MICROCOPY RESOLUTION TEST CHARTNATIONAL BUREAU OF STANDARDS

STANbARD REFERtNCE MATERIAL inina{ANSI and ISO TEST CHART No 2)

TITLE

1)1STiTUTIONSPON8 AGENCY

PUB DATENOTE

ERRS PRICEDESCRIPTORS

ABSTRACT. Approximately 120 lessons for increasing nixes-racip

students' safety knowledge and skills as pedestrians intrafkiat school, as auto,and school bus passengers, and ass operatorsbicycles are provided in this traffic curriculum. One,third of the u4-

curriculum focuses on perceptualdsafety activities for youngpedestrigS, including lessons on visual 'and auditory pet-cptio'n',aadtraffic laws, rules and procedures. The remainder of the curricurumconsists of lesson materials concerning school bus, bicycle,,. 'autopassenger anh school environment pedestrian safety. Throughout thecurriculum, safety concepts and skills are taught through art,. mathreading, research, .science and social studies lessons. Auditoryr.-

.

bulletin board, and non - integrated safety.activities as well as'filmand interview activities are included. While-the lessons are arranged-sequentially, they also can be used selectively. Additional featuresof the curriculum are (1) approximately 40 nesters that can bereproduced for classroom use: (21 a cross reference list enabling theteacher to select activities in terms of safety area, integratedsubjects, type of activity and/or type of skill taught: (3) abibliography citing films and filmstrips; teacher preparation booksand-materials, :curriculum' and instructional materials, children'sbooks and games: (4) a list of resource persons: and (5) learning'activity and film evaluation forms. (Author/RH1

Interdisciplinary - Traffic :Safe IeStr4ctionaISystem i erre* VI.-Maryland t'tateTiept. ofAducation,,BAltimdie..Maryland State Depe.g-.76f;TOnsportit_log BaitiOreV::National Ftighway- Traffic fet.y. Admin'is rit%ionZIDOTWashfngton,-,H1 C.. %

73211p.; Oor other'doclments s-serles4. See PS 012 -

151-158. ,

7L_

1001/0009 Plus Postage-

Concept Teaching. CurricUluMi 11.emeiont7arrEducatiqn:*Elementary. ,-Schobl Student6; 0rA40,:187.nskrpctionalMaterials:InterdiSciplinary.Apprma *Learning.ActivitieS; *Perceptual PevelOPment; *SatitEducation; Skill PevelOppenti,.*T ific,Safety

* **************** ****** *******************- ********** ****`Reproductions supplied by ERRS are the, best 'that can be' made

frOm he original document.**************** ************************** *************

U .5 aePARthiENT Or NRALTH.EodcATiolia WELFAREPATIONA4 INSTITUTE OF

EDUOATION

TH4 S. aarUmENT ,HAS BEEN REPRO-bugEo.ExAcrt,,,f:A RErEivan-rpow,THV PERSONOR OROANipsTiONATi NG IT POINTS OF VIEW OR oPiNioNS.STATFO F_EPRE.

YOFFICiALV/ATioNAL iNSTiTUTEttr,OANQN RQSiTioN OR POLICY

FETY INS.717R001101414',. YST

SO THEY MAY

wLIVE ra. LEAR

"PERMISSION TO REPRODUCE THISMATERIAL HAS SEEN GRANTED BY

SERIES VITOME EDUCATIONAL RESOURCESINFORMATION CENTER (ERIC).-

PRODUCED BY THE MARYLAND STATEDERARTMENT OF EDUCATION

SAFETY EDUCATION AND TRANSPORTATION,_ SECTION

MORRIS -W,':.RANNELS, COORDINATOR

PEDVTOAN PROJECT COORDINATOR

DONALD LAFOND

CURRICULUM SPECIALISTS

BARB RA HARDERANICE FAULKNERULIENNE HERRMANN

ARTWORK:H

GINNY COLFELT--

,-.LAYOUT AND,TYPING

DOROTHY WOLSKIJERI, °MVO

A SPECIAL. THANKS .TO THE TEACHERS'16;THE-STATE OF MARYLAND. WHO HELPED ESTABLISHTHE NEEDS AND DIRECTIONOT THIS PHOJECle,

TNIS:PUBLICATIONVAS PREPARED UNDERAISRANTEROM'THETRANSPORTATION SAFETY, _MARYLAND DEPARTMENT OF TRANOORTATIONIIANOTHE.NATIONAL.HIGHWAY TRAFFIC 'SAFETY-ADMINASTRATI.DN U.S. DEPANTMENTX.TRANSPOITTATIONt'UNDER PROJECT NO. PS 7z-145A. J4E000,floiti TINOINgs,AND CONCLUSIONS EXPRESSEDIN THIS PUBLICATION ARE THOSE OF THE AUTHORS.-AND NOT NECESSARILY THOSE OF THESTATE OF MARYLAND OR qtfEs NATIONAL HIGMWAY7TRAFFIC'SAFETY ADMI.NiSTRJATION

PUBLISHEDAY,

.MARYLAND STATE DEPARTMENT OF EDUCATION

P.O. BOX' 8717 FRIENDSHIP INTERNATIONAL AIRPORT

BALTIMORE MARYLAND

1973,

Np PARTJW THIS BOOK MAY BE. REPRODUCED. IN ANY FORM OR,BY ANY MEANSOTHER 'THAN FOR:CLASSROOM USE WITHOUT PERMISSION IN WRITING FROMTHE MARYLANDSTATE DEPARTMENT OF EDUCATION.

ITV CURRICULUM COMMITTEE

MARYLAND' STATE DEPARTMENTEDUCATION

- _

DONALD: LAEOND, CHAIRBENNIE E-.41ATITMANII,

ALICE= A. poLbEt1iP4Mapi r S W. RAN,N ELS

HELEN N. TuLd

IONTGOKRY COUNTY

FRANK. NAERIAQi

FIRST MARYLAND HEALTH CARE INC.:

PRANK E. ENfyCHAIRMANATEOT OF HEALittiPHYSi-,

EOCAtiON AND RECREATIONANNE,ARUNDEL COUNTY

HERaERT,&'HliLTAUD4 SURERVISOR,EDUCATIONAL RESEARCH.

BALTIMORE CITY-

FRANK-BENNETTDIRECTOR-OF AFETY EDUCATION

BALTIMORE. COUNTY.

TOWSON STATE COLLEGE

DR. DILLYHAUSERMANCHAIRMAN? EDUCATION DEPARTMENT,

BERNARD G. TAYLOR'.DIRECTOR OF LIDA LEE TALL ScHow.-

WALTER GORDON- R.. ,

DIRECTOR OF TRANSPORTATION

CHARLES 'COUNTY

'ANTHONY GUIDO-TEACHER

ONIVERSITr OF MARYLAND

-DR. FRANK KENEL

CHAIRMAN-OF'TRAFfIC SAMETY DEPT.

ARyLAND=CONGRESS OF PTA!S

J6NE.CoorEp

DORCHESTER COUNTY *'

-MRs.-DOROTHY B. NAvE-SLIPEAvksati ELEMENTARY

AND READING

DEPARTMENT OF TRAFFIC ENGINEERINGBALTIMORE COUNTY

WILLIAM T. f4L-.zER

DEPUTY TRAFFIC! ENGINEER

FREDER

IRIS hSUPER

COUNTY

T MERMAII.SOR PRIMARY

HAR

LE

DI

COUNTY

LIE B..GDoDwUN'iEfCTOR ELEMENTARY EDUCATION

EDUCATION

, 4INSTRUCTIONAL TELEVISION

DOLORES J. DEARDORFFiSPECIALM IN CURRICULUM EVELOPMEOf

JOHN C. MAITLANE4 JR.SPECIALIST IN .CURRICULUM DEVELOPMENT.

PRELUDE

TN I S SAFETY talCAT I ON PROGRAM vicomgAssEA THE LATEST METHDDS OF' THE PUACTI ONAL"VISUAL PERCEPTUAL MOTOR APPROACH f r o LEARN I NG. I T UT ILI ZES THE' DISCIPLINES OF EllpCATION, PSYCHOLOGY, OPT-brig:TRY 'AND OTHER RELATED ELDS.- IT TAKES' INTO ACCOUNT:- DOW,IILDR:EN LEARN THE CONCiPTi AND PRECEPTS THAS THEY MUST' RELY ON DA)LY% IT1 ORDER 73ELY AND MOCeESSFULY SURVIVE I N A COMPLEX ADUCTENGLNEEREO'TliAFF WORLD.

--.THESURVI VAL, SAFETY AND -SLiCCESs OF CHI LOREN -DEPENDS MOT SO MUCH ON KNOWINGA ET.- 0F RULES OR REGULATIONS ABOUT SAFETY, RUT- -"BY A S'CSIEMAT I C PROCESS OF I DENT

---FYING,-.;_pREDICT I NO, -.06eI DI-NG- AND EXECUTI NG SP-EC-1 F I C BEHAVIOR WHEN CONFRONTED WITH-A_ PDTENT IALLY DANGEROUS Sr-IDA! TOW. THE -CHILD MUST FIRST I DENT TPY THE HAZARD, PRE

EliCT=WHAT'WILII" OEtuR-I F cERTATN ACT I OtIS ARE TAKEN OR. NOT TAKEN _AN THEN,- BY CALLINGON STORED ,MEMORY OF PAST EXPER ENCES, CORRECTLY DECIDE- ON AN APPROPRIATE AET ION.'7-FINAL=LY-, HE MUST -THEN, EXECUTE THE BEST ACTION OR REACTION TO -svccEssoLLy:figNAGg

THE- ENCOUNTER THESE ENCOUNTERS OCCUR AS LDREN ATTEMPT- TO CROSS INTERSECTIONS,RI. DE THE FAMILY AUTO OR THE SCHOOL BUS. THEY HAPRENa I N!THE -HOMEAS WELL ASTHE SC#104 ENVIRONMENT, IN' THE PLAYGROUND,.; ATRLETIC 'F I ELDS AND WHEN RIDING_ B I CYCLES

MOTOR =EQUIP-HENT. w__THI PROCESS INDENT !Ty! NG, FRED! CT I RG, ,DEC I DLNG AND EKECUT IiS LARGELY TN! GGETtED BY 11.1 SUAL INPUTS 1 N ORDER TO CERkB,R,ALLY MATCH DATA WITH STOREDMEMORY THAgis THAT -HAVE '13 EN ALSO VISUALLY ArkLII RED:

ALTHOUGH' WE RICE' vE --NfoRmAY I ON- FROM OTHER °SENSE 'ORAL I T I ESP SUCH AS HEARTAG,TOUCH,- TASTE AND, iHELL, ELGI-ITY FIVE PER CENT OF THE 1NKOR-MAT I ON:- WE- HAVE,-.0ETHEWORLD. AROUND US 1 S ACDORip THROUGH VI 1)=1-51-4N MONITORS AND" VERIFIES THEOTHER SENSE DATA.. WE ANEAWARE..THEN--or TAE--CERT I TUTIEOF ARNOLO GESSELL'S STATEMEAT, \ "VI SION THE DOMI ANT SENSE..IN ORDER TO :RAW THE CHILD, WE MUST KNOW-- sV I SION." 1 T WAS cARI SYOT E SA THAT THERE I S NOTHING IN THE MI NO-4THAT DIDN'TCOME THROUGH THE SENSES. CrIARDi ro-%S A-DAGEt 'ITO- SEE DR TO,PER I Serf EKEMPL I F I-ES- TETE

IMPORTANCE OF =1/ I S 1.414- FOR SURVI VAL. SURVIVAL AND SEE)NG:, ARE CLOSELY L INHED TODAY,AS WAS .FOR OUR PROGENITORS WHID SUCCES-sFuLEY SLEW THE SABER,. TOOTH _TfGER-.

MANY -I INDIVIDUALS HAVE MI=DE S 1 GN IF I CANT CONTITUT IONS Tpwiia- uNput4TANDA-NG

THE ROLE OF VISION AND ITS REUAT I UN TO THE LEARN I NO PROCES'S* SOME OF T4- MOSTOUTSTANDING PEOPLE G. N. GETHAN, A.M. sliw I NGI6N -GEORGE CROW, 'HARRYFOUG, SAMUEL RENTMAW,, rc. it(EpHiRf DAREiL yBOYD UARIION BOBERT KRAiK I N R &ESUTPHI N R. Co OREM, _RAY e. WMNDERIA CK, AND MANY OTHERS. THEY ALL EMPHASIZE THATVISION I S "LEARNED AND HAS .A NU'ESSARY MOTOR COMPONENT.. 1-1.1t LATZST iNTtRPREURSOF, THE WR I.T I NGS OF JEAN 'PI AGET 4:-;,sTpqNdLy ENDO S, THE T RUST,---6F E6UCAT 16N I N

THIS: DI RECT I ON* WE OWE :A' DEBT TO THE PROFESSIONALS '-.TrAtrinicyARE7coNeERNED `ABOUTLEARN! NG AND 'HOW BEST TO.f ARRANGE CONDITIONS FOR LEARNING TO OCCUR. THEY DAREDJO TAKE A NEW TACT, AND FOLLOW CdIIVI,CT IONS BASED UPON ,SOUND PRI NCI ?LES.,

I T BEHOOVES US WHO HAVE CLASSRDOWANO,CL IN I CAL RESPONS 1°11- I T I ES TO. BRINGTHE: -BEST METHODS AND TECHNIQUES TO 'OUR CH LLDRENI- WE MUST ALSO BE .AWARE. OF J.HEMODELS, OF EARN] NG AND ACQLIJ RE SKILLS OF , APPLYING THEM AN THE .CLASSROOM WITHTHE I NDI V I DUAL CHILD.

14E, 1 N_ IMODERN FUNCT I ORAL OPTOMETRY, F INO A GREAT .SENSE OF SATVSFACT ION- N

SEEING OUR TECHNIQUES AND PRINCIPLES BEING UT L I ZEO, FOR WE KNOW THE SOUNDNESSAND EFFECTIVENESS --VENESS- OF THIS APPROACH TO THE yiUilAN ORGAN I itie RIZBERT-KRASK I N .

STRONGLY URGED, "WE CAN, SHOULD AND MUST USE THE ,P C I PL ES_ AND TOOL'S OF THED I SCIRL I N E S , BUT NEVER' USE THE METHOMS. F ANOThER ROFE'SS I 0N,"3

5

FOR FURTHER 1 DENTAL r I CAT I ON,

MODERN OPTOMETRIC VISUAL TRAINING HAS LONG-STRESSED.THE FACT THAT VISUALCOMRETENCYAG A TRALNADLESOLL THAT HAS RAMIFICATIONS 'WALL HUMAN PERFORMANCE.

CONSEOENTLY4 AN INTERO1S.cAPIINARY'APPRD CH MUST-DE TAKEN, TO INSURE MAXIMUM AUTO

ROMY-ON THE PARTOF THEDEI.ELOtING CHILD NOW MORE AND. MORE TEACHER! ARE REALIZINGTUE EDUCATIONAL- BENEFIT TO THE CHA.0 THA COMES FROM AW1N,TcRDISCIPLUNRYPROAdH

GETHER'WE ALL MUST GROW IN'THE KNOWLED E OF HOW CHILDREN LEARN-j0 SEE,' O THEY

--DAN SURVIVE' SAFELY-AND SUCCES1FULLY SOPHISTICATED WORLD. WE.CALL ON:IOU,TO

BE AWARE AND -ALERT-=TO OPPORTUNITIES'AVAILAMLE TODAY' TO MAKE EDUCATIONJH Y

MUST REfiF TRUE LEARRING%1S TO TAKETLACE;LEONARD T,7 SALTYSIAK

-OPTOMETRIST.

ARNOLkOELL, VISION,-iTS DEVELOP: VNFANT:ANDONIAARPER'AND-:-OR&THENS 19L9.)

_

IERRi TIELHARD DE CHARDIN PHENOMENON OF MAN ( E

EATD00KS,, 1959$'

ROBERTA.-KRASKINi,JOU CAN'IMPROVE'YOUR VI_SIOPC-DODDLEDAY & COMPANY, iNC-0, 19680)

* CROW, GEORGE, . BASIC GPTHOPTICS ANOLRECONDITIDNING.PAPIRS,' t

ROW, GEORGE,' FOUG, H. L. FUNDAMENTAL PRiNCIfLES:DF VIGUAL_TRAURING.-DUNCAN,OKLAHOMASYOPTOMETRIC EXTENSION PROGRAM,19381972.-

1 ...

DIUNDAN, OKLAHOMA: OEP

pot44,. HALOREM,- MARVIN R., KANE ELMER-RaT----MCKEE,.-GOROON1

bEVEOPING-;.REAOING READiHESS. NEW YORK NEW YORK: IdEBSTER.BIVISION

AlliL,BOOICCOog 1968,',"

HARM*. DARELL. BOYD. NOTE IDIN DYNAMIC THEORY-'0E-VISi-OR. AU TI

PRIVATELY PUBLiiRED VOL.. 1, 1958.-

KEPHART, NEWELL C. :THE SLOW LEARNER IN THE CLASSROOM. -.CO,-CMARLEG-- MERRILL k117.i71717-4G COMPANY, 1971. -

KEPHART, NEWELL 'C.,' STRAUSS, ALFREDA. HE:-COORDINATEO:CLASSROOM 2YEARRESEARCH STUDY. TEXAS: TEXAS SCHOOL'SYSTEM.

AOREM, 'R. C. LEARNING TO. SEEING TO LEARN. JOHNSTOWNASSOCIATES,' NC.. 1971.

P F MAGET, JEAN. THE CHILD COMPANION OF AND SPEED. NEW YORK:HOLLOWAY AND Me J. MACKENZIE,TRANSLATED FROM THE FRENCH BY

BALLANTINE BOOKS, 1969.

RENSHAW, SAMUEL. LHILDREN:S. SLEEP. NEW-: YORK, NEW YORK: MACMILLAN CO., 1933.

SKEFFTNGYON, H. M. OPTOMETRIC_EXTENGION___PROGRAM. NEW YORK,. NEW YORK: PAPERS

-,PRESENTED AT THE GRADUATE CLINIC FOUNDATION', 192&1972.

SaITPHIN, FLORENCE E. A:OERCEPTUAL TESYING,TRAINING FOR FIRST GRADE TEACHERS.

WINTER HAVEN, FLORIDA: WINTER HAVEN LigNs,CLIAA, 1964.

WUNDERICH,RAY C. KIDS BRAINS AND LEARNING. Si-. PETERSBURG, FLA,:JOHNNY READS, 4NC., 1970.

gHE OVERALL OBJECTIVE OFiaTHeS- INTEROISCFPLINARY INSTROiCTIONAL4'- -:SYSTEM AORjRAFFIC-SAFETT AS TOIPROVPIDE AN EFFECTIVE TOOL FOR TRAINING -THE

YOKING IN THE KNOWLEDGE AND SKILLS'NEEDED TO EFFICIENTLYCDPE-WITH-THE%TRAFFICENVIRONMENT.- THIS-PROGRAM PRESENTS SAFETY AWARENESS-AND RESPONSIBILiTrAS ANECESSARY-!"WAY.-OF' LIFE"- AND. NOT AS A RESTRICTIVE PRWHIRED LAST OF "DOS" AND"DORI TS*".;

T IS PUBLICATION IS DIVIDED INTO:TIVE SAFETY CONTENT. AREAS (SEETABLE OFiDONTENTS)*' MATERIALS HAVE BEEN DEVELOPED TO .FROVIWSEQUERTIALLEARNING/0 AN "A LA CARTE" APPROACH TD-SELECTING THOSE ACTIVITIES WHICH ARESPECIFICALLY RELEVANT TO YOUR STUDENTS IS ENCOURAGED. HOWEVER, THIS PUBLICATIONIS ALSO!DESiGNED T BE DSEVI,N A PROGRESSIONAL, SEQUENCE.

THE FOLLOW N:PROGRAM THAT WILL ASSIST OU'IN ITS USE:.

PP

ARE SPECIFIC' CHARACTERISTICS OF. TH S INSTRUCTIONAL

1. A TABLE OF CONTENTS BASE- ON THED4NCEMS FOR EACH MAJOflaSAFETY' AREA IS LOCATED AT THE FRONT OF EACH GRADE LEVELPUBLICATION. -THIS ALLOWS THE TEACHER TO CHOosig THOSE SAFETY,AREAS BY _CONTENT BASE' UPON THE ASSESSED NEEDS OF THE STUDENT.

2. A CROSS REFERENCE, IS PROVIDED IN'THE BACK OF EACH GRAPELEVEL PUBLICATION TO ALLOW SELECTION OF SAFETY CONTENT BYSAFETY AREA, INTEGRATED SDBJECTISi TYPE OF ACTIVITY AND TYPOF SKILL. ...WITHIN THE SAFETY AREAS youmAy SELECTILESSONS, IA PARTICULAR SUBJECT AREA 0.11 CHOOSE SPECIFIC SKILLS THAT ARENEEDED FOR YOUR STUDENTS, THE LESSONS ARE FURTHER DENDTEP.ATEACHER DIRECTED, GROUP OR INDIVIDUAL ACTIVITIES, SEE PAGES150 -160.

it*

3. -SPECIAL-EMPHASIS HAS BEEICPLACED ON THE USE OF MASTERSFOR REPRODUCTION. EACH 41ASTER HAS THE DIRECTIONS ,FOR USE.ON THE .BACK IT* . EVERY MASTER IS DES GRATED BY-A. T7ITCE,.LETTER'AND PAGE NUMBER. THE MAST RS E LISTED. IN THE CROSS

.

