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Child Pedestrian Safety Curriculum

Teacher’s Guide

K-1 2-3 4-5


TEACHER’S GUIDE

TEACHER’S GUIDE

Table of Contents

I. Purpose of the Curriculum ............................................................ 1What is this curriculum? .........................................................................................................................1Why is this curriculum important? .......................................................................................................1

II. Physical Education & Health Standards Addressed ................................. 3

III. Curriculum Structure .................................................................. 4

IV. Materials Needed for Teaching ......................................................10

V. Cross-Curricular Connections ........................................................13National Standards for Cross-Curricular Activities .................................................................... 16End-of-Unit Culminating Celebration .................................................................................................19

VI. Additional Resources & Works Cited ................................................20National Physical Education & Health Standards ..........................................................................20From Lessons ..........................................................................................................................................20


TEACHER’S GUIDE

Page 1 TEACHER’S GUIDE

I. Purpose of the Curriculum

What is this curriculum?TheChildPedestrianSafetyCurriculumwasdevelopedbytheNationalHighwayTrafficSafetyAdministration(NHTSA)toteachandencouragepracticeinsafepedestrianbehaviorsforstudentsattheelementarylevel(gradeskindergartenthroughfifth).Itisorganizedintofivelessonsthattargetthemainareasofpedestriansafety:walkingneartraffic,crossingstreets,crossingintersections,parkinglotsafety,andschoolbusstopandschoolbussafety.Eachlessonbuildsuponeachprevioussetofskillslearned.

Allgradesreceiveinstructioninthefiveareasofpedestriansafetymentionedabove.However,topromotedevelopmentallyappropriateteaching,thecurriculumincludesthreedivisions:kindergartenandfirstgrade,secondandthirdgrade,andfourthandfifthgrade.Thelessonsbuildindifficultythroughoutsubsequentyears,requiregreaterproblem-solvingopportunities,andencouragepeermodelinganddiscussion.

TheoverallgoaloftheChildPedestrianSafetyCurriculumisoneofskilldevelopment.Whilechildrenmaybeawareofwaystostaysafeaspedestrians,thepurposeofthisprogramistohelpchildrendevelopthatknowledgeintoanautomaticresponseinbehavior.

Why is this curriculum important?Childrenundergoanenormousamountofgrowthandchangefrombirththroughtheteenageyears,particularlyintheareaofcognitivedevelopment.Aschildrengrow,theydevelopanincreasinglysophisticatedunderstandingoftheworldwhichaffectshowtheylearn.Intermsofpedestriansafety,itisimportanttouseacurriculumthatworkswithinchildren’scognitivedevelopmentandchallengesthemtofurtherdevelophowtheythink.

Currentpedestrianresearchshowsthatwithproperinstruction,childrencanbetaughttofollowmulti-stepdirectionsandtouseproblem-solvingtointerpretsituationsandmakecriticaldecisions.AccordingtoThomsonetal.(1992),withinstruction,childrenasyoungas5yearsoldcanclearlyidentifysafeplacestocrossastreetthatmirrorthedecisionsofsimilarlyuntrained11-year-olds.Studiesusingroadsidesimulationapproaches(thatofapretendstreetneararealroad)demonstratethatchildrenmayexhibitaconservativeapproachtocrossingthestreet,resultinginsafercrossingbehavior(Demetreetal.,1992;Hoffrge,Weber,Hertwig,andChase,2003).Insimilarstudies,childrenasyoungasfiveweretaughttomakedecisionstocrossduringgapsintrafficthatmirroradultdecisions(Lee,YoungandMcLaughlin,1984;YoungandLee,1987).

Thiscurriculumseekstofuseunderstandingofcognitivedevelopmentwithcurrentfindingsaboutthebenefitsofpedestriansafetyinstruction.Withthisprogramandtherepeatedguidedpracticeopportunitiestherein,thecurriculumcomplementstheircognitivedevelopmentrelativetotheirageorgradelevel.

Inthepast,mostchildpedestriansafetycourseshavefocusedonaudio,video,andworkbookinstruction.Thesemethods,whileincreasingknowledge,haveshownlittlebehaviorchangeinthelivesofthestudents(Rothengatter,1981).

Theabilitytoengageinsafestreet-crossingbehaviorsreliesonthefactthatpedestriansafetybehaviorsareanautomaticmotorskill.Thehabitofstoppingatastreetbeforecrossing,andlookingfortrafficwhilecrossingroadsshouldbebuiltintoaperson’srepertoireofstreetcrossingbehaviorsthroughpractice.

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TEACHER’S GUIDE

Therefore,childpedestriansafetyeducationmustaddressthedevelopmentofthesemotorskillsinadditiontoincreasingknowledge(Percer,2009).

Studentsacquirenewskillsbyincorporatingallthreestagesofmotorskilldevelopment(Anderson,1995).Firstinthe“cognitive”stage,thestudentgainsknowledgeoffactsthroughinstruction,videos,workbooks,andpresentations.Tomovestudentspastthiscognitivestageandimpactbehaviorchange,studentsshouldthenpracticethoselearnedskillsinthe“associative”stage.Last,throughfurtherandrepeatedpracticeincontext,theskillsandbehaviorswillbecomemoreautomatic,thusthe“autonomous”stage.Withrepeatedpracticeandthesehigherlevelsofdevelopment,studentsshowincreasedproblemsolvingandrequirelesscognitiveefforttoexecutetheskill(Percer,2009).

