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*Student’s will be graded on a 4-point scale. The rubric will be used to assess the student’s
knowledge based on their written responses in the assignment. Criteria listed is generalized and
based off the Wellness 10 section 3 curriculum, and related to questions in assignment.
Final Unit Assignment Name:
1. Discuss 3 key benefits that swimming can provide as an effective fitness program. (3
marks)
2. List and explain 5 water safety tips and considerations in and around water. (5 marks)
3. Choose one stroke you learned in this swimming unit and describe how you would
perform this stroke. (2 marks)
4. List and discuss one reason why swimming would be beneficial to incorporate into a
fitness plan? (1 mark)
5. Explain dry drowning? What is another name for dry drowning? What are the signs of
dry drowning? (3 marks)
7. List and describe 3 types of water entries and why you use them. (6 marks)
8. List 3 water activities could you incorporate into your future fitness plans? (3 marks)
9. Reflect on 1 barrier to your own pursuit of participation in the water and one barrier
associated with participation in the water for individuals from various cultural and
religious backgrounds. (2 marks)
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*Student will complete assignment by the end of the unit. Student will have access to technology, personal experience, and information given
throughout the unit in order to answer questions to the best of their ability.
Write-up
I believe a written assignment is the fairest way to assess my students in the swimming
unit. Giving my students the option to express their knowledge of the unit through a written
assignment versus a physical test may allow for more application and knowledge of concepts
and principles taught in the unit. Although participation, application and demonstration of
knowledge, and safe behaviour will be assessed throughout the unit, this assignment allows the
students to demonstrate and explore their knowledge instead of being assessed on physical
capability of skills.
This assessment piece also hits the learning outcome of Wellness 10 section 3, plan for
and engage in movement activity to increase confidence, competence, and sustainability in self-
selected individual and/or partner movement activities from each of the following categories:
Body Management Activities (e.g., dance, yoga, pilates, martial arts, aerobics) Alternative
skating, canoeing, trapping, weight lifting/going to a fitness centre) Target games (e.g., bowling,
golf, archery, bocce ball ) Net/Wall games (e.g., tennis, table tennis, racquetball, squash). This
assessment piece doesn’t assess the skills and knowledge physically or visually, but assesses
The assessment also allows the student to reflect on personal experience, the use of
technology, and information provided in the class to answer the questions in order to create
prior to the unit. The students will need to be taught safety considerations prior to entering the
pool and also understanding the importance and value of learning to swim. Students will need to
be exposed to different skills that can be performed in the pool (not just strokes) in order to build
their competence, confidence, sustainability, and proficiency in swimming. This assignment will
allow the students to demonstrate their knowledge to their full potential with critical thinking
without the unfairness to assess on physical ability without having pressure, fear, and lack of
assessment of the students. My students will understand the assessment and the theory behind
the type of assessment. However, students will have a say in whether the assessment piece needs
to be altered or changed. Students will be presented with the rubric at the beginning of the unit in
order for clarity of what they will be assessed on throughout and at the end of the unit (room for
changes/alterations to rubric will be open for discussion by request of the students). The
assessment assignment allows for all to succeed and express their knowledge. The content of the
unit will allow for learning, but also engagement through games, student-teaching, etc. At the
beginning of the unit, the students will have an opportunity to create goals for themselves that
they would like to achieve by the end of the unit. Students will track their progress during the
unit through journal entries. I believe my assessment encompasses the content of the unit while