RIFERENCEUNDER'"MASTERS FOR REPRO_ TION," AS WELL AS UNDEREACH INTEGRATED SUBJECT.

4 A 81OLIOCRApHy OF FILMS,'- TEACHER PREPARATION, BOOKS ANDMANUALS,, CRILDWEN1S-BOOKS AND OTHER-RELATED INSTRUCTIONALMATERIAL. IV:PROVIDED.* THIS LISTING CONTAINS MOST OF THECURRENT BOOK§'AND MATERIALS THAT ARE RELATED-70 THIS PRooRAM.MOST OF THESE ARE AVAILABLEONA-sHoAT LOAN BASIS FROM THEMARYLAND STATE DEPARTMENT OF EDUCATION, SAFETY AND TRANSPORTATIONPHONE: 7984300p EXT*- 287*

5. AN cvALIJATI N, FORM IS INCLUDED-FOR yoU TO SUBMIT AT'ANYTIME YOU DEEM IT APPROPRIATE, BUT ESPECIALLY AT.THE CONCLUSIONOF lEACH SCHOOL SEMESTER* YOUR EVALUATION IS ESSENTIAL IN ORDER'TO ADEQUATELY ASSESS THE EFFECTIVENESS OF THIS PROGRAM FOR BOTH,THE _TEACHER AND THE STUDENT. THESE EVALOATIONsUiLLE USED. AS A'BASIS FOR FUTURE REVISIONS.

PLEASE BE. FRANK AND C-9NSTRUCTIVE IN. COMPLETING THIS EVALUATION. RETURN A COPY OFTH14 FORM AT THE END:10,'EACH: SEMESTER (OR MORE-OFTEN IF YOU WISH) TO:

MARYLAND 'STATE DEPARTMENT OF EDUCATIONSAFETY AND TRANSPORTATION

13-- O. DOX,8717, FRIENDSHIP INTERNATIONAL 11RPOR.T

BALTIMORE, MARYLAND 21240

GRADE LEVEL 4CHECK

;,!

1. CLEAR AND CONCISE:PRESENTATION OF COIICEPTSAND CONTENT FORJHE'',TEACHER6

2. CONCEPTS.AND ACTIVITIES SUITABLE -FOR GRADE.,

3,

FrVEL COMPETENCIES'i_ORMAT EASILY FOLLOWED.''

NEEDSGOOD ACCEP-TABLE IMPROVEMENT.

AciivrtiEs,commENsuroifE WITH OBJECTIVES.

ACTIVITIES PRACTICAL FOR,APPLICATION OFCONTENT*

6. 'VISUALS.ADEQUATELY"COORDINATED141TH LESSONS4',

TECHNICAL MATERIAL APP OPRIATE TO STUDENTCOMPREHENSION LEVEL AND TEACHER LINDERTANDING,INTERDISCIPLINE APPROAC TINACTIVITIES'REAtISTIC-ANDEFFECTLVE*CROSS REFERENCE SYSTEM E FECTIVE AND HELPFUL.

100-BIBLIOGRAPHY AND RESOURC REFERENCE.

11. ARE MORE ACT 1 VI T I-ES 'NEEDED? YES _NO. IF YES, WHAT AREA ?`.01.

12. PLEASE Li4T ANY4CTIVIT1ES OU FEEL SHOULD BE EXCLUDED.

1 HOW DO YOU .FEEL THIS PUBLICAT IS BEST USED? A LA CARTE THROUGHOUTR'SUBJECT AREAS AS A SEPARATE COURSE OFAS OCCASION PRESENTS ITSELF

AS SUPPORT MATERIAL FOR OTSTUDY WITHIN THE'SCHOOL,WEEK

14. HOW DO YOU PLAN TO USE THIS PUB !CATION IN THE FUTURE? DAILY MONTHLYONLY OCCASIONALLY NOT AT ALL =OTHER (SPECIFICY)

PLEASE INDICATE YOUR SUGGESTIONS ON THE EVERSE SIDE OF THIgPAPER IN ANY AREASWHICH YOU'MARKED AS NEEDING IMPROVEMENT. ANY OTHER CRITICISOS OR COMMENTS AREALSO APPRECIATED..

FILM.-WAS EFFECTIVE?

'DO-YOU FEEL THE, SITUATIONS PRESENTED:1NTHIS FILM WERE REALISTIC?

ANSIgEN TO #3 IS NO, WHICH SITUATIONSWERE UHREALE TIC AND WHY?

-DID THIS FILM SUPPLY YOU VII-TR-NEW:1NFORMATIONT

COULD YOU IDENTIFY ANTONE IN-THIS Flul ASREPRESENTATIVE .OF PEOPLE YOU KNOW?

WOULD NON -LIKE SEE OTHER SUBJECTS USETHI .FILM TECHNIQUE FOR INSTRUCTIOR-,

Do you THINK VIEWING THIS FILM WILL CAUSE-*YOU TO CHANGE SOME-OF YOUR BEHAVIOR?

IF ANSWER TO W8 LS YES IN WHAT.WAY'WILL'YOUCHANGE'YOLIR 'BEHAVIOR?

11. IF ANSWER TO 8 IS NO, WHY WILL YOU NOTCHANGE YOUR BEHAVIOR?

IF YOU WISH, PLACE ANY ADDITIONAL COM '4:144 BACK OF THIS-SHEET.

THE FILM CRITIQUE. IS DESIGNED TO DE USED WITH'TBE SAFETYFILMS LISTED IN, THEJIIBLUOGRAP'HY* AFTEy THE CRI1TIQUE HAS BEENCOMPLETED, THE STUDENTS CAN-TABULATE THE RESULTS AND REPORTTHEM TO THE CLASS.- VARIATION: 1AVE THE CBILORERSUGGEST'VITIES AND/DB,REFORTSTHATCAN BE MADE. FROM INFORMATION GAINEDFROM THE CRITIQUE. --

viii

Pedestrian Perceptual Safety ActivitiesSOUNDS: AND LISTENING

11.

VISUAL PERCEPTION SKILLSGAP TIMESPACE TIME AND. DISTANCELIGHT. AND COLOR

TRAFFIC LAWS RULES AND PROCEDURES

School Bus Safety ActivitieiWAITING AT THE BUS STOP

6445ENTERING THE SCHOOL BUS66-67RIDING ON THE BUS

. 68-69EXITING THE SCHOOL: BUS7Q-78CULMINATING ACTIVITIES79-80

1-11

12-24-

_25,2829_4445-48:

49-62

Bicycle Safety Activities

SKILLS ANip PRACTICES82

BICYCLE SAFETY CHECK 4 8PARENTAL' GUI DE FOR PURCHASING A BICYCLE _

-- 84BICYCLE BASIC CONCEPT REVIEW _ _, _ _ .: _ _ 85BICYCLE LAWS AND RULES _ _ , ,__ 86-89CULMINATING ACTIVITIES 4 90-97

Auto Passenger Safety Activities= ENTERING

,

A CAR, _99EXITING A CAR I _ 99':SEAT BELT USAGE-FACTS AND MYTHS

_- _ -1 0 0- 1 1 4MAP SKILLS INTERSTATE NUMBERING SYSTEM_ s

.----;,,___ 115-117PLANNING A VACATION , _ 118-119COMPUTING MI LES : PER GALLON ,

120-121GRAV I TY FORCES AND FOOT POUNDS_ 122-123

!lc hoc)! EnvironmentPedestrian ActivitFIRE DRILL PROCEDURESFIRE SAFETY = -

SAFETY IN AND AROUND THE SCHOOLSTORM DISASTER ,PROCEDURES

= 125-126127-138

= = 139-143144-149

SUBJECT AREA CROSS REFERENCEBIBLIOGRAPHY

150-160161-183

x ii

4

Thr developMental perceptual training .activities thestudent wm be ableto acquire-the-basic perceptual'Skills'necessary the pedestrian task

t ally Coordinated body is necessary o function efficiently..inhecomplex'trafficworld.

All senses must be deUeloped a d trained to cope with taiaff mc- .environment to ensure maximum -efficiency.

SIS SAFETY INSTRUCTIONAL SYSTEM. PEDESTRIAN PERCEPTUAL. SKILLS

,SIS

OBJECTIVE: . Utilizing evmryday experience with sounds,he student will .be able to_distinguish between active listening

pas4ive hearmn

CONCEPTS O BE DEVELOPED:

Listening is an active ,Process which elicits some kind ofinterpretative respons from the learner.

Interpretative response is determined by the process oflistening. A

.3. Purposes-of listening are: information, enjoyment," appreciationand evaluation.

. Sensitrzing students tg significant sounds in the trafficenvironment.

1. Dt YOU MESSAGE ? On chalkboard place the chart below.Discusion follows.

ACTIVITY R SE NSE

Listening tooral reading ofa story.(Select anyshort selec-tion appeal-ing to yourparticulargroup.)

Listen for information

Assimilate detailsof story

Listen forenjoyment

6

React to mood thatauthor creates.

Listen forevalua ion

Discriminate be-tween fact & fancy

LIST NI R I RMATION - is en to classmates give directionsfor:

a. Baking a "packaged" cake.

b. Locating an entry in the dictionary.

c. Mikin- .tempera paint.

Playing a game.

Pr6cUring from the library a particular book, of fiction,

f. Summoning the fire department.

g. Treating

h. Walking from school to the nearest public library.

LISTENING FOR OICM B NT (Use ofradio' or ta- Discuss andidentify the following as examples- of hearing or as examplesof listening: #

a. Being aware of music (hearing).

b. Being aware. of persons' voices (hearing).

c. Identifying with charactervkin'a.drama (listening).

Objecting(listenin

to the sales pressure used in a commercial)- p

e. Predicting the outcome of a drama =tic presentation (lis eni

f. Enjoying the humor of a joke.

Differentiate between background sounds and those soundswhic.stimulate mental aiid physical activity.

LISTENING FOR EVALUATION

a. Detecting sales` pressure.

b. Discriminating between fact and opinion.

c. Consciously interpreting traffic sounds'and reacting to them.

5. EVALUATION CHECK - Do the studehts see the relatiOnshipbetween respone,to liStening and purpose for l sterling?if this evaluation is successful, present the f llowingchart and see if s U nts can interpret it;

o

TRAFFIC SOUNDS

HEARING - Mere .recognition of the sounds ofthe moving vehicles.

LISTENING

_

- Reaction to and interpretation ofsignificant. sounds:

- Asso iton of policeman'slvhistle with the 'directiOnof traffic.

- Identification of screechingtires an honking' horns.

- Reali?ation of the amount oftraffic.

6. DISCUSSION - Contrast the sounds that were heard with thesounds that.--demanded the listener's attention.

a. Why is this @tpeCially significant in the trafficenvironment?

b. 'Where is this concept alSo espedially important?c. Who is responsible for making this distinction?

When are we trained to have the ability to make this'distinction?

e. What can you. do as an individual to improve your abil-todistinguish sounds.

7. MASTER FOR REPRODUCTION

A- Hering with Ears

NOISE UNIT - Lead-up questions:

ty

a. Over what deci 1 level does noise pollution becomo defective?b. What can be done about noise pollution?c. What is being done about it?d. What rate of pollution (noise) does an ordina'ry car contribute?e. How do you as an individual contribute to the pollution?f. What can you do about if?

4

If.,

HEARING WITH EARS

I NTERPRETP\TION

LISTENIN G-liJ1114 EARSANIt M I \ DS

4"

5

MASTER FOR REPRODUCTION

HEARING WITH EARS

DIRECTIONS:

Have students write an interpretation ofillutration,in relation to the concepts.

FROM: Chicago Public Schools.

SIS SAFETY INSTRUCTIONAL SYSTEMPEDESTRIAN PERCEPTUAL SK LS

. -

'SIS

OBJECTIVE: The student will be able to make an auditory dif-ferentiation,between a significant traffic noise and an insignicant background noise in the traffic environment.

\CONCEPTS TO,B DEVELOPED:

1, Sounds help people.

2. Sound travels much more slowly than light.

Sound travels abdut,1/5 mile a_ second (about four city 4locks)in' air

Sound =.travel a fast rate speed.

In a wind instrument, a column of air vibrateg inside theinstrument to produce spund,

The length of tills air column can be varied to produce tonesof.different pitch.

7. The longer the :column of air, the lower the pitch; the shorterthe column of air', the higher the pitch.

MATE' POP REPRODUCTION

B-Math Problems Dealing with SoundC-How Sounds Help People

MATE FIB

Speed of Sound in

Speed of Sound in Liquid or Water

r

S DEALI WITH SOUND

,100 feet'ISersecond

Speed. -through Solids (Wood)

Speed through Solids (Steel)

Speed through Solids (Aluminu

1. How long wouldthe other of a

2. How long wouldwater?

3. How much faster does sound travel through elLiminum thanthrough wood?

4,800 'feet per Second

11,100 feet per second

16,500 feet per second

,000 feet per second

it take sound to travel from one endpiece of steep 10 miles ong?

4 .

it take sound ravel seven miles under-.

Sotind%ravels.rapidly, but not as fast as light. We'seio the Bash'of lightningbefore we' hear the thunder.' Figure the distance of alightning flash by using the difference between the speed of lightand sound. Use a time chart such as the followingtime

Time b eertl. htnin d thunder

5 seconds10 seconds15 seconds

seconds1

Distance of lightning

1 mile'2 miles3 miles4 miles

MASTER'FOR REPRODUCTION

MATH PROBLEMS DEA ING WITH SOUND

DIRECTIONS

Give children handout. With given information onlight and sows, ask the children to solve the problems.

/

RESEARCH UESTIONS -HOW SOUNDS HFLP PEOP

A RCH QUESTIONS-HOW SOUNDS. HELP PEOPLE

1:10W CAN-7-gbiziND Be USED y 0 CURE PEOPLE?

WHAT IS CLEANED BY THE USE OF SOUND?

3. HOW DOES SOUND HFJ P IN ROASTING?

4. HOW DOES SOUND HELP US IN THE MORNING?

HOW DOES RA DI ASTRONOMY HELP?

HOW IS SOUND USED OJ TFI:L IF COAL MINES ARE SAFE?

7 HOW DOES SOUND HELP US CROSS THE STREET?

I

8 SONA R HELP US?

9. HOW DOES A FI RE ALARM HELP US?

F ROM :

ED UCAT I 94AL

STEVENS VILL E

10 '

VICE, INC.:NIAN

MASTER FOR REPRODUCT ON C

RESEARCH QUESTIONS - HOW SOUN EIS HELP PEOPLE

DIRECTIONS

Giver6hildren the handout. Have t e children readthe questions. Allow them time to research thosethey need additional information on Reports or adiscussion may be a follow-up to th= research.

ANSWERS:-

1. Ultrasonic vibration assists in cane- cure.

2. _Buildings, clothing, etc.

A time clock sounds when the roast is done.

\4. An alarm awakens us.

Radio waves from stars help to telldistance, etc.

6. Pipes are tapped on and the4'sound carries`one section of the mina to another.

Car horns and automobile noise.

size,

8 By plotting the depth of the ocean, findingschools of fish, submarines, etc.

9. it indicates danger and will help us get tosafety instead of being caught in a fire.It,might call the fire department.

11

SIS SAFETY INSTRUCTIONAL I SYSTEMPEDESTRIAN PERCEPTUAL SKILLS

1.

.

SIS

0_ -rItiES:

1. Given a seri s of visual situations involvirop typicaltraffic probiems,the stu nt will select appropriatebehavior and supply the rationale for his -havior,selection.

Given a series of exercises including the visu= 'iden-tification of the squale, triangle and re t=-- e, thestudent will be able to visually determine the numberof each.

INTRODUCTION

The following activities are exercises in visual discriminationand visual perception.

1. MASTERS FOR REPRODUCTION

D- Shape Recognition - SquareP

_-Shape Recognition,- T rlangle

F - Shape Recognition Rectangle

G Selecting Differences

11- Pedestrian Path

I - Si uatidn Planning

12

a

.V'

MASTER FOR REPRODUCTION D

SHAPE RECOGNITION 7 SQUARE

DIRECTIONS

Have the students identity the first basic h(A square)

In each of ,the following diagrto see how many squares they ca(there is one in A, five in B,thirty in b.

)

14

ask the students,locate in _each.

ourteen in 0-, and

-MASTER FOR REPRODUCTION

SHAPE RECOGNITION - TRIANGLE

DIRECTIONS

Have the stud(A triangle)

In each Of the fbilbwing'diagrams have students seehow many triangles they-can locate-in each (Thereis_one in A, five in B0 'thirteen ih C, and twenty-seven, in__DO

16

.Have i the

(A rectan

In each 0rectangleone in A,

MASTER FOR 'REPRO

SHAPE RECOGNITION,.2..

DIRECTION

CTION F

RECTANGLE

tuden identify the.first--basic shape..

le)

the following diagramSt_see,how manythey can locate in-each. (There ishree in B, six in C2 and ten in p.)

18

MASTER FOR REPRODUCTION 0 1

SELECTING DIFFERENCES

DIRECTIONS

Have students placeboth pictures--and anpicture.

I. on whatever is the same inon whatever appears in, only one

20

MASTER FOR REPRODUCTION H

PEDESTRIAN PATH

DIRECTIONS

In the pictures below a pede tri trying to get'across to the point markediwith an X. Select thepicture depict,ing the passibility of a safe crossingtrace, the best pedestrian Rath,. On the back of thi-sheet write why you selected that picture as opposed:tthe other one.

SITUATION a-MN ING

DRAW A. PLAN OF AN AREA OF YOUR OWN DESIGN. DESIGN IT WITH ASMANY INTERSECTIONS , CORNERS, CROSSWALKS , SIDEWALKS, CURBS ,

PEDESTR IANS VEHI CLtS / STREETS OR ROADS AS YOU WISH. HOWEVERUP YOU 'R OWN ;SIGNS FOR. INFORMATION AND DIRECTION IN THTS

AREA . BE SURE TO PLACE THEM. WHERE THEY BELONG SO THAT . 'HEY CANBE ;EASILY Rte. KEEP IN MIND THE FOLLOWING:

ARE YOUR SIGNS MEAN I NGFUL

DO THEY ACCOMPLISH YOUR PU

ARE THEY EASILY UNDERSTOOD

SITUATION, PLANNING

,hancdoiu.t Ask'!etudents to-4esigptuc traffic tplatecViteras.'

SISSAFETY INSTRUCTIONAL SYSTEMPEDESTRIAN TURCi:PlUAL SKILLS

OEJPCTIVE: Th (:. student-will be able t accurately select thereference point (Ior car- to be behind) that willallow maxinurl time to cross a street.

STEP 0 The student must be able to count in !Iseconcrintervals;i.e. one-thousand-one, one-thousand-two, etc.

PROCEDURE: Usinci a large clock with a second hand, have studentscount as a croup, one-thoand-orl, etc., in unison w±tthe second hand. Fourtcen seconds is enouch. Thisprocedure must be practiced until the students have theability to count accurate seconds.

STEP TVO'_SE7=11: The student must be able to determine the tth4 it tales him to cross a stroet. Approxitiming is as follows:

4-lane street: 12-14 s-_onds2-lane street: 10 seconds1-lane street: o-8 seconds

Using a street without much traffic, have the students wallacross the street while the rest o1 class is counlinn- Thowill tiJ2 represntative of most of the class. Students mustunderstand that this is the time they must have in order to getacross a street safely.

Drle A+) c, Ly4cAr\d one

Ne 11130,:-.3r.i +wo , .

25

iREE: Th student must.be able to judge the ti mine of anobject car)-passing predesignate 3 point,.

PART ave students stand at a yipwallk. Select a reference poll_etc.) and ask the ,students

r -ide-

A.e. sign, poSt,'indicate When a

single person has passed .the selected referencepoint.

NOTE: A refer'ence point can be anyparked car, etc.) which marksmust be in order for you to s-

-Ct (tree, sign, shadow,distance from you that a car

-4y cross the street.

When the children have the idea, proceed to choose areference point in the, street for cars to pass. Practicethis until understood.-

26

2-

TART Select nr li ves students Selec a point. Explainthat wo. now are c;.oing to count the distance fromthat point when-a car passes it to where we arestanding. (Thu.diStance should be lov.er than 12seconds for sequential,bvilding.)

W h s1 4n or assesOur reCe.cence pomi, v.111.Vtitil OM if see, how lc'it fakes be-Core WNe carreaches u5.

Ater, he distance is calculated, ask students ifhat was enough time to` cross the street. Theanswer should be no.

PART c .NOW let' 's pick a refer, =nice p 'iltfL.r r away to. see if._ we can find. vne :.with time we need.Follow this procedure and tell the' students to findthe reference point= that allows eneu9h time.

PART. d: Repeat the -s'ame procedure in the opposite directiOn.

. ,....hoo&ond twelve.

V Ikattutee rlootyA#0 cross Alir2SkretA

STEP 4: -We ntiv have the reference points ttie need to tell us when wehave enouLib time to cross safely. We now know that cars mustbe in back -f these points to have enough time to cross thestreet without getting hit. W? must remember these tworeference points.

