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Teachers Notes
This online resource is for Australian and New Zealand students in
primary school (certain sections can be applied to secondary students
as well). It provides communication and learning experiences for students,
teachers and members of the boating community in the important study
of boating and safety. The program can complement the 'Waterwise' program
which is used in some New Zealand schools.
Individuals, schools and the community as a whole have responsibilities
for developing safety awareness. Many young Australians and New Zealanders
are involved in water craft leisure activities and Kids in Boats
provides a classroom program which recognises the importance of young
people acquiring experience and knowledge of water safety and the safe
operation of water craft.
Students are encouraged to accept the challenge and enjoyment offered
by water craft activities and extend their understanding and experience
about responsibilities toward boating safety. Working together students
can devise and practise action plans for water and craft emergencies,
identify potential boating hazards and suggest and practise appropriate
skills to reduce boating accidents. The program will be most effective
where students are also given practical boating experience. This may
be qualified instruction provided by the school or recognised boating
organisation.
Web pages
The web pages as shown below are designed for on-screen viewing rather
than printing. These pages contain hypertext links allowing for easy
movement from one document or part of a document to another.
There is a wealth of information available through this web site. Users
are advised to become familiar with:
- the side menu as a navigation tool providing easy information access
- the possibilities of following hyperlinked text created within the
site
Encourage students to work in a variety of modes in conjunction with
this computer resource. Active research involves a seamless integration
between this resource, other web sites, the computer and those human
and other media resources in and beyond the classroom. Practical application
to develop skills and understanding provides an authentic basis for
the classroom research into boating and boat safety. The learning activities
are designed to encourage this approach.
PDF pages
The specially prepared pdf pages can be printed and photocopied for
use by students as a valuable resource to stimulate further classroom
research.
Do you require help with PDFs? View the PDF
Help section of this site.
Download
the latest
to view and print PDFs |
To view and print the pdf documents, an Adobe Acrobat plug-in
for Netscape is required. Once installed click on the 'Get Acrobat'
icon for more information or to print the selected pdf text. |
As an alternative to printing individual sections the entire document
can be printed by referring to the side menu and clicking on 'Print
the whole kit'.
Printable sections
The printable sections of the project consist:
- Six themes tracing the history of boating, providing valuable knowledge
for those in, on and under the water and the understanding that safe
boating comes from learning, knowledge and experience.
- Activities for the classroom, swimming and boating program.
- Photocopiable worksheets for use by students, including a certificate
of Safe Boating.
- The Boat Race - a team game where each team or individual has a
race to win but being first doesn't mean you win unless you're safe.
Throughout the project, teachers will have the opportunity to evaluate
the understanding and skills of students across various curriculum areas.
The strands and substrands of the National Profiles (Australia and New
Zealand) have been mapped to give teachers direction for recording student
learning outcomes. The profiles included demonstrate the integrated
nature of the learning areas.
