Health and Physical Education Lesson Plan

School: University Of Auckland

Class: BPE Y1
Module or Unit

Date: 18/3//15-20/3/15
Student Nos.

Period

Lesson length 120 mins

EOTC

Lesson

Snorkelling

Supervising Teacher Signature

Lesson Aim

Personal Objectives

The broad aim of this lesson is to:

My objectives for my professional development are

To encourage students to engage in aquatic recreational activities

Clear instructions, Provide suitable equipment, Safety
that are easily available to us.
guidelines, activities flow in sequential order, Plan and
teach by progression.
Lesson Objectives
By the end of this lesson the students will be able to:

Students will be able to confidently swim using snorkelling gear - (Face down, breathing through snorkel, kicking, arm strokes)
Be able to duck dive to view marine life closer, able to clear mask/snorkel if water enters the equipment.
Able to identify the marine life they may encounter in the Marine Reserve.

Entry Assessment
Equipment and resources required
Mask x 10
Snorkel x 10
Fins (students to
Provide)

Enough to cover the students and spares encase

breakages. Students can provide their own if
already owned.

Wetsuit (Students advised to bring their own)

Coloured rocks/Objects x 20 - Revised use rocks or resources available at Tawharanui
Flotation aids x 5
Whistle x 4 (one per leader)
Bright coloured floats - Map out area x 6
Rope to attach floats x 6
A4 laminate posters with marine life (To suit amount of wildlife present)
First Aid kit - Emergency blanket, plasters, bandage, sterilisers x 1
Togs, towel
Warm clothes for after activity - Polyproperlene, Dry change of clothes, Jumper/Jacket
Land based activities - Fishing net, obstacles, sticks, seaweed, fake animals, coloured rocks,
Information sheet on marine reserves. Different places in NZ. Benefits of diving and snorkelling
Sunblock

Lesson Flow
Time

Activity

Teaching Points

1. Before lesson has begun. Set up area where students

will be required to practice swimming with mask and
snorkel, duck diving, collecting coloured objects off the
bottom.

1. As lesson activities progress we are able to

move freely between activities therefore less time
will be spent setting up and more time for
students to actively participate in the activity.

2. Appropriate equipment is set up and safe for students

to use when instructed to.

Area is marked by coloured floating boys so

students can see where they're required to stay in.
Allows for teachers to keep track of students.

Pre Activity.

Coloured rocks/objects from beach are ready to

be used by students.
2. Mask & Snorkel clean and in working order, if
broken make sure it is fixed or replaced so
students/teachers don't have to spend time trying
to fix or find new ones.

Introductory Activities.
0-15
Mins

3. Karakia - Welcome students onto the beach and be

thankful for the abundance of opportunities the ocean
brings us
Introduce students to the activity. What will be required
and the progression of what they can expect to
experience.
As a new group of students ICE breaker to allow for
names to be learnt.

15-20
mins

4. Laminated A4 paper with some of the marine life that

students may encounter.
Also using Maori names for basic swimming
instructions

3. Karakia - Tangaroa a te tini, tangaroa a te

maha, heke, heke! mai i a Tangaroa ki uta, heke
ki a Tangaroa ki tai, eke panuku, eke tangaroa,
Haumi e, hui e, taiki e
- Acknowledges the sea is a dangerous place, but
can offer an abundance of wealth and livelihood
to those that respect the power of the ocean
Snorkelling, introduce ourselves, Due to
Tawharanui being a Marine reserve there are
certain precautions that need to be understood
before entering the water - Don't take or disturb any marine life, including
shellfish and seaweeds.
-Don't remove any part of the sea floor, including
rocks, shells or washed up seaweeds.
- Don't feed the fish as this disturbs their natural
behaviour and can make them aggressive.
(Use as activity first, can students identify these.
Make as Korowai in the sand all students to sign
it).
ICE breaker activity
- Aquatic names, one person in middle has to say
the name of person in the outside circle three
times before that person is able to interrupt them.
E.g. "Snapper, Snapper, Snapper" if the person
who is Snapper says Snapper before they reach
all three the person in the middle stays there.
- Start in a circle say your name and what kind of
food/marine life you are bringing to the beach.

20-30
mins

5. Buddy System

"My name is Chris and I'm bringing some kina...

My name is Braeden and I'm bringing some
octopus and kina to the beach etc..."