Let's practice with these reference points. Does everyoneknow what these points are? When I ;,ay "now" 1 want you tolook both ways and tell me if you have enoulh time to cross.Practice until the students arc proficient at the task.

IN 11, 11 e r enceotrit5 t. .

l74 tccf tN35 k r ocs, uE2

Prom etkAer chreckier,

28

This i the way to help youknow wi,on u have enoughtime to cross the street.It must he practiced ninye

s

SAFETY INSTRUCTIONAL SYSTEMPEDESTRIAN PERCEPTUAL SKILLS

SIS

OBJECTIVE: The students will be able to correctly answer 8D %of the math problems dealing with space,'time,and distance givenhere,

INTRODUCTION

The following math problems and activities are provided to expressvisually the unique relationship of space, time, and distance.

MASTERS FOR REPRODUCTION

j - Speed7Distance7Time'Relationship Word Problems - Given specificinformation, the student finds solutions to problems dealing wit,

- How many feet a car travels in a humber of seconds.- Determining 'which car has traveled the furthest distance.- Determining average distance traveled.

- Constructing Bari 'Graphs - Given specific information, thestudent constructs a bar graph and answers questions dealingwith:

L

- Distance per second- Distance per hour

ace Time and Distance Jud c ivi - Designed to be usedas a model for group or individua manipulative activity. Thisactivity demonstrates the space, time and distance relationshipof various speeds of cars' usinc the principle of the lever witha string in the book.

M - 'ace- Time Distance Activit Designed to be used as a modelfor manipulative activity for a group of students or for theindividual student. This activityis designed to demonstratethe speed, time,_,and distance relationship involving automobilesand pedestrians.

29

Rela ionship of Speed, Time and Distance Designed to be usedas a model for a manipulative activity for group or individualstudents. This activity is concerned with demonstrating iplespace, time ,and distance relationship of various speeds of carsusing the principle of the pulley or wheel.

30

SPEED - DISTANCE - 'TIME RELATIONSHIP WORD PROBLEMS

Refer to the table to

10 MPH 2Q MPH

find solutions

30 MPH

to the following problems.

40 MPH 50 MPH -60 MPH 70 MPH

1 14.67 29.34 44 58.68 73.35 88 102.69,-

2 29.34 58.68 88 117.36 146.70 176 205.38

3 44.01 88.02 132 176.04 220.05 264 308.07

4 58.68 117.36 176 234.7? 293.40 352 410.76

5 73.35 146.70 220 293.40 366.75 440 513.45

6 88.02 176.04 264 352.08 440.10 528 616.14

7 102.69 o5.38 308 410.76 513.45 616 718.83

117.36 234.72 352 469.44 586.80 704 821.52

132.03 264.06 396 528.12 660.15 792 924.21

10 146.70 293.40 440 586.80 733 50. 880 1,026.90

1. Mr. .Jones dS driving '30 miles per hour. In one second he

travels 44 feet. How many feet will he travel in 10 seconds?

Baker can travel- 88 feet in one second driving 60 milesper hour. How many seconds will it take-him to travel 352 feet?

Mrs Smith traveled one second going 10.miles per hour andMrs. Elliott traveled one second going 30 miles per hour.Which one traveled the most distance and how much fartherdid she go?

Car A travels 10 miles per hour for 6 seconds and Car Btravels 40 miieS per hour for 2 seconds. Which car hastraveled the most distance?

What is tt-g average distance covered if a car traveled twoseconds at 30 miles per hour, 5 seconds at 60 miles per hour,6 seconds at 20 miles per hour, and one second at 70 milesper hour.

ANSWERS:

Y 2

MASTER FOR REPRODUCTION

SPEED DISTANCE-TIME RELATIONSHIP WORD PROBLEMS

.DIRECTIONS

-Distribute handout. Have thptQblems and use the table t

children read thesolve them. Answers

appear a -t the bottom of this page.

444 feet

to secon0

Mrs. Elliott,

Car B

201.68 feet

et

CONSTRUCTING BAR GRAPHS

Given the informition below, construct a bar graph. As you con-struct your bar graph, keep in mind the oflowing questionsl

1. What shall you label each axis?,

What scale shall you use?

How many spaces will you need?

How will you mark the intersection of the vertical andhorizontal axes?

How can you plan so that the bars are the same width and thespaces are the same distance apar

How will you decide upon the size of the graph?

mil Per Hour One Second

7060504030

2010

102.69'88.00'73.3558.6844.0029.3414.67

Answer the following` questions when you have completed your graph:

1. What does this graph show?

What is le cat the graph?

3. What do the numbers at the bottom indicate?

4. What do the numbers. at the left show?

Which car travels the least distance in one second?

Which car travels the greatest distance in one second?

7. How many miles per hour can you travel in one second?

How much distance have you covered in one second travelingat 60 miles per hour? 33

MASTER FOR REPRODUCTION K

CONSTRUCTING BAR GRAPHS

DIRECTIONS

Distribute student handout. With given inforwation'chi1drel3 are to construct a bar graph.

V

DIRECTIONS

MATERIALS NEEDED: EMPTY THREAD SPOOLSGRADUATE0 IN SI

PROPORIEAl REDIJMONS, S7PAGI,X5DFL CARS, PLYWOOD BASE 40'r,

STIFFDANDOOARO I FT. X 2 FT, OR LPGER, TIN ER TOY FOR SHAFT

ANO 006 APPARm%S.

CONSTR.1/4:CT A CRANK APPARATUS(AS ILLUSTRATCDFROM WIVE Or( TIN44ER

TOYS AND THREAD SPOOLS. TODIEPICKS CAN OF USED 1(0 WEDGE SPOOL

4AINST TINKER TOY SHAFT TO PREVENT SLIPPAGE OF TNE SPOOLS.

ATTACH STRING TO CARS AND THREAD SPOOLS WITH SCOTIH TAPE OR

GLUE.

Ui

n

H)

(1)

H

0 2

0 H06i

L

0 1

ecold3 11 d'

.

5

secv.ds seconds j seconds seconds seconds

Er

7 6 9 10

secoricis seconds seco-nds seconds

Fed. strine

Eyescrew

MASTER FOR REPRODUCTION M

.SPACE TIME', DISTANCE ACTIVITY.

The,follo ino activity is designed to -demonstrate the

speed tine, and distance relationships involving' automobiles

and pedestrians. The a7ctivity may by used as a

demonstration -bv the or an .activity for

independent student work.Master fcx Reproduction J is designed to be Used for

mact.duplication or: as a guide for a larger size model.

ou may wish to have students experiment with the various

'orders and proportions and discover proportionalrelationships with a method or from a mathamatical approach.

Math problems can also be developed using the principle

of the lever (in assembly} to decide where the stringsshould be connected to the lever on the back. :Speeds of

cars can be used to work out mathematicalLielationships, i.sign a specific spee d to the car covering the greatest

distance. -Calculate other cars speeds by comparing distance

they covered with distance ,covered by car with known speed;

etc.

,

DIRECTIONS FOR CONST

On a piece of 14" thick plywood or stiff cardboard,approximately 15" X 36" , draw or paint' a street and

intersection in similar proportion to the illustration.

Drill or punch holes in a similar position as illustrated

by dots at the ends of each string line, . Use a yardstick

or similar size stick to act as a lever on the back of the

board. Attach lever as illustrated. Ran string through

each car path and attach to back lever as illustrated.

Zote: Pedestrian string must have additional length

to attain properlrelationship to car .strings.

The pedestrian string must beklaced under the car

ings. Cut out paper wedges with cars and a pedestrian

depicted and glue them to the string with lever in,

left hand corner of board-.'¢" Add a time scale in second

iniervals to ten at the top of the board.

How to work the model: Move the lever from left to

right in second intevals.. Cars will move inproportion to their designated speed. If the. illdstratedspeeds are usod,-the cars. should illustrate proportionalrelationship Where the lever is moved on the time scale.Minor adjustment may have to be made on the lever toachieve this-. If properly, designed, the pedestrianhould get run _over by; the two .fastest cars.

Note: The accompanying.sketch mabe used asa-patterna it. appears However, the- small size couldthe smooth FBI ovemerhs of the parts.

titmplicate

39

7p, :TIME AND DISTANCE

TO THE ,TEACHER

Cut out : F .rt A.

Fastdn Par tmotiorn.

n -iningpictut6s of-

t- B allowing Part A- o move in a cir6ular

The purpose of,this activity is to demonstrate the relationshipof speed, time, and distanc This type of activity i necessary forthe undprstanding of gap time asses ment techniques.

Master graph mar used as transparency or no nted'on aardboard

which follows and discuss the following:

Bxplain the title art.This chart pictures a type of numerical relationship between

tin-Pe-kinds:of information. The numbers on. the left hand side at thelower portion represent miles per hour. in tens, i.e.,l0, 20, 30, etc.(An understanding of m.p.h, is not a skill required at fifth gradelevel for the understanding of the concept to be developed at this time

The datk1 pictured in the form of a eir'ele graph shotsecond intervals from-one second to ten se onds.

The arm portion of the graph pietgres seven individual carsidentified alphabetically A through G.

Demonstrate the graph by placing the m on the base lineindicating miles per hour. Each-Car is there to represent distancecovered by vehicles at different speeds. (Give explanation of thepaths or lanes.) Explain also that each car is placed in a path orlane'like you might find on a super highway; i.e., Car A is in k1.0mph lane, Car B is in a 20 mph lane, Car C is in a 30 mph lane, etc.

Move the arm one space at a'tine.VThile moving the arm,'havethe children.respond orally, naming each one-second interval, i.e.one second, two seconds, three seconds, etc. To reinforce the one-second interval, select individual children to come to the graph andmove the lever to specific markings; i.e., "Show where the le.Vier wouldbe at the end of three seconds."

ACTIVITY - Relationship of Speed, Time and Distance

Master for ReproduCtion N is designed to reinforce the relati nShip'of speed, time) and distance. following are diseussibn ac ivi-ties to correspond with the graph.

is the title of the chart?

What de numbers .the, lower left tell u

What do the numbers t each interval tell

Whet. do the paths each car is in represent?

Why is it necessarythe circle?

arm t

io have the cars around

the one second interval line. Discuss:

Have all the cars traveled thetime? (Yes)

How much time

Move the a

e amount of

have they ave100 (One second)

n. to the five-second int

MOve the,line of ca

val line.. Repeat questions.

to the'ten second interval. Repeat questions.

Move the a to one Second interval line. Instruct the childreno_color i the one second interval space at 10 mph, at 40 mph, andat 70 mph.

Discuss,:

1. 1n which .space did you have to ,color the most? (7© mph)

In which spaCe.did,you'color the least? ,(1: ph)

3: After one second, ieh car covered the most :distante? 70. mph)

Which car covered the 'least distance? (10 mph)

Repeat instructions at the end of five second intervalline and ten second interval line.

Children should be able to visualize that the car traveling at ahigher rate of speed covers more distance than the cars travelingat a lower rate of speed.

41

To be used with Master r Reproduction N

LES PER HOUR

SECOND 10 MPH 20 MPH 30 MPH 40 MPH 50 MPH 60 MPH 70 MP

3

4

5

6

7

10

14.67 y 29.34 44 58.68 73 35 88

29.34 58 68 88 117.36. 146.70 176

44.01 88.02 132 176.04 220.65 264

58.68 . 117.36 176' 234.72 293.40 352

73.35 146 70' 220 293.40 366.75 440

88.02 -176.04- 264 352 08 440.10 /128

102.69 205.38 308 410.76 513.45 616

117.'36 234.72 352 469 44 586.80 704

132.02 264.06 396 528.12 660.15 792

1.46.70 .586.80 733.50 880

102.69

205..38

308.07

410.76

513.45

616 14

718.83

821.52

924.21

026.90

The study f light and. reflectivematerial has, a 'rect bearing upon safety atnight. Children must know the nature of lightreflection, etc. in order to Ia.ve a 'betterappreciation of the rules regarding walkingafter da,rk.

IS- SAFETY INSTRUCTIONAL SYSTEMPEDESTRIAN PERCEPTU4L'SKILLS-

w.

',SIS

MNOMMIr-

OBJECTIVE: Through a series of_ activities concerning light'andcolor effects;.the student will be able to name and explain thoseeffects grid their relationship to being seen a night.

coNcp7s TO BE DEVELOP D:

ea ing white at night helps you.:to be seen better

Sunlight is made up of all colors of the spectrum.

The amount of light reflected from an object determines itsvisibility.

TEACHER INFORMATION

WHY LIGHT UP AT NIGHT? Reflective material has the ability tobounce light back directly to its source, and to do so for a longdistance. The person wearing retro-ieflective material can beseen at flight from almost twice as far away a ,...-the person who isnot wearing retro-reflective material.'

-TYPES OF REFLECTION:

Definition - reflection means th bouncing back. of a ray of lightfrom:a surface.

Everything around us reflects some light. . Most objects are DIFFUSEreflectors. That is, light striking theM is reflected in alldirections. This-is why they are hard to see at night. There. islittle light to be reflected; and-lhat there is, is scattered inmany directions and not back to the light source.

MIRROR reflectiori-refiects light -in .onlybone direction, -out nnlesSthe light source is directly:-in:front,of- the miiroi,..tniS directionis .a:ivay from -.the source.

RETRY -REEL MA ERIAL c tain pillions of tiny prises, orglass beads, Light strikihg one of these prisms or beadsfocused.within.the strtttuie and reflseeted directly-back tothe source.

In -order for the student to understand the importance ,of colorin the traffic environment, the -student must'understand' whatcolbr:is.) When w ay:the signal light is red, we_ard sayingthe is- reflecting that colOr. The red signal lightactually reflecting thesurface of the red glass_:' Reflectionislight hittialg matter and bouncing away .in straight lines.

4.

Have the class thake a color wheel and experimentwith mixing watercolors to show how colors blend. A gaMe maybe played with several children as "It" and several o4hersplacing colored squares on their backs. The "It" team couldthen :try to capture the colo f the other 'team.

COLOR, WHEEL SPIN - Make a pinwhee the pure colors in thespectrum. Turn this very rapidly d note how it changes towhite. Note the various colors e classroom. How canwe explain Color?

Place some pieces of colored cellophane or colored glass on thetop plate of an overhead projebtor. Project the colors on thescreen in a darkenect rocim. -Now- turn the colored beam-to anobject of the same colon. (e.g red to red). Nor tryprojecting the red beam to a bright blue object. WhatConclusions can be drawn?

A prism can break up .a beam of light into a spectrum. It canalso invert an image and- serve as a..-mirror'.

Color is the way light appears to our eyes. White is thecombination of all the colors in the spectrum. Black is theabsence of thus the absence of color.

The inability to distinguish color is called color blindness.Have. students write a research report and relate thesignificance of color blindness .to, the traffic environment.

46-

LIGHT MIKES COLOR

-EXpERIMENT

,MATERIALS':

A prism or a gl.lbn glass jar of waterA large sheet o white paper or cardboardColored craydnstpr paintsSquareg of -colord paper

We have discovered that the sun is responsibl the colors we -see. Today we arle going to eapture that color and but it on paper.Have the iDrism or j_ ar of water placed where the gun will shine,through it.' Place-the larg6 paper in such a position that the colorswill show. Then the entire class will be able to see- the colors madeby the sun's ray.

Find the color crayons that you think will make the same colors thesun makes'. Try hem on.paper to be sdre. Who wants to place_ thefirst color on this big paper? Can you capture the colors of the sunand put them on ,paper? When the colors are captured on the big paperwe will each :,'make the .sane colors on drawing paper. TheSe are rain-bow colors.,

Refraction is light passingbreaking in the spectrum. -

rough matter ,and bending - thus

0

Light will be' bent or refracted when it passes through any substancewhos'e surfaCes are curved or not parallel. This would \ include a glassof water, a lens, or a prism.

47

MASTER FOR REPRODUCTION 0

LIGHT MAKES COLOR EXPERIMENT

DIRECTIONS

With the materials and given procedure, ask thechildren to demonstrate how light makes color throughrefraction.

48

SIS SAFETY INSTRUCTIONAL SYSTEMPEDESTRIAN PERCEPTUAL SKILLS

SIS

._"PCJECTIVE: Through a seriesiof language art activities, thestudents will be able to decipher various traffit laws, rules,or procedures.

OUTLINING MAGAZINE ARTICLE - Have the children clip any articleon traffid safety'from the newspaper or m4gazine. Then .havethem express the concept of the'article by summarizing it oroutlining it to the class one at'a time. Ask leading questionsto the classmates to see if they had good comprehension skllsaand listened or to check to see if they got the point.

2 SCRAMBLED WORDS Unscramble these jumbles .to mak words that.-1

have to do with traffic related jobs. Write eac word'in thecorrect order. =4

ersenegin (Engineer lotrapnem (Patrolmen

ncrgossi augrd (Crossing Guard) 'tsafey (Safet

ubs vdriee (Bus Driver)

3. MASTERS FOR REPRODUCTION

P - Traffic Safety Chart

Q Write the Headlines

U Unscramhle. Sentence with La

S How Do You Read a Signal Ligh

T What a Difference a Word Makes

4. CREATIVE WRITING ASSIGNMENT - Pedestrian Satiety

The statement below supports a program of publiceducation that will make people adopt intelligent practicesfor both walking and driving.

"PEDESTRIAN ACCIDENTS INVOLVE THE ENTIRE PUBLIC, ANDPEDESTRIAN EDUCATION MUST THEREFORE TAKE PLACE OUTSIDE,WELL AS WITHIN, THE CLASSROOM."

Manual on Pedestrian SafetyAmerican Automobile Association

Pretend you are writing a newspaper release to concern thepublic with pedestrian safety. The following suggestionswila help you:

The first prerequisite for a release is that you havesomething newsworthy to write about. Then write the story asa.simple, clearly worded newsworthy statement.

1. Indicate the source of the release at the top of thefirst page. Include a phone number for use if additionalformation is wanted.

2. Indicate, in the upper right-hand corner, any specialrelease date. Otherwise, type "RELEASE UPON RECEIPT" or"IMMEDIATE REIEASE."

In the upper l -handccirner, give a title orheadline, showing briefly and clearly what the releae isabout.

4. Leave plenty of space between title and beginningof the story, and keep side margins wide.

D ( UBLE SPACE ALL COPY, and write on only one side ofthe pa o

n. Lead oft with a sentence or two telling brieflydirectly What the story is about, and ivino the mainCindino, conclusion or recommendation. Right at the startyou have to win the editor's and later the reader's ent )n.

Introduce sigiil cant names - -local names, it possible.

Arly in the story,WHEN? WHERE? WHO? WHY?

50

the t c)1lt clue iQns;HOW?

Keep details for the latter part of the story, if youincludg them at all, so that, if cutting is necessary, it canbe done from the end parts and with, the least harm to yourcmainstory.

10; Always remember that the editor wants NEWS. Don'texpect him to include preachments or "old stuff."

11. At the end of every page of multipage releases, write:ore)."

12. Indicathe mark, "##."

e end of the release by writing end)" or by

RELEASE IDEAS-Cover new developments in the pedestrian safetyprogram in your community. Significant local news subjects maybe such as these:

1. the local pedestrian accident record

changes in the record

3. comments of prominent individuals

4. meetings to plan pedestrian safety measures

'5. stories of persdns assioned to duties within the program

installations of new signals

7. 'new information on pedestrian behavior

8. driver practic

Q. traffic 'control systems

10. identification of intersections orhazardous for pedestrians

locations especially

11. awards given to the community for pedestrian safety

Ask national organizations which are active in promotion ofpedestrian safety to suggest release ideas or to furnishnewspaper mats, Such material is gladly supplied and cangenerally be used locally with little modification. Usuallymuch time and thought have been devoted by national organizationson how best to achieve newsworthiness, variety, and educationaloffer veness.

1

5. EDITORIAL WRITING-Write ah editorial on pedestrian needsand correct behavior, and send it to the local newspaperor the-school newspaper.

O. "FEATURE -TORY-Write a feature story for a local newspaper,or school publication. Possible topics are below.magazine

SCHOOL SAFETY PATROLS IN ACTION

THE YOUTH TRAFFIC COURT

PEDESTRIAN VIOLATORS' SCHOOL

THE PEDESTRIAN---NUMBER ONE CITY FATALITY PROGRAM

PEDESTRIAN SAFETY TIPS

HOW PLAYGROUNDS SAVE YOUNG LIVES

TRAFFIC SAFETY CHART

Each of the words below are traffic related. Make a list ofother traffic-reated words with the letters of each word.

T Truck. V -

R E -

A H

C

-

E

5 -

5 -

E C

D

E -

5

R

H -

O

B

5

MASTER FOR REPRODUCTION P

TRAFFIC SAFETY CHART

DIRECTIONS

Give children handout. Ask children to constructwords from letters.

WRITE THE HEADLINES

I. CHILD HURT WHILE RIDING BICYCLE. tap NOT HAVE

5.

ON WHILE DRIVING AT NIGHT.

CTHES WtJULD HAVE PREVENTED

NIGHT BICYCLE ACCIDENT.

PEDESTRIAN HURT BY BICYCLE DRIVER BECAUSE HE DID NOT STOP

AT

BICYCLIST DID NOT PERMIT VEHICLE TO GO FIRST.

HANDS ON HANDLEBARS US:: BICYCLE, ACCIDENT.

BICYCLIST CLAIMS HE DID NOT KNOW

WERE NECESSARY.

