Bike, Blade and Board Safety

Grades 4-6 Lesson 1: Bike, Blade and Board Safety

Subject Area: Traffic and Road Safety

Time required: 50-60 minutes

Title: Bike, Blade, and Board Safety

Overall Expectations: HPE – Healthy Living Strand, HPe – Daily Physical Activity, LL – Language and Literacy, A – Arts, ML – Media Literacy

Summary of Lesson

Students will learn safety rules associated with bike, skateboard, and inline skating safety. Students will demonstrate their knowledge through role playing in small group scenarios.

Language

  • Oral: Use speaking skills and strategies appropriately to communicate with different audiences for a variety of purposes.
  • Writing: Generate, gather, and organize ideas and information to write for an intended purpose and audience.

Media

Create a variety of media texts for different purposes and audiences, using appropriate forms, conventions and techniques.

The Arts

Drama: identify and apply solutions to problems presented through drama and dance, and make appropriate decisions in large and small groups.

Materials

Optional:

Notes

Have students complete  Appendix 1a: Anticipation Guide, prior to the lesson. They should complete only the “Before” and “Personal Thoughts” sections. When the lesson is complete, have them return to the activity and complete the “After” section. When completed, discuss student’s choices and changes.

Introduction/Minds On: (10 minutes)

  • Place the agree and disagree signs in Appendix 2 on opposite walls in the classroom.
  • Read the statements from Appendix 1a: Anticipation Guide.
  • Have students go to the appropriate sign based on their beliefs about each statement.
  • Movement tip: Ask the students to mimic a movement related to road safety (pedal a bike, roller blade) as they move around the room.
  • Discuss the responses with class, using Appendix 1b, Anticipation Guide Responses, as a guide.

Development/Action: (30 minutes)

  • Review the decision making process (Appendix 3a) with students by explaining and modeling an example.
  • Divide students into small groups. Assign each group one scenario (Appendix 4) and provide copies of the decision-making model line master (Appendix 3b). Have students use the decision-making model as a guide to create a dramatic response to their scenario.
  • Present the guideline for role play (Appendix 6) to students.
  • Select and review with the students the assessment tools that will be used for this assignment (Appendix 7, 8, and/or 9).
  • Have students present the role play to their classmates.
  • Using the same format as that in the Anticipation Guide introduction, have students respond to the statements by moving from to one side of the room, or the other.
  • Lead the class in a discussion around similarities and changes in their responses.

Consolidation/Debrief: (10 minutes)

Have the student’s complete Exit Slips (Appendix 5) based on the information learned during the lesson. Students will hand in cards before they exit the class for the teacher to review for student learning, and for students own review the next day.

Teacher Assessment

Use Appendix 7, 8, and/or 9 to assess students. In addition, the Exit Slips may be used to determine student understanding.