Risky Behaviour and Prevention

Through a group discussion and questionnaire-based exercise, students will learn about unsafe behaviours around different modes of transportation, like driving. Then, a fun guessing game will teach them why it’s important to recognize and understand road signs. Overall, students will learn the importance of being socially responsible so that everyone in the community stays safe.

Grade Level: Grades 9 to 12

Subject: Health and Physical Education

Time required: 75 minutes

Overall Expectations:

  • HPE – Healthy Living Strand
  • LL – Language and Literacy

Introduction/Minds On
(10 minutes)

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.

(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 for students to become social advocates for changing these behaviours.

(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.

Teacher Assessment

Use Appendix 4: Rubric to assess students.

Learning Outcomes

  • 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.