7 BOY AWARDED SAFETY PRIZE FOR AL

BICYCLE ACROSS THE CROSSWALK.

8. MINI PIKES AND GO CARTS

9. MOTORCYCLIST UNDER

10. RIDING

SIGNALS

AYS HIS

PER ITTED ON PARKING LOTS.

YEARS OF AGE IS ILLEGAL.

TRAFFIC CAUSE OF SEVERE ACCIDENT.

55

fi

MASTER FOR REPRODUCTION Q

WRITE THE HEADLINES

DIRECTIONS

a

Give children handout. A;clic the children to fill inblanks with missing wordsthe headlines.

56

in order to complete

UN CRAMELE SENTENCE WITH LAWS

CHANCE THE ABSURDITY IN EACH SENTENCE WITH THE CORRECT ANSWER.

2.

The policeman gave a ticket to the fire :lack for passing ared light on the way to a fir

e push-button device on Walk-Don't Walk sign did n dtchangeimmediately, so Bill Nash became angry.

3. Betty Smith told her mother that she should not apply to bea.school crossing .guard because she is a woman.

4. An uncontrolled intersection means that everyone is runningaround without any control.

5 Sue Parker would not listen to-the safety patrol boy when hetold her not to cross because he is her brother.

57

MASTER FOR REPRODUCTION R

UNSCRAMBLE SENTENCE WITH LAWS

DIRECTIONS

Give children the handout. Have the children read theinformation andre-write it to make it correct.

71,

58

HOW YOU R A SIGNAIn. LIGHT?

FILL IN THE MISSING LETTERS AN THEN REWRITE THE MESSAGE ON THELINES AT THE BOTTOM OF THIS FAER.

The s-gn-1J-ght facing yo- in the di-ect-o you -ant tb o

is he o-e to b- o-ey-ed.

The sign-1 ligh- i-es bo-h the p-des tr and -ehicl the

r-gh-t,to m--e.

E-ergen-y ye-ieles and --n -al pr-ces-ions are - -owed

d--regard all -ign-1 1- h-s or s-o- s-gns.

A-y time --ere is a p-l-cem d-r- tr_ o-ey., pq

and not -h-

1.

--al l -g -t or -alk ligh-.

MASTER FOR REPRODUCTION

HOW DO YOU READ A SIGNAL LIGHT?

DIRECTIONS,

Give children handout. Have the children fill in themissing letter and re-write.

HEAD LAMP ETROL TANK TYRE BONNET

HOOD WING FENDER

WINDSCkEEN BOOT SILENCER

The above names gre the British words for ten important parts oLa car. Using, a good desk

dictionaryi find the British meaning of each.of these w s. (Usually the dictionary, will

label this meaning Brit, or Chiefly Brit.) Cut and past the British word next to the

correct part of.the car.

MASTER ,FOR REPRODUCTION

) WHAT F A. DIFFERENCE A WORD MkKESI

DIRECTIONS

wave students find the meaning of the British words for tenimportant car parts in a good desk dictionary. Ask them to cutand paste the correct word next to the proper part of thecar.

ANSWERS

AMERICAN. TERM BRITISH TERM

gas tanktrunkroofwindshieldhoodfenderheadlightb iperire

muffler

petrol tankboothood'windscreenbonnetwingheadlampfender From: Contemporary Englishtyresilencer

62

Silver - Burdett

SCHOOL BUS. SAFETY

ACTIVITIES

UNIT OBJECTIVES:.

The students will be able to discriminate betweenthe presented desired and undesired behavior and,identify its effects upon the school bus drfve'r,himself, and other passengers.

The students will apply rules far waiting, entering,riding, and exiti-g from the school bus.

pCTIVE:activities,standing-ofriding, andor acting o

Having experienced the school bug learningthe studep.t will be able to demonstrate his under-the procedures forikaiting at the bus stop, entering,exiting from the sChool bus` by Stating, role-playingut theSe procedures at the,! discretion of the teacher.

.

P_ CEDURES AT THE BUS STOP:

Know what time the bus wily

Be ready on tim .

be ready -t pick you up..

plan to leave home at the same tine -each day.

4.: Be at your bus stop at leastfive-minuteS before the bus.Avoid being at Abe bUs stop. too early.

If there are no-:sidewalkSandyou-_have: to walk an the street,FACE TRAFFIC and walk in a single line.

Stay back away from the curb at least your arm length or more.

At the school bus stop, 'don't wait or play in the street.Wait until your bus comes to a FULL STOP.

FACTUAL WRITING --. DOES A SCHOOL BUS CUT DOWN ON THE NUMBER,OF VEHICLES IN A GIVEN COMMUNITY? Ask students to research theirinformation and come up with at' least five facts to sub-stantiate their position. They may use research frommedia or interview actual people iiovolved in pupil orother-transportation. This activity% is effective as adebate. Another topic could be DO SAFETY DEVICES BELONGON SCHOOL BUSES? IF SO, WHAT KIND ARE THERE NOW? ARE THEYEFFECTIVE? WHAT KINDS WILL BE AVAILABLE IN THE FUTURE ?

TRANSPORTATION GROWTH A IT HELP THE UNITED STATES GROW_

Ask students to rcearcn the sequence of discoveriesleading up to the present types of vehicles and how they haveaided the United States in its growth and development.

64

THE ROLE THAT PLEASURE VEHICLES HAVE IN THE UNITED STATES-TODAY - Ask students to. research the trend toward HOUSES-.0N- WHEELS and to collect as much- information asthose Americans who live on wheeis.

possible on

THE RO L = OF SPORT VEHICLES IN I UNITED STATES - PAST ANDAsk students to do research on the vehicle as a

sport. Ask them to provide background on thegreat automobile races of past and present through slidesor multi-media expressions.

65

STS SAFETY IN INSTRUCTIONAL SYSTEWSCHOOL BUS

SIS

NTRODUCT1ON The following activitiesto reinforce the procedures for Enterin

a e designedhe school Bug.

PROCEDURES FOR ENTERING THE SCHOOL EUS:

the school bus doors tc., be opened.

Keep- one hand free to use the.handrail.

Allow the smaller children to be in front

Leave space between each child in case of:

abrupt halt,by another childchild picking up fallen objectchild in front missing a step

5. Take sal. promptl.

the line.

DO IT YOURSELFMOVIE Have the children make an original movieoshowing an average child who takes the school bus every day.Dialogue can be added-later, but an, outline of the movieshould be done first on A story board. With permission,the movie may even start when the child getS.up in themorning, eats breakfast, gbes to meet tie bus, enters thebus, behaves on the bus,* exits and finally goes. to his/herseat in school. An evaluation of the movie can be made

.

by, members of the class as to the negative and positivebehavior aspects of the students that were filmed. Twostudents can be filmed going through the same routines.However, one should be a MODEL bus rider, and the other theperson who gets himself and everyone else in a dangeroussituation.

66

INTERVIEWING THE SCHOOL. BUS DRIVER - As an interesting _ide-ight show a film about the school bus driver or make a tape

recorded interview about how -the bus driver feels whendriving the bus and how she/he reacts to different situations.An in-the-classroom RAP session with the school bus drivermay be used as a follow-up to the lesson.

617

SAFETY INSTRU IONASCHOOL BUS

INTRODUCTION: The follo ing activities are designed to rein-force the procedures for riding on the bus and are constructedto be integrated with other disciplinary areas.

PROCEDURE F R RIDING ON THE BUS:

Stay quietly in your seat.

Save .snacks and horn- o k-for later.

Put books or bundles where they can't slide or fall.

Keep. your arms.and legs out of the aisles.

as you would in classic

Try not to carry big or Heavy tbing, on a bus.

Your head, h, ds,and bundles are safest inside the bus.

Avoid: obstructing the path .rollinq objects, spillinglunches and-slippage, and throwing objects.

. Remain seated while -the bus is Otion.

10. Don't talk to the driver except inernergencies,

11. Don't ak at all when the bus is near a railroad crossing.

CAREERS THAT ARE AVAILABLE IN TRANSPORTATION - Ask students toresearch and report back to the class on this topic either orallyor visually. Careers in relatO fields dealing withtranGportation can also-be enumerated.. The following aresuggestions for research assignments:

some

ivers portatian Supervisor

Traffic EngineeiState PpligemanHelicopter Traffic Repo terDriver Education TeacherDrivers of all kinds of VehiclesTransportation Union OfficialsCoordinator of Tle.ffic Safety for a StateDepartment of Tignsportation CareersSecretary of Transportation in the .President's Cabinet

interviews with all or any of the above are appropriate If apersonal interview is not convenient, letter writing activitiescan be designed. A letter to the Secretary of Transportationmay be in order.

TRANSFO EXHIBIT - Ask students to research exhibits depictingtransportation past and present. Classmates -an report toeach other on the current findings. If a permanent exhibitis available, such the Smithsonian Inst_itute,(a field tripwill enhance the unit.

69

SAFETY INSTRUCTIONALSCHOOL BUS

INTRODUCTION: The following activities are ,designed toreinforce the Procedures for Exiting from theBus.Note: Be sure that you use your county'S.Specific procedure.

FOR EXITING

Since procedures for exiting vary from -collty to county, pleasecheck the' proper, procedure for your school and county, and explainit to-your students.

INFORMATION ON -LOADING AND -UNLOADINGOF MARYLAND

CHOOL ELIDES rF R THE STATE

EalIkilaLLLL - The school bus pullS over to the cur atestablished transit bus stops, and the children 'exit and cross the

'street as pedestrians. No flashing warning lights are used, andcars can pass the school bus when it is stopped.

Baltimore County - If it is necessary- for-as child to 'ross thestreet before entering or after exiting from thF sChool bus,the child must make the 'crossing as a pedestrian. When theschoOl bus stops to pidk up children, it 1,641 flash/its warninglights and cars coming from both directions must/stop.

/ -

Counties' -other than Baltimore County - The school bus flasheswarning lights as children enter and exit from the school bus.When the children cross in'front of the school'bus, they shouldcross approximately five steps in front of the bus. If it isnecessary for the child to cross the street, the driver willwait `for the child.

4 Emphasize to children that if they happen to drop any of thei-personal belongings near or under the bus, they should notifyst a-driver,and/or. wait until the bus has gone b fore they attempt toretrieve that lost object.

MASTERS FOR REPRODUCTION

A - At the stop

- Entering

C - Riding

D - Exiting

t.ongoMery County Public Sc ool .Safety Handbook. siRo.Mayyland! Montgone'ry Couilty Public Schools, 1970.

National COmmissiOn on Safety Education. ILL-§tho -EchicatiPro9ram, 1201-16th--St., N. W. Washington,-CommiSsion on Safet Education; National' EduCation ASsociatiOri-.1966.($.50 i er'Cop-

National COmmission.on Safety Education-..1201 16th §t., N. W, Washington, P. C,: National 'Commissionon Safety Education, National EdUcation-Association1964.-

nal Commission on16th

Education. Our SchoolsLiving. 1201 16thl St., N.W., Washington, D. \NatlonalCommission.on Safety Educatioh, National gducation-4Mtsociati1966.

National Commission on Safety Eduction. Safethe Inter ediate ; Grades. 1201 16th St.National ComMission on Safety EducationAssociation, 1962.

National. Cc6mission on Safety Education.°the Primary Grades. 1201, 16th St., N. W. , Washington; C.:National' Commission on Safety. Education, National EducationAssociation, 1961.

National Commission 'on Safety Educatio School Safety EducationChecklist.. 1201.16th St.,- N.M., Washington; D. C.:' National

Education,' National, Education Association,Commission on1966 .

afety

National Congress.of Parents and Teachers. Guide-a_IstyLPrd '700 -N. .1b.psh St.,'Chicago

Congress of Parents and Teachers, 1965.

National. Highway Traffid Safety Administration. Automobile.SafetBelt Activities Book Gr,ade-s 4 thru- 7. Wasling on; D. C.: U.Department of ,Sransportation,'1972.

o School PedestrianIllinois: National

N tional Highway. Traffic bafet's, Adhanistra .tiOn utonobiti%Belt Fact -BOok. Wash.irioton, D. C: U.

Transportation, 1972.Oepartment of

National' Hiohway Traffic Safety Adninstration.. Teaching Children_AboutSafetyiBeits. WaS D. -u_'5. Department-ofTransportation;.. 1972.

164

4

lichi an, wational_ Safety CounCil- C %a _00 .Director 425

:Ate ChicEi-ooi Illinoi$: Na inal Safety Council.

National S a ufety...Concil. Guide' to 'Traffic afet f s, rti ',le ,. ,

Pampb-lets_and:Boos . 425 Michigan Ave . , Ch idaao, _ ,linoisNational Safety. Council, 1969.

ion al Safety Council. IirDicovin _

425 N hicago, Illinois,: National SAfe_ .

COuntil, -School, and College Department.

Curri ulum aad Ins u

rican- Red Cross. The AmeriCan,NationalCross.- (9 study prints on General_ ach print-contains teaching suggestions and student activitis.1.i/Auxiliary -to the American Optometric Association.

ProCram. Shelbyville-, Indiana: Auxiliary to the AmericanOptometric Associat gn, 144 West Broadway, Shelbyville, Ind.

Bicycle Institute of_ America. 9 Poste122 E. 42nd

Bicycle Institute of America.New York:

ad en De La Securite. 30 -Driveway,tai.va 4E, .Canada: Director" of Progrhms CounCil.B Skill Bees. Box 295,Route 1, Vicksburg, Missouri49097- Child.Tested Skill Builders, 1971. (The setincludes filmsiripS,_ slides and activities concerned withBapic Writing Strokes - Kit No. -SKB-101

figUre Ground Discrimination-.Multi-Match Caids Kit. No.: KB -600Shapes - Kit No. KB 2O0Visual Motor Sequencing - 51(B-100

active Devices, Inc. Het hoof?, Pawtucket, _Rhode Island, 028.0: InstructivInstructive DPacket includes - -35mm filmstrip6

sing-a-long pcas30 - cartoon bookl1' - LP reperr1 - talka-long cassette12 - safety postersteaching dhide

This program covers 22 important rulesin...sdmg,, verse and narration.-

Milton Bradley-Company Miniature Traffic. Sins.Illinois 60018: Milton Br- iley Company.

: v\iltort Bradloy.tempany. Useful Sion to-See and. Read.. Des' PlainsIllinois 60018:- I 1ton Bradley Company. (Teaching aid for,,-

functional- reading r forams . ; Thirty large cards oontail.

, -raffic,.driver education and, safoSy signs which 011dronare likely to encounter .i_r-i. every day living. Suggestionsfor use are included..)

Des Plains,

166

a. Donald.;

',Other Foeces.' Dantvil: ,ew1966. (Study prints containing

Concerned with- gravity and Ofher forces

ts aid ProSound, Dan-Study prints Cant_loht-and Sound.)

. A.

ling charen Publishing Co_, 1966._eriMents,Withheat

Nasca, Donald. The Instructor ricer Science-Cont\ChartsLight and Sound. Dansville New York: The'InstructorPubp,,cations,,Inc., 1960. (The' set ancludes 12 illustrated,charts giving specific -information on a primary level sciencesubject. It also includes teaching guide.')

National Child Safety CodnCil.Child Accident Prevention afeJackson, Michigan: National Child Safety Council,; 1966.(Set contains posters and manuals concerned with generalsafety, study guides

'and_sugges-tedactivitiels----onthe-bathe individual posters ),

al _5_ y Council. AliAboutPi-Program Chicago, Illinois: National Safety Council..

Na ional Safety Council. Teaching 425 N. ichiganAve., Chicago,'.111inois 6001: National Safety Cciu,Education Resource Vnits'. These units fer acomprehensive but flexible guide for helping children-to

7earn-about'safety. each' unit deals with .are invidual =`safetytopic,and_is,prepared_onthrep-leveIsjpre K" through1, 2'and:3, and- thrOugh .6. Each-level contains its -oAki

behavioral objectives; content outline ,arid suggested leacuingnd. evaluation.activity. -SupplemeritarY.materials foreopyIngand a liSt. of:additiOnal -resources areTalso dneluded. An

important feature of each unit is the introduction to theteacher whiCh explain the basic goals afety education.and Suggests ways in which the resource. unit. can be usect.:Units may be pur -c.hased separately.

nt theion

linois:

:intend2htelf Public instruction. fSafetyor Illirioi Elementary Schools.

'Afet Educat.im-pr ingfi

167

9 tt Foresman and Company. Sounds I Can Hear. OakJand New:Jersey: Scott Foresman and mpany. (Set contains posterindividual pictures and 33-1/3 recordings concerned withsounds in the house, school, neighborhOod, farm and zoo-)

ent of Friucation. Safety Today Mississippi Pedestrian.Safet 'Develo mental School Guide'. Mississippi:produced by the State Department of Education, aFederal_Project of the. U. S. Department of Transportation, NationalHighway Traffic Safety Administration.

rt,-Stua" Fran JRys4eal ntnes's_in-Act4Owen. PubliShing-Co.t 1962.

Stuart, Francis R. sical Fitness in ansville, NewYork: F. A. Owen Publishing Company; 1962. (10 posters, 1record chart and 40 classroom activities to develop soundbiddies.)

it-Disney Study Prints. Bi-C---cae_Sa. 545 CedaLanel Teaneck, JNIew Jersey 60068: Wait'Disney Films. (Aseries of 9 study prints based on-the'.Wa?.t Disney-16mm fi_titled, "T,'m No Fool'with a- Bicycle." Each Print contains'teaching aids andsuggested activities printed, on the back )

Walt Disney Study Prints. Fife Preventioni- 545 Cedar. Lane,Teaneck, New Jersey 60068: Walt Disney Films.' (A aeries-of 9 study prints based. On'thb Walt Diney 16mm film titled,'"I'm No Fool with Fire." Each print contains teaChing aidsand suggested activities printed on the back.

Walt Disney Study Prints. Pedestrian Sa et Set No. 101 545Cedar Lane, Teaneck, New Jersey 60068: Walt Disney Films.(A series of 9 study, prints based on\the Walt Disney 16mmfilm titled, "I'm No °Fool as a,Pedestriah." Each printcontains teaching aids and suggested activities printed onthe back. \'

Walt Disney Study Prints. School,Bus Safe -t'`_ No. 104. 545Ceddr Lane, Teaneck, New Jersey 60068:\ Walt Disney Films.(A series of 9 study prints. Each print contains teachingaids and suggested act vities printed op the back.)

t

Walt. Disney Study Prin - School Safet, Set ,No:. 103. 545 CedarLane, Teaneck, New sey 60068: Walt Disney Films. (Aseries of 9 study pr nts. Each Print co_ rains teaching alesand suggested ,activi ies printed on the blck.)

color,- 14 min. Demonstrates va ue of seatble for loan" from American Family Insurvance,gto Madison, Wisconsin.

ti

16mm color 8 min A \cl fini-ive in-depthiapproach, dramatizing the need for safety belts

and explaininij why safety belts save lives. Footage c verystandard seat belts, lap-shoulder belts, full-harness 1 alts ,

and includes the best current protection for the travel ngchild, Euckle0 assemblies and buckle adjustments,for foreigna well as domestic model cars are explained in detail, withinstructions for use and maintenance of these as well.Available from American Safety Belt Council, Inc., PublicEducation Office, P. O. Box 539, Los Angeles, (alif. 90028.

Love That Car. 16mm, color, 10 ITtin.) Emphasizes the point thatwhen a car' is improperly maintained, many accidents can result.It should be mentioned, however, that dangerous practices aretreated as humorous eccentricities_ throughout thisfilm. Atthe end of the film safety.belts are mentioned by the announcerwho cheerfully reminds us to, "Keep your seat~ belt fastened."

Safety.Eelt for Susie. (16mm, coloi, 11 min.) Child's dolldramatizes-heed for seat belts inrear seat for childr'en.Purchase' or rent from University of Illinois, Visual AidsCenter, Division of University ExtensiOn, Champaign, Ill.,1954.-

Kitten. (16mm, _olor, 5 min.) A pair o elder 1Vlaclics in a chauffeur-driven car are busily chatting. Thenarrator says sarcastically that they have too many fa cin-ating things to talk about to fasten their safety .belts.The car stops suddenly and th,eyNth are shown getting upIdbackintOtheir-seats'inanaeond

shot of;thc'?.-.. ladies

safety 'beats are iavoid 'Ybody repairreminds viewers tofrom Data. Films, 2

later in the-film, the -narratorportant to car maintenapce besause.you can." Again, at the end of.the fi ,lm hekeep their safety belts fastefied.25 Temple St, Hollywood, California.

says that

197lek9

(16mm, 14- mil Provesh reason for_idifferent.types of !seat belts.' Available,for

Joan :from General `MotorS Corporation; Public Relations StaffFilm Library, General Motors Buiading, Detroit, MiChigan 48102.

A Monkey Tale. (I6Mm, noundemonstrateboth safeAvailable for purchase'425 N. Michigan. Avenue

Bicycle Rules of the Road.mentar grades-, 1971.

B&W, 9 min.) A family of monkeys-and unsafe ways to-drive a bicycle.from Encyclopedia Britannica FilmsiChicago, Illinois 60611.

Bicycle film for upper

(16mm, sound, B &W, 11 min.) Driver responsibilities.exPlored/include bicyCle maintenance and obeying traffia-rules.Available for purchase from McGraw-Hill Company, Text FilmDivision, 330 West 42nd Street, New York,. New York 10036.