Possible outcomes for assessment throughout the project
| Health and Physical Education |
| Human Movement |
L3.4 |
Applies motor skills with equipment in skill drill activities
and minor games. |
| L4.3 |
Demonstrates the linking of a series of motor skills, using equipment,
in a game that requires communication, co-operation and rules. |
| Physical Activity and the Community |
L3.5 |
Describes personal views of fitness and participate in activities
people do to stay fit. |
| L3.6 |
Identifies how people and facilities influence the choice of recreation,
sporting and leisure activities. |
| L4.5 |
Identifies and take part in activities that contribute to the
development of particular components of fitness. |
| L4.6 |
Plans strategies to promote participation in recreational activities. |
| Safety |
L3.12 |
Demonstrates strategies which deal with unsafe or emergency situations. |
| L4.12 |
Assesses options and consequences in responding to unsafe situations. |
| Human Relations |
L3.14 |
Formulates codes of behaviour designed to enhance cooperation
and assist interpersonal relations within various groups and contexts. |
| L4.13 |
Discusses how the adoption of different roles affects relationships,
attitudes and behaviours. |
| Studies of Society and Environment |
| Time, Continuity and Change |
3.1a |
Describes different periods of time in the local area. |
| 3.1b |
Interprets accounts and artefacts of people in other times. |
| 4.1a |
Describes significant events and ways of life in some periods
of Australia's past. |
| Place and Space |
3.4 |
Describes places according to their location and natural and built
features. |
| 3.5 |
Describes how natural features affect the ways people live in
particular places. |
| Natural and Social Systems |
3.14 |
Illustrates the linkages between rights and responsibilities for
members of a community. |
| Science |
Earth and Beyond
Earth, sky and people |
L4 |
Examines ways scientists investigate the Earth, the solar system
and the universe. |
| The changing earth |
L3 |
Relates changes in their physical environment to physical processes. |
| L4 |
Identifies changes in the atmosphere that can cause catostrophic
events. |
| Our place in space |
L3 |
Illustrates patterns of change observable on Earth caused by the
relationship between the Sun, Earth and Moon. |
Energy and Change
Energy sources and receivers |
L3 |
Identifies sources and receivers of energy within systems around
them. |
| L4 |
Identifies forms and transformation of energy in sequences or
interactions. |
| Mathematics |
| Space |
L3.8 |
Visualises, follows and gives description of locations and paths
and attends to order and proximity in reading and making maps. |
| L4.8 |
Visualises, follows and describes locations and paths and reads
and makes maps and plans, using distance, direction, co-ordinates
and scales. |
| Chance and Data |
L3.23 |
Distinguishes certain from uncertain things, describes familiar,
easily understood events as having equal chance of happening or
being more or less likely. |
| L3.24 |
Contributes to discussions to clarify what data would help answer
particular questions or test predictions, and takes care in collecting
data. |
| L3 25 |
Classifies sequences and tabulates data to help answer particular
questions and varies the classification to answer different questions. |
| L3.26 |
Displays and summarises data using frequencies, measurements and
many-to-one correspondence between data and representation. |
| L3.27 |
Reads and describes information in simple tables, pictographs
and bar graphs. |
| English Language |
The activities provide for outcomes in oral, written
and visual strands of the language curriculum, requiring students
to present information in a variety of language forms. Throughout
the unit students have the opportunity to apply the processses of
thinking critically, exploring language and processing information,
incorporating the essential skills of communication, problem solving,
self-management, social and co-operative, physical and work and
study skills which are part of the New Zealand and Australian curriculum
frameworks.
Guided Reading with Kids In Boats
Students who are fluent readers should continue to experience regular
guided reading sessions to use text and their own experience to
gain and maintain meaning for themselves. These sessions are regularly
conducted with small groups of up to eight students each having
a copy of the same text. These may be texts relevant to English
and studies across the curriculum. The six sections which introduce
the themes in Kids In Boats can provide fluent readers with guided
reading texts that are challenging in content and structure. Through
planning and questioning teachers can support readers to understand
-
- the purpose of each text
- the conventions of layout and genre
- how to access information and ideas
- What do you already know about the topic?
- What extra information are you seeking?
- What other information have you already read on this topic?
- How can we best access information from this resource?
- What have you added to your understanding of the topic?
- Is your reading changing, confirming or adding information
about the topic?
- What did you learn?
- How and where in the text did you find out?
- What was it in the reading of the text that assisted you?
- Are there any questions about the topic that arise from your
reading?
- Where could you find the answers?
Students who follow up research can make links between the sections
in this kit and with other search links to the topic. Encourage
students to make comparison between information sources in print
and electronic texts.
|
|
L4.8a |
Selects, uses and reflects on strategies appropriate for different
texts and reading or viewing purposes |
| L4. 8b |
With peers, identifies information needs and finds resources and
information for specific purposes |
The outcomes mentioned in this project are taken from the National
Curriculum Statement for SOSE, The Arts, Health, Mathematics, Physical
Education, English and Science for Autralia. Many New Zealand statement
areas are yet to be published. Reference to New Zealand curriculum is
based on the comments obtained from New Zealand educational experts.
