teacher using information from power point) Once simulation set up, bring group in from outside Each group become victim at least once After group has completed rescue have discussion with class on what was done correct/incorrect Cues/Questions you are outside waiting for your turn, make sure you make a strategy as a “when team!” do you “who save first?” anyone do this “Would differently?” Activity 4 What am I? 15mins [inquiry] – In groups try and figure out am “What I?” questions with the least amount of clues as Activity 4 What am I? 15mins [inquiry] – possible Hand out am to students ‘what I?’ sheets Read out; point by point slowly revealing a stroke or form of rescue Tally up to see which group has the most amount of points Cues/Questions how quickly you can figure “See it out” the “The less, better” about what stroke you would be doing if you were using these “think points?” Foundation level (for students struggling with Ask struggling students questions and have them perform tasks such as reading the standard out to class etc. So they are still involved in the class Try to contribute as well as possible with group members Give harder simulations to solve in rescues Extension (for those students who need challenging) harder strokes to correct in videos Help out students who are struggling Closure put tables and chairs back in spots they were in Help students put the room back together at the beginning of the lesson Summarise what was taught in the lesson sit in chairs so summarise lesson Reflection on attainment of lesson objectives (to be completed after the lesson) Where to from (to be completed after the lesson) here…? These practices can then be put into action in lesson 4 of swimming where rescues can be practiced in the water in a better simulation Students can now analyse one and others stroke to help out with peer teaching during practical session
teacher using information from power point) Each group become victim at least once Activity 4 – What am I? 15mins [inquiry] In groups try and figure out “What am I?” questions with the least amount of clues as possible Once simulation set up, bring group in from outside After group has completed rescue have discussion with class on what was done correct/incorrect Cues/Questions “when you are outside waiting for your turn, make sure you make a strategy as a team!” “who do you save first?” “Would anyone do this differently?” Activity 4 – What am I? 15mins [inquiry] Hand out ‘what am I?’ sheets to students Read out; point by point slowly revealing a stroke or form of rescue Tally up to see which group has the most amount of points Cues/Questions “See how quickly you can figure it out” “The less, the better” “think about what stroke you would be doing if you were using these points?” Foundation level (for students struggling with the standard Try to contribute as well as possible with group members Ask struggling students questions and have them perform tasks such as reading out to class etc. So they are still involved in the class Extension (for those students who need challenging) Help out students who are struggling Give harder simulations to solve in rescues harder strokes to correct in videos Closure put tables and chairs back in spots they were in at the beginning of the lesson sit in chairs so summarise lesson Help students put the room back together Summarise what was taught in the lesson Reflection on attainment of lesson objectives (to be completed after the lesson) Where to from here…? (to be completed after the lesson) These practices can then be put into action in lesson 4 of swimming where rescues can be practiced in the water in a better simulation Students can now analyse one and others stroke to help out with peer teaching during practical session
swimming_year_9.docx