grades 4-6 lesson plans

Grades 4 ~ 6

Activities included in this section have been developedto meet learning expectations and skill and knowledgedevelopment in the following curriculum:

Science and Social Studies

Language

Health and Physical Education

The Arts

Mathematics

Personal Development

TEACHING AND LEARNING CONNECTIONS

Preparing students for life and work Live Safe! Work Smart! Activity guide is designed to help you, the New Brunswick elementary school teacher, meet curriculum expectations while you provide your students with critical health and safety skills and knowledge to live, play and, eventually, work injury-free. Teaching health and safety to students and reinforcing safety in daily routines will make a difference. You will prevent injuries and save lives. Students begin volunteering and some take on some paid work while they are in elementary school. Foundational knowledge of health and safety, as early as Kindergarten, will instill safe behaviours that will carry children through to adulthood and prepare them for safety lessons they will receive in secondary school. This resource was written and produced by a small team from the Ontario Ministry of Labour and the Workplace Safety and Insurance Board, in cooperation with the Ministry of Education. To help meet specific outcomes within the New Brunswick curriculum, WorkSafeNB has adapted the program.

ACKNOWLEDGMENT

WorkSafeNB wishes to extend a special thanks to the Ministry of Labour of Ontario for allowing us to adapt their Live Safe! Work Smart! Program for use within New Brunswick schools. Without their contribution, this program would not have been possible.

© Queen's Printer for Ontario, *2007. Reproduced with permission.

Introduction In this pivotal period, in Grades 4 to 6, as you know, students move from crayons to computers. Seemingly overnight, they move into young adulthood. As they begin to think of themselves as young ladies and men, they will also be thinking about taking on odd jobs to make some extra money or perhaps working with their parents to “help out.” It’s not uncommon to find youth in Grades 4 to 6 delivering flyers or newspapers, walking dogs, picking up golf balls, cutting lawns, selling chocolate bars or starting to baby-sit to make a few extra dollars. Parents may be encouraging them to take on these temporary jobs to start making their own money to buy the extras youth in this age group often want. When there is a family business, like a store, deli, or construction business, parents and relatives may be having children help out. As a teacher, you have a special opportunity to influence positive behaviours among young students. By teaching them to think about safety in daily activities or when planning a special event at school or home, you are preparing them for life. This period of transition is a critical time to introduce students to some of the rules of work and safety issues that they should think about. Even if they think they wouldn’t do something that is dangerous, when an adult pays them to perform a task, or a family member asks them, they may feel obligated to perform the task. The Grades 4 to 6 activity guide matches safety-related curriculum expectations, but also lays an important foundation of knowledge that will prepare students for more advanced safety concepts taught in more senior grades.

It is our hope that you will incorporate The Live Safe! Work Smart! Activity guide whenever you are teaching students about the importance of safety in the classroom and in their lives.

© Queen’s Printer for Ontario, *2007. Reproduced with permission.

NEW BRUNSWICK CURRICULUM LINKS

The Live Safe! Work Smart! Activity guide helps meet several New Brunswick Curriculum links. The following outcomes can be met using this activity guide.

GRADE 4 Math

A7 compare and order decimals with and without models. B1 add and subtract decimals involving tenths and hundredths, and whole numbers to five digits B12 solve and create word problems involving adding and subtracting decimals (to hundredths) D10 solve relevant problems involving millilitres and litres, grams and kilograms F1 recognize and use a variety of methods for the collection and organization of data F2 describe data maxima, minima, range and frequency F3 read and interpret bar graphs, line graphs, pictographs and stem-and-leaf plots F8 explore real-world issues of interest to students and for which data collection is necessary to determine an answer

Health

Protecting yourself, your family and your community A2) understand that personal behaviours and choices may affect safety of self and/or others

Science

Safety 408 show concern for their safety and that of others in carrying out activities and using materials 420 show concern for their safety and that of others in planning and carrying out activities and in choosing and using materials 421 become aware of potential dangers 434 show concern for safety in planning, carrying out, and reviewing activities 435 become aware of the consequences of their actions 449 show concern for safety and accept the need for rules and regulations 450 be aware of the direct and indirect consequences of their actions

Sound 303-9 identify objects by thesounds they make 303-10 relate vibrations to sound production 303-11 compare how vibrations travel differently through air and a variety of solids and liquids 301-3 demonstrate and describe how the pitch and loudness of sounds can be modified 104-6 use the term “decibels” correctly in descriptions of sound intensity 104-1, 207-6 demonstrate processes for investigating the extent of noise pollution in their surroundings, and work with group members to evaluate the processes used in investigating noise pollution 108-1,206-9 identify the positive and negative effects of technological devices that produce loud sounds and identify the need for protection from loud sounds to prevent hearing loss 108-3 describe specific personal actions or products that can help reduce noise pollution

Arts

Students will be expected to use tools, materials and equipment safely and appropriately


1.4 Having completed the K-5 Personal Development and Career Planning Curriculum, each student will be expected to understand, value, and practise responsible behaviour in the home, school, and community. 3.3 Having completed the K-5 Personal Development and Career Planning Curriculum, each student will be aware of and value the development and maintenance of a healthy lifestyle.