ThisChildPedestrianSafetyCurriculumseekstoengagestudentsinallthreestagesofdevelopment.First,thestudentsgainknowledgethroughteacherdiscussionanddemonstration.Followingthisinstruction,studentsaregivenampletimetoingrainthebehavioralexperiencesthroughactivelearningwheretheypracticetheskillstheyhavelearned.Finally,teachersareencouragedtoprovidelessonreviewsandextensionsintheformofcross-curriculumexperiencestofurthertakestudentstowardthe“autonomous”stage.

Incorporatingallthreestagesofdevelopmentiscriticaltodevelopinglife-longsafepedestrianbehavior.Inaddition,teachersshouldalsoengagethestudentsinlearningtheindividualcomponentsofeachtask(i.e.,whencrossingthestreet,theyfollowthestepsof(1)stoppingatthestreet,(2)identifyingasafeplacetocross,(3)lookingandlisteningfortraffic,etc.)onarepeatedbasis.Byexposingstudentstotheseconceptsconsistentlyandfrequently,childrenwillnotonlybuildthehabitsofactuallyengaginginthebehaviors,butalsobuildtheirownconceptualunderstandingofwhatitmeanstocrosssafely.Therefore,thisprogramencouragestherepeatedpracticeofskill-setsthroughdemonstration,modeling,individualandgroupapplications,andextensionactivities.Thisrepetitionofpracticewillhaveanoverallhigherdegreeofimpactonthestudents’futurebehavior.

Individuallessoncomponentsareintendedtobetaughtinwaysthatareinteractiveandbasedonguideddiscovery,asopposedtorotememorization.Teachersshouldseektoengagestudentsintheteacherdiscussionandmodelingbyaskingquestionsandpromptingdialogue.Thus,childrenwillincorporatethesebasicprinciplesintotheirownbehaviors(Ampofo-Boatengetal.,1993;Thomsonetal.,1992;Thomsonetal.,2005).Teachersshouldalsoallowchildrentousesocialinteractionswiththeirpeerstofurtherpromotepositivebehavior.Theoptionofusingolderstudentsasmodelsforyoungerchildrenisonesuchwaytoshowsignificantincreasesinsafebehaviors(Thomson&Whelan,2000;Thomsonetal,2005;Tolmie,Thomson,Foot,McLean,&Whelan,1999).Usingolderchildrenasmodelsandincorporatingstudent-peer-adultdiscussiononaconsistentbasisareencouragedthroughouttheprogram.

Furthermore,itiscriticalthatskillsareintroducedinthespecificcontextwheretheywillbeused.Accordingtothe“encodingspecificityprinciple,”peoplearemorelikelytorememberwhattheyhavelearnedifthecontextissimilartowhenitwasencoded(Tulving,1975).Childrenwillbetterremembersafestreetcrossingbehaviorswhentaughtinanenvironmentsimilartotherealworld(i.e.,nearactualroads),asopposedtolearningsolelyintheclassroom(Percer,2009).Forthisreason,theprogramencouragesteacherstogivetheirstudentssupervisedandstructuredexperienceinreal(ornear-real)trafficsituations.

Teachersshouldconsiderwaystoincorporateguidedpracticeinthemostrealisticsettingaspossible,whilestillrememberingtoadheretoschoolanddistrictsafetyguidelines.Safetyconcernsmaydictatewherelessonpracticeisconducted.Forthisreason,thereareseveralsuggestedguidedpracticeoptionswithineachlesson,rangingfromsimulatedtrafficexperiencesthatrequireteacherstoorganizematerialsandpreparemodelstopracticingonrealstreets.


TEACHER’S GUIDE


Finally,itiscriticaltounderstandthat,whileparentsaresignificantsafetyrolemodelsfortheirchildren,mostparentsoverestimatetheirownchild’sknowledgeofsafepedestrianpractices(MacGregor,Smiley&Dunk,1999)anddonotalwaysmodelcorrectpedestrianbehaviors(Quraishi,Mickalide,&Cody,2005).Therefore,itisimportantforthecurriculumtoextendbeyondtheclassroomandprovideeducationalguidanceforparentsandcaregiverstopracticewiththeirchildren.

Thisprogramprovidesmultipleopportunitiesforparentalinvolvement.Teachersareencouragedtosolicitparentvolunteerstoassistwiththeguidedpracticeportionofthelesson.“Parent/GuardianTipSheets”extendtheschool-basedlessonsandpracticeintothehome.These“TipSheets”areinformationalpamphletsdistributedattheconclusionofeachlessonandcontainkeyconceptsandfurtherpracticeoptions.Theyalsoseektoopencommunicationbetweenschoolandhomebyincludingspaceforteacherstoreflectonindividualstudentachievementafteraspecificlesson(i.e.,ifthestudentexceededormetteacherexpectations,orifthestudentneedsadditionalpracticeathome)aswellasspacethatsolicitsandencouragesparentstorespondtotheteacheraboutthechild’ssuccessathome.

Thisprogramseekstofusecurrentresearchonpedestriansafetywithbestpracticesineducationtoprovidethemostcomprehensivecurriculumforschoolsandthemosteffectiveteachingforourchildren.Forthisreason,theChildPedestrianSafetyCurriculumincorporatesthefollowingingredientsofasuccessfulcurriculum:

a. knowledgeofskilldevelopment

b. repeatedpracticeinreal-worldcontexts

c. experiencesthatareinteractiveandsocialinnature

d. home-schoolconnections

II. Physical Education & Health Standards AddressedThefollowingnationalphysicaleducationandhealthstandards(currentasofApril2010),ascreatedbyNationalAssociationforSportandPhysicalEducation(NASPE)andtheJointCommitteeonNationalHealthEducationStandardsaredirectlyaddressedthroughoutthecourseofthisprogram:

n PhysicalEducationStandard1:Demonstratescompetencyinmotorskillsandmovementpatternsneededtoperformavarietyofphysicalactivities.

n PhysicalEducationStandard5:Exhibitsresponsiblepersonalandsocialbehaviorthatrespectsselfandothersinphysicalactivitysettings.

n PhysicalEducationStandard6:Valuesphysicalactivityforhealth,enjoyment,challenge,self-expression,and/orsocialinteraction.

n HealthStandard1:Studentswillcomprehendconceptsrelatedtohealthpromotionanddiseasepreventiontoenhancehealth.

n HealthStandard5:Studentswilldemonstratetheabilitytousedecision-makingskillstoenhancehealth.

n HealthStandard7:Studentswilldemonstratetheabilitytopracticehealth-enhancingbehaviorsandavoidorreducehealthrisks.



