Water safety decoded

Instructions

• Divide the group into four smaller groups. Each group doesn’t need the same number of people in it, but should preferably form an even number. (For the Pick up pairs activity participants need to pair up.)
• Give each team 15 minutes at each base.
• Once they complete the activity at each base, give them a stamp, or write the letter they found on the water safety code card that they earned at that base.
• If anyone finishes early at any stage, they can spend some time talking about different water activities they’d like to do.

Hidden dangers

Water may look safe from the surface, but there may be hidden dangers we need to look out for. Get past the hidden dangers to find the letters needed to decode the first part of the water safety code.

1)    Half fill a clear container with water.

2)    Place random items in the container – such as bottle lids, pens or newspaper balls.

3)    Add the letters needed to spell SPOT (and DANGERS and THE).

4)    Cover the container so the person putting their hand in won’t be able to see what they’re touching. The front of the container can be uncovered so everyone else can see.

5)    Get one person at a time to put their hand in the container and try to find a letter.

6)    Once all the letters have been found, ask them to try to make a word from the letters. Explain that the first part of the water safety code is Spot the dangers.

7)    Highlight that under the water, hidden dangers lurk, which could make water activities dangerous. In this activity, they had to put their hands in water not knowing what would be beneath the surface. Ask them:

• How did this make you feel?
• What do you think might be beneath the surface of somewhere you do water activities (such as a canal, river, swimming pool or the sea)?
• What other dangers might you need to be aware of that you can’t easily see?

8)    Discuss the hidden dangers listed on the Hidden dangers asset.

Fly the flag

Learn the flags and signs that may warn you of danger when doing water activities outdoors.

1)    Share the images of the flags and explain what each one means. The orange flag is a windsock. The wind goes into the sock and inflates it in the direction the wind is blowing.

2)    Hand out the four flags.

3)    Read out the statements from the Fly the flag asset. They should discuss them as a team and hold up the flag they think corresponds to the statement.

4)    After each statement, talk through the correct answers.

5)    Once finished, they need to arrange the flags to create the word needed for the second part of the water safety code. (This is printed on the backs of the flags. They just need to put it together like a puzzle to make the word.)

6)    Explain that the second part of the water code is Take safety Advice. Everyone should be aware of and look out for different flags and safety notices, and follow them for their own and others’ safety.

7)    Discuss how the orange windsock can indicate strong or calm winds. Why do they think it’s helpful to know about the wind’s strength when doing water activities? (Strong winds mean the water may be rougher and might make it harder for them to keep control. It’s harder to swim or sail back to shore if you’re going against the wind. It’s easier to swim or sail in the direction of the wind.)

Pick up pairs

Whenever you do water activities, you should always be with someone else and have an adult either with you or supervising.

1)    Before the session, write each letter of the word ‘FRIENDS’ on separate sticky labels. Attach one label on each of the beanbags (one beanbag per pair of participants).

2)    Place the beanbags randomly across the floor.

3)    Divide the group into pairs, standing back to back.

4)    In their pairs, they need to pick up seven beanbags (each individual should collect at least three). They can only look in front and to their sides, not backwards. They will need to work together to ensure both of them can collect bags.

5)    Once complete, ask participants to look at the labels on their beanbags and try to put them in order to create the third part of the water safety code. The code is Go with Friends and Family.

6)    Gather the group together to discuss the activity. Highlight that, within their pairs, they needed to work together as they both had different viewpoints. When doing water activities, being with another person helps because they might see dangers you miss and you’re able to help each other. If you were alone, there would be no one around if you needed help.

How to help

1)    Before the session, cut out the numbers to hand out. Keep them in the correct order.

2)    Participants will need to answer water safety true/false questions correctly to get numbers to solve the fourth word in the water safety code.

3)    For each question they get right, give them a number (in the correct order) to spell the word EMERGENCY.

4)    Using the alphabet code, ask participants to work out the word needed for the fourth part of the water safety code: Know what to do in an Emergency. They need to match the number to the letter then spell out the word.

5)    Discuss what they should do in a water emergency. Emphasise that they should never put themselves in danger and should get help by shouting, getting a lifeguard or another adult, or calling 999/112 if needed.

Summary

1)    Gather everyone together. By now they should have their books complete.

2)    The key word from each of the bases spells out a word. Ask them to say the word – (SAFE – Spot, Advice, Friend, Emergency). Note: SAFE – can also stand for Stay Away From the Edge.