Unit Plan Outdoor Safety

7/29/2019 Unit Plan Outdoor Safety

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Jess Burns, Amelia Lamsam, Nick Witte EDUC 123 PE & Health in Elementary Education

Unit Plan!Outdoor Safety"

Unit Plan OutlineGrade Level: First Grade

Day 1 Stranger Safety

Lesson Title: Stranger Danger

Objective: After instruction and guided practice, first grade students will be able to correctly fill in a

worksheet on the eight rules of stranger safety.

Day 2 Street Safety

Lesson Title: Stop Look and Listen

Objective: First grade students will be told and shown street safety rules in a parking lot, and then

must demonstrate these rules with 100% accuracy.

Day 3 Bike Safety

Lesson Title: Protect Your Melon

Objective: After this lesson, students will be able to tell others about the importance of wearing

your helmet and following Bike Safety Rules.

Day 4 Weather Safety

Lesson Title: When It Rains, It Pours!

Objective: First grade students will be shown a video clip of a thunderstorm and a video clip of a

freight train and then the teacher will lead a discussion on outdoor weather safety rules. After this

the students must, with 100% accuracy, go outside and go to the correct place when the teacher

gives them a pretend weather condition.

Day 5 Wrap Up

Lesson Title: Outdoor Fun Day Application

Objective: After the weeks lessons, first grade students will be able to apply the knowledge they

have learned in real life scenarios with 100% accuracy.


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EDUC 123 PE & Health in Elementary Education

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Jess Burns, Amelia Lamsam, Nick Witte

Introduction:

Today we are going to learn about how to be safe when dealing with strangers. First, who can tell me what a

stranger is? (student response) How many of your parents have already talked to you about strangers?(student response) What did they tell you? What do you do when you meet a stranger? (student response)

We will learn more ways to stay safe around strangers, and by the end of today you will be able to tell me theeight stranger rules.

Instruction:

1.) The first stranger rule is: Stay away from danger, dont talk to strangers! (put the rule on the board or a

projector) Now repeat it after me - Stay away from danger, dont talk to strangers! Now lets say it together- Stay away from danger, dont talk to strangers! Who can tell me what that means? (student response)

A stranger is anyone who you dont know well. A stranger can be nice or not nice, man or woman, young orold. The smartest thing to do when you are not with your parents is to stay away from strangers. You do notknow if they are nice or not, so just stay away. Again, the first rule is Stay away from danger, dont talk tostrangers! (Have them say it with you a few more times)

2.) The second stranger rule is: Remember the adults you trust, check with them first you must! (put therule on the board or a projector) Now repeat it after me Now lets say it together - Remember the adults

you trust, check with them first you must! What are some examples of trusted adults? (Parents, familymembers, teachers, officers in uniform)

A trusted adult is a grownup who you may ask for help if you are lost. Do not trust any stranger; only trust

your trusted adults. Again, the second rule is Remember the adults you trust, check with them first you

must! (Have them say it with you a few more times) What was the first rule? (student response) What is thesecond rule? (student response)

3.) The third stranger rule is: Its okay to yell, then go run and tell! (put the rule on the board or a

projector) Now repeat it after me Now lets say it together - Its okay to yell, then go run and tell! What

do you think this means? (student responses) If a stranger tries to touch you or take you with them, dont be

afraid to yell out, Leave me alone, youre a stranger! Run away as fast as you can and tell a trusted adult,

or run into the nearest store and get help. Lets practice saying, leave me alone, youre a stranger! (have

students say it with you) Now say it really loud! (student response) Great job! Now, if you are really indanger, you want to yell it as loud as you can, but we wont do that while we are inside.

DAY 1: Stranger Danger

Grade Level: First Grade

Materials Needed:

Prerequisites: Listening skills, ability to follow directions, practice reading and writing

A B C D Lesson Objectives: After instruction and guided practice, first grade students will be able to

correctly fill in a worksheet on the eight rules of stranger safety.

NASPE Standard 5: Exhibits responsible personal and social behavior that respects self and others

in physical activity settings.