TEACHER’S GUIDE

III. Curriculum StructureAsoutlinedanddescribedinprevioussections,eachlessontopiccontainedinthisprogramissplitintothreegrade-groupings:kindergartenandfirst,secondandthird,andfourthandfifth.Thesegroupingsemphasizedevelopmentally-appropriateteachingandencourageaprogressivelycomplexcurriculumasstudentsmature.

Thecurriculumisdesignedtobeginwiththemostbasicpedestriansafetyconcepts:learningandpracticinghowtowalksafelyneartraffic.Whilethismaybearelativelyeasytaskforolderchildrenduetotheircognitiveabilitiesandeasewithcombiningskills,thiscomponentoftheprogramisthebuilding-blockforallotherlessons.Thelessonsinthecurriculumareintendedtobetaughtsequentially.Masteryofanearlierconceptformsafoundationtobuildonwithsubsequentlessons.

Lessonsarestructuredtoincludevariousteachingmethodsandreachchildrenofvaryinglearningstyles.Thegeneralapproachforeachlessonisasfollows:

1. Lessonsbeginwithabriefintroduction.

2. Immediatelyfollowing,theteacherwillguideadiscussionanddemonstrationoftheconcept.

3. Thethirdcomponent,guidedpractice,isthemostcritical.Inthisstep,studentshavetheopportunitytocarryouttheskillsobserved,makechoicesabouthowtobehave,andevaluatetheirdecisions.Itisthisportionofthelessonthathasshowntohavethemostimpactonstudentskilldevelopment.

4. Finally,theteacherconcludestheday’slessonwithabriefreviewtofinalizethelesson.

5. Ifpossible,theteachercanalsofollow-upeachlessonwiththecross-curricularactivitiesprovided.Thesehelpstudentspracticetheskillsinmultiplecontexts,thusreachingmorediverselearnersandsupportinglongtermcomprehension.

Thefollowingchartoutlinesthelessonswithinthecurriculum.Itincludesthetimerequired,thegoalandobjectivesofeachlesson,thelessonprerequisites,andthegrade-levelplancomponents.


TEACHER’S GUIDE


Lesson K-1 2-3 4-5

Lesson 1: Walking Safely Near Traffic

Time Allotted:20–25minutes

Goal:ToTeachStudentstheBasicConceptsofSharingSpaceswithMotorizedTraffic

TeacherDiscussion&Demonstration:WhereandHowDoWeWalk?

• IntroduceVocabulary:walker, traffic, reflective materials


• VocabularyReview:pedestrian, traffic, reflective materials


• VocabularyReview:pedestrian, reflective materials

Objectives:n Explainreasonswewalkplacesandidentifycommonplacestowalk

n Defineanduseappropriatepedestriansafetyvocabulary

n Recognizeanddemonstratesafepracticesneartrafficsuchaswalkingwithanadult,walkingonasidewalkorsideofstreet,andwearingbright-coloredclothing

ClassBrainstorming:RulesforSafeWalkingBehavior

GuidedPractice:

• dramatizescenarios

• practicebehavioronschoolgrounds

• practicebehavioroncommunitywalk

LessonClosure&Review


GuidedPractice:






GuidedPractice:







TEACHER’S GUIDE

Lesson K-1 2-3 4-5

Lesson 2: Crossing Streets Safely

Time Allotted:40minutes

Goal:ToTeachStudentstheBasicConceptsofCrossingtheStreetSafely

Introduction

TeacherDiscussion&Modeling:HowtoCrosstheStreetSafely

• IntroduceVocabulary:visual barrier, edge

Introduction


• ReviewVocabulary:visual barrier, edge

Introduction


• Introduce&ReviewVocabulary: mid-block, visual barrier, edge

Objectives:n Usecareandcautionwhencrossingstreets

n Recognizethattheyshouldonlycrossthestreetwithanadult

n Identifyanddemonstratethefivestepstocrossingastreet

Lesson Prerequisites:n Studentsshouldbeabletodemonstratewaystowalksafelyneartraffic

n Studentsshouldhaveworkingknowledgeofvocabulary:walker/pedestrian,traffic

GuidedPractice:

• singanddramatize“CrossingtheStreet”song

• practicebehavioronschoolgroundsornear-roads



GuidedPractice:

• singanddramatize“CrossingtheStreet”song




GuidedPractice:

• practicefivestepswithteacherguidance





TEACHER’S GUIDE


Lesson K-1 2-3 4-5

Lesson 3: Crossing Intersections Safely


Goal:ToTeachStudentsSimpleSkillsforCrossingIntersectionsSafely

Introduction

• IntroduceVocabulary:intersection

TeacherDiscussion&Modeling:HowtoCrossanIntersectionSafely&IntrotoTrafficSignals

Introduction

• ReviewVocabulary:intersection

TeacherDiscussion&Modeling:HowtoCrossanIntersectionSafely&ReviewTrafficSignals

Introduction

• ReviewVocabulary:intersection, crosswalk

TeacherDiscussion&Modeling:HowtoCrossanIntersectionSafely&ReviewTrafficSignals

Objectives:n Demonstratesafebehaviorwhileapproachingandcrossinganintersection


n Studentsshouldbeabletodemonstratewaystowalksafelyacrossastreetatmid-block

GuidedPractice:

