Goals:

1. For the students to complete worksheet on life-saving techniques.
2. For the teacher and students to go over worksheet.
3. For the groups to create their own puzzle sheet/worksheet using key terms from life-saving techniques.

1. Pen and paper
2. Worksheets
3. Ruler (optional)

Procedures:

1.  The students will complete a worksheet on life-saving techniques, and teacher will ask the students to rely as little as possible on their research notes.  i.e.. - The students would match proper steps with proper life-saving technique, or fill-in- the blanks with key terms from life-saving techniques.
2.  The teacher and students will go over worksheet to make sure students have all the correct answers, and the students understand why each answer is correct.
- A variation may come from the students getting the correct answers from their peers.
3.  The teacher will provide examples of creating your own puzzle sheet/worksheet, and explain that each learning group will create their own puzzle sheet/ worksheet.
- The teacher should make sure the students understand that they are not limited to the possibilities the teacher provided.
- The teacher can refer to sample answer sheet at the back of this lesson.

1.  Completing worksheet on life-saving techniques.  (Criteria for success = Students have X% of correct answers).
- The teacher will want to develop a rubric for this assessment.
- The teacher should remember to consider the progress the students have made upon arriving at the correct answers they got.
2.  The teacher and students interact to produce correct answers for worksheet, and students understand why each answer is correct.  (Criteria for success = All students have the correct answers for the worksheet).
3.  The groups understand the possibilities for creating puzzle sheet/ worksheet, and have begun to build a draft.  (Criteria for success = Groups have begun to create a puzzle sheet/ worksheet).

1.  Use competitive learning to create a contest to see which groups have the most answers correct on their worksheets.
2.  Use competitive learning to create a contest to see which group has created the most difficult puzzle sheet/worksheet.
- This activity may be based upon completion of their puzzle sheet/worksheet by students in other classes.

1. Language Arts - By combining research information with skills to complete worksheet, the students will learn to analyze information to find correct answers.
2. Math - The students will have to use math skills to successfully complete a puzzle sheet/worksheet.  Such as knowing how many clues to use so the necessary blanks can be filled.

1. For the groups to finish their puzzle sheet/ worksheet, and complete an answer sheet to accompany it.
2. For the groups to trade their puzzle sheet/ worksheet with another learning group, and cooperatively work to find the other group's answers.
3. For the groups to get together to check, and if necessary receive, the answers to the puzzle sheet/worksheet.

1. Puzzle Sheets/worksheets
2. Pen and paper
3. Ruler (optional)

Procedures:

1.  The students will work together in their learning groups to complete their puzzle sheets/worksheets.
2.  The groups will trade their completed puzzle sheet/worksheet with another learning group.
- The teacher may inform students that every puzzle sheet/worksheet can be made available to them if they are interested.
3.  The groups will work cooperatively to find the answers to their peers puzzle sheet/worksheet.
4.   The groups that traded puzzle sheets/worksheets will come together to check for the amount of correct answers.
- Each group should end up with all correct answers.
5.  The teacher will hand out permission slips for allowance into the CPR certification course, and the students will have their parents sign them and bring them back the next day.

1.  Completion of the puzzle sheets/ worksheets.  (Criteria for success = Groups will have a completed puzzle sheet/worksheet, along with an answer sheet).
2.  Groups will work cooperatively to find answers to peer's puzzle sheet/worksheet. (Criteria for success = Groups are using the allotted time to try and complete another group's puzzle sheet/ worksheet).
3.  The groups will collaborate to produce all correct answers on puzzle sheets/ worksheets.  (Criteria for success = Students will end up with all the correct answers through peer review).

1. Have students create a game show using key terms from survival in the water.

1. Language Arts - Group learning, peer review, and cooperative thinking and analysis to find correct answers.

Go Back to " Survival in the Water" Part 1:  Understanding Concepts of Survivors in the Water

Go To "CPR" Part 1: Importance of CPR

Go To Table of Contents

Survival Developed by: David Didier, Justin Brandt, Travis Glandt, and Steve Raethz for the St. Norbert College Ocean Voyagers Program