,

(16mm) Film L oops, Inc., P.,0. Box 2233,,\Princeton, New Jersey, 1971.

(16-mm, sound, color or B&W; 11 min. ) The"gdod cyclists today, good motorists tomorrow," is

emphasized. A youngster shows his Hall brother safetypractiCes that makeicyclAngsafe as well as enjoyable.Available for purchase or rental from Coronet Instructional

65 East Water Street, Chicago, Illinois 60601.

(L6mm, 20,m in.) Pleasantly illustrateshOw.cycliSts can achieve full enjoyment from their wheels. It-ksthe perfect film for solvina safetY problems in the community.Available On Joan froTh the Bicycle Institute of Ame.:0_ca, 122E. 42nd St., New York, New York 10b17, 102.

1 No Fool with a Bicysle.' (16mm ) The bicycle, as iminy Cricketpoints,oUt, is a wonderful ihvention - even snore wonderful ifwe know the right way to do things with it. Af to tracingthe history of the bicycle from its first invention in Francearound 1810 ,up to the modern safety bike as we know it today,Jiminy graphcapy describes the wrong and the right thingsto_do with a bik. Be's stronglyrecommendino the latter, thatis - "If you want to live to be 93." Available for rental orlease from Walt Disney Educational Materials Co., 495 Route 17,Paramus, New Jersey 07652, 1971.

170

icYcle. 16mm,..B&W, sound,, -10 pin. Tn this filmyour -cycli- 'is -;likened to :the driver of other, vehieles.

.nder the guidanceof, a` motorcycle -Officer youngsters areshown how to- drive theds,bieycleSsafely -Available fromNational Child Safety Council:; 125 W. Pearl St&i-Jackson,.Michigan, free Joan to members of till National- Child Safety

.J 4Council.

0 a Got Fat. 16mm, color, 13 min.) Ten bicycle Rivers are-,prevented-from-reaching their destinations by individualmistakes. Purchase or rent from' Henic Newhouse, Inc, 1017LengalKer' Road, Northbrook, Illinois 60062, 1963

Produced and availableford,'Connecticut.

52-fet-clot4he0-sAetna Life Insurance Company,

(16mm, sound) from-

ule of Pie cle Safety. (I6mm, color, 6l min) 7 rulesaccepted by safety experts are demonstrated in this fi for--_children. The positive approach is taken by showing on y--the right Way to dr±ve a bike. Purchase from Anthony neFilm Studios,Inc, 7401-Wayzata Boulevard, Minneapol'Minn.-55426, 1965'.

-d Go Can 311 e. '.(16mms, sound, Color, 13 min.) .A boy ,- -timed

that courteous behavior on a bike is not\onlyfun.. learns-hiS-lesson th the help of.

a policeman. Available on-free los-'Bread and Elm Streets, Ridgefield_

ChUckdiscoversiirer but more

tw© .safety.?uppets-7andSseciatien-PDAsY 07657-

.T, YOcycliSts. (16mm, soun_ 3, color, 15 min. ) A Danish film.-.w J1-

english-nariratien:: The s ory.-of- a lively red- bicycle and:itstwe'owners;' one w1,76...-obevs all the

AYai14.bles!for renta:Lfrom Western Cinema Guild,, 244. Kearny5-_1n Fra11.c*s6o California 94103..i

k.

Tie Day the Bi----Jes'Disa (16mm, -color, 14 mir.) Saf(z-ancourteous b tie dr ang habits. are presented-in fantasy 'vform.,Pur.chase-.from_ Foundation for Traffic Safety,:1712 GSt.',

k ,N. W. Wasbington,D..C.IF-W006, 1966..,,,

Bicydle. (16mm, RE.:,1V4 10. pin. ) t[, -rds.m on ato the tore _

_

mom, -safety m -intenanicc and correct ._riA/11habits- are f f tuned. PurchAse.or rent from Progressive-Pic1810 Francisccc t iirt, Bemifica iforni .9410, 1961

rul0 and .one,-who sloes not

You (16mm, sound, Color,-13 m_ 'Comparesbicycles Automobiles, discusses bicycle operation andcafe as well as rules of the road. Availabae for purchasefrem-Modern:Learning Aids, Division of Modern TalOing. Pic-tures 3 E. 54th S t . , New York, New York 10022.

4

4.011as probably justbut even our modernCricket traces

FILMSTRIP

Riding a bicycle in 1810*in Franceuch"---f,n as it is today in Americl".

afety bl:kp can bb dangerous. Jiminthe history df thi

demonstrates-the ruleS for safe ridito 1eep their bikes in good working ordeautomobile safe driving regulations. vai

pularinvention andHe urges child=

d to folowabie-from

Disney Educational. Materials Co., 495 ROute 17, ParamuNew Jersey. 33:,1/3-rpm record and filmstrip-available fromMaryland StateDepartment of"Eddcation, Safety and Trapspcir-tation, P. O. Box 8717, Friendship International-Airport,Baltimore, Maryland 21240.

F

t.

Bus Driver's (16mm, color or L W, 10 min.) Explainsproper school bus to elemen to ty pupils. Alailablefor purchase from ATM S Instructi!onal Media Services, Inc.

,

.13.'0. Box 1010, Uollywbod, California 90028.

ith _y. (16mm, color, 14 min.) Gives hildren therules for school bus safety. and the reasons for observingtm. May be-purchased:from Robert M. Carson Productions,P. O. Bilx 1306, Winter Park, Florida.32790,

v on Our Schdol .(16mm, color -or 13 W, 11 min.)- 1.1n

explains proper procedure for getting on.and off a lacsix common sense rules for safe conduct while'rlding Av-iAble for purchase from EncYclopedia-Brittanica EducationalCorp., 425 N. Michiaanve., Chicago, Illinois 60611

School Bus Patrol. (16mm, color or B&W, 14- r' ..) Shows how aschool bus patrol operates; Available for purchase or loanfriomA.AA Foundation for Traffic Safety, 1712 G St.,Washington, D. C. - 006.

. 172

ached. (16mm, l W,n fc folding chairs 'and student volunteers, the

- ,

creates 'a, hilarious school bus ratietOdemonstrate. theOf passenger safety_.abld'eticiette. Steck-NO. 278.13.. Maybe purchased from theNtional:Safety Counci- -425 N.J Michigan

ikve., Chicago, Illinois .60611, 19`64:

School Bus and You (16mm, color.10min.. signed to teachscho91 bus safety andCourtesy to elementary school Children.Purchase or rent-from Mogul1's 112-14 W. 48th St., New York,New York 10039, 1966.

FILMSTRIPS

a Scheel-Bus.. (60 frames ) Sponsaro by theOntario Department of ,Transportation. this filmstrip hasteen.' designed .-to6nConrage-pupil participation and discussion.For thireason, there is no sound track, .This provides fullfleXtbility-t6 meet everyteadhing situation.

\ft-,

School BIasIIILLK. (35mm trip, lent,. Safety rules forschool .bus passenoers../Aailable for purchase from Visual,Sciences, P. 0. Box 599, 86fte_/rn, New 'Vork '0901.-

PedestrianFILMS

A First Film on; Finding Your to Sc7hoeI.'Recognizing landmarks and understanding65, sale $120.00, F. A. Educati_-

Avenue Santa arnica, Calif . 9044.

(16mm, color, 91_1 min.)safety rules. Rental1 Media, 2211 Michigan

Leick Wal_cesUp. (1-6Mmi or color.,'. 13 thirf. ) ',Dick, who hadaccident:beeadso he r k-t inter) the street withOut lookingin the hospital 't t he-has two other S naMA-,CoodandBa*.Impu:J_Se. Nes learns out good atety practicestheir arguments, Availablo fOr pUrchase.orloan. from- AAAFo idation for Traffic.Safe y, 1712 0 St., W. WashingD. C. 20006, 1055.

at

creamJudomentrrom

col :_aPodestrian. (16 mm) Ever sine the EgyptiansfirSt pved 3000B. C.,-the pedestriah

'has beenfihhtin6jor his life.' The sidewalk, first-inventedin Paris in 1780.,' gaVe some relief .but soon the automobile,:care and the pedr.striant-lifb was chain hazardous. To .sur-.vise, the pedestridnhas had to le -rn how- to yfalleproperly-where to .tvalkL-andwhen to walk follow-ing the .ruleS.Can the pedestrian successfully a his (1061 from one placeto_ano er. Avi1ab10 from Walt Disney Ed6cational-Mateials.495 Route 17, Paralmw. New. Jersey 0

173

1.0 severa=lSlopandCo:Safely. (16mm,:;-1:8. street safety asitutions.such as rollerskating running

rctween parkpd cars, crossing intersections and how observingrules prevents accidents.. Rental $4:50. Ro4 Films, -1096:N. Astor -Stre0t, Milwaukee,. Wisconsin 53202.

Unhu:y pec?ional-

(16mrn, X3:1 V, 14 min.) Umphasiz:es tian accidents and how they be1m Board of. Canada.

On Your Own. (I6mm.., .B&W or color ) ,A-captivating Comi5ariSon ofpedestrian safety.,rules and training with the training ofan astronaut.- Available fOr purchase_from Sid Davis, Produc-etions: -1429 Ocpar.-1 Park Boulevard, Santa Monica, California

Pedestrians. B&W, 10 min.) -ShoWs the problems for walkeand-,drive - when the two Come. into conflict. ,Available forloan ffoin FOrd.Motor- Company, Mc tion Picturd Department3000 Schaefer, ROad, Dearorn, bigan.

`AEILLAA11111=12- (TOmr0,- cO6T) 14 min.) Narrated by JoProves that 'clOthing with reflectdrized trim Pro.-pedestrians again,stnight-time'traffie accidents. -AVail-able for loan from Advertising Department. Traffic ControlProduct Division, 3M. Center, 224-6W,I St. Paul, Minn. 551

,

Timoth- the Turtle. (.16Tm, 9LMin ) .Emphasis on watchingturning cat American Automobile Association, ton,

C. ($13.00)-.(Partqf the "Otto- the Auto"-Series), 1959.

When Yoi JPedestrian. (16mm

ti , among both pndestriaccidents. Anitated Mode.$350, internedii,te. Roa'Milwa6 ee, Wisconsin 53202

10 min.), Show's common prac-,and drlver- which.lead toillustrate safety rules. RentalFilms, 1695_ As_ r Strcet,..,

I'm Not Fool a Pedestr. Fgyatians built the first pavedroads C.-and pedestrians, had to start dodgingreckless ihafiot'drivers..the first in a long history-ofwalking safety-problems. The sidewalk, invented in 1870in Paris, gave some respite, but soon the automobile created.more hazards; ...11.7nny Cricket. tel is h60,.when and where towalk in order. to -avoid accidents. Available -from Walt DisneyEducational. Materials Company, 495-Route 17, Paramus, NewJersey 07652. 33-1/3 rpmrecord available from Maryland StateDepartment Bducation, Safety and Transportation, P. Q. Bo8717, Friendship International Airport, Baltimore, Md. 21240.

174

SafetV. Primary, to intermediate.McGraw-Hill Text- Films, 330 West 42nd SNew York 10036.

PW_ alking to School'. Primary, color. Curtis Publishing Company,

Audiovisdal Materials Division, Independent Square,Philadelphia,_Pennsylvania 19105..,

SchocilSafety

Donald's Fire Survival -::Plan. (16mm)..ProVes that :somethingJ,C.an*t )be dine to prevent needless .and,tragic loss life beeduse,i.,t .

of Are. Donald and his nephews present a- convincing SO-lu.-flan to the problem. Each family must be prepared to followa prearranged _fire escape plan When fire strikes A home%The need'for a plarihow to make a planand how to carryout a plan - -is tlie.'tiital message and the theme of thisAvailablefcir lea'Seor rental from Walt,Disney EducationalMaterials Company, 495 RoUte 17, Paramik,f New Jersey;:

andling Garden';Tools Safely. (8mm, color, .Sci'Und,-° 3 min., 15 sec.)Proper .use Of .rakes,- forks, shovels. and Other garden ,equip-menu as well as the impOrtance of Etpioper storage illustrat'ddthrough a situation. Ava,table frOM-',.the Encyclopedia,Britta_niCa Educational Corporation, '9.125N. Michigan Avenue,,`'Chicago, Illinois' 60611, 1968.

Handiino Knives and Scissors Safely, (8mi-11f color, sound, 2min .35: sec,A Youngster, building ;a model airplane the subject. of thj.sfilm, that illustrates with animated diagramthe.proper..urof knives and .scissors to avoid painful accidents.- AV'ailablefor purchdse from Entyclobedia Britannica CorporAtion,...425Michigan Ave.; Chicago, IllinodS 60611, 1968.

I'm No Fool with Fire.' (.1'6mm-, color) A cave man 'first discoVe,:predhe could 'produce f.ire by ,b(7-Crikin two rocks together andhistory reveals that'.:since that time fire has been,one ofman's best friends well oneone of his deadliest enexiies.From bitter erperiene, mean has learned he must understandfire7-how to .start;:itT-how to control it-- and 1-iciw tb put itout., Jiminy Cricket.presehtS.7the! basic rules of fire pre-ven-tion and fire fighting.summina up his philosophy:-'when':-hestates'," "The best way ,to,' fiaht fi;e,is not to have one'in thefirst place.". 'Available from Walt Disney Educational Materials495 Route 17,Paramus,...New jersey. 07652.

Junior.Firc DO ent. (16mm, B&W -20 MA .) Shows how Ciroprevention education may be tauclht in pUblic schools andhow these lessons can influence fire safety at home. Pur-chase fron-Anisound Company, 1037 LaBrea,Avenue, 11011!ood,CAlfornia

Si,,ty 1-, -o ids to S tiety. (16 BZW, 12 min Points COMMun--------fa re, haza _ in schools. Available for purchase, rent orJoan from American Film Reqistry,10 Wabash, ChicagoIllinois 60005.

h Fe gTrian_le. (16MM Bcolor or & thW, 13 in.) Demonstrateshoi'v firemen control fires by eliminating one of the three-components of fire. PurchaSe or rent. from University ofTexas,-Visual Instructionza Bureau, Austin, Texas, 1962.

Trouble T )mm, cola 17 thin-.) How a falsealarm spar=k a school campaign to re-educate pupils tto be

0-safety, Conscious. Mir-chase nr loan from AssoCiationFilms, Inc. , 600 Madison Ave. New York,, N.Y. 10022, 1964.

FILMSTRIP

_1 with Fire. Long T a ga struck two rock`I'm Ncy_

"t6(wther and sparks flew...and c since that time, mankindhas been trying-to control fire. Here Jiminy explainF the-ungers of fire, describes some of the advances our skill in

using fife has made possi ,10, outlines Ciro-fighling proce-lures, and Oresents'basic.fire-prevention rules for yonnochildren o follow4, Available from Walt. Disney EducationalMaterials Company, 495 Route 17, Rmramus, New Jersey 0765:2.

176

Cr6a ive Playthings. PerceP. O. Box 1100, Prince On,-NewPi ythings.

rEiert Spe-ciAlty Corp. Traffic SiYork 10032: Norbert Specialty Corp.

chiey 08 reative

n Bingo. New York New

Otto Maier Verlag., Positive and Neg14ve (perceptualmatchinQ- game New York, New York: manufactured byOtto Maier Venlag, Rauensburg, West Germany.forCreativePlaythings, a Division of CBS, Inc.

177

sonne

n1 Dame, SupeFi_Rockfafls Elementary Schools;District No 13'600 Fourth Avenue.

c4stalls, 01071

b

Sister QeOrge Marie S.S.N.D.Supervisor. of Remedial Reading404 E,. Coldskrng"LaneBaltimore, Maryland 21212

Frank Haering,' Supervisor of SafetyMontgomery County Board of Educa850 N. WashingtonRockville, Maryland 20850

Alice Holden, Ph.D., Consultant in Early Childhood EducationP. 0. Box 8717, Friendship International AirportBaltimoro, Maryland 21240

H yes Kruger, Assistant Profe =ssor

Health and 'Physical EducationNadison CollegeHarrisonblirg, \,i rcyitila 22801

Mrs. Mary Leonard, Elementary SpecialistPhysical EducationBaltimore City Board of Education3 East 25th Street

Maryland 21218

T. MelzerDepartment of Traffic. EngineeringBaltimore ,CountyRoom 145, Jefferson BuildingTowson, Maryland 21204

Dr. Leonard Salty iiik eptomc t ist204) York RoadTimonium, Maryland' 21093

178

Glavach, fIatt J. Stoner, Donovan. Puzzles and PatterAustin, Texas Steck-Vaughn Company, 1970.

Glogau, Lillian, Krause, Edmund. Let's St. Louis,Missouri: American Optometric Association, 1970

Hoffman,' .lames Come Play with Me. Birmingham, Michigan:The Instructional Fair, Inc., 1970.

179

n Mutioct

,_Will -int. to-Drive. Reilding,Aldi. on Wesley PubIiShino Company1971.

land Minor. Success uI TechnicuosEle nt r -_r Lncu 'P Vilest- NyacPnblishing Company, Inc., 1970.

lusurance Alliance..Stromber..1 Allen an 3 C 1

Bal imo're-City Public hools. PhElimentary Level Baltimare City196g.

Muse

To _hindYork: Parker-.

iucation at i! Earlya of Public ions,

1iAitim0 "Comnty Board of Education. Elementar chool sicalEdudatl,on Towson -Maryland: Haiti, ore County Bohrd ofEducation, 1-97Q.

Bloc oer, Uicha. d -H.. `kill Games to Teach -dint Dan,viJ:New York: The Instructor Publications, 1909.

a

ki'i.ley, Wifliam T., Konicki-, eraldinL, Loot Catherine, bailvSonsormo !-- raini_ri Activi-ties. Treepo L-.17. , Yoi7R.:-[ciccc4't,ional Activltios, Inc,, 190,,

I ucher, Caleb W. Acti vi ieS for Today's Socia.York: The Instructor Publications, Inc.,'1905,

urcau of Curriculum Development. A Guide -r 11c ci.nni_nq Teachersof R07,dino. New York: Board of Educa on-of the City ofNew York, -1969.

Dansvi 3 le,

.I3ureau cif Curriculum Development. Serc uontial LevSkills. New Yo k: Board of C iur_ation 0f the City oYork, 190.

Chap

A

,' Margaret B. ,Look Listen and Learn. Now York: HarcourBrach nand Javanovqc.h, 1971,

e.

A

.r,

Yorksic

N'ewThe Instructor Publications, 1970.

ClydeNow York:

'Buildin, ATho Inlitruc

SI wi Dansville,Public ions, Inc., 1968.

18Q

Cra.tty, Bryant J. Mc vomen t Behavior anej Motor Learn ir1967-.hiladelphia: Lea And Febiger

-y, Bryant J., Martin, Sister Margaret Miry. Perceptual-Motor E--fficienc_y in Children. Philadelphia: Lea andFebiger , 19

Grose imben , Joseph. Arithmetic Enrichment Ac orv York ParkerElementary School Children. West Nyac

Publishing Company, Inc.,

0Cunningham, Jean, Kirchner, 'Glenn, Warrell., Eileen. Int roduc t ionto Movement t Educa ti can . Dubuque, Iowa: William C. BrownCompany Publishers' 1970,

Glen, Latehlaw, Marjc le. Huuman M vemen ewnodClitfs, New Jers(_?y: Prentice Hall, 1969.

Farina, Albert M. Furth, Sol 11., Smith,, Joseph M. Growth ThrouchPlay. New Jo r key : Prentice ilall, Inc. , 1959

i tli V1 ralFublisliincl

fliaa G

novo 1

0

Ilrc]c) rcn, l try . I Elme r U., McKee,no s. -1\rev Yo rk : ) ter D vi 0 I ,

-raw Hill Nook Compatiy, 1 0 68

4

H 1 1, M.Ar v. Yatel.= Rescue. _evens _Mi ch (Jan : Educ ction itService, Inc Inn()

I a .

Science Ex )e rion cos . 1 1 Je Newih 1.11 t ruc Pc1Ii.I, ca tions Inc., 19 (

H0. 1 Macy

John ,--

Pub 1-i

1drort 1 e300

n. City: Pi tm

Hor)1.,z i Lee Bert)--'iett', !=c) _Anne ,ink. Crt VO Ar- the '(ii Led CI A 1 ifornia

PIA h 19

110'S r vice, nc 19680

w.

CV vi 11c3, iChi ri11

181.

Isc_Iuc .r t 1 OW

Karp,' ECo

0

um_

La

Russo)_1, David H. Readin_ Aids:Tabia Oniversit Teachers Colleoe Press,

0 1,

John D., rumbol.t.z, Heron Citangirfc Children'savion. Englewood .1\rew Jersey: _Pie-_tice

aw, Marjor A ="ocke, of -Move_ n vitihe Elomen. L 1.. " ngiewood Cliffs

James, Jr § Adminsterin thEst Nyack, New York: ark-

Neiv Jerse'. 1970.

Individualizedlishing Comp y

land State Department- Jf Education. Guide for he ectionand T- raining of School Bets Dr ivers in MA la-d. Baltimore:Maryland School BuIJotin, 1961.

McGuire, Mabelle B. Pine er and Action IYot The Instructor, PufilIcations,

ram.Inc. , 197

lomery CoUnty Public "hools,2L1jLLIgi. Rockville, _Orand'Montgomery

tom (Mu!pka.E. 'Merrill

Plat-04, MarySorvic'e ,

Platt, Mary'Service,

County, 1966.