• play“RedHand,WalkingMan”gametodemonstratebehaviors

• practicebehavioronschoolgroundsornearroads



GuidedPractice:





GuidedPractice:







TEACHER’S GUIDE

Lesson K-1 2-3 4-5

Lesson 4: Parking Lot Safety

Time Allotted:20-30minutes

Goal:ToTeachStudentsHowtoNavigateaParkingLot

TeacherDiscussion&Demonstration:WhereandHowDoWeWalkinaParkingLot?

ReviewClassBrainstormingfromLesson1:RulesforSafeWalkingBehavior





Objectives:n Demonstratesafebehaviorforexitingavehicle,walkingsafelyinaparkinglot,andre-enteringavehicle


GuidedPractice:

• dramatizesafeandunsafeparkinglotscenarios

• practicebehaviorinschoolparkinglot

• practicebehaviorinnearbycommunityparkinglot


GuidedPractice:





GuidedPractice:






TEACHER’S GUIDE


Lesson K-1 2-3 4-5

Lesson 5: School Bus Safety


Goal:ToTeachStudentsSafeBusRidingBehavior,aswellasSafeBoardingandExitingTechniques

Introduction

TeacherDiscussion&Modeling:ProperBusSafetyBehavior

• IntroduceVocabulary:crossbar

Introduction


• ReviewVocabulary:crossbar

Introduction


• ReviewVocabulary:crossbar

Objectives:n Demonstratesafebehaviorwhilewaiting,boarding,riding,andexitingthebus

n Identify“dangerzones”aroundabusandresponsibilitiesofpeopleonthebus


n Studentsshouldbeabletodemonstratewaystosafelycrossstreets

GuidedPractice:

• singanddramatize“SafetyontheBus”song

• practicebehavioronmodelbus

• practicebehavioronrealschoolbus


GuidedPractice:

• singanddramatize“SafetyontheBus”song&play“Freeze”todemonstratebehaviors




GuidedPractice:

• singanddramatize“SafetyontheBus”song&play“StumptheTeacher/Student”todemonstratebehaviors




Teachersareencouragedtotailorthelessonstofitclassroomcircumstances,walkingconditionsaroundtheschool,andthecommunityenvironment.



TEACHER’S GUIDE

IV. Materials Needed for TeachingAsstatedinthefirstsectiononcurrentresearchoneducation,teachersshouldincorporatesupervisedandstructuredexperiencesinreal(ornearreal)trafficsituations.Withineachlesson,teachersaregiventheoptiontoencouragepracticeinoneofthreeways:tosimulatetheexperiencebycreatingamodel,tobringstudentstoanear-roadorparkingareatopracticethebehaviors,ortobringstudentsoutintothecommunityatreal-worldstreets,intersections,andparkingareas.Theamountofmaterialsnecessaryforeachlessonmayvaryduetothepracticeoptioneachteacherchooses.

Teachersarealsoencouragedtocustomizethecurriculumaccordingtotheirschool’sspecificgeographiclocale(i.e.,urbanversussuburban).Byusingphotographs,language,anddescriptionsspecifictotheircommunity,teacherscanfurtherpromotetheunderstandinganduseofsafewalkingbehaviors.

Thechartbelowoutlinesmaterialsthatshouldbesuppliedbytheteacher:

Lesson K-1 2-3 4-5


MaterialsProvided:

• Parent/CaregiverTipSheet

MaterialsNeeded:

• Chartpaperandmarkers

MaterialsProvided:


MaterialsNeeded:


MaterialsProvided:


MaterialsNeeded:



MaterialsProvided:


MaterialsNeeded:

• Maskingtape,rope,orothermaterialtocreatestreetlines

• Poster-sizedchartof“CrossingtheStreet”song

MaterialsProvided:


MaterialsNeeded:

• Maskingtape,rope,orothermaterialtocreatestreetlines

• Poster-sizedchartof“CrossingtheStreet”song

MaterialsProvided:


MaterialsNeeded:

• Maskingtape,rope,tallboxesorbarriers,andothermaterialtocreateamodelstreet


TEACHER’S GUIDE


Lesson K-1 2-3 4-5


MaterialsProvided:


MaterialsNeeded:

• Cones,tape,yardstick,paper(red,yellow,green),&othermaterialstocreateintersection

MaterialsProvided:


MaterialsNeeded:


MaterialsProvided:


MaterialsNeeded:



MaterialsProvided:


MaterialsNeeded:

• Alargeareatocreateamodelparkinglot

• Maskingtape,rope,chairs(16-24),orothermaterialstocreatemodelparkinglot

MaterialsProvided:


MaterialsNeeded:



MaterialsProvided:


MaterialsNeeded:





TEACHER’S GUIDE

Lesson K-1 2-3 4-5


MaterialsProvided:


MaterialsNeeded:

• Chairs,cones,beanbags,yardstick,maskingtape,rope,orothermaterialstocreateabus

• Poster-sizedchartof“BusSafety”song

MaterialsProvided:


MaterialsNeeded:


• Poster-sizedchartof“BusSafety”song

MaterialsProvided:


MaterialsNeeded:



TEACHER’S GUIDE


V. Cross-Curricular ConnectionsAscitedontheAssociationforSupervisionandCurriculumDevelopmentwebsite,CurriculumIntegrationis“aphilosophyofteachinginwhichcontentisdrawnfromseveralsubjectareastofocusonaparticulartopicortheme”(McBrien&Brandt,1997).Ratherthanteachaconceptusingonlyonesubjectareainisolation,theteacherdevelopsathemearoundaparticularconceptandprovidesopportunitiesforcomplementaryinstructioninmultiplesubjectareas.Whilemanypedestriansafetyprogramsfocussolelyonthephysicaleducationandhealthconcepts,thisprogramallowsteacherstobolsterstudentunderstandingbyincorporatingmath,reading,socialstudies,art,music,andsciencesubjectareasintothethemeofpedestriansafety.

