Grade Level: Grades 9 to 12
Subject: Health and Physical Education
Time required: 75 minutes
- HPE – Healthy Living Strand
- LL – Language and Literacy
Note: Choose the questions and methods of travel that are relevant to your students.
- Conduct an informal class discussion on risky behaviours students have seen on the roadways.
- Direct students to complete Appendix 1: Road Safety Questionnaire truthfully to help engage in conversation (you may choose the questions most relevant to your students).
- Divide students into groups of two or three.
- Instruct students to identify all the methods of transportation a teenager might use to get to school. Direct the students to recognize the possible dangers associated with each method of transportation. For example, weather conditions; technology use such as texting or talking on a phone; drowsy driving; drugs and/or drinking and driving; speeding; aggressive driving; grooming activities; eating or drinking; conversing with passengers; tending to children or pets; or adjusting controls in the vehicle or setting up a GPS.
- Share students’ responses with the other groups and list them on the chalkboard.
- Ask students to share possible methods to eliminate 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.
- 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 for students to become social advocates for changing these behaviours.
- 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.
Use Appendix 4: Rubric to assess students.
- Appendix 1: Road Safety Questionnaire
- Appendix 2: Road Signs in the Province of Ontario
- Appendix 3: Designing New Road Signs
- Appendix 4: Rubric
- Download all appendices
- More information: Distracted Driving
- More information: Pedestrian Safety
- More information: Bicycle Safety
- More Information: In-line Skating and Skateboarding
- 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 an 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.