\

Dansillo, New1966.

Ph sicalEdue I ton_ CoArd of -.Edueaion

Develo mental Movem nt. Cola bus,- Ohio:Publishing CoMpany, 1965.

Plus.Inc ., 19t 4.

Cha

Stevensville, Michigan : Ida ional

Stevensville, Michigan: -Educa lanai-

Platt. Mary; E. Spice. Stevensville, Michi an : Ed -cratiService, Inc.

:

ainwater, Janet tv Vision n How Wh and What We See. Nc_.--v York:Golden Press, 1902.

Roy, Mary M, Stevensville, Michigan:Service, Inc-. , 1967.

Roy, Mary M. Probe.1962.

Roy, Nary N. ELtric.

1nc. 1905.

0

evensville, Michi '

Educational ,

Educational Service,

evens vi 1 le , Michigan: Edlicat of ia 1 Se r vi'ce

182

LV:=, cam, ilk, Elizabeth E. Russell, David H. Ldstern_ nc# Aids Throu h'Grade.s. New Yorke' Teacher's College Press, 1971.

nders , Norris 11. ' ClassrOom Questions: What Kinds ? New York:Ha,..- Tper and Row, 1966.

'2 g).

zh.arzekr ,. A llred,. Suo, ilman , Edward A. _t_r ea _=,h in Chi ldhoodAccidents. New York, New York: Association for the Aid o

14Crippled Children, 196.0. .

SLingeiland, Beth H. Train uisi tes for e9innin9n-Reading Camb'ridge, Massachusetts: : Educators Publishing,fie 1967.

oloane, EriP. Book of19.56.

Now York : Duell Sloan, Pearce.,

temeyer, Clara G. Accident _

LJa hing , D. C.:arch for 12,ett er safety

ional Educations sociat ion , 1964.

Physical -Sciences true to-r Jublicat ns

-imen Dans vi 1 le Newt

Alfred. C.-Au ion: Dr-vin Ahead. Austin, Texas : StecVaughn Co: any, 1972 .

, Ann and M 'ron Nature :on theampagq.York : R. 1 ippi t t Company, 1962. .

-Tut:

v York, New

D , 0 ' Brion Robert, and the Editors of ' "Time' --Life ""Weather New ,York 'e Books , 1968.

IC

an(Nat

or

)1,0(Je1 , Char 1(

Nead ,krif )a..n v 1I- C

rceo tu, Tra I !tin( ,Ac_ ios Ilanclt' Col le. lo 19u7.

Po roe t ien T1 r nigh -rienco. at Br-1 -in T, \h Ltd. Di5;tribi

Inc' 1470

Tr F, 11,:muaI Inc. 1961;.

in U. S. A. 1 Barnes end

Hid 1 -tvi. d C rni a: E_Qu'Os tr

Ward Echicat ion .Yo : F. A Owen 1)10.) I i shi ncj . ".1968.

A%1 011:, Y1 fillip Fundetmon i,t -l. N

I ea and Fobiuo c.,70

183rl

Dansvi 1 lo ,

i'II i 1 irkE I e :=1 11)11

THE WELL-E UIPPED bicycLE

*Bicyc e Frame Handlebar Grip

Saddle

Horn

Handleber

Fender

Light

Fende-r

Valve

Wheel

_

Chain Guard

Kick Stand TirePedal

procket Wheel /

96

Front Wheel Hub

ASTER FOR REPRODUCTI N F

THE WELL EQUIPPED BI YCCE

DIRECTIONS

Give. students handout sh discussion purpo es.

SAFETY ACTIVITIES

c

UNIT OBJECTIVES::

After experienCing several of the followingf activities bedetermined by the teacher) ,the student will be able to

.Compare and contrast the advantages and disadvantagesofusing seat belts through a series of activitiesconcerning seat belt usage.

Demonstrate _through self initiated acti s therecommended Procedures lor%Ontering and exiting fran automobile.

Illusteate by demon stration the effects of G Forces.

Compute miles per gallon of gasoline in specificsituations.

Plan and ,chart a selected route a given desti-nation using a state road map.

98

.1.PROCEDURES FOR ENTERING A Review)

Ilk

1 pethe -car,, door on the cdrb*side'.

Be sure the doer is closed securely.

Look the door.

Fasten the peat belt d adjust it securely.

Using the procedure* listed above, have the s udents.createhypothetical situations in which one or-more of the proceauresis violated. Upon coMpletion the class may conduct a MockCourt with judge and jury to determine which rule was violated.In addition, students may. consult tlote Motor Vehicle Laws ofMaryland,4- if:rdetermine if there have been any, vehicle-violations involved.

If the students are not familiar with the Procedures forEntering a Car, they may be listed on the chalkboard. Asample hypothetical itpatidn .inay be written as follows:

"I'll bet you a coke can' be the first one in the arwith my seat belt fastened!" shouted Jim to Helen andAlan as they ia 4 to the car where Jim's mother

ile

s s c. was waiting. As challenge was accepted, each child-raced for a separale door. Which rule for entering a carwas violated? 'Why is it dangerous to disregard thisrule?

Answers given should include Enter thecurb side. Never race.to enter a car.

PROCEDURES FOR EXITING FROM A CAR -7 Revie

When possible, always exit on the curb Side of the car, If thisi not Practical,, the following procedure should be-followedw

I. heck street traffic from r behind to side .

2. Open door slightly (6-8 inches) and check again.

When traffic is clear, open door far enoughto exit to the rear staying close to the side of thecar, proceeding to the sidewalk fran the rear of thecar.

99

4 ..Using, the----43rogedures listed above, av e the Students create hypo-thetical'SituationS in which one or more oft the ipXocedures' isViolated. Upon , cO,pltiCm, the class may conduct a -Mack Courtwith judge U 6 'determine which-rule:was violated. In

,

addition, stu n y- consult _the- Motor VehiCle ,Laws of Maryl.

to determine _thre have been driver --,vehicle violationsolved.

the -students ar not familiar with the .Procedures for Enteringar may :be listed on thechalkhoard. A sample hypothetical

ituation may be written as follows:

John and M1ke'rode to schotil daily With John's father. :They.Aways rode.inl:the 'back seat of the car.. The boyS' were ina rush this particular Illornng. As' the 'car came-to a stopin front of the school, both b6YS-Uxifastened their seatbelts, opened their doors, and -jumped:from. the car. Mikerushed *ward the school'. As .he did .so; he heard the! screechof brakes and their tikes on the 'aS he heard'Johncry out fdi` help! Luckily for John, fie was only scraped andbruised,'/.b*Gthe back door on John's side was a mangled mess.The passin44gotorist had ,strudk the door. ho was a fault?Why?

Answers givep g shduld include the followth Johnfor not folldwing the procedures for exiting promstreet-sideandibr exiting from a car curb-side.

1pO

SAWETY INSTRUCTIONAL SYSTEMAUTO PA ENDER

INTRODUCTION:

As a Tallow up tdtpaSeet Be t Survey takenactivity provides' students the opportunity=opinions based on preVious- h ground info r m

ACTIVITY

Divide'list pand an

- Pro's and Con's of- at Belt Cl ge

the gtudents into Small groupS_for discussiofi Using theovided3have each group be prepared to,defend the positionwer questions about the topic they .have selected.

Seat belts are good insurance*they may save my life and my job.

Seat blts prevent being ejected'from the automobile;

belts aren't comfortahlE

Among passengers and driversusing seat belts and shoulderharness, no deaths have beenreported at speeds and 60 mph.

Seat belts help hold a dr N.;erplace and,in control of the car.

Unbelted children can causeaccidsnts.-

. Injuries caused by seat beltsare slight in comparison to '

injuries sustained by enge]not wearing seat belts.

'3. Seat belts are too, muchtrouble.

5 .

seat belts are wornby old people.

Seat beltsdriversif

6. Seat beltstrouble to

Seat:beltsclothes..

"Seat beltsI.forget

`CR TIVE WRITING - SEAT BELT MYTHS AND FACTS

Student hand-out' sheets Master for Reproduction A through Cuse'd to give each student the opportunity to make individual responsesto the facts and myths related to safety belts.

insult theyou weave them-

SeatbeltS'

are too muchput on.-

wrinkle my

slip my mind.put them on.

rap me in my. car.

101

T BELT FACE OR MYTH?

_istedbelow are some facts and Some ,myths aboutseat belt. usage. F Read bothcarefully*,see'if yOUan determiAe the rOal facts and explain why you thinlc-

each statement Is factual n mythical.'

rising a seat belt an auto passenger more lik0-Yto be unhurt, alert and capable of getting 0 ofa carquickly

-A seat belt is likely to trap an auto passenger' ina burning or submerged/automobile.

MASTER.FOR REPRODUCTION A

SEAT pELT - FACT OR MYTH?

DIRECTIONS: Give handout to children. Afterreading the statements, have themwrite a statement, indicating whether'each statemen,t is fact or myth. AmsWersare belt:1w.

ANSWERS

A is a "fact". B is a "myth ".

Additional in

Without a belt, the motorist may be dazed r- stunned bythe crash; this would increase the time it takes to getout of,the car. Therefore the belt will speed up., ra-the than slow down,- the escape piocess.Fire and submersion actually occur in less than one -halfof one percent. (.5%) of all serious accidents. Includingless-serious accidents - the "bumper-crtunplers" - makesthe proportion even s piler.

103

SEAT BELT - FACT 0

Listed beloxy are some facts and samemyths about seat belt usage.- Readboth carefully, and see if you can determinethe real facts Explain why you think eachstatement is factual or mythical.

Many Moto ists'have been "saved" by beingthrown out of a car.

B. -The probabil±t y of death is almost fivetimes,greater when the motorist is thrownfrom the automobile.

'DIRECTION Give handout to children. Afterreading the statements, have themwrite a statement indicating whetherit ds fact or myth. _Answers aredie lew'.

A iS a Imyth". "fac

Additional. Information

The forces in an accident are so great that a person` ejected from an automobile can be flung 40 to 50 feetor more, from the car. (One body was fOund 150 feetfrom the car from which it had been ejected.) Whetherthis distance is covered through-the air, scrapingalong the ground, or both, it is highly likely to haveserious results. In other cases, the CaT door is sprung,the motorist falls out, and the car rolls over and crush6shim. Despite any emotional fantasies about "being thrownclear," sheer common sense - baSed on exten lye-statisticssay it's better.to stay inside' the car.

A station wagon carrying a Emily of six was struck fromthe rear. It ran off the road and rolled over. The motherflew out the door and was killed when her head hit a rock.Thre of theq1a4dren stayed in the car; all had broken'bones, but lived. The father stayed in the car and was notinjured. When the police arrived, the father was franticallysearching for the eighteen-month-old boy his wife had beenholding in her lap. Half an hour later, they found the baby.Otherwise unharmed, he had drowned because he was hurled intosix.inches of water.

105

Listed below are some facts and some mythsabout seat belt usage. Read both car fully.

if-you can deterbine the real facts andexplain why-you think. each' statement. is- factuaor mythical.

lfI!m just going shopping.} why. bOther? IdiOn't n4ed,t6 wear A at belt while-driving around townat low speedy

More than half of the accidentsCaueing-injury.or death occui at seeds less than40 M12.H Three- oUt. offour. aOcidents.causing_ death occur within 2.5:Milee*of

MASTER FOR REPRODUCTION

Give handout to, children. AI them tOread the statements and write a state-ment indicating whether each,state-ment is fact or myth. .AnswerS are below.

ANSWERS

A is

Additio

?myth' is a "fac

nal InJermation

In a study of 28,000 acciddht-,_cases,fatalities o -non-beltedo cuparits were spread over the whole speed-scale, starting as'low 12-miIes.per hour.

Speeds below 30-MPH accounted for 90% of the accidenthirds of the injuries,*(1454% of the.deaths.

CREATIVE WRITING - THE DE CI IS YOURS,

Mat s for Reproduction D d E,.pages 109 and 111,- esigned as student handout Sheets to give the. StUdent the

opportunity t6 express his/het opinion on cjiVen Statements.

.,.fuTEIEE21212011§t22 pilaster for Fteprodu on F, page 113.

-INFORMATION

A sh6tgun scatters shot in a:mide area. A target pistol is motdirect, firing at only one specific area. In'.6kaer to reach a

-..kwider range of peoplei.a campaign for using seat belts must-be-deslgned to attract the many different interest groups.

INTERSTATE NUMBERING SYSTEMS

Master for Reproduction G, pages 115-116, airy signed,acquaint the students with te designed plan or number ng beinterstate highways.

N IN G A VACATION-.

Master for Reproduction H, page .118 contains Information onplanning a .Vacation rip requiring map reading tind math skillsin conputing mileage miles per hour, travel time and gasolinemileage.

RESEARCH PROJECTS - CO PUTING GASOLINE MILES PER GALLON--PER,HOUR Masfer for eproduc ion I, page 120.)

It s educing injury

Seat tilt, and shoulder. harness combined.

*NOTE Ifithe ma e r al is not available in the school.librarthe student Play need to use' the public libraries.

ORAL TING - HIGHWAY SYSTEMS

Researdh the history of our National Highway 'systems and preparea five minute oral report or a 5,000 word written composition.

THE DECISION 'IS YOURS

If you 6oula,get every driver and every 'passenger in every motorvehicle in-the United States to use safety belts, you would beresponsible for...

. saving 10,000 to 20,000 lives-lessening.the hardships of more than 2 000 0

personal injuries,'- reducing wagelosses of over--three-billion_dollars and_

medical expenseppf around one-billiondollars-and, possiblreaucing the number of-:accidents .eery year

.-How would you answer people whop giVe you these reaSOng"-for notwearing.earing safety "pelts?

at belts are not comfort01

Seat belts Mess my clo hes,

Scat belts are on Y w n by dull oldp

"Automobile Safety Belt Fact ok," H. S. Department Transporia ionNational Highway Traffic Safety Administration.

MASTER FOR REPRODUCTION D

THE DECISION IS YOURS

DIRECTIONS: This Master fo- Reproduction is_designed as a student hwIdout sheettO7give-ihestudent opportunity toexpress his/her opinion on givenstatements.

110

DFrISION. IS YOURS

Seat belts and other safety devices are completely useless unlessthe driver and passengmake an effort to use them. It has .beensuggested that if a driA;er.has an accident when he has clea,rrfailed to use these safety devices, he should be consider/ed guilty,of contributory negligence and should not be entitled toatly in-surance settlement. How do you feel? What other ways can you thin1of to enforce the use of safety equipment?

1

MASTER FOR REPRODUCTION E

. THE-DECISION IS YOURS

DIRECTIONS:_ This Master for Reproduction is designeda student handout sheet to give the

student opportunity to express his/heropinion on given statements.

112

EFFECTIVE ADVERTISING

ADVERTISING CONCEPT

A shotgun scatters shot in a wide area. A target pistol is moredirect, firing at only one specific area. In order to reach awider range of people, a campaign for using seat belts must _bedesigned to attract the many different interest groups.

As Grandma used, to say, "Don't put all your eggs in one -basket."If Grandma were running a safety belt campaign, she would .

Have as many people as possible prpparing messages.

Have each person prepare as many different messagesas possible.

On the basis of these statements,cgmplete the followings

Write three or more safety belt slogans, each one designed toattract the attention of different age and, interest groups.

"Automobile Safety Belt Fact Book," U. S. Department of Transpor-tation, National Highway Trgffic Safety Administration.

MA TER FOR REPRODUCTION F

EFFECTIVE ADVERTISING

DIRECTIONS: Give samples and ask children towrite three safety belt slogans.

114

INTERSTATE NUMBERING SYSTEMS

This activity is designed to be used with the fo1iowingmap - Master for Reproduction G.

BACKGROUND INFORMATION'

Route numbers in the hundreds are interstate spur routes - orbeltways.

If they are around a City - the first figure is even.

If they are around a small town - the first figure is odd.

Interstate routes that run north and south - start numbering inthe west and get higher as they move east.

Interstate routes that run east and west - are low in the southand get higher as they move north.

-1ntersta e Route Activit

1. List the. numbers of the East-West Interstate Highways.

2. List the numbers of the North-South Interstate Highways.

What is the number of the Baltimore Beltway? (695)

4. What is the number of -the Washington, D. C. Beltway? (495)

Interstate Hi.hwa Research Activit

Many of our interstate highways had their origins long before theinvention of cars. Have the students research the origin of theU. S. highways and interstate routes_

113

a

1

aMASTER FOR REPRODUCTION G

INTERSTATE NUMBERING SYSTEMS

DIRECTIONS: This Master for Reproduction isdesigned -tit) acquaint students withthe designed plan for numbering theinterstate highways..

PLANNING A VACATION

Using a State map and the informa ion provided, completethe followingactivities:

Poin }of departure for the vacation is 'Frederick, Maryland.Your,destination i Wheeling, West Virginia, via Washington,Pennsylvania.

Select a preferred route of travel as well as analternate route in the 'event of closed roads orhighway construction areas.

Chart the routes on a map and list the highway numbers inthe order you will follow them on your route of travel.

Compute the total number of miles you will be traveling.

Give fuel requirements in gallons if the car averages15 miles per gallon, round trip.

5. Find the total cost of gasoline if the average price is$.38 per gallon.

If the car is filled with gas when you leave Frederick, andit has a 25 galloh capacity gasoline tank, how many Stops forgas will be required?

7. Plan a 10 minute rest stop every two ,hours and a 45 minutestop for lOnch. Speed of travel will be deterMined.by thepasted-maximum speed limits on the chosen routes. If youaverage 60 miles per hour, how long will it take you todrive to Whee

What time must you plan to leave Frederick if you are toarrive in Wheeling by 3:30 P.M.?

118

MASTER FOR REPRODUCTION H

PLANNING A VACATION

DIRECTIONS

Mastpr for Reproduction pages 118-121 tontaininformation on planning a vacation trip requiringmap reading and math skills in computing mileagemiles per hour, travel and gasoline mileage.

119

PUTING GA 01 INE ON MILES PER HOUR

In. 682.5 miles of driving,'Mr. Mills used 35 gallons ofgasoline. What was the ,average number of miles per gallon?

2. Mr. Mills'gasoline tank holds 25-gallons of gasoline. Howmany times would he have had to buy gas?

On the first day of a 1,200 Mile trip, Jean's family drove_. 540, miles. What per cent of the trip had they completed?

Ate---dsove 120 miles in 24 hours, His average Tate wasmiles an hour.

A man drives 96 miles in 3 hours. If he drives the 'same rate)-how long will it take him to drive a distance of 1po miles?

Driving at an average of 40 miles an ho r,travel 360 miles in hours.

J_nes can

7 The Ryans went on a cross-country trip last summer. If theytraveled 8,832 miles in 23 days, bow many miles did theyaverage in a day?

8.-,If Mr. Ryan's car used 552 gallons .of gasoline on the trip,_ thecar averaged

9:

miles per gallon of gasoline.

If Mr. Ryan-paid $.42 per gallon for'thgasoline he used onthe trip, how, much did Mr. Ryan spend on gasoline?

10. Averaging 60 miles per hour, how long will it take Jim's fatherto drive 564 miles to Indianapolis, 'Indiana?,

MASTER FOR REPRODUCTION

COMPUTING GASOLINE MILES PER GALLON - MILES PE_ _ OUR

DIRECTIONS. Give ,the childten the handoutHave them read an complete 1 estatements.

A- SWERS.

1. 19.5 9

Once 23

45% 10

531/3 9. $444.81

5. 5 h 10. 9.4 hrs.

121

GRAVITY FORCES AND FOOT POUNDS

INFORMATION-

A car'traveling 30 miles per hour strikes a concrefe barrier. The!..6,ar,is carrying four dummy pa,ssengers that-are constructed to resemble adult human beings in size, shape and weight.

pOn impact of the collision, the dummies age thrown forward witha force equal to thirty times their normal weight. To translatethis: into foot pounds;. multi-pi the weight at one G by the num-lo,p.t. Of G's. If each dummy noiwally'Weighed 150 pounds, duringthe its weight rose to about 4,500 pounds over 2 tons.

FO

G Forces or Gravities

If you stand on .a-bathroom Seale, it will show your weight. To bemore precise, it shows your-weight at normal earth gravity or one G.

Demonstration of G Forces-.

Obtain a spring scale Using .a small weight (one pound, if pos-sible) attach apiece of heavy string to the weight, fasteningit securely, make a loop in the other end of the string. Thestring must measure 12 inches between the weight and the offsideend of the loop.' NCold the spring scale. securely on the edge of atable top. Drop the weight. Tell what weight registers on thescale.

Repeat 'the above activity, using a string that measures 2 feetfrom the weight to the loop What weight-registers on the scale?_

ffl-x

Weight and G Forces Activity

Using a bathrOoh scale have the tudents in pairs weigh themselves,'then bounce up aid -down on th? scale to see if they are able to reach.the level, of in order for them to realize the force involvedin G Factors.

122

Foot Pounds Information Demonstration

Information: Energy an also be expressed in foot pounds.. Onefoot pound is simply the amount of force required to lift an,object\\

pweighing one pound a ertical distance of one foot, A -force f fivefoot pounds is capable of lifting one pound. five feet or five poundsone foot.

To show the 'force of impact that a freely falling object can Imparton a fixed object.