4. - Students name marine life

- Name - Picture (Maori/English)
6. Equipment hand out/explanation on how to fit and use
- Fun facts
properly
- Maori translations for stop, go, swim etc
5. Get students to pair off so they have a buddy to
help them out. Try have a more a more
experienced student with a less confident student.
- Develop hand signals for okay, follow me, look
there, help, in distress
6. Appropriate mask and snorkel fitting.

301hr45
mins

7. Instructions of activities and what is expected.

8. Activities - Practice Snorkel Breathing

- Swimming with mask and snorkel
- Duck Diving
- Work in pairs duck diving to collect and
hide object.

- Skirting of the mask fits the face.

- Place mask over face, inhale sharply through
nose mask should stick to face
- All hair removed from under skirting of mask.
- Saliva inside of lense - Defogging agent.
- Clearing water from mask - Hold against
forehead tilt head backwards sharp exhale out of
nose.
- Snorkel attached to mask
7.- Instructions easier to give on land instead of
spread out over water.
- Instructors will have flotation aids for the less
confident students or if students need help with
floating or need a rest.
- Duck diving harder with wetsuit due to
buoyancy
- Spend approximately 40 minutes on these
activities. Times will vary between the activities
i.e. practicing breathing through the snorkel in
waist deep water may only take 3-4minutes
depending how confident students are, where as
duck diving and collecting coloured objects may
take 10minutes.
Each activity spend no longer than 15 minutes to
allow for greater time spent trying to find marine
life.
8. Activities - Waist deep, lower head so that the
water level comes up to approximately ear level
and get comfortable with breathing through the
snorkel in the water.
- Whilst here can practice breathing in slowly and
exhaling sharply to clear the snorkel.
- Swim length of grid and back or to where they
feel comfortable swimming to.
- Trying to keep head down the whole time and

breathing through snorkel. (Know this is not a

requirement, only if they feel comfortable and
inside their own limits).
- Can lift head to make sure they are swimming in
the correct line.
- Swimming forward tilt head forwards body
should follow, lift bum up and legs become
vertical
- Submerging fully under water and collecting an
item off the ground.
- Progression keep mouthpiece of snorkel in
mouth and expel air once at surface.
- You will discover if you don't blow sharply
enough all the water will not be cleared and the
residual amount may be inhaled which is an
unpleasant experience.
- Equalizing: Hold nose and blow, should feel
ears "pop". Equalises the pressure when going
deeper in water
- In pairs find rock/object to collect and place
inside the marked grid.
- Place in comfortable but challenging depth
- Duck dive to collect from the bottom.

Content Development.
9. Observing Marine Life

9.- Once students have completed these activities

can proceed into taking students into the deeper
water.
- Management of students - Self management by
buddy system
- One leader per buddy group with flotation aid
- Life jackets available for less confident
swimmers
- Spend majority of time out here for students to
demonstrate skills learnt from activities.

10. Land Based Activities (Weather Permitting)

10. - Complete obstacle course - pretend

swimming through sand, duck dive under pole,
- Get back to the group and swap all the
equipment over.
- What can and can't be done in them. Relate this
to an activity where students have to make up two
different areas where students are allowed to pass
through and are using different apparatus to get
from one spot to the other. (Like a minefield ABL
game).
- Scavenger hunt - Different objects worth more
points
- Way to look for marine life even without
entering the water (different ecosystem).

Equipment Race. Wetsuit mask snorkel fins

In depth conservation look at marine reserve
Close to rocks/beach - Scavenger hunt

Lesson Flow
Time

Activity

Teaching Points

Lesson Closure.
1hr
45mins
- 2hr

11. Debrief of activity

Show and tell session

11. - Name something they saw from the land

based activity picture cards.
- Demonstrate/explain one activity that they
learnt how to do properly when completing the
introductory activities e.g. how to clear the
mask/snorkel effectively, how to duck dive, gain
confidence breathing with a snorkel, able to
swim with head submerged in the water.
- Questioning to use for students and teachers
Howcompetentdothestudentsfeelaboutthe
lessonobjectivesgivenatthestartofthelesson?
Wereyouabletofollowtheinstructionsgivento
ensuresafesnorkelling?
Wereyouabletoengageintheactivities?
Weretheychallengingenough?Whatdidyou
finddifficult?
- Simple thumbs up for enjoying the lesson or
thumbs down if they didn't enjoy the lesson.
Accompanied with either a word or phrase that
sums up what they did or didn't like about the
activity. It is a simple debriefing exercise but
remembering that the students may be cold
depending on weather forecasts it allows them to
quickly report back on the activity and get warm
and dry.