Cross-curricularintegrationhasshowntohavemanybenefits.Itshowsstudentshowtotransferknowledgeandapplyitinvarioussettings.Italsoallowsteacherstoconsistentlyreinforceconceptsacrosscontexts.Andfinally,byallowingteacherstocombinesubjectareasandstandardstoachievesimilargoals,itmakesthebestuseofinstructionaltime.

Aftereachlesson,atleastthreecomplementaryactivitiesareincludedtoillustratehowateachercouldtakethethemeofpedestriansafetyandincorporateitintootheracademicsubjectareas.Theseactivitiesarenotmandatory,buttheyshouldhelpstudentstransferwhattheyhavelearnedaboutpedestriansafetyintoother,possiblymorefamiliarcontexts.Theycanalsohelpstudentsmovefromabasicknowledgelevelintohigher-orderthinkingsuchasanalyzingpatternsandevaluatingdecisions.Asstatedabove,includingtheseactivitieshasbeenshowntobenefittheoverallachievementofthestudentsandpromotepositivechangesinbehavior.

Thefollowingchartoutlinessuggestedcross-curricularextensionactivitiesthatfolloweachlesson:

Lesson K-1 2-3 4-5


• Art:Child-SizedModelCars

• Writing:CreateaRebusStory

• Science/DramaticPlay:IdentifyAppropriatePedestrianClothing&ReflectiveMaterials

• Art:IllustrateSafeandUnsafeScenarios

• Writing:DirectionsusingTime-OrderWords

• DramaticPlay&Art:CreatePedestrianandTrafficStickPuppets&PutonPuppetShow

• Art:IllustrateSafeandUnsafeScenarios

• Writing:FictionalTrafficSafetyStory

• Math:TakingaSurvey



TEACHER’S GUIDE

Lesson K-1 2-3 4-5


• DramaticPlay:CreateaFloorMap,DramatizeSafeStreetCrossing.

• Literature:ReadingStoriesofWalkerSafetyAloudtoChildren

• SocialStudies(Geography):IdentifySafeRoutesonaMap

• MusicalFacts:MusicalChairswithPedestrianTrivia

• Literature:ReadingStorybooksofPedestrianSafety

• SocialStudies(Geography):IdentifySafeRoutesonaMap

• ClassGameofPedestrianSafetyFactswithListeningandMovement

• Literature

• SocialStudies(Geography):AnalyzeSafeRoutesonaMap


• Art:Child-SizedModelStreetSignsandTrafficSignals

• Writing:SafetyWordsandSentences

• DramaticPlay:LargeCommunityMap,DramatizeSafeIntersectionCrossing

• Math:Measurement

• Writing:AcrosticPoem

• Drama:PedestrianSafetySkit

• Math:Measurement

• Writing:AcrosticPoem

• Drama:PedestrianSafetyPublic-ServiceAnnouncement


• Music:CrossingtheLotSong

• Math:Pictograph

• Art&DramaticPlay:Child-SizedModelParkingLotProps

• Music:ComposingLyricstoCommonTunes

• Math:“ISpy”Geometry

• DramaticPlay:PropstoDemonstratePedestrianSafety

• Music:ComposingLyricstoCommonTunes

• Math:PlottingOrderedPairsonaCoordinateGrid

• DramaticPlay:PropstoDemonstratePedestrianSafety


TEACHER’S GUIDE


Lesson K-1 2-3 4-5


• Art:Child-SizedModelBuses

• Math:ComparingSizes

• Literature:ReadingStorybooksofSchoolBusSafetyAloudtoChildren

• GuestSpeaker/Hands-OnExperience

• Art:BusSafetyPoster

• Math:StoryProblems

• Literature:ReadandRecreateaSchoolBusSafetyStorybook


• Art:BusSafetyBrochure

• Math:ReadingaSchedule&ElapsedTime

• Literature:ReadandDiscussaSchoolBusSafetyStorybook




TEACHER’S GUIDE

National Standards for Cross-Curricular ActivitiesNationalstandardsinmath,reading,socialstudies,science,music,andtheartsareapplicabletotheCross-Curricularactivitiesincludedintheprogram.Followingisalistofnationalstandards(organizedbysubjectarea)thatpertaintotheactivities:

