Risky Behaviour and Prevention

Grades 9-12 lesson 1: Risky Behaviour and Prevention

Subject Area: Health and Physical Education

Time required: 75 minutes

Title: Risky Behaviour and Prevention

Overall Expectations:HPE – Healthy Living Strand, LL – Language and Literacy

Summary of Lesson

Students will learn which behaviours on the road are unsafe in relation to various methods of transportation. They will recognize the importance of road sign recognition and the need to be socially responsible.

Language

  • Oral: Listen in order to understand and respond appropriately in a variety of situations for a variety of purposes.
  • Oral: Communicate orally for several different purposes using language suitable for the intended audience
  • Writing: Generate, gather, and organize ideas and information to write for an intended purpose and audience.
  • Application/Action: Apply guidelines and procedures related to safe participation in physical activity.
  • Application/Action: Demonstrate understanding of the impact of parents, the media, and culture on values and goals related to healthy active living.
  • Comprehension: Identify the important information and ideas in both simple and complex oral texts in several different ways.

Materials

Teachers Note

Choose questions and methods of travel that are relevant to your students.

Introduction/Minds On: (10 minutes)

  • Conduct an informal class discussion on what risky behaviours students have seen on the roadways.
  • Direct students to complete Appendix 1: Bike Safety, a Questionnaire, truthfully to help engage in conversation (you may choose the questions most relevant to your students).
  • Divide students into groups of 2 or 3.
  • Instruct students to identify all the methods of transportation a teenager might utilize to get to school. Direct the students to recognize the possible dangers associated with each method of transportation, for example, weather conditions, technology uses such as texting, drowsy driving, drugs and/or drinking and driving, talking on a cell phone, speeding, aggressive driving, reading maps or other material, grooming activities, eating or drinking, note taking, conversing with passengers, tending to children or pets or adjusting controls in the vehicle.
  • Share student’s responses with the other groups by listing the responses on the chalk board.
  • Ask students to share with the class possible methods of eliminating these behaviours and discuss the best method for minimizing these risks.

Once the students have completed the discussion, instruct students on why each behaviour identified is risky.

Development/Action: (55 minutes)

  • Have students review Appendix 2: Road Signs in the Province of Ontario.
  • Explain to students the basic road sign regulations created by the Ministry of Transportation. For example, the signs are “usually rectangular or square with a white or black background and black, white or coloured letters. A sign with a green circle means you may or must do the activity shown inside the ring. A red circle with a line through it means the activity shown is not allowed.”
  • Have students look at each road sign and guess what it means.
  • Encourage students to discuss why these road signs exist.
  • Ask students to consider if the current road signs do enough to deter them from risky behaviours.
  • Distribute the class assignment ( Appendix 3: Designing New Road Signs) detailing the need to identify a risky behaviour and to become social advocates for changing these behaviours.

Consolidation/Debrief: (10 minutes)

  • Display the assignments and explanations in the classroom.
  • Have students walk around the classroom and view each other’s work.
  • Lead a class discussion on whether any risky behaviours are missing.

Assessment

Use  Appendix 4: Rubric to assess students.