English Language Arts

1. Students will be expected to speak and listen to explore, extend, clarify, and reflect on their thoughts, ideas, feelings, and experiences. 2. Students will be expected to communicate information and ideas effectively and clearly, and to respond personally and critically. 4. Students will be expected to select, read, and view with understanding a range of literature, information, media, and visual texts. 5. Students will be expected to interpret, select, and combine information using a variety of strategies, resources, and technologies. 6. Students will be expected to respond personally to a range of texts. 10. Students will be expected to use a range of strategies to develop effective writing and other ways of representing and to enhance their clarity, precision and effectiveness.

GRADE 5 Math

A7 read and represent decimals to thousandths A9 compare and order decimals B1 find sums and differences involving decimals to thousandths B8 solve and create addition and subtraction problems involving whole numbers and/or decimals B9 solve and create multiplication and division problems involving whole

numbers and/or decimals C2 recognize and explain the pattern in dividing by 10, 100 and 1000 and in multiplying by 0.1, 0.01 and 0.001 C3 solve problems using patterns F1 use double bar graphs to display data F2 use bar graphs to display and interpret data F3 use coordinate graphs to display data F4 create and interpret line graphs F7 explore relevant issues for which data collection assists in reaching conclusions

Health

Protecting yourself, your family and your community A1) describe their role in promoting safety and preventing injuries

Science

SAFETY: 408 show concern for their safety and that of others in carrying out activities and using materials 420 show concern for their safety and that of others in planning and carrying out activities and in choosing and using materials 421 become aware of potential dangers 434 show concern for safety in planning, carrying out, and reviewing activities 435 become aware of the consequences of their actions 449 show concern for safety and accept the need for rules and regulations 450 be aware of the direct and indirect consequences of their actions

LIFE SCIENCE: 104-2 demonstrate and describe processes for investigating scientific questions and solving technological problems 206-2 compile and display data, by hand or by computer, in a variety of formats including frequency tallies, tables, and bar graphs 302-9 describe nutritional and other requirements for maintaining a healthy body


1.4 Having completed the K-5 Personal Development and Career Planning Curriculum, each student will be expected to understand, value, and practise responsible behaviour in the home, school, and community. 3.3 Having completed the K-5 Personal Development and Career Planning Curriculum, each student will be aware of and value the development and maintenance of a healthy lifestyle.



GRADE 6 Math

A5 demonstrate an understanding of the concept of percent as a ratio B1 compute products of whole numbers and decimals B8 solve and create relevant addition, subtraction, multiplication and division problems involving decimals B11 calculate sums and differences in relevant contexts by using the most appropriate method C2 use patterns to explore division by 0.1, 0.01 and 0.001 D6 solve measurement problems involving length, capacity, area, volume, mass and time F1 choose and evaluate appropriate samples for data collection F2 identify various types of data sources F4 use bar graphs, double bar graphs and stem-and-leaf plots to display data F9 explore relevant issues for which data collection assists in reaching conclusions

Health

Caring for yourself, your family and your community A1) Identify injuries that are prevalent in the community

Personal Wellness B1) Describe the domains of wellness and identify strategies for promoting their own wellness

Science

Safety 408 show concern for their safety and that of others in carrying out activities and using materials 420 show concern for their safety and that of others in planning and carrying out activities and in choosing and using materials 421 become aware of potential dangers 434 show concern for safety in planning, carrying out, and reviewing activities 435 become aware of the consequences of their actions 449 show concern for safety and accept the need for rules and regulations 450 be aware of the direct and indirect consequences of their actions

Electricity 303-31 identify and explain the dangers of electricity at work or at play 205-9 use tools and apparatus such as batteries, bulbs, and wires in a manner that ensures personal safety and the safety of others 106-4 describe examples of how our knowledge of the hazards of electrical shock has led to the development of electrical safety features


1.2 Having completed the 6-8 Personal Development and Career Planning Curriculum, each student will be expected to demonstrate the ability to assume responsibility for his/her personal behaviour.



Activities: Grades 4-6 Arts: A Personal Development: PD English language Arts: ELA Science: Sc Health: H Social Studies: SS Music Education: Mu Math: M

Title of Activity

Purpose of Activity

Outcome(s) Page #

Identifying and Solving Problems 1: Shouldering a heavy burden 2: Safe and sound

3: The buzz on electricity

Students explore backpack safety issues and calculate the safe weight for their backpacks. Students learn the importance of protecting their hearing. Students examine their usage of electricity and identify potential hazards.

