Bike riding, skate boarding and roller blading require safety too.

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Road Safety for Junior Students

Grades 4 to 6

The lessons in this resource address road safety education regarding passenger safety, pedestrian safety and safe practices around riding bikes, skateboards and rollerblades. Students will explore established road safety rules to be followed as pedestrians, participants and passengers around the home, school and community.

Teachers are to note that not all road safety content may be applicable to every community, so use professional judgment in the selection of content that is appropriate for your students.

Teaching and Learning Strategies

Instructional strategies will include the use of the following elements:

  • Anticipation guide: A pre-reading strategy that is often structured as a series of statements students can choose to agree or disagree with. They can focus on a student’s prior knowledge, or the big ideas or essential questions posed (implicitly or explicitly) within the lesson.
  • Graffiti write: In small groups, students will demonstrate their understanding of a topic by writing and drawing detailed points within a larger topic.
  • Gallery walk: Students move around a classroom space with work on display, making observations about the work.
  • Jot notes: Students brainstorm and document results.
  • Exit slips: Students complete exit slips at the end of each class. These slips help you to monitor students’ learning and help students review the material the next day.
  • Role-play: Students will take on the role of pedestrians, cyclists and drivers, answering questions about pedestrian and vehicular road safety.
  • Assessment: You should consider completing formative assessments on a daily basis using conferencing, exit slips and student observation.

The teaching and learning strategy will:

  • Allow students to combine health expectations with the arts (drama, role-play) and language, using Ontario curriculum to create authentic learning opportunities.
  • Engage students in a range of cooperative and collaborative learning strategies that address differentiated instruction and multiple intelligences (kinesthetic learner).
  • Engage students in higher-order thinking through open-ended questions that prompt learners to explore various ways of thinking, such as describing, analyzing, integrating, comparing and explaining.
  • Coach and provide descriptive feedback to small groups of students or independent students during guided and independent activities.
  • Provide formative assessment practices which will allow teachers to coach students and provide descriptive feedback to small groups of students or independent students during guided and independent activities.

Cross-Curricular Linkages

Working independently, or as part of a small group, students will engage in learning experiences designed to meet a number of health and physical education as well as language expectations found in the Ontario curriculum documents.

Below are some suggestions as to how to modify the student activities to address expectations from other curricular areas.


  • Write and perform a short play that emphasizes the impact of poor decision-making about vehicle safety.
  • Create short commercials about vehicle safety.
  • Play charades to act out the effects of bad decisions about vehicle safety.
  • Host a game show format event (for example, Jeopardy, Who Wants to be a Millionaire) that focuses on the rules and responsibilities of pedestrian safety.
  • Write newspaper articles and illustrate pictures or take photographs about pedestrian safety.
  • Create a talk show-style drama in which students who have been involved in a crash are interviewed.


  • Create poems and songs with accompaniment about bike, skateboard, and rollerblade safety.


  • Use the grid and coordinates on a map to recreate a crash scene. Or, describe the actions that should be taken in different scenarios to prevent a crash.
  • Collect data on the number of students in the school who wear helmets when riding a bike, rollerblading or skateboarding, then graph the results and draw conclusions.

Visual Arts

  • Create two- or three-dimensional works of art which convey messages about bike, skateboard, and rollerblade safety.

Social Studies

  • Research the use of bicycles and bike routes in Ontario. Examine the regions where the use of bicycles is significantly higher. Have students plot these areas on a map of Ontario.
  • Research the developments of transportation over time. Ask students how developments have either reduced or increased the number of road safety injuries.

Daily Physical Activity/Physical Education

  • Create fitness activity stations marked by road signs and have students perform an exercise at each station.

School Activities

  • Invite local police or emergency room staff to speak to the school during Road or Bike Safety Weeks.
  • Invite a bike collision survivor or a parent who has lost a child to a bike collision to speak to the school during Road or Bike Safety Weeks.
  • Conduct a safety poster contest. Have classes create and display poster in the hallways. The principal or local police officers can judge the posters and the winner might receive a prize (for example, a healthy classroom party).
  • Invite local police officers to set up a bike safety activity during an outdoor play day.

See the Community Engagement Kit for more ideas, tools and tips to bring together the community for a road safety event.

See Adaptation Tips for a list of tips and aspects to consider when adapting these activities to fit your class needs.