Vehicle Safety

Grades 4-6 Lesson 2: Vehicle Safety

Subject Area: Traffic and Road Safety

Time required: 50-60 minutes

Title: Vehicle Safety

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

Summary of Lesson

Students will work in small groups to expand their learning about vehicular safety rules and risks.


  • 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.


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

The Arts

Visual Arts: produce two- and three-dimensional works of art that communicate a range of ideas (thoughts, feelings, experiences) for specific purposes and to specific audiences.



For the minds on activity, you might have all the actions and safety considerations written on cards that you hand to students, rather than whispering in their ear.

Introduction/Minds On: (10 minutes)

  • Whisper an action in each student’s ear (wearing a seatbelt, wearing a bike helmet, being a safe car passenger, look all ways before you cross the street, use proper hand signals while cycling/riding a snow mobile, cycling, all-terrain vehicle (ATV) riding, in-line skating, skateboarding, walking/jogging, or snowmobiling).
  • Have students walk around the class for two minutes miming the action they have been given.
  • Ask students to name the actions of their classmates.

Development/Action: (30 minutes)

  • Have students work in 6 small groups to brainstorm rules and suggestions to stay safe while cycling, riding an all-terrain vehicle (ATV), in-line skating, skateboarding, walking/jogging and snowmobiling.
  • Have students write or draw their ideas on a poster (as a group).
  • Display the posters in the class for a Gallery Walk.
  • Using Appendix 1, Jot Notes Gallery Walk, have students write observations about the posters as they walk around the classroom.
  • Once all students have had the opportunity to examine the posters, have each student present their poster to the class. This will allow students to make changes and to elaborate on their poster summary Jot Notes (Appendix 1).
  • Have students refer to Appendix 2 and Appendix 3, Vehicular Activities Rules and Risks and How to Wear a Bike Hemet and Cycling Hand Signals, to identify and add any missing rules and risks associated with different vehicular activities.

Consolidation/Debrief: (10 minutes)

Have students examine the Vehicle Safety Illustrations in Appendix 4, then identify risks associated with the six activities discussed throughout the lesson and write point form notes of their observations. As a class, review the rules, risks, and repercussions associated with the students’ observations (for example, personal safety risks such as brain injury or breaking the law by not wearing a seat belt).

Teacher Assessment

Use Appendix 5: Conferencing Checklist, to assess students.


Have students select one medium to convey a persuasive message about the importance of road safety and their activity (for example, brochure, power point, jingle or poster).