the canadian purple pass society duration: 30 minutes time: _____________________________ equipment: pails, jewelry, mats, water noodles red go swim preschool–duck lesson #6 topic: going to the farm tale: we are going to the farm. awareness: converting guidelines time (mins) activity/talent formation 4 welcome the swimmers and take attendance. Before exploring the farm, we perceive what water dangers may be on the farm for small kids (e.G., Ditches, water capabilities, water troughs, and so forth.). ask the caregivers what questions they should ask when they're at houses and other locations that have swimming pools or water features (e.G., Is there a self-latching, self-last gate? Can my infant access the water thru an open door?). Discover strategies to keep the swimmers safe when near the water. ?? facility/website orientation and energetic supervision 1 the fowl crows, and it is time to move within the water. Take into account to stop! Appearance! Ask! Earlier than entering into! we stretch our wings like a chicken. What animals will we see nowadays! ?? prevent! Look! Ask!; Shallow water entries and exits (caregiver and child) 2 quack, quack, quack, the ducks have landed within the pond. We ought to capture them. ?? buoyancy and movement (assisted); flow ahead (assisted) 2 we sing “vintage macdonald had a farm” even as transferring thru the water in a circle formation. ?? play and songs; pass ahead (assisted) three we are going to assist the farmer plant seeds. Each seed needs water. We water the seeds with the watering cans, however we additionally want rain, so we splash our hands and make it rain on our seeds. – getting wet (assisted) 3 our vegetation are growing, and we need to plow the sector with our tractor (kickboard). Our motor will go faster if we make masses of sound (blow bubbles). ?? flow ahead (assisted); introduction to rhythmic respiratory: breath manipulate 3 we need to discover the cattle (foam animals); wherein are they hiding? Using kickboards to hold onto, we swim round and search for the animals. We accumulate them all and convey them returned to the barn. – buoyancy and movement (assisted); uses buoyant item for guide (assisted) three it's time to feed the ducks. They need to eat a few bugs, so we leap into the water to trap bugs to feed to the geese. ?? forestall! Appearance! Ask!; Shallow water entries and exits (caregiver and child) three we sing “the farmer in the dell.?? – play and songs three the animals are all in the barn, and it’s time to head domestic. We waft on our back and look up on the stars. ?? returned flow and recuperation (assisted) three we are saying the duck poem. We get out of the water, dry our hair and body with a towel, and stay heat through curling up with our caregiver. ?? shallow water entries and exits (caregiver and child); show how to mention heat duck, duck, contact the ground, duck, duck, contact your toes, duck, duck, wiggle your nose, duck, duck, leap up excessive, duck, duck, wave 6dcae44b5bb0ed8decf5315a8a4ccfbc! copyright © 2010 the canadian purple cross society length: half-hour time: _____________________________ system: rubber geese, foam animals, watering cans, kickboards red pass swim preschool–duck lesson #7 theme: going to the park story: we are going to the park. attention: choking demonstration, back and front moves time (minutes) pastime/talent formation 6 welcome the swimmers and take attendance. Before going on to the park, we have to see a way to unblock a conscious child’s airway (demonstration by using trainer). We identify any objects around the pool that can reason choking. ?? choking prevention; choking reaction; while and how to get assist 2 we soar into the pool. Don't forget to prevent! Look! Ask! Before getting in! ?? prevent! Appearance! Ask!; shallow water entries and exits (caregiver and toddler) 2 on the park, we adore going up and down the slides. The caregiver pulls the swimmer towards him- or herself for the front access into the water. ?? buoyancy and motion (assisted); shallow water entries and exits (caregiver and child) 2 we sing “geese in the park”: the geese inside the park pass up and down, up and down, up and down, the ducks inside the park pass up and down all day long. the ducks in the park cross kick, kick, kick… the ducks inside the park pass swing, swing, swing… – play and songs 3 on the park there's an impediment direction to climb via. (Make an impediment direction with the hoops and mats; children swim thru the ring on their front, aspect, and again.) ?? circulate forward (assisted); move backward (assisted); alternate route (assisted); buoyancy and motion (assisted) 3 at the park there are ducks to feed, but first we want to seize them before they fly away. We chase the geese, kicking on our front with the kickboards. ?? uses buoyant object for help (assisted) 3 we have become hungry and need to find a right spot for a picnic. We hold directly to the mats and kick our feet until we discover a shady spot without a ants. We devour our lunch, and then we need to take a sleep. we stretch out on our mats and