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New Jersey Traffic Safety Learning Progression Component Pre-Kindergarten – Kindergarten Unit November 2010.

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Presentation on theme: "New Jersey Traffic Safety Learning Progression Component Pre-Kindergarten – Kindergarten Unit November 2010."— Presentation transcript:

1 New Jersey Traffic Safety Learning Progression Component Pre-Kindergarten – Kindergarten Unit November 2010

2 Background (SafeKids, 2009) Development: Children can skip, hop on one foot, catch and throw a ball overhand, and walk downstairs alone. They become more aware of people around them and may obey parent’s rules but don’t understand right from wrong. This age- group is very independent and plays well with others in a group. Injury Prevention Strategies: Car seats being placed in the back of the car,drivers conducting safety checks around the car, and children not being left alone in the car.

3 Cumulative Progress Indicators 2.1.P.D.1: Use safe practices indoors and outdoors (e.g. wear bike helmets, seat belts) CPI 2.1.P.D.2: Develop an awareness of warning symbols, signs and their meaning Standard 2.1 Wellness: All students will acquire health promotion concepts and skills to support a healthy, active lifestyle - Safety Strand Benchmarks

4 Bicycle Safety (SafeRoutes Nebraska) Bicycle Helmet Demonstration Discussion: What do beetles, armadillos, and turtles have in common? Our protective shell is a bike helmet. It must be properly worn; otherwise injuries can happen! Demonstration Activity: Helmets should be worn parallel to the ground with the straps forming a “V” around each ear. There are three common mistakes to avoid when wearing a helmet ( too far back, too far forward, or without a “V” around the ears.) Who will be a volunteer to demonstrate the proper way to fit a helmet? NOTE: Insert coffee filters into the helmet before each use to reduce the transmission of unhealthy conditions.

5 Bicycle Safety (SafeRoutes Nebraska) Processing Questions 1.What is one thing you wear that protects your body? 2.How do you feel about wearing a helmet? 3.Was it easy to put on the bike helmet? Why or Why Not? What would you do if you needed help with fixing the strap? Assessment: Teacher Observation and Evaluation ♦Demonstrate knowledge of when a bike helmet is being properly worn.

6 Pedestrian Safety (UMDNJ, 2010) Basics of Safe Walking Class Survey: Who walks to school? Do you walk to school with an adult, older sibling, or a friend? Describe some dangers to look for when crossing the street. Video & Video Discussion (8 minutes) “Stop and Look with Willy Whistle”. Question and Answer Session: What did Willy say about correctly crossing the street?

7 Pedestrian Safety (UMDNJ, 2010) What Did We Learn From Willy? 1.What do you do when coming to a curb or edge of the street? 2.Should we stop sometimes or always? 3.Which way do we look while we are crossing the street? 4.Do we run out between parked cars? 5.If we see a car coming, what do we do? 6.Should we wait on the curb or in the street? 7.What do we do if there are cars parked on the street? 8.Does a green light always mean go? 9.What should you do when you get to a light that is already green?

8 Pedestrian Safety (UMDNJ, 2010) Pedestrian Safety Activity The class will now apply what was learned from Willy. Activity: A practice street will help to learn pedestrian safety. Since there is no curb, the edge of the grass, cones and other materials will make a practice street. Two student volunteers will demonstrate how to properly and improperly cross the (practice) street.

9 Pedestrian Safety (UMDNJ, 2010) Processing Questions 1. What was it like looking at all the different traffic signals? 2. Who has a good idea about how to remember one of them? 3. Explain what signals you feel are especially important to remember? Assessments: Teacher Observation & Evaluation ♦ Demonstrate knowledge of safe walking activities through successful completion of the safety poster.

10 Traffic Safety (NHTSA & NJDHTS, 2010) Child Safety Seats Discussion: What is the first thing your parents help you do when you go into a car? What does the 4 Steps for Kids chart mean? Children wear seatbelts or are secured in booster/car seats to keep them safe while they are riding in a car. Infants: Rear Facing Car Seat in the Back Toddlers: Forward Facing Car Seat in the Back Age 4 or 40 Pounds: Booster Seat in the Back 4’9” Tall: Seat Belts in the Back Guest Speaker: Introduce the NJDHTS Child Safety Seat Technician to demonstrate proper use of car seats.