Demonstration: 'Construct a sma- 1 lever and fulcrum. To make it,have a suggested support height of 12 inches, and a length of_

lever 3 feet)(a sturdy yard stick may be used).. Place,or hang aone pound weight on one end, and drop a two pound weight on the

1 opposite end of the lever. Observe the action of the one poundweight when the force of a two pound weight is exerted on itRepeat the above activity, using,a three pound weight. More -plete details can be found in science books.

REPORTING DEMONSTRATIONS

Have the student- write a report on each of the k_xperiments ordemonstrations. Have them describe the experiments and reporttheir findings.

123

HOOL ENVIRONMENTAL

SAFETY ACTIVITIES

AVIT OBJECTIVES

The student will acquire- theeffectively cope with potential haards withinthe school environment.

. 2. The-student will be able to follow recommended.

procedures when confr&nted with simulated car realdisaster warnings.-

gIs SAFETY INSTRUCTIONAL SYSTEM,FIRS SAFETY

SIS

OBJOBJECTIVE The students will be able to .demonstrate their knowledgeof Fire Drill Procedures as measured by their performanceduring an actual fire drill.

CONCEPTS TO BE DEVFT OPED:

41. Fire Drill Procedures are designed to get people out of a building

as quickly as Dossible.

Calm, orderly behavior is essential in exiting from a schoolbuilding during a fire drill.

TEACHER INFORMATION

Fire drill evacuation procedures vary from county. to .county aswell as from one school to another within a county; Teachersshould have a list of procedures for fire drills and post it inthe classroom. Each teacher should know he specific proceduresthat pertain her ellassroom, i.e.

1.. What route ake during a _ire drill.

2. How to line the children up.

Where the children evacuate to.

The procedure should be practiced before the first schdcluledfire drill for the year, and-practiceshould continue throughoutthe school year

INTRODUCING THE FIVE DRILL PROCEDURE

During the first few days of school, the teacher shouldintroduce the.concept of the FIRE DRILL. Discussion shouldinclude:

1. Whyan orderly plan of eXit is necessar

Why schools have :fire drills and what a fire drill is.

tkrha_ -fight ppen the-school did. not have a fire drill.

Emphasis should, be on purpO5f and proeedures.- Rules and =procedure sshouad be -liSted in sequentihl order. For non-readers pi cture-sshould' accompany the procedureS,.

STOP WHAT YOU ARE DOING

NO MATTER. WHAT THE WEATH

LINE -UP IN AN ORDERLY MANNER.

D. PUT E RYTH1NG DOWN.

DO NOT GO FO._ YOUR CLOTHING.

LAST STUDENT IN LINE CLOSES THE DOOR.

WALK ,OUT IN A STRAIGHT -LINE WITHOUT T/

WALK TO ASSIQNED

7.. STAY BEHIND. THE PERSON THAT WAS IN FRONT OF YOU.

REMAIN IN A STRAIGHT LINE WITHOUT TALKING UNTIL. THE ALL. CLEARSIGNAL IS HEARD AND TEACHER GIVES YOU PERMISSION TO RE- NTER

EMERGENCY_ CONDUCT PROCEDURES-6 r

xplain why it is iitmortant to remain calm during an emer-encyand to know what to do to remain safe.

THE BUILDINd.

Keep moving (no' Stopping to go. back for clothes,: booksent

Clear out (so you won t 'block exits or streets from fire-fighting equipment).

Stay with your group (s you teacher

126

r

S you are safe)..

TEACHER 'INFORMATION

Wood doesn't burn in a solid form. It changes to ga.s and itis the gas that-,burnsw

Combustion - a rapid chemical combination of oxygen with asubstance Such as carbon or some other element.

Oxidation - when something combines vith. oxygen.

-__

Kindling Tempera ur ae - the lowest temperature t which asubstance will catch fire and continue to burn. A low kindlingtemperature can b found at the striking section of a match;.however the end made with wood or paper is higher.' Water on afire make the temperature go below the kindling poidt.

Flash Point - the lowest temperature at which a liquid willcatch fire and continue to burn.

Heat Energy Movements'

Conduction when molecules move fas and faster Andeventuallyeventually moVe from the area of contact with heat to anarea away from heat. EXPERIMENTS - Good conductors--

127

Pdor conductors. Objects may be placedtfnext to an areaof heat (radiatorhot plate) to find out whether or notthey are' good* conductors. Samplesmetals, wood, cloth.The poor conductors such as cloth can be' used to holdthe good conductors. Discuss how good and poor conductcan be useful and nonuseful.

b).Convection - the uneven heating gasliquid whichcauses the cold air to. push the hot air up. Convection'aids 'trapped firemen And other trapped people. The airnearest the, floor is Cooler and clearer; and therefOiepeople uppedapped in a fire should crawl along the. floor so thatthey can- see better and breathe and thereby exit.

(Convect on and Conduction need solids, klsuids, or gases inwhich to move.

c Radiation - is a type of electromagnetic energyemanating' directly from the ss t 186,000 miles per second.When' the- energy hits the earth, t is re-radiated upward.

SIGNIFICANCE - when a magnifying lens is placed on paper, it willconcentrate the 'rays of the sun and cause the paper to burn.This can be shown as an experiment, and the children can discusswhy it is or is not important to the classroom. It would be offurther importance to the class to relate to-how hot objects alsoradiate heat (infrared rays ). If it is close to an object thatignItes 6asily, it may cause a substance to ignite even thoughthere mby be an object between or a distance, from the area ofradiation.

roomi_n after fire and smoke have filled the bottom of ab ilding, there is no ,way horizontally for it to escape, itds to the ,top of the area.

smoke and heat to escape.

-Backdraft - occurs when i-gniti n and combustion of flyablegasses or dust mix with the air_ due to poor ventilation. Thisposes -danger to people opening doors.

Ventilation must be made for

Surface Tension - attraction of water molecules for other watermolecules. Additives are Used to lessen the tension.

Water-Carbon Dioxide-Che _icAls - water is used for extinguishingfires mainly because

there is so much of ita) it flows through hosesb) can be brought from a dista=ncec) it takes considerable heat to build up water temperature.

Water cannot be used on fuel fires such a oil, gas forkerosene, since taley don't mix with water. Fuels are lighterthan water. Because of this, they float'and move along with thewater as it spreads. Experiment: placeone of these chemicalsin a water filled beaker. Discuss the :results.

Voltage -.Conduction of electricity to.a person ho ding a hose.Therefore solid streams aren't used .at a close range.

.212121f22 - A fineiMist made by water to absorb heat from a fire.A Special water nozzle is needed for this

Scuppers - water has weight. -Therefore, some allowance has to emade for it to escape. Often water will fellow. theScuppers are used on the sides of walls.for drainage outlets.

Equation - water goes into:. absorbent materials. A gallon ofwater weighs 81/2 pounds. One cubic foot,of water weighs 62.4 lbs.To find the cubic feet for a room use-this 'equation lengthmultiplied by width multiplied by one. Take the answer of theequation and multiply it by 6214, (cubic toot water)wer) to finU

w'out ho many pounds of water. Whir will tell you the averageweight of cubic -feet* of water in a given room

111E1In22atala- chemicals that have been dissolved in waterso that the water can penetrate absorbent materials like hay.

FIRE TRIANGLE

1. Introduce the fire triangle to the class at the chalkboard.Emphasize that all three parts are Aecessary to create fire..Have the chit Oldren relate situations that occur when one partof the triangle is added. For example, in a forest tlfere iswood and oxygen. What then is added to create the fire?(Match--fire from a cookout--or lightning.)

Bulletin Board - The fire triangle is placed in the center of ,

the bulletin board - "If." Divide the area around the triangleinto sections and have the children illustrate the situationsthat may develop. Children, can then write how they can escapepossible hazardous conditionS. They could add details tocomplicate the situation and give possible solutions as to

How to put the fire

How to signal the alarm

How to exit Prot the building under given circumstances

EmergensyFamily Fire Escape Map - Assign children and parentsthe task of planning an Emergency Family Fire Escape Map.When completed, maps should be returned to their class and thechildren should discuss exiting procedures. In this way, thechild's concepts of exiting are reinforced. When children'smaps are completed and routes checked, have them take home tobe placed in an obvious location for postible future familyhome fire.safety drills.

Research - Fire Laws - Ask the children to lgk up and locatespeciific fire laws that have been written for schools. Havethem note the laws and list the reasons as to why the law waswritten. These could be presented to children in lower gradesby using drawings and discussions.

MASTERS FOR REPRODUCTION

A - Classroom Fire Exit R

- Fire Drill Prpcedure

- Who Knows What About Fi

6. Collect Stories - Ask the students to collect stories aboutfires from the newspapers and paste them in a scrapbook. Foreach one; discuss the cause of the fire, how the three firetriangle elements were combined and how the fire could havebeen prevented.

Vii th Local Fire Station - Have pupils-write storiesand draw pictures illustrating what they saw on their visit.Write letters to the firemen thanking them not -.only for theirtour, but also for the services .they provide to the community.

Tour Your School Buildi. Tour your school buildilig, looking

for fire equipment. Note such devides-as automatic fire doori,sprinklers, alarm systems, 'stairway enclosures, fire- extin7guishers -- and the location of, each Ask a member of thefire department or your school's safety supervisor to accompanyyou and perhaps demonstrate the ,use of different fire extin-guishers and alarm boxes found in the building.

l30

Make a Fire Chart - On one side list the godd uses ofthose that are beneficial tc man. On the other side listthe abuses of fireL--fhose that are harmful to. man.

10. Have. Pupil Locate the Fire Alarm Box-Have pupils locate(the fire alarm box, fire hydrant and fire station nearesttheir homes. Have them draw rough maps of theirneighborhood showing the approximate location of each.

11. Build, a Fire Safety Vocabulary - Ask the students to writean essay using the following terms with their-properdefinitions: fire engine,, alarm, chief, fire drill, lightning,hydrant, ax, fire extinguisher, flammable, siren, pail,nozzle, combustion. (Study the dilfference between flammableand inflammable.

SCHOOL SAFETY MAGAZINESeptember-October 1965

131

MASTER FOR REPRODUCTION

EXIT ROUTE-FOR-FIRE DRILL

Distribute 3itto and discuss proper exit fromelan room After discussion have childrendraw ih the route from their seat to theexit door.

H

.inarmairmargeolosniwilamagne;

H

MASTER-FOR REPRODUCTION _B

FIRE DRILL -EXIT PROCEDURE

DIRECTIONS

Distribute the ditto and discuss each step insequence with the children, For furtheremphasis, have children cut out pictures inrandom order and place in proper gequence.

135

IfqyOu discover ire in your room, you should tryto put it out.

Sleep'w with your bedroom door

or false.

Costumes for parties, plays =and Halloween should. alwaysbe made of I, A material.

Be sure to loa re a ces plugged in while theyor false.are not in use.

You should know at least Two escape v.)from both; your home and your school.

lI

Never carry matches loose in your pocket. false.

If your clothes catch on fire 21xLiiiiirojaili_will make the flames spread, fster.

If you suspect fire, feel the door AILIAL and theectifics of the door. If they feel warm, don't openthe-door.

4. If you should have to travel through smoke to get out_of a abuilding, keep Attraj_eq over your

and stay near the floor.

Never return to c et " m,thing from a building that'son 'fire. Truro

C(Continued)

III

The effects of smoke killthan burns do. True or

people in fires

Close _ver o a matchbox; then strike the matchtoward) yourself.

If you want to report a fire and don't know the firedepartment's number, what can you do? Dual CI 170

4. If your clothes should catch on fire outdoors, droptheilljamma and (Lfwai

One reason for not going near a fire is that there isalways the danger of an E:11LipielifigN:

IV

I. Burning trash on a windy day is dangerous becauseblowing flames or burning particles may ignite nearbyhouses, yards, or buildings. or false.

ak stick matches in two before throwing them,away.or false.

Close-fitting garments areIoose-fitting ones.

4. -What's best first aid

5. What are the three t-'-ther can be a fire?

hazardous than

ent for a bu

that are necessary before

137

MASTER FOR REPRODUCTION C.

WHO KNOWS WHAT ABOUT FIRE

DIRECTIONS

READ THE FOLLOWING DIRECTIONS TO YOUR STUDENTS AFTER YOU HAVEDISTRIBUTED THE MASTERS FOR REPRODUCTION.

On the page you have been handed are four quiz papers turnedin by students -let's call them SONIA, JESSE, CRAIG, and BARBARA-from four different schools. Each school was given a differentquiz. The papers are not graded-and they are not signed. Theyare just the quiz papers as they were marked by our fourmythical students. Given the following information, can youfigure which paper belongs to which student?

WRITE ON CHALKBOARD

SONIA has a perfect paper. Every answer is correct.JESSE missed one question and part of another.CRAIG missed three questions. Two of those he missed weretrue and false questions.BARBARA missed two questions. On one of these she filled inthe blank incorrectly.

In the space below each quiz paper write in the name of theboy or girl to whom you think that paper belongs.

CORRECT ANSWERS

I. CRAIG-1, Wrong, you should get out as fast as you can.2. Wrong, should be "closed." 3. Right. Wrong, theyshould always be unplugged when not in use. 5. Right.

TI. BARBARA-1. Right. 2. Wrong, should be -running."3. Right. 4. Right. 5. Wrong, you should never returnto a burning building to get anything.

III. JESSE-1. Wrong, this tement'is true. 2. Ri3. Right. 4. Half wrong, you should drop toand roll. 5. Right.

1V. :NIA-1. 16 ht. Plint.5. Right o

Right. 4. Right.

SCHL SAFETY MAGAZINEOctobtkir 1970

138

ground

SIS SAFETY INSTRUCTIONAL, SYSTEMGENERAL SCHOOL SAFETY

SIS

OBJECTIVE:

After experiencing a series of activities on schoolsafety, the student will be able to identify at leastfour areas of precaution on the school grounds prbuilding.

CONCEPT TO BE DEVELOPED: Basic rules of conduct andprocedure apply in the school building and on theschool_ grounds, just as they do in the trafficenvironment.

-a!

SAFETY CAREERS

1. Panel Discussion-Have the children research the necessarybackground for developing concepts that pertain tovarious aspects of safety in the school, i.e. thepeople who develOped the fire extinguishers, people'whodevelop nonbreakable items suc'i as various plasticproducts that can be used for experiments rather thanglass, architects who've designed the entire buildingfor maximum safety such as fire exits, etc. After thechildren have looked up background information and/orcontacted individuals, have them discuss as a panel thepeople and their backgrounds that are needed to make asafer environment. A point to consider is if studentsare interested in these safety professions as a career.

Safety Fair-Very often schools have exhibits pertaining tovarious areas of study. Have the children reproduce orinvent new safety features that can be used in or aroundthe school. They could write an essay, make a drawing orpanorama box , or make actual models.

139 ot-t-- a

SAFETY THROUGH THE -0- IDAYS

Throughout the school year, various holidays are ob-served. During these holidays certain dangers existthat are related to the holiday fun, i.e., Halloweenchildren wearing clothes -that are too long, wearing masksthat they're unable to see out of-, carrying objects likebrooms-or wands that are difficult for small childrento handle, etc. Have members of the class divideinto groups and survey the safety aspects for each of theholidays. Have each ot, the groups compose stories to goalong with their materials, diagrams, etc. Have thempresent this information to the children in the primarygrades before, the start of each holiday.

4 ENVIRONMENTAL

What is the environment? There is much emphasis todayon the environment around us. The environment isnatural or man made. An example of the man made environ-ment would be the school building. Many parts and featuresof a school building have been designed with safety inmind, i.e. pads used in the gym for use under equipmentin case a child should fall, or the use of gym shoes on th.Qgym floor. Have:the children conclude that buildings andequipment have been ch6Ned in design so that the schoolwill be a safer place. Have the children research thedesigns of schools in the past. Suggest that they look inmagazines, encyclopedias, books that show the history ofinterior - decoration and architecture designs of the past.Have the children note the difference in design betweenbuildings of the past and those of today. Have theminvestigate why the changes were made.

FETY-POHTRY4

Poetry a unique way of sayino something very special.(Jive the students the following poetry forms, and have themselect one form and create an original poem that expresses

_safety concept-

NUMIN FTI0(

The t ( 1( 111 (",

(pr-c nounc , which AS the numP five in thatJaw u aoe

-from the French w rd "cing"

kach verse lines; each line has A specific numbrof syllables, This is the form Cot cinquain:

2 syllables4 syllablesti syllables

140

syllablessyllables

S4FETY-POETRY-continued

Each poem is-one complete thought. The top line andthe bottom line are alike

PLES:

playgroundrunning, jumping

someone yells, "Let's play ball,watch what you're doing wher) playing

don't fall

acrosson the green light

when cars have stopped comingbut first making certain that it's

quite clear

fife licksroaring, hungry,

takes everything with itunless you can smother the flames

out, dead

brokentoy,;, sharp edges

or parts' that are missingrusty nails, prickly pins - beware

repair

bucklepulling it snug;

from left'side to right sidesecure while you ride in the car

seatbelt

drivingyour bicycle

in dark shadows of nightthe right time for wearing white;

be seen

"POISON"sprinted warning

skull and crossbones showingclearly labeled for protection

caution

141

burningclothing on fire

lie down flat - do not run-but roll in a blanket or rug

keep-tool

HAIKU' POETRY

Haiku; a form of Japanese poetry, is a disciplined yetcreative method of expressing a complex, abstract idea. Theform consists of three lines of five syllables, seven syllablesAnd five syllables.

Within these seventeen syllables a Single thought is_expressed that creates an image 'in, 'the mind's eye. Thisthought -image i the distillaAon of;a complex conceit.

Haiku and safety combine with some interesting results asyou can see here. Use these examples to introduce to yourclass to Haiku, Let them discover in a free discussionsession what the elements of Haiku are. Then start them offwriting their own by asking them to describe what it feelslike to be safe, what danger is, etc., within the discipline ofHaiku.

SAMPLES:

City traffic. _akesNoises like ferocious beastsProwling in jungle.

Rock warmed by goldenSun sleeps next to earth with noWish to go higher.

Blue water shiningLures swimmer far from circleOf safe return'

Ribbon roads stretch farCalling laughing children toWander along them.

142

RICKS

,A kind of humorousAmse of five lines, in which the first.and second lines rhyme with the fifth line and the shorterthird line rhymes with the shorter fourth line.

SAMPLES:

If you walk when the light is on red,You might find yourself staying in bed;Stop on red, walk on green,Wait on yellpw 6etweerv,

(Children complete sentence4.0

If you're riding your-bike when iDon't forget reflectors and light;If you don't have them there,Then you're taking a dare.

(Children complete sentence.

S night,

When the fire bell rings loud at your school,Just remember to heed the ruleThat reminds you to walk,To your classmates don't talk,

(Children complete sentence.

143

SIS SAFETY INSTRUCIIONAL SYSTEMNATURAL EMERGENCY SAFETY

S'S

OBJECTIVE: The student will be able to conduct himself inaccordance with instruction during a simulated disasterdrill.

The student will be able to identity each warning d thebasis of each pending disaster warning.

INTRODUCTION OF DISASTER DRILL PROCEDURE

Familiarize the children with the disaster drill procedure'during the first few days of school'so that they'll bepreared for-the initial drill (Procedures vary fromcounty to county.)

1. HYDROLOGIC CYCLE AND THE STUDY OF LAND (Overheadtransparency) Have the children research the hydrologiccycle. Point out that precipitation changes withtemperature. Have them draw the cycle on a chart. Directthe children to find pictures of various terrains. Havethem discuss what effect the cycle has on the terrain atdifferent times of the year, i.e., sloping hillside insummer (rain), winter (snow). Ask the children how thesefeatures would affect a-person buying a house in that areaor a pedestrian walking in the area, etc. Theselandscapes can be drawn onto transparencies, and the e canbe used for the class discussion.

2 TYPES OF STORM ARNINGS - Ask children to research thedifferent kinds of storm warn-ings. Examples could include:

Small c _ft warnings if hurricane is within a fewhundred miles of coast-

Gale warnings - winds of more than 39-54 MPH.

Storm warnings - when winds blow at speeds of 55 MPH andabove. If storm approaches coast, it then becomes ahurricane warning.

Hurricane advisories - formal messages issued each sixhours concerrgng tropical.storms and hurricanes. They giveinformation on where a storm is located, hOw int4hSe itis, whre it is :moiling, and what precautions' should'betaken. When a hurricane is near the mainland, more=frequent messages called bulletins are issued tosupplement the advisories.

Hurricane watch - formal- warning issued warning residentsas the hurricane continues to approach the mainland and isconsidered a threat to coastal and inland regions,meteorologists issue a hurricane watch for the regionsin.the calculated path. It. doesn't mean the hurricane isdefinitely going to strike, it means everyone in the area,should watch more carefully for the hurricane and be pre-pared to act quickly if definite warnings are issued thatthe hurricane will strike.

Hurricane warning - a formal message issued in coastal areawhere winds of 74 MPH or higher are definitely expected tooccur. A warning may include coastal areas where high watersare predicted even though the winds expected may be of lessthan hurricane force. When issued, all precautions shouldbe taken immediately. Warnings are seldom.issued more than24 hours in advance.