Math Standards (developed by the National Council for Teachers of Mathematics). The student should be able to:

n NM-DATA.3-5.1:Formulatequestionsthatcanbeaddressedwithdataandcollect,organize,anddisplayrelevantdatatoanswerthem(Lesson1:grades4-5)

n NM-DATA.3-5.2:Selectanduseappropriatestatisticalmethodstoanalyzedata(Lesson1:grades4-5)

n NM-MEA.PK-2.2&NM-MEA.3-5.2:Applyappropriatetechniques,tools,andformulastodeterminemeasurements(Lesson3:grades2-3&4-5)

n NM-MEA.3-5.1:Understandmeasurableattributesofobjectsandtheunits,systems,andprocessesofmeasurement(Lesson3:grades4-5)

n NM-DATA.PK-2.1:Formulatequestionsthatcanbeaddressedwithdataandcollect,organize,anddisplayrelevantdatatoanswer(Lesson4:gradesK-1)

n NM-DATA.PK-2.2:Selectanduseappropriatestatisticalmethodstoanalyzedata(Lesson4:gradesK-1)

n NM-GEO.PK-2.1&NM-GEO.3-5.1:Analyzecharacteristicsandpropertiesoftwo-andthree-dimensionalgeometricshapesanddevelopmathematicalargumentsaboutgeometricrelationships(Lesson4:grades2-3)

n NM-GEO.PK-2.4&NM-GEO.3-5.4:Usevisualization,spatialreasoning,andgeometricmodelingtosolveproblems(Lesson4:grades2-3)

n NM-GEO.3-5.2:Specifylocationsanddescribespatialrelationshipsusingcoordinategeometryandotherrepresentationalsystems(Lesson4:grades4-5)

n NM-NUM.PK-2.1:Understandnumbers,waysofrepresentingnumbers,relationshipsamongnumbers,andnumbersystems(Lesson5:gradesK-1)

n NM-MEA.PK-2.1:Understandmeasurableattributesofobjectsandtheunits,systems,andprocessesofmeasurement(Lesson5:gradesK-1)

n NM-NUM.PK-2.3&NM-NUM.3-5.3:Computefluentlyandmakereasonableestimates(Lesson5:grades2-3&4-5)

n NM-MEA.3-5.2:Applyappropriatetechniques,tools,andformulastodeterminemeasurements(Lesson5:grades4-5)

Reading/Language Arts Standards (developed by the National Council for Teachers of English). Students should be able to:

n NL-ENG.K-12.1ReadingforPerspective:Readawiderangeofprintandnonprinttextstobuildandunderstandingoftexts,ofthemselves,andoftheculturesoftheUnitedStatesandtheworld;to


TEACHER’S GUIDE


acquirenewinformation;torespondtotheneedsanddemandsofsocietyandtheworkplace;andforpersonalfulfillment.Amongthesetextsarefictionandnonfiction,classicandcontemporaryworks.(Lesson2:gradesK-1&2-3;Lesson5:gradesK-1)

n NL-ENG.K-12.3EvaluationStrategies:Applyawiderangeofstrategiestocomprehend,interpret,evaluate,andappreciatetexts.Theydrawontheirpriorexperience,theirinteractionswithotherreadersandwriters,theirknowledgeofwordmeaningandofothertexts,theirwordidentificationstrategies,andtheirunderstandingoftextualfeatures(e.g.,sound-lettercorrespondence,sentencestructure,context,graphics).(Lesson2:gradesK-1&2-3;Lesson5:gradesK-1)

n NL-ENG.K-12.4CommunicationSkills:Adjusttheiruseofspoken,written,andvisuallanguage(e.g.,conventions,style,vocabulary)tocommunicateeffectivelywithvarietyofaudiencesandfordifferentpurposes.(Lesson1:gradesK-1,2-3,&4-5;Lesson2:grades2-3&4-5;Lesson3:gradesK-1,2-3,&4-5;Lesson5:grades2-3)

n NL-ENG.K-12.5CommunicationStrategies:Employawiderangeofstrategiesastheywriteandusedifferentwritingprocesselementsappropriatelytocommunicatewithdifferentaudiencesforavarietyofpurposes.(Lesson1:gradesK-1,2-3,&4-5;Lesson2:grades2-3&4-5;Lesson3:gradesK-1,2-3,&4-5;Lesson5:grades2-3)

n NL-ENG.K-12.7EvaluatingData:Conductresearchonissuesandinterestsbygeneratingideasandquestions,andbyposingproblems.Theygather,evaluate,andsynthesizedatafromavarietyofsources(e.g.,printandnonprinttexts,artifacts,people)tocommunicatetheirdiscoveriesinwaysthatsuittheirpurposeandaudience.(Lesson2:grades2-3&4-5)

n NL-ENG.K-12.8DevelopingResearchSkills:Useavarietyoftechnologicalandinformationresources(e.g.,libraries,databases,computernetworks,video)togatherandsynthesizeinformationandtocreateandcommunicateknowledge.(Lesson2:grades2-3&4-5)

n NL-ENG.K-12.12ApplyingLanguageSkills:Usespoken,written,andvisuallanguagetoaccomplishtheirownpurposes(e.g.,forlearning,enjoyment,persuasion,andtheexchangeofinformation)(Lesson5:gradesK-1,2-3,&4-5)

Social Studies Standards (developed by the National Council for Social Studies & the National Geographic Society). Students should be able to:

n NSS-G.K-12.1TheWorldinSpatialTerms:Understandhowtousemapsandothergeographicrepresentations,tools,andtechnologiestoacquire,process,andreportinformationfromaspatialperspective(Lesson2:gradesK-1,2-3,&4-5)

Science Standards (developed by the National Research Council & the National Science Teachers Association):

n NS.K-4.1ScienceasInquiry:Abilitiesnecessarytodoscientificinquiryandunderstandingaboutscientificinquiry(Lesson1:gradesK-1)

n NS.K-4.2PhysicalScience:Anunderstandingofpropertiesofobjectsandmaterialsandlight(Lesson1:gradesK-1)



TEACHER’S GUIDE

Fine Arts Standards (developed by the Consortium of National Arts Education Associations)