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Repeat the third rule. Have students say it with you a few more times. What was the first rule? (studentresponse) What is the second rule? (student response) What is the third rule? (student response)

4.) The fourth stranger rule is: Its safer with two, your buddy and you! (put the rule on the board or a

projector) Now repeat it after me Now lets say it together What do you think this means? (studentresponse) When youre not with your parents, always travel with a buddy. A buddy is someone you can besafer with in case you meet a stranger or if you are lost.

Repeat the fourth rule. (Have them say it with you a few more times) What was the first rule? (student

response) What is the second rule? (student response) What was the third rule? (student response) What wasthe fourth rule? (student response)

5.) The fifth stranger rule is: Theres nothing to say, just walk away! (put the rule on the board or a

projector) Now repeat it after me Now lets say it together What do you think this means? (student

response) Never talk to strangers. Strangers may offer you candy or gifts. Dont take anything from anyonewithout checking with your parents first. If a stranger tries to talk to you, dont answerjust walk away.

Repeat the fifth rule. (Have them say it with you a few more times) What was the first rule? (student response)What is the second rule? Third rule? Fourth rule? Fifth rule?

6.) The sixth stranger rule is: Walk where its bright, youll get home all right! (put the rule on the board or

a projector) Now repeat it after me Now lets say it together What do you think this means? (student

response) When walking or riding your bike to or from home, dont take shortcuts through dark places likeparks, alleys or yards. Stay on the sidewalks using familiar, well-lit routes.

Repeat the sixth rule. (Have them say it with you a few more times) What was the first rule? (studentresponse) Second rule? Third rule? Fourth rule? What was the fifth rule? Sixth rule?

7.) The seventh stranger rule is: Dont get in the car, run fast and far! (put the rule on the board or a

projector) Now repeat it after me Now lets say it together What do you think this means? (student

response) If a stranger in a car or truck tries to talk to you, offer you a ride or ask you for help, stay away

from them. Get away fast, running the other way so they cant follow you. Never get into a car with astranger.

Repeat the seventh rule. (Have them say it with you a few more times) What was the first rule? (studentresponse) Second rule? Third rule? Fourth rule? What was the fifth rule? Sixth rule? Seventh rule?

8.) Now, we have one final rule. Rule number eight is Dont lose your cool, remember the rules! (put the

rule on the board or a projector) Now repeat it after me Now lets say it together What do you think this

means? (student response) If there ever comes a time when a stranger is talking to you or trying to get you to

do something, dont get upset. If you get too scared or upset, then you might forget what to do. If something

like this happens to you, stay calm and you will remember the rules we learned and you will know what todo.

Repeat the eighth rule. (Have them say it with you a few more times)

Now, lets say all of the rules together, starting with rule one all the way through rule eight. (student andteacher read and say them together)

Now, I am going to take away the written rules and we will say them from memory. (say the rules withstudents)


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Now, I want you to say them by yourself. (student answers)

Now, I am going to ask you some questions, and I want you to answer them using the information that wejust learned.

A stranger comes up to you and says, My dog just ran away from me and I am worried about her. Could youhelp me find her? What would you do? (Call on 2-3 students and discuss)

A stranger comes up to you and says, I bought a bike the other day, but I have no time to ride it. Would you

like a new bike? Come with me and Ill help you pick it up. What would you do? (Call on 2-3 students and

discuss) (Ask another number of questions, and depending on how comfortable the students are, you could

even have them participate in scenarios where the teacher is the stranger and you have students show youwhat they would do. Repeat the rules once more.)

The last thing I want to do is to sing a short song to try to help you remember what you learned today. (To thetune of Frere Jacques or Brother John - Activate background knowledge by asking if anyone knows the song)

Stranger Song by Karen Lewis

If you see a stranger


walk away

walk away

never look for puppy's

never look for kitty'snever say your name

never say your name



walk away

walk away

never take their money

always call for mommy

run awayrun away

Assessment:

Thank you for all of your good work for this lesson! I appreciate your cooperation. Now, I have one more

thing that I want you to do for homework. Be sure to fill it in yourself, because I want to know your answers,that way I can tell if I did a good job of teaching you today. (Pass out worksheets)

References:

Past experiences, background knowledge, and previous elementary classroom interactions and observations aswell as the websites:

http://coloring-pages-to-print.blogspot.com/2008/10/stranger-safety-coloring-sheets.html

http://www.dltk-kids.com/safety/strangersong.html


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DAY 2: Stop, Look, and Listen


Materials Needed: Crossing guard vest, hand-held stop sign, parking lot

Prerequisites: Listening skills, ability to follow directions,

A B C D Lesson Objectives: First grade students will be told and shown street safety rules in a

parking lot, and then must demonstrate these rules with 100% accuracy.