A: Safety; ELA: 1, 2, 4, 6; Sc: Safety; SS: Rules and responsibilities. Gr.4: H: A2; M: A7, B1, B12, D10; PD: 1.4, 3.3; Gr.5: H: A1; M: A7, A9, B1, B8, B9, C2; Sc: Life Science (104-2); PD: 1.4, 3.3; Gr.6: H: A1; M: A5, B1, B8, B11, C2, D6; PD: 1.2 A: Safety; ELA: 1, 2, 4, 6; Sc: Safety; SS: Rules and responsibilities. Gr.4: H: A2; PD: 1.4, 3.3; Gr.5: H: A1; Sc: Life Science (104-2); PD: 1.4, 3.3; Gr.6: H: A1, B1; PD: 1.2 A: Safety; ELA: 1, 2, 4, 6; Sc: Safety; SS: Rules and responsibilities. Gr.4: H: A2; PD: 1.4, 3.3; Gr.5: H: A1; Sc: Life Science (104-2); PD: 1.4, 3.3; Gr.6: H: A1, B1; PD: 1.2

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4: Kitchen hazard hunt 5: Safety gear: five exercises Emphasis on Literacy 6: Now showing! Safety and you! 7: What the numbers tell us 8: Who, what, when, where, why and how?

Students identify and discuss hazards in a restaurant kitchen. Five exercises to choose from to teach students about safety gear. Students use their creative talents to deliver a safety message. Students analyze and graph injury data or their own survey results. Students ask someone who has had an injury six basic questions.

A: Safety; ELA: 1, 2, 4, 6; Sc: Safety; SS: Rules and responsibilities. Gr.4: H: A2; PD: 1.4, 3.3; Gr.5: H: A1; Sc: Life Science (104-2); PD: 1.4, 3.3; Gr.6: H: A1, B1; PD: 1.2 A: Safety; ELA: 1, 2, 4, 6; Sc: Safety; SS: Rules and responsibilities. Gr.4: H: A2; PD: 1.4, 3.3; Gr.5: H: A1; Sc: Life Science (104-2); PD: 1.4, 3.3; Gr.6: H: A1, B1; PD: 1.2 A: Safety; ELA: 1, 2, 4, 6; Sc: Safety; SS: Rules and responsibilities. Gr.4: H: A2; PD: 1.4, 3.3; Gr.5: H: A1; Sc: Life Science (104-2); PD: 1.4, 3.3; Gr.6: H: A1, B1; PD: 1.2 A: Safety; ELA: 1, 2, 4, 5, 6, 10; Sc: Safety; SS: Rules and responsibilities. Gr.4: H: A2; M: F3; PD: 1.4, 3.3; Gr.5: H: A1; Sc: Life Science (104-2, 206-2); PD: 1.4, 3.3; M: F1, F2, F3, F4, F7; Gr.6: H: A1, B1; M: F1, F2, F4, F9; PD: 1.2 A: Safety; ELA: 1, 2, 4, 6, 10; Sc: Safety; SS: Rules and responsibilities. Gr.4: H: A2; M: F1, F2, F3, F8; PD: 1.4, 3.3; Gr.5: H: A1; M: F1, F2, F3, F4, F7; Sc: Life Science (104-2, 206-2); PD: 1.4, 3.3; Gr.6: H: A1, B1; PD: 1.2

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9: Walking safely Focus on Vocabulary 10: Declare a ‘safety week’ 11: Safety crossword puzzle

12: Word search puzzle: safety gear 13: Crack the code: find the safety messages

Students learn how to avoid injury while walking outdoors and indoors. Declare a safety week in your school and choose from five ideas for students activities. Students test their knowledge of common workplace vocabulary by completing a crossword puzzle. Students find the names of safety gear in a word search puzzle. Students crack the code in this puzzle to find a safety message.

A: Safety; ELA: 1, 2, 4, 5, 6, 10; Sc: Safety; SS: Rules and responsibilities. Gr.4: H: A2; PD: 1.4, 3.3; Gr.5: H: A1; PD: 1.4, 3.3; Gr.6: H: A1, B1; PD: 1.2 A: Safety; ELA: 1, 2, 4, 5, 6, 10; Sc: Safety; SS: Rules and responsibilities. Gr.4: H: A2; PD: 1.4, 3.3; Gr.5: H: A1; PD: 1.4, 3.3; Gr.6: H: A1, B1; PD: 1.2 A: Safety; ELA: 1, 2, 4, 5, 6, 10; Sc: Safety; SS: Rules and responsibilities. Gr.4: H: A2; PD: 1.4, 3.3; Gr.5: H: A1; PD: 1.4, 3.3; Gr.6: H: A1, B1; PD: 1.2 A: Safety; ELA: 1, 2, 4, 5, 6, 10; Sc: Safety; SS: Rules and responsibilities. Gr.4: H: A2; PD: 1.4, 3.3; Gr.5: H: A1; Sc: Life Science (104-2); PD: 1.4, 3.3; Gr.6: H: A1, B1; PD: 1.2 A: Safety; ELA: 1, 2, 4, 5, 6, 10; Sc: Safety; SS: Rules and responsibilities. Gr.4: H: A2; PD: 1.4, 3.3; Gr.5: H: A1; Sc: Life Science (104-2); PD: 1.4, 3.3; Gr.6: H: A1, B1; PD: 1.2

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1

Teacher ’s Note

Activity 1: Shouldering a heavy burdenMany students are stressing their bodies with over-stu ed backpacks. Carrying too much weight isn’t good