Music Standards. Students should be able to:

n NA-M.K-4.1Singing,AloneandWithOthers,AVariedRepertoireofMusic:Singindependently,onpitchandinrhythm,withappropriatetimbre,diction,andposture,andmaintainasteadytempo;Studentssingexpressively,withappropriatedynamics,phrasing,andinterpretation(Lesson4:gradesK-1,2-3,&4-5)

n NA-M.K-4.4ComposingandArrangingMusicwithinSpecifiedGuidelines:Createandarrangemusictoaccompanyreadingsordramatizations;Studentscreateandarrangeshortsongsandinstrumentalpieceswithinspecifiedguidelines(e.g.,aparticularstyle,form,instrumentation,compositionaltechnique)(Lesson4:grades2-3&4-5)

n NA-M.K-4.6Listeningto,Analyzing,andDescribingMusic:Respondthroughpurposefulmovement(e.g.,swaying,skipping,dramaticplay)toselectedprominentmusiccharacteristicsortospecificmusicevents(e.g.,meterchanges,dynamicchanges,same/differentsections)whilelisteningtomusic(Lesson4:gradesK-1)

Theater Standards. Students should be able to:

n NA-T.K-4.2ActingbyAssumingRolesandInteractinginImprovisations:Imagineandclearlydescribecharacters,theirrelationships,andtheirenvironments(Lesson1:grades2-3)

n NA-T.K-4.3DesigningbyVisualizingandArrangingEnvironmentsforClassroomDramatizations:Visualizeenvironmentsandconstructdesignstocommunicatelocaleandmoodusingvisualelements(suchasspace,color,line,shape,texture)andauralaspectsusingavarietyofsoundsources;Studentscollaboratetoestablishplayingspacesforclassroomdramatizationsandtoselectandsafelyorganizeavailablematerialsthatsuggestscenery,properties,lighting,sound,costumes,andmakeup(Lesson1:grades2-3;Lesson4:gradesK-1,2-3,&4-5)

n NA-T.K-4.4DirectingbyPlanningClassroomDramatizations:Collaborativelyplanandprepareimprovisationsanddemonstratevariouswaysofstagingclassroomdramatizations(Lesson3:grades2-3&4-5;Lesson4:gradesK-1,2-3,&4-5)

n NA-T.K-4.5ResearchingbyFindingInformationtoSupportClassroomDramatizations:Communicateinformationtopeersaboutpeople,events,time,andplacerelatedtoclassroomdramatizations(Lesson3:grades2-3&4-5;Lesson4:gradesK-1,2-3,&4-5)

Visual Arts Standards. Students should be able to:

n NA-VA.K-4.1UnderstandingandApplyingMedia,Techniques,andProcesses:Usedifferentmedia,techniques,andprocessestocommunicateideas,experiences,andstories;Studentsuseartmaterialsandtoolsinasafeandresponsiblemanner(Lesson1:gradesK-1,2-3,&4-5;Lesson3:gradesK-1;Lesson5:gradesK-1,2-3,&4-5)

n NA-VA.K-4.2UsingKnowledgeofStructuresandFunctions:Knowthedifferencesamongvisualcharacteristicsandpurposesofartinordertoconveyideas;Studentsdescribehowdifferentexpressivefeaturesandorganizationalprinciplescausedifferentresponses;Studentsusevisualstructuresandfunctionstocommunicateideas(Lesson1:grades2-3&4-5;Lesson5:grades2-3&4-5)


TEACHER’S GUIDE


n NA-VA.K-4.3ChoosingandEvaluatingaRangeofSubjectMatter,Symbols,andIdeas:Exploreandunderstandprospectivecontentforworksofart;Studentsselectandusesubjectmatter,symbols,andideastocommunicatemeaning(Lesson1:grades2-3&4-5;Lesson5:grades2-3&4-5)

n NA-VA.K-4.5ReflectingUponandAssessingtheCharacteristicsandMeritsoftheirWorkandtheWorkofOthers:Understandtherearevariouspurposesforcreatingworksofvisualart;Studentsunderstandtherearedifferentresponsestospecificartworks(Lesson1:gradesK-1,2-3,&4-5;Lesson3:gradesK-1;Lesson5:gradesK-1,2-3,&4-5)

End-of-Unit Culminating CelebrationInadditiontoextendingstudentlearningbyfollowingeachlessonwithappropriatecross-curricularconnections,teachersareencouragedtoorganizeanend-of-unitactivity.Thiscelebrationreinforcesthelearningthathastakenplaceoverthecourseoftheunit,helpsteachersassessstudentunderstandingoftheoverallgoalsoftheprogram,andallowsstudentstodemonstratetopeers,otherteachers,administration,parents,andcommunity-memberstheirnewfoundknowledge.

Examplesofend-of-unitcelebrations:

n FieldTrip(allgrades)—studentscantraveltoplacesintheircommunitywheretheywilldemonstrate(andpractice)theirpedestriansafetyskills.Teachersshouldconsiderinvitingparentsandothercommunitymembervolunteers.

n SafetyFair(allgrades)—teacherscaninvitecommunityworkerssuchaspoliceofficersandcrossingguardstodemonstratetostudentstheirdailyworkwithtrafficandpedestriansafety.Olderstudentscandeveloptri-foldposterstoshowwhattheyhavelearned.Youngerstudentscan,usingpropsandmodels,demonstrateforattendeeswhattheyhavelearned.

n Grade-LevelPlay(gradesK-1or2-3)—studentscanusepropscreatedthroughoutthepedestriansafetyunittoputtogetheraplayaboutsafety.Childrencandemonstratesafebehaviorswhenneartraffic,neardriveways,crossingstreets,crossingintersections,orcrossingparkinglots.

n PublicServiceAnnouncements(grades2-3or4-5)—studentscancreateonetotwominuteeducationalbroadcastsonpedestriansafety.Dependingontheageandmaturityofthestudents,theycanresearchpropermarketingtechniques,developslogans,andusetechnologytodeveloptheirannouncements.Ifallowedbyschoolpolicy,theseannouncementscanbebroadcastforotherclasses,overtheschool-widetelevisionsystem,ordistributedtoawidermarket.

n WalktoSchoolDay(allgrades)—students,teachers,parents,andmembersoftheschoolcommunitycancelebratewalkingtoschoolwhilepracticingsafepedestrianbehaviors.InternationalWalktoSchoolDayisusuallyscheduledforthefirstfullweekinOctober.WalktoSchoolDayeventsarealsosometimesplannedforthespringandconcidewithWalktoWorkDay(April)orBiketoWorkDay(May).Additionalinformationisavailableonathttp://walktoschool.org/.