get towed across the pool. ?? move ahead (assisted) three we wake up from our nap and want to head for a experience at the swings (caregiver holds child in a cradle role and swings back and forth). We sing “rock a bye infant.?? – buoyancy and motion (assisted) three we see a basketball internet and training taking pictures balls into the hoops (hoops can be on the water surface or inside the air). ?? getting moist (assisted); play and songs 3 it's time to go, so we preserve directly to the mats, kick our toes, and drive home. We say the duck poem. we get out of the water, dry our hair and frame with a towel, and stay heat by way of curling up with our caregiver. ?? move forward (assisted); shallow water entries and exits (caregiver and child); display a way to live heat duck, duck, contact the ground, duck, duck, contact your feet, duck, duck, wiggle your nostril, duck, duck, soar up excessive, duck, duck, wave 6dcae44b5bb0ed8decf5315a8a4ccfbc! copyright © 2010 the canadian pink cross society period: 30 minutes time: _____________________________ equipment: slide, mats, hoops, rubber geese, kickboards, balls red go swim preschool–duck lesson #eight topic: the pond tale: we're going to be pond citizens. consciousness: buoyant items time (minutes) hobby/ability formation three welcome the swimmers and take attendance. Before we get wet, we ought to find out which floating objects will preserve us afloat in case we want help. We throw in all the items and notice which ones sink (jewelry) and which of them drift. Perceive neighborhood water dangers and the conditions that make them hazardous (e.G., Spring soften, bloodless water, high water, wintry weather ice, etc.). Ask the caregivers to pick out strategies (e.G., Put together! Stay secure! Survive!) To maintain their family members secure whilst close to the water and in what situations they might contact ems/9-1-1. ?? buoyant items; when and the way to get assist three we leap into the water. Recall to prevent! Appearance! Ask! Before moving into! Next, we find all of the floating items and spot which ones will be our lily pad. We swim to every lily pad and find the high-quality one. – forestall! Appearance! Ask!; Shallow water entries and exits (caregiver and child); makes use of buoyant object for help (assisted) 2 on our lily pad, we paddle around, searching out something to consume. We are frogs looking for bugs. we sing “5 inexperienced and speckled frogs.?? five inexperienced and speckled frogs sat on a speckled log, consuming the maximum scrumptious insects, yum, yum. one jumped into the pool, where it became pleasant and cool, then there had been 4 green speckled frogs. repeat until you haven't any more speckled frogs. ?? makes use of buoyant object for support (assisted) three we see a fly, so we jump into the water. We swim lower back to the lily pad and wait for any other fly to consume so we are able to jump into the water again. ?? prevent! Look! Ask!; Shallow water entries and exits (caregiver and baby); change direction (assisted) 3 we fake to be a duck, with the water noodle underneath our palms. We make “quack” sounds and attempt to tickle all people. We fly in “vs” on our front after which our returned. ?? move forward (assisted); circulate backward (assisted) 2 we pretend to be a caterpillar. We move slowly on our mats on our tummies, and then we lie on our backs, looking at the warm sun. Oh, we are becoming larger; we are turning into a butterfly. ?? front drift and restoration (assisted); lower back waft and recuperation (assisted) 3 we slide off our mat, stretch out our wings, and waft at the water with our face out of the water and with our face inside the water. ?? front drift and recovery (assisted); back float and recuperation (assisted) three we're spiders spinning a web. We sing “itsy bitsy spider.?? – play and songs 3 we are bumblebees. We put a water noodle under our arms and “buzz” around inside the water. We buzz from flower to flower (kickboards) looking for candy nectar. ?? buoyancy and movement (assisted); uses buoyant object for aid (assisted) 3 we're ladybugs looking for our pals (faux). We look under the water and below the mats. We locate our pals and fly away domestic. ?? getting moist (assisted); submersion (non-obligatory participation) 2 we are saying our duck poem. We get out of the water, dry our hair and body with a towel, and stay heat via curling up with our caregiver. ?? shallow water entries and exit (caregiver and toddler); display a way to live warm duck, duck, touch the ground, duck, duck, touch your toes, duck, duck, wiggle your nostril, duck, duck, jump up excessive, duck, duck, wave 6dcae44b5bb0ed8decf5315a8a4ccfbc! copyright © 2010 the canadian pink cross society duration: 30 minutes time: _____________________________ gadget: mats, kickboards, water noodles, earrings, form of floating items crimson pass swim preschool–duck lesson #9 subject: underneath the sea story: we are going to discover beneath the ocean searching out our buddies, oliver the octopus and professor flounder. attention: front floats time (minutes) activity/talent formation 5 welcome swimmers and take attendance. Review water protection. ?? choking prevention; choking response; when and the way to get help 3 we get geared up to go below the ocean, so we get dressed up like scuba divers. We bounce into the water. don't forget to prevent! Appearance! Ask! Before stepping into! ?? forestall! Appearance! Ask!; Shallow water entries and exits (caregiver and baby) 3 we get the “class” collectively (swim elegance) and pass searching out our friends oliver the octopus and professor flounder and walk out to the deep water. ?? flow forward (assisted) 2 we look for them under the water, holding on to our water noodles and blowing bubbles. ?? creation to rhythmic breathing: breath control 5 we meet a pleasant duck (faux) and search for oliver and professor flounder in the deliver (the front swim thru hoops). ?? flow forward (assisted); circulate backward (assisted) four we emerge as body-surfing dudeducks with our surfboards (mats). We kick on our the front and our back. – makes use of buoyant item for aid (assisted) 4 we sing “octopus, octopus.?? we cross slow, after which we pass fast. (Caregiver movements the child’s legs to make the octopus move speedy.) ?? play and songs octopus, octopus, move so sluggish, octopus, octopus, go so fast, octopus, octopus, step on the gas. 3 we race via the jellyfish: we choose up crimson and yellow rings and bounce over blue and crimson jewelry. then we blow bubbles. ?? creation to rhythmic respiration: breath manage 1 we find oliver and professor flounder within the coral reef. We are so glad, we leap up and down and all round in the water. We say the duck poem. We exit the water. We dry our hair and frame with a towel and stay heat by curling up with our caregiver. ?? shallow water entries and exits (caregiver and infant); show a way to live warm duck, duck, contact the floor, duck, duck, contact your feet, duck, duck, wiggle your nose, duck, duck, soar up high, duck, duck, wave 6dcae44b5bb0ed8decf5315a8a4ccfbc! copyright © 2010 the canadian red go society period: half-hour time: _____________________________ equipment: water noodles, hoops, mats, jewelry (purple, yellow, blue, red) crimson go swim preschool–duck lesson #10 subject: the boat trip story: we're happening a ship journey. consciousness: assessment skills, pfd/lifejacket, and transferring through water time (minutes) activity/ability formation 4 welcome swimmers and take attendance. Earlier than going, we must put on our pfd/lifejacket. (Overview capabilities of pfds/lifejackets, what to look for whilst shopping one, transport canada approval.) – pfd/lifejacket and me (assisted) 2 we're going to blow the whistle on our pfd/lifejacket after which leap into the water. Don't forget to prevent! Look! Ask! Before stepping into! ?? stop! Appearance! Ask!; Pfd/lifejacket and me (assisted); shallow water entries and exits (caregiver and infant) 2 we are prepared for our boat ride (location child on a mat or water noodle and opt for a boat ride). – buoyancy and motion (assisted) 3 we sing “geese inside the boat,” to the music of “people at the bus”: the ducks within the boat pass up and down… the ft on the duck go kick, kick, kick… the wings at the duck pass splash, splash, splash… we make motorboat bubbles. ?? play and songs 3 our boat goes via a tunnel (hoop). We kick through the ring on our the front and then on our back. ?? circulate ahead (assisted); flow backward (assisted) three we sing “ motorboat, motorboat.?? we cross gradual, after which we move fast. (Caregiver moves the kid’s legs to make the motorboat cross fast.) ?? play and songs; buoyancy and movement (assisted) 2 the water is getting hard, so we roll from our the front to our back after which from our back to our the front. – the front drift and restoration (assisted); again go with the flow and recovery (assisted) 3 the wind is getting stronger. We make ripples at the water. (Toddler blows on top of the water.) – advent to rhythmic breathing: breath manipulate three it is time to move domestic, so we get on our boat and kick for the shore. ?? flow ahead (assisted) three once we land, we take off our pfd/lifejacket (talk approximately proper care and storage of pfds/lifejackets). ?? pfd/lifejacket and me (assisted) 2 it’s time to say the duck poem. We get out of the water, dry our hair and body with a towel, and stay heat through curling up with our caregiver. ?? shallow water entries and exits (caregiver and child); show how to stay warm duck, duck, touch the ground, duck, duck, touch your feet, duck, duck, wiggle your nostril, duck, duck, soar up excessive, duck, duck, wave 6dcae44b5bb0ed8decf5315a8a4ccfbc! supply swimmers their preschool development publication and encourage caregivers to register their youngsters for greater swimming classes. copyright © 2010 the canadian purple pass society period: half-hour time: _____________________________ equipment: pfds/lifejackets, mats or water noodles, hoops.

Related document for good swimming lesson plans aquatic programming & lessons | town of colling