Provide Objectives: Time- 2 min

Ok class, today we are going to learn about how to safely cross a street. We will be going out into the

parking lot and I will demonstrate how to safely cross a street when you are alone, and when there is a

crossing guard there. Then I will ask each one of you to show me how to properly cross the street.

Demonstrate Knowledge or Skill: Time- 10 min

Show students the crossing guard vest and the stop sign. Ask if anyone knows what each item is and

what it means. Make sure all the students hear what is said and understand what the objects are. Ask if

any of the students known what a crossing guard does and then properly explain it. Next, pick a student

to be a street crosser and the crossing guard and demonstrate with them how to properly cross a streetwith a crossing guard. After this move onto stop, look, and listen and model this for the students.

Guided Practice: Time- 7 min

After demonstrating the skills have students pair up and practice crossing the street with one being the

crossing guard and the other the crosser. Walk around and check to make sure all students are doing this

correctly and provide feedback as needed. After this have them practice stop, look, and listen with their

partner, again walking around and providing feedback.

Assessment: Time- 15 min

Have each student individually perform stop, look, and listen in the parking lot to assess whether or not

they understand it and can use it. All students should do this with 100% accuracy. Use a list of students

and check off when they accurately complete the activity.


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DAY 3: Protect Your Melon


Materials Needed: 2 Melons, 2 helmets, 2 light bulbs, copy of Officer Buckle and Gloria,

projector, transparency of Follow the Rules handout, transparency of Helmet Song, transparency

of Helmet Checklist, enough hand outs of Follow the Rules and Helmet Checklist to send home

with students, paper, markers, large image of bike, labels saying: pedals, headlight, rear light,reflector, brakes, seat, handlebars, tires, chain.

Prerequisites: Communication orally, following directions, describing, predicting, brainstorming,

questioning, drawing conclusions

A B C D Lesson Objectives: After this lesson, students will be able to tell others about theimportance of wearing your helmet and following Bike Safety Rules.

NASPE Standard 5: Exhibits responsible personal and social behavior that respects self and

others in physical activity settings.

Introduction:

Setting them up for success:

A. Accessing Prior Knowledge How many of you like to ride your bikes? I want you to raise your hands.(Pause). How many of you have helmets? (Pause). Turn to your neighbor and discuss why you think it is

important to have rules?

B. Preview Text Organization This story is about an Officer and his pet dog, and how they together makelearning rules fun.

C. Preview Vocabulary NoneD. Set Purpose for Students Today while I read, I want you to notice the all of the different rules the

Officer shares with us, and try and understand why these rules makes sense.

1. Read Officer Buckle and Gloria to the students.

2. Ask, What safety measures were used in Officer Buckle and Gloria? Prompt as needed. Referencethe book.

3. The teacher will put up the transparency for Follow the Rules and discuss the safety measures that

need to be taken before and during riding a bike.

4. The teacher will transition to the importance of the helmet.

Instruction:

1. The teacher demonstrates what happens when a melon is dropped to the floor from shoulder heightwith and without a bicycle helmet.

1. Spread the plastic out on the floor. The floor should be tile or concrete, not carpeted.

2. Gather the students so all can see you and ask how the melon is like their head (i.e., round, hardoutside and squishy inside).


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3. Drop the unprotected melon from shoulder height. If it does not break open, be sure to point outany "dent" or soft spot that the impact causes.

4. Ask "What would happen if this melon were a person's head?"

5. Ask "What would happen to the melon if protected by the bike helmet?" (Be sure to practice this

demonstration before doing it for the class to be sure the bike helmet is secure enough to protectthe melon. You may need to add foam inside the helmet to cushion it.)

