Title – Safety in Our Community

By – Toni Skrine

Primary Subject – Other

Secondary Subjects – Social Studies, Art, Language Arts, Computers / Internet

Grade Level – K – 2, Special Ed

Content:

• Students learn about safety and the different types of people who are there to help.
• Students learn what the signs on the road mean and where and when to cross a street.

Michigan Educational Technology Standards:

Communication and Collaboration – work together when using digital tools to convey ideas or illustrate simple concepts relating to a specified project.

Learning Resources and Materials:

• Cut-out of a traffic light (one for each student)
  
• Scissors
  
• Crayons – red, green, yellow
  
• Blank copy paper
  
• Kidspiration software
  
• Sign template for Kidspiration (created by teacher)
  
• “People who Help Me” template for Kidspiration (created by teacher)

Development of Lesson:

Introduction:

• The book
  
  Buddy meets Bubba the Traffic Cop
  
  by Sandra E. Meyer will be read to the class.
  • A discussion of the book will take place after asking the students what they know about police officers and other safety jobs.
  • The teacher will write the students’ ideas on the board for them to visualize.
  • The teacher will choose three students to go to the dress-up box and get the specified costume; either a police officer, a firefighter, or a doctor.
  • The other students in the class will be the people in need of help.
  • Describe to the students who are dressed up that they will help the other students.
  • Explain a scenario to the students and have them act it out.

• The teacher will discuss one safety topic per day using the book
  
  The Big Book of Safety for Young Children
  
  by Cindy Barden.
  • On the day of traffic safety, activity 1 should be performed.
  • Activities 2 and 3 should take 2-3 days to complete.
  • Start activity 2 the day following activity 1.
  • Activity 3 should be done after activity 2 is complete.
  • See below for all materials and procedures.

• Plan a field trip to the local fire department on the final day of the unit.
  • Students will explore the station and learn about a firefighter’s day.

Methods/Procedures:

• Activity 1 – Traffic Lights
  Materials:
  • Cut-out of traffic light
    
  • Scissors
    
  • Crayons
    
  • White paper

  Procedure:

  • Cut out 3 circles all the same size
    
  • Color the circles – 1 green, 1 yellow, and 1 red
    
  • Paste the circles on the traffic light in the correct order

• Activity 2 – Signs
  Materials:
  • Kidspiration software
    
  • Sign template (created by teacher)

  Procedure:

  • Look at each sign and read the descriptions next to it.
    
  • Click on the description that is not correct and delete it.
    
  • Transfer the activity to Microsoft Word after each sign is complete.
    
  • Print the activity and turn it in.

• Activity 3 – People who Help Me
  Materials:
  • Kidspiration software
    
  • People who Help Me template (created by teacher)

  Procedure:

  • Next to each word, find a picture that shows the person.
    
  • Go into the writing view and write a description of what this person does to help the community.
    
  • Transfer the activity to Microsoft Word after each word and person is complete.
    
  • Print the activity and turn it in.

Accommodations/Adaptations:

• Because this lesson is designed for a special education classroom, accommodations will be made for each individual student in regards to their IEP.
• To adapt this unit to a general education classroom, the activities could challenge the students more.

Assessment/Evaluation:

• The assessment will be made from the Kidspiration activities turned in.
• In order for the student to officially complete the unit, they must have at least 80% of the questions correct.
• If the student has not scored 80% or better, the teacher can go over the activity again with the student individually and guide them through it.

Closure:

• Students will reflect on their field trip to the local fire station.
• They will draw a picture of their favorite part of the trip.
• The student will describe their picture to the students or the teacher.
  

E-Mail

Toni Skrine

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