Tornado watch - a formal message issued as the firstalerting message from the National Severe Forecast Center toareas where tornadoes. may occur during the next several hours.Watches alert people inthe potentially threatened area tothe possibility of tornadoes and advise them to get ready forimmediate action if a tornado is sighted. it'is broadcastedand the emergency authorities are notified.

Tornado warning - formal warning issued when an actual tornadohas been sighted. Warning is then sent over television andradio indicating: time of detection, the area through whichit is expected to move, and the time it is expected to strike.Q

145

INFORMATION FOR THE TEACHER

Severe WeatherL

Hurricanes are large revolving storms accompanied by ,violent and destructive winds, heavy rains an high waves

and tides.

A hurricane is technically described as a cyclonicstorm of the-tropics. The storm has different names indifferent parts of the world-typhoons, tropical cyclones,and hurricanes-but they all belong to the same family. Alongthe southern and eastern coasts of the United States and in

the Atlantic Ocean, the'Caribbean Sea and the Gulf of Mexico,they=are known as West Indian Hurricanes.

HurricaneSoriginate over water areas not far from theequator, where the air is warm and moist. The firstindications are usually a vast area o unsettled weather.The air begins to move toward and around a central areawhere a barometer is falling. As this air moves, it gradually'-assumes a circular motion around a center of lowest pressure.Then the whole system begins tq move, much as a moving topmoves across a smooth surface. The circular motion becomesmore violent as the hurricane develops and often reaches speedsin excess of 100 mph. The forw4rd.motion of the hurricaneisusually 10 to 15 mph.

Tornadoes are the most violent and spectacular stormsproduced by nature. They.have occurred in every state, butthe greatest frequency of occurrence has been in Iowa, Texas,Kansas, Oklahoma, Arkansas, Missouri and Nebraska. Mostof them happen during the months of May and June between thehours of 3 and 6 pm.

Tornadoes usOkIly move toward the northeast at a speed of25 to 40-mph. However, the wind velocity within the

center of a tornado has never been measured.. The lontiths oftheir paths average 10 to 40 miles, and their width averages30() to 400 yards.

Warning signs preceding tornadoes are: dark, thick, stormclouds; heavy rain or hail; a tremendous roaring or rushingsound and the black funnel-shaped cloud. The sound of atornado has been likened to that made by "several trainsspeeding through a tunnel or over a trestle."

Bliz Ards 'often begin suite suddenly after- beautiful, butout of season, sunny skies and spring-like weather. This

146 1.7

phenomenon in itself should be a warning to peopleliving in blizzard country. Blitzards differ from ordinarysnow storms because of their terrifically high winds filledwith fine snow and accompanied by-intense cold..

Flash floods are usually sudden, small-area delugeSof water which .only last for a short time..

A flash flood could include two kinds of situations:one, where therq is a sudden downpour of rain; the other,where a dam breaks or is washed out, releasing a largeamount of water suddenly.

Flash floods ake most likely to occur in the so called"rainy season" .or in the early spring, when melting snowsincrease water volume.

Of course, these various types of severe weather are,more likely to occur in some sections of the country':thanin others. Your pupils might investigate which could-occur in your particular locale and with the help of thelocal weather bureau, make checklists Of safety rules forthese weather situations.

-SCHOOL SAFEW MAGAZINENOVEMEER- DECEMBER 19-65

CHER INFORMATION

APPROACHING STORM

HI HURRICANE

' Get and use only official information. Keep radio or TV on andlisten for latest official storm information. If power fails,use battery radio and continue to listen throughout the storm.Decide what you are going to do,and where you'are going to stay.If near a coastal area, residents shbuld get away from low-lyingbeaches or other locations which may be swept by.high tides orstorm waves. Be sure there is extra food and that it can be eatenwithout cooking or little preparation (non-refrigerated). Theremay be a shortage of water, therefore, fill containers full withwater. Make sure flashlights and other emergency lights are workingand nearby lanterry and candles can be used, and if so, 139 sure thatmatches are nearby. s'If walking for protection, be aware'of blowingobjects. If driving for protection, have a full gas tank for thepumps run on electricity and if there is a power failmie,;therewouldn t be any gas.

DURATION OF STORM

Be calm and cautious an continue to listen to reports from theweather bureau, Red Cr ss, and other local agencies. Keep'inside.Close window on windward side and keep one open on leeward sideif it is a tornado or hurricane. If, the center or eye of ,ahurricane 'passes directly over you, there will be a lull dn thewind lasting_ from a few minutes to 1, an hour or more. Stay insafe place. During and after a storm, washed out or floodedhighways, streets, may be blocked by fallen trees, poles and wires...avoid them. Stay away from disaster areas. Walk and drive cautiously.Be aware for trees or branches that may be weakened and ready tofall, for buildings .that may be near collapse, and' for bridges orroads that may be damaged or ready to give way under the added -

weight of passing cars. Debris-filled streets are dangerous sokeep your eyes on the road. Along the oast, and near streams,the soil may be washed from bepeath the pavement, which maycollapse under the weight of vehicles.

TORNADO

Go for shelter. If in open country, move away from it at rightangles. If unable to escape, lie flat in the nearest ditch orravine. If near a building, go insidepreferably in a steel-reinforced building. Avoid auditorium`s, gymnasiums, or otherlarge halls with laroo poorly supported. roofs. If in a house,

nd in an interior hallway or a .1o.wer floor, or climb urich,r

heavy furniture-in the center of the house. Safest spot is the:-corner of 'the bas&ment toward the direction from Which the tornadois approaching. Place hands over head squat. If there isinsufficient time to go to shelter, students should gO to insidewall of tho-r.ot)m away from windows, squat on the floor next to awall, keep head down or get under the desks or furnitUre eitherby squatting 'or lying prone on floor,' face dolm.

BLIZZARD1

Seve*ral layers of loose-fitting, lightweight but warm clOtfiingare best protection agai,pst the cold. Mittens, tight at thewrists are warmer than gloves with fingers. If vehicle getsstuck, s ay with it where rescuers.eal rr easily spot you.Don't a tempt to walk for help, for asy to lose directionand bec Mme lost. Don't stay in one n for too long.-Clap'your hands and move arms and legs ,vi orously from time totime to stimulate blood circulation and keep muscles from gettingcramped. Buse's have 2,1way radios to use for calling help. Theremay be an early diSmissal from school. School' bus driver shouldcare for children he unable to deliver. In the morning, listenfor school closings on the news.

FLOODS

Busduring a flood, it _7-y be necessary for a bus to use analternate route. If so, parents must be notifie6 in` advanceto adjusted bus routes, where the child will be picked up andtaken to.

1 49

RT

SUBJ AREA CROSS REFER CE.

Group.IndividualTeacher Directed Activi yMaster for-Repfoduction

Pedestr an Perce tu 1 Safe

COlor Wheel

Color Wheel Spin

21-1.2e1112fLafflz

School-_Bus Cutout

AUDITORY= ACTIVITIES

Pedes tri erce teal Safe

Sounds

2 po You Get the Message?

Evaluation Check

,Bearing with Ears - A

fouv Enjoyment

Lis ening for Evaluation

Listening-for Iniorma-iion

Nois

BULLETIN'BOARD

School Envi o -n a Sa

- Lead-up questions

TYPE OF PAE.ACTIVITY NUMBER

T -I 46

T-1- 46

T- -I 80

G-T

G-T

I -T

I -G-T

G-T

School Bus Safety

It Yourself Movie

INTERVIEW

School- Pus Safety

I -T`

1. Interviewing the School Bus Driver IT

MASTERS:FOR REPRODUCTION

-KEY= MATH - Ma ematicsAUSId_- MusicART - ArtRDG' - ReadingNISA - Non-Integrated Safety ActivitySCI ScineSS - SOCial:StUdies

Pedestrian Perce ual Safe

nsttucting Bar Graphsraph K Math,

Hearing With Ears - A

*How Do 'you Read a signalLight ?-

*How Sounds Help People.-

4016 -*Light Maketir,Color - 0

Math PrOblems -Dealing ithSound B

*Pedestrian, Path

RelatiOnshlp of Speed,Time, 8, -Distance 7A4

*Selecting_Differences

10.*Shape.-Reco nitionRectangle

151

Sci' T-1

Rdg T -I

SS T' -I

Sc T-I

66

29

4-6

49,59.

7,10

46-48

Math T-I, 7-9

Nia -T-1

Math T-I

41lath= T-I

0..40.

12,19'

Math T- l 12,17

11. Shape Reco itio_Square - D

12. * Shape ReTogni ionTriangle - E

13. *-Situation Planning

14. Spac-0-Timot DistanceActivity M

15. *Space, ~Time, -DistanceJudgMent Activity

16. *Speed - DistanceTime Relationship WordProblems

Math T-G7I . 12-14

Math

Nisa T-I

12,15

12,23

.Math

Math T-I

Math T-I

17. *Traffic Safety Chart - F Rdg T-I

18. Unscramble Sentence withLaws Rdg T-I 49,57

19.

29,35

9

49,53

What' a Differencea Word_ Makes T

20. *Write the Headlines - Q

Scho

1. _*'At the Stop --A

2. *Entering -

3' Exitin - D

*Riding -

Bicycl6 Safety

1. *Bicycle Activities S

Bicycle Rules -

Language Arts -

Advertising - C

*Mary'and Bicycle B

152

Rdg 49,61

.Rdg T-I. 49,55

Nisa G-T

Nisa G-T

Ni G-T

Nisa G-T

Nisa T-G-I

SS T-G-I

70=72

70,73

70 77

70,75

85,94

85 -87.

'Rdg T-G-I

T-G-1SS

85 90

85,88

*The Histo y of tlw.!ic le D

*The Well-EquippedBicycle - F

Auto Passenger Safe

Nisa G-T

1. *Computing Gasolin MflesPer Gallon I

2. *Creative Writing - The

Math

Decision is-Your - D,E Rdg T- -I

Effecti'Ve:Advertising

. * Interstate NiSystems - G

, 5. *Planning a Vacation -

Seat Belt - Fact orMyth? - A,B C

School Environmental S-afety

Rdg T-1

108,120

108-112

108'1113

SS T- -1 108,115

SS T- -I 108,113

Rdg Ts -1

1, *Classroom Fire ExitRoute - A Nisa T7G

TAI

*Fire Drill ExitProcedure - B Nisa T-G-I

. *Who KnOws What AboutFire? - C Nisa T-I

Pedesit an Perceptual Safety

1.* Constructing Bar Graphs - K

.* Math Problems Deal ngwith Sound - B

* Relation ship of Speed,Time Distance - N

4 * Selecting .Differences 171

102-107

130;132

130,134

139,136

7-9

30,40

12,19

Shape RecognitionRectangle - F

6. Shape RecognitionSquare r:D.

7.* Shape RecognitionTriangle E.

Space, Time andDistance Activity M

Space, Time & DistanceJudgment Activity

10.,i Speed-Distance-TimeRelationship Word Problems

Auto Passeng_er Safety

T-G-I

T-G-I.

T-G-I

T-G-I

T- -1

12-14

29,31

X.* Computing Gasolin- MilesPer Gallon I

NON-INTEGRATED SAFETY ACTIVITY

Pedestrian Perce teal Safety

1. Gap Time Asses t-Ac vities

2.* Pedestrian Path - H

3.* Situation Planning - I

School Bus.Safety

l.* At. the Stop - A

2.* Entering -

3.* Exiting D

4. Perception Puzzler

. PrOcedures for Enteringthe Bu$

f

Procedures for Exitinga School Bus-

T-G-I 108,120

T-G 25-28

T-G-I 12,21

T-1 12,23

T-G

"IsG

T-I

T-G

70-72

70,73

79

66

'70

Procedures for Riding onthe School Bus

B* Riding

e Safety

Bicycle Activities

Bicycle Basic concept Review

Bicycle Safety Chick.

Parental Guide for PurA BicyCle

Safe Bicycle Practices,

ills You Must HaveGood Bike Oriver

be--a

T-G

T-G

T-I

T-G

T-G

7. The Well-Equipped Bicycle - P T-G-I

Auto se t

1. Procedures for Enteria Car Review

Procedure for xitingfrom a Car

Pro's and Con's ofBoat Belt Usage

Echo i1 Environmental Sof

1.* classroom Fire Exit Route.: -.A

Emergency Cor.iduct Procedures

T- --1

T= -1 99-100

T-I

T-G

Emergency Family Fire Escape Map. T-I

Environmental T-I

5.* Fire Drill Proceduie T-I

Introducing the Fire gillProcedure

101

130,132

126

130

140

T-G 125-126

T-I-G 130,1 6

READING-__ --4

Pedestrian Perceptual Safet

Creative.-Writing:-.-Pedestrian Safety' T-1

'toriai Writing-

Feature Story 'l -l.

_ _How .Do You Read Signal .Light` : - 8 T-I

Outlining-Maga_ he. Article.

6. Scrambled Words- T- -1

* Traffic- SafetyChar

8.*DnScramble Sentence with Laws'7 F T-I

T-I

9.* What a D fferefice a Word Makes!- T T-I

10.* Wri.te the Headlines, Q T-I

School Bus Safety.

Factual Writing

Bicycle Safety

1.* Language Arts - Advertising C T-G-I 85 90

50-51

52

52

49 59

49

49-,

49,53

49,57

49,61

49,55

T-I 64

Auto Passenger Safety

1.* Creative Writing - Seat BeltMyths hand Facts

2.* Creative Writing - The Decisionis Yours - D & E

Effective Advertising T-I

1017107

107112

108. 113

School Environmental S

,Build a Fire Safety.Vocabulary,

Collect Stor._

3.: Safety- Poetry

RESEARCH.7-_-

Pedestrian _ er e ual- Safest

Sound8 Help- People s. T - -G -1 1p-.

131

130

140-143.

School Bus 'Safety-.

1. .-FactUaIl4riting-

.Thb,Role of§pOrt

5

in the United States

The Role that Pleasure VehiclesHave in- the United States Today

S

T- I 64

65

Tran po Exhibit

T -1

Transportation Growth as itHelped the U.S. Grow

B_Lqycle Safety

.* The

65

69

T-1 64

y of the Bicycle D T-1

Auto Passenger Safety

Highway Interstate lumberingSystems - G

2. R earch Projects

School Environmental of

e La- - Rte. _arch

Hydro logics Cycle and theStudy of Land

Types 'Storm Warnings

157

T-I

TtG

115 -117

Pedestrian Perceptual Safety

Color Wheel

Color Wheel Spin

Evaluation Check

4.* Hearing with Ears - A

Light Makes Color -

6.. Noise Unit

Auto Passenger Safety

t Pounds

G Force Activity

PGravity Forces and Foot Pounds

School Environmental raf et

Backdr

2. Combustion

Fire Triangle

Flash.Point

5. Heat Energy Movement s

6. Hydr6logics Cycle anq theStudy of Land

Kindling Temperature

MuShrooming

Oxidation

10. scuppers_

11. Surface Tension

158

123

T- -I 122

122

_128

127

129

127

127-128

T-I 144

127

128

127

129

'128

T-G

T-G

T

T-G

12. Types of Storm Warnin

Voltage

144-145

14. Water --Carbon DioxideChemicals

15. Water fog

16. Wetting. Agents

SOCIAL STUDIES

Pedestrian Perceptual Safety

1. How. Sounds Help Peopl

School Bus Safety

1. -Careers that are Availabin Transportation

2. Iranspp Exhibit

3. Transportation GrowthHelped the U.S. Grow

Bic cle Safety_

1 4°Bicycle Rules - A

T-G 128-129.

129

129

Maryl

as it

d Bicycle Law -

e History of the Bicycle

PassengerSafety\t,

Highway Ste

2.* Interstate'NuMbering

4* Planning a Vacation -

School Environmental Safely

1. Locate Fire Alarm Box

2. Make Fire Chart

T -G -I 64

108

108,115

108,118

131

131

VI it the Local Fire Station T-G 130

As- iation Health- Phys ical Ed cation -ana';'Reereationc in ' itness, ram. 1201 16th St.) N.W.,

',Washington,D. ican'Assocaationfor health, PhysicalFducationand ecrea.tion, -a Department of the Natibnal Eau-cation -AsSoCiation 1963.

American .:: Associatio- Eaucation and Recreation.12:01 16thiSt., N.'W.,- Washington, D.<

American'Association for Health, Physical Education and Recre=aton. ($1..00 per copy)'.

American AutOMobile Association,1-Schoctral..' Washington,Automobile Association, 1966.

American Automobile Association. Manual on Pedestrian Safety._-Washington/ Americap Automobile Association, 1964..

American Automobile Association, :The Your!'D.C.. American Automobile Association.

. .

Am

erican Automobile Association. -10 Otto the

sfrian. Washingt

Was ington- Ameican Aut6mobile Association, 69-70.

ican'Automo6ile Assa iation. 10 Traffic Safety Guides..Wa him cm, D. - American Automobile ASsoeiatjan, 1969 -70.

Baltimore City Public Scheals. Safe Bus Travel To and From School.Baltimore, Maryland: Baltimore City Pubfic SchoOls, 1972.

Berzina, E:, Kramer, ICI. An Investigation or Ridex Bicycle andEnvironmental Variables in Urban_Bicycle Collisions Ontario,

nCaada: 1970

Bicycle Institute of America. A Guide212Bic,cicsandlesaxet.Institute of America, 1971.

o Audio s 1 Mater iaew Vork, icypie

Bicycle Insti tute Of America. Bic -cle Safet _dPrr)_ficithicyan_

Couise. New York, Nev ,York: Bicycle Institute.of 'America..

Bicycle Insti tute.c America. Bike Ordinance: inBicycle institute ofNew York, Now or

.1 cycle 4nstrtute c Am rica. Bike.New York; Bicycic Institute

Bicycle rItitute of Amer.York,' New York: Bicycle I

and of Education of Baltimorehool. Towson-) Maryland:

County, 1965.

Board of Education. School Bus THa0 wn, Maryland: .Board of. Education.

Board of Education of Montgomery County.About t e School Bus - But Didn't.C unty, M,a ryland: Division.oCounty Public Schools.

at You KnowWhere to Ask. Montgomery

Transportation Montgomery

Board of Edilcation of New York. .Science GradeBoard of Education; 1966.

Board of Education of New York. Sci nceiGade K7-2,0.Board of Education, 1966.

Accida r

Foley, J. P., Pascarell-a,E,-rt Chapel Hill.North-n _Youths - A SumMa-n s A'

Yore City;

York Ci Y:

Highway Safety Research Center',

Channing L. Bete Co., Inc.Greenfield Mass.: Charming

oirr-the S hoBete

Charming H. Bete Co., Inc. hat vervone-Should Know About'Alooh.l,isGreenfield, Mass.: Channing _ . Bete, Inc., 1969.

AtChalning L ite, Inc What v Should Know AbbutGreenfield, Mass.: Channing L

cies.o., Inc., 1968.

County of San DiegO. School Pedestrian Safe Policie and Warrant_San, Diego, California: Compiled and printed by the EngineerDepartment, Copnty of San Diego, 1969'.

DepaKtment of Public Instruction. ± Bicycle Safety Instruction widefor TeacherS.- Harrisburg, Pennsylvania -Commonwealth of,Pennsylvania, rkpartment of Public Instruction, 1966.

Department of-Safe -BduCation.Depa tment of Safety Education, Office of Public In truction,,,,1970.

he-Crossin Illino'l:

Dunn,- 'Gordon E., Miller, Banner I. Atlantic Hurricanes. LouiLouisiana University Press 1964.

w 'd D., Jr.. Why Today' Ca are Sa Pleasantv lleVe w fc Reader's Digest, -December 1972, pp. 61-65.

ne '1 Motor Th,e a zand Family Oldsmobile Division, Generaltors..

-Instructo a a ety. Aupust/S0

Instructor.

In-st uct

In truotpr.,

ember, 1972, pp. -112, 113.

ire PreVent October 1972, pp. 76-77.

-PeifieStrian Safety.. No'vember, 1972, pp." 108,

on_

at Be 1 t s Dec mber, 1972, pp. 62-63.

Ma-ryland State Department, of Educatioand Nature e-o Information on Seho

Local vemeat of Education:

109.

A Stud-- pf the° AvailabilityBus 'cidents Recarded

aryland State Depart-

yland State Department. -of Education.,Guide.- Maryla d: State Mot it Vehicle Departmentin cooperation tdith the yland State Department of Education,

9. Box' 8717, Friel-ids], i 1ntdrnational Airport BaltimOre,Naryiand 21240.

a etv -Teache

State Departmen Educati r-. Mar lard Modeloi:al-nal-ice. Baltimore, Maryland: v Maryland State Department.

of Education, -Safety Education and, Tr-ansportation Se tion,PFr_O. Box 8717, lend_ 'ship Int rnational Airport,' B ltiMoreMaryland 212410

Maryland State. Department ctraint stems for

Maryland State

Education. Review of Research onchool Buses. Baltimor land:

partmenf of Education.1Maryland tat DepaTtment of Education.' ignal Light Program.t

=,Baltimgrp, Maryland. State Deavrtment--- of Education,. -P; 0,-Bo k 8717/, Friendship International 'Airport, paltirrioreMaryland 21240,, 1971.

e aopolith Life Insurance Co.:. Aeciden. ,

Metropolitan Life insurante coMpany,

opolitan Life. Insurance Co. Yo Child -. MetropolitanLife Insurance Co.mpany, 1968.

ist 43-1TdTransport. flow

To onto.- OntarJe,Buildinn.