11 Traffic Safety (NHTSA & NJDHTS, 2010) Processing Questions 1.How was it filling out the matching sheet? 2.Was there anything covered by the speaker in class today that surprised you? Why was this a surprise? 3.What kinds of seats do younger brothers and sisters use? Assessments: Teacher Observation & Evaluation ♦Demonstrate knowledge by drawing a line from the infant, toddler, preschooler, and child to the proper child safety restraint that should be used. ♦Explain why families are important traffic safety teachers.

12 Traffic Safety (SafeRoutes Nebraska) Red Light, Green Light Game Directions: Students pretend that they are cars. Explain that when the green light card is held up, you can move forward. When the red light card is held up, you must stop! What do you do for the yellow light? Students pretend that they are pedestrians crossing the street. When the walk card is held up, you can cross. When the don’t walk card is held up, you must stop. Explain the importance for cars and pedestrians to obey the lights. Describe the role of the yellow and red lights. Identify why it is important to look left, right, and left again when crossing the street.

13 Traffic Safety (SafeRoutes Nebraska) The Safety Song Directions: Explain that the correct symbol on the glove will be held up when the song is being sung. The “Safety Song” tune is “Where is Thumbkin?” Let’s practice the song and words together. Now the appropriate finger will be held up for the word that is being sung.

14 Traffic Safety (SafeRoutes Nebraska) Flash Card Game Directions: Students will describe the pictures on each flash card. Explain that the class will go through the cards two or three times in different order. During the final round, a student must tell the class what the item on the card does to help keep pedestrians and motorists safe. If the student is unable to answer the question, the next person on the team will be asked the question until it is correctly answered.

15 Traffic Safety (SafeRoutes Nebraska) Processing Questions: Explain the meaning of the following symbols: ♦ Stop Sign ♦ Red Light ♦ Yellow Light ♦ Green Light ♦ Walk Sign ♦ Don’t Walk Sign Assessment: Teacher Observation and Evaluation ♦ Demonstrate successful completion of safety worksheets. Preschool: What’s Safe? Correctly circle picture that shows safe behavior. Kindergarten: Safety Shapes. Draw the appropriate shape around the correct picture.

16 Supplemental Lessons & Resources Lessons Bicycle Signals Demonstration (SafeRoutes Nebraska) School Bus Safety (Kean University, Illinois State Board of Education) Teacher Resources

17 Supplemental Lesson (SafeRoutes) Directions: Bicycle Signals Demonstration (SafeRoutes Nebraska) Ask the following questions - How do you signal when riding a bicycle? What is it like remembering to signal when riding? Simon Says Game: Each person will stand up and practice “Left Turn,” “Right Turn,” and “Stop” signals. After five minutes of practice, students will participate in demonstrating the signal. If they miss or incorrectly demonstrate the signal, they will still stay in the game and count their misses. Processing Questions: 1.What was it like trying to remember each signal quickly? 2.Do you feel that you will be able to use signals when you ride your own bicycle? Why/Why Not? 3. How might you practice signaling on your own? Assessment: Teacher Observation and Evaluation ♦ Demonstrate correct bicycle hand signals. Source: Bike New York

18 Supplemental Lesson (Kean, Illinois SBOE) School Bus Safety Discussion: How many students ride to and from school on a school bus? Explain that school bus safety includes getting to the bus stop, waiting for the bus, and boarding the bus. Getting to the Bus Stop: Identify potential hazards that you experience when Getting to the bus. What about these issues: traffic, strangers, weather conditions, no sidewalks, crosswalks, and visibility. Waiting for the Bus: Explain how to safely wait for a school bus. Do stand in the right area for bus loading, wait until the bus comes to a complete stop and red lights are flashing before getting near bus, no pushing or fighting in line, don’t reach under the bus, and stand in a single line. Boarding the Bus: The proper way to board a bus is to act the same way that you do when riding in a car, use car seats/booster seats/seat belts, place book bags and items under the seat, and no shouting or making noise.

19 Supplemental Lesson (Kean, Illinois SBOE) Demonstration: Rearrange desks into rows of two seats on either side of the aisle. The bus will stop several times to pick up one or more students at each stop. Processing Questions: 1.How did it feel to think about being safe on the bus? 2.Was the worksheet helpful to you? Why or Why Not? 3.What was it like to pretend to be a student on a bus? What were you thinking about? 4.What will you try to remember the next time you ride a school bus? Assessment: Teacher Observation and Evaluations ♦Demonstrate and identify the proper behavior for safely using the school bus.

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