6. Drop the melon that is protected by the bike helmet. Ask "What does this tell you about theimportance of wearing a bicycle helmet?"

7. We are going to repeat this experiment with a light bulb. Wrap a light bulb in heavy-duty kitchenplastic wrap. Secure the bottom with a rubber band. Tape the wrapped bulb into a bicycle helmet.

8. Drop the helmet top down from above your head onto a hard, flat surface. The light bulb will notbreak.

9. Now drop the light bulb without the helmet. The bulb will shatter. Do not use this helmet again for

riding, although with only a light bulb inside it should last indefinitely for more demos. Be sure itis marked "demo only - not for riding." Do not use the shattered light bulb either!

2. Ask, "Who needs a helmet to stay safe when riding a bicycle?"

3. Ask, "How would wearing helmets help the people in our neighborhood to be safer?"

4. Now put the transparency for the Helmet Song up. Sing through the song three times.

Helmet Song

(sung to the tune of "London Bridges")

Wear your helmet when you ride

When you ride, when you ride

Wear your helmet when you ride

Protect your melon!

5. Let the students know that you will send home a checklist for instructions on finding a helmet that fits.

6. The teacher will transition into instruction on the parts of your bike.

7. Read Lap book.

8. Discuss the vocabulary as it occurs.

9. Handout the labels for the bike poster.

10. Pair students and have them discuss where they think each label goes.

11. Have one student go up and put the label on the bike.


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12. Transition into discussing the dangers on the road, such as puddles of water, leaves, cars, grates.

13. Group students and have them discuss the dangers of each and draw a cartoon that shows how eachscenario could be dangerous.

14. Have students share. Comment on students who draw helmets.

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Assessment:

Ask students to share what they learned about wearing your helmet. Call on 2-3.

Ask students what dangers there could be out on the road. Call on 4-5.

Ask students what rules they need to follow out on the road. Call on 5-7

Review:

Great! Today we have covered a lot from the importance of your helmets, to the rules of the road and how

to stay safe. I am going to send you home with two pieces of paper. One has the rules of the road we

discussed today, and the other is a checklist on how to find a helmet that fits right. I want you to bring themhome and go over them with your parents.

Take home:

Hand out two worksheets for students to take home and share with parents.

Worksheet at end: http://www.nhtsa.gov/staticfiles/nti/pdf/bike-s.pdf

Helmet Fit Checklist: http://www.bhsi.org/checklist.pdf

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Sources:

http://learningtogive.org/lessons/unit88/lesson1.html

http://www.helpkeepkidssafe.org/pdfs/2Bikerollerblade-am.pdf

http://www.bhsi.org/checklist.pdf

http://www.nhtsa.gov/Driving+Safety/Pedestrians/For+English+as+Second+Language+%28ESL%29+Te

achers+and+Learners


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DAY 4: When It Rains, It Pours!


Materials Needed: projector, laptop, video clip of a thunderstorm, freight train video clip, field and

playground

Prerequisites: students are able to follow directions

A B C D Lesson Objectives: First grade students will be shown a video clip of a thunderstorm and

a video clip of a freight train and then the teacher will lead a discussion on outdoor weather safety

rules. After this the students must, with 100% accuracy, go outside and go to the correct placewhen the teacher gives them a pretend weather condition.



Provide Objectives: Time-2 min

Today we are going to be learning about what to do in case there is bad weather and we are outside.

We will be watching two video clips during our discussion. At the end of the lesson you will go

outside and must go to the correct place based on what weather conditions I say are happening at the

time.

Demonstrate Knowledge or Skill: Time- 15 min

The teacher will ask the students if they have ever been outside when it started to rain. If yes, then

what did they do. What if there was thunder and lightning? What about a tornado? Then the

teacher will show the video clips to the students and tell them what the freight train symbolizes.

After this the teacher will lead students in a discussion about what to do and where to go if you are

caught outside in: rain, a thunderstorm, or a tornado.

Rain- Find an umbrella or get underneath something to stay dry. Get inside if you can.

Thunderstorm- Get inside if you can, and if you cannot then make sure you are not the tallest thing

around or by the tallest thing around.

Tornado- Get inside if you are able to, if not find the lowest place near you and lie down there while

covering your head and the back of your neck

Guided Practice: Time- 7 min

The class will go outside to the playground and field at the school. Students will be paired up and

each partner will give two different scenarios, and based off of these the other partner must go to the

correct spot outside. The teacher will walk around and check to make sure students are going to the

correct places based on what their partner is saying. Once the teacher has determined all students

understand the lesson move on to assessment.


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Assessment: Time- 10 min

The teacher will divide the students into 3 groups and have 2 of the groups go play. The remaining

group will be given three hypothetical weather scenarios and must pick the best place to go on the

playground/field. The teacher will repeat this with the other 2 groups one at a time. The teacher will

mark down which students did not go to the right place, or waited and followed the rest of their group.

References:

1) http://www.helpkeepkidssafe.org/pdfs/1naturaldisasters-jm.pdf ideas taken from natural disasterlesson

2) http://www.youtube.com/watch?v=E8cMSyzFoLs youtube video of a thunderstormhttp://www.youtube.com/watch?v=uws9YZfHPZA youtube video of a freight train


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DAY 5: Outdoor Fun Day Application


Materials Needed: Bike/Scooter & Helmet for each student, Parent Volunteers, Suitable Location

(Possibility of permission slips needed which would be sent home the week prior), Candy,

Stranger (coordinated beforehand with a trustworthy & administration approved individual),

First Aid Kit, Student Snacks

Prerequisites: Topics learned early in the week, listening skills, ability to follow directions

A B C D Lesson Objectives: After the weeks lessons, first grade students will be able to apply the

knowledge they have learned in real life scenarios with 100% accuracy.

NASPE Standard 5: Exhibits responsible personal and social behavior that respects self and

others in physical activity settings.

Introduction:

Today we are going to go outside and ride our bikes and scooters. We are going to go through different

safety scenarios we have discussed this week. Does anyone remember what we talked about earlier in theweek (prompt for details, call on students for responses)?

With the aid of parent volunteers, exit the school with children in an orderly fashion. Proceed to suitablelocation that was selected. (May involve bus transportation)

Instruction & Assessment:

Scenario #1:

Allow students to ride their bike or scooter. Take notice of proper safety procedures. Did they put on theirhelmet? Did they use techniques discussed earlier in the week? And so on. After approximately 10 minutes,

or when students seem to be ready to move on, have students get off their vehicle and come back to the

teacher for a large group discussion. Comment and ask questions on what the students did or didnt do well.

(I liked how everyone put their helmets on. I saw some of you doing this, and that is something we talkedabout earlier in the week)

Scenario #2:

Parent volunteers hand out the snacks to the students. They then get distracted along with the teacher. The

pre-approved stranger approaches the students. Stranger asks for help finding his lost dog and offers candy

in return for their assistance. Observe childrens reactions. Intervene after the stranger walks away or as theyare walking away with some students. Say stop to freeze the students. Ask students if they used thestranger danger lessons learned earlier in the week. Review these.

Scenario #3:

Parent volunteers will have created a street design in the parking lot or area. One parent volunteer will be

dressed as a crossing guard, and the others will be cars. Have students demonstrate the proper techniques

for crossing the street in small groups (with and without the crossing guard). Ask the students questions

about if they crossed appropriately, and so on. Review the lesson.


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Scenario #4:

Tell students that you need them to use their imagination. Imagine that it just started to rain. Show me what

you would do. Ask questions and review. Now imagine that we are somewhere away from houses. It has just

started to storm, including lightning and thunder. Show me what you would do. Ask questions and review.

Now imagine that you are again away from houses. You just heard the tornado siren. Show me what youwould do. Ask questions and review.

Assessment:

Keep a checklist of students who do and do not follow the proper techniques of what was discussed earlier in

the week. If this is most of the class, have a large review session. If only a few students need help with eacharea, pull aside for small group review.

Unit Plan Outdoor Safety

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