TEACHER’S GUIDE

VI. Additional Resources & Works CitedThefollowingresourceshavebeenusedthroughouttheprocessofdevelopingthisteacher’sguideandcurriculum:

Ampofo-Boateng,K.,Thomson,J.A.,Grieve,R.,Pitcairn,T.,Lee,D.N.&Demetre,J.D.(1993).Adevelopmentalandtrainingstudyofchildren’sabilitytofindsaferoutestocrosstheroad.British Journal of Developmental Psychology,11,31-45.

Anderson,J.R.(1995).LearningandMemory:AnIntegratedApproach.NewYork:JohnWiley&Sons,Inc.

Blomberg,R.D.,Preusser,D.F.,Hale,A.,&Leaf,W.A.(1983).ExperimentalFieldTestofProposedPedestrianSafetyMessage,VolumeII:ChildMessages.DOTHS806522.Washington,DC:NationalHighwayTrafficSafetyAdministration.

Demetre,J.D.,Lee,D.N.,Pitcairn,T.K.,Grieve,R.,Thomson,J.A.,&Ampofo-Boateng,K.(1992).Errorsinyoungchildren’sdecisionsabouttrafficgaps:Experimentswithroadsidesimulation.British Journal of Psychology,83,189-202.

Hoffrage,U.,Weber,A.,Hertwig,R.,&Chase,V.M.(2003).Howtokeepchildrensafeintraffic:Findthedaredevilsearly.Journal of Experimental Psychology: Applied,9,249-260.

Lee,D.N.,Young,D.S.,&McLaughlin,C.M.(1984).Aroadsidesimulationofroadcrossingforchildren.Ergonomics,27,1271-1281.

MacGregor,C.,Smiley,A.,&Dunk,W.(1999).Identifyinggapsinchildpedestriansafety.Transportation Research Record,1674,32-40.

Percer,J.(2009).ChildPedestrianSafetyEducation:ApplyingLearningandDevelopmentalTheoriestoDevelopSafeStreet-CrossingBehaviors.DOTHS811190.Washington,DC:NationalHighwayTrafficSafetyAdministration.

Quraishi,A.Y.,Mickalide,A.D.,&Cody,B.E.(2005).FollowtheLeader:ANationalStudyofSafetyRoleModelingAmongParentsandChildren.Washington,DC:NationalSAFEKIDSCampaign.

Rothengatter,J.A.(1981).Theinfluenceofinstructionalvariablesontheeffectivenessoftrafficeducation.Accident Analysis and Prevention,13,241253.

Thomson,J.A.,Ampofo-Boateng,K.,Pitcairn,T.,Grieve,R.,Lee,D.N.,&Demetre,J.D.(1992).Behavioralgrouptrainingofchildrentofindsaferoutestocrosstheroad.British Journal of Educational Psychology,62,173-183.

Thomson,J.A.,&Welan,K.M.(2000).CommunityApproachtoRoadSafetyEducation.RoadSafetyResearchReportNo.35.London:DepartmentforTransport.

Thomson,J.A.,Tolmie,A.K.,Foot,H.C.,Whelan,K.M.,Sarvary,P.,Morrison,S.(2005).InfluenceofVirtualRealityTrainingontheRoadsideCrossingJudgmentsofChildPedestrians.Journal of Experimental Psychology: Applied,11,175-186.

Tolmie,A.,Thomson,J.,Foot,H.,McLaren,B.,&Whelan,K.(1999).ProblemsofAttentionandVisualSearch.RoadSafetyResearchReportNo.8.London:DepartmentforTransport.


TEACHER’S GUIDE


Tulving,E.(1975).Ecphoricprocessinginrecallandrecognition.InJ.Brown(Ed.),RecallandRecognition.London:Wiley.

Young,D.S.,&Lee,D.N.(1987).Trainingchildreninroadcrossingskillsusingaroadsidesimulation.Accident Analysis and Prevention,19,327-341.

National Physical Education & Health StandardsNationalStandardsforSportsandPhysicalEducation:http://www.aahperd.org/naspe/template.cfm?template=publications-nationalstandards.html

McBrien,J.L.,&Brandt,R.S.(1997).The language of learning: A guide to education terms.RetrievedAugust18,2008,fromhttp://www.ascd.org/portal/site/ascd/menuitem.fdd976cd7e54fccddeb3ffdb62108a0c/.

From Lessons:“CrossingtheStreet”song–Sungtothetuneof“LondonBridge”,folksong

“CrossingtheLot”song–Sungtothetuneof“TheAddamsFamily”theme,byVickMizzy,1964

“SafetyontheBus”song–Sungtothetuneof“TheWheelsontheBus”,popularchildren’ssong,composerunknown

Young,S.S.(1999).Make Way for Ducklings: A lesson plan for K-5 using remote sensing.RetrievedJune2008fromhttp://www.dgl.salemstate.edu/Profs/Young/Ducks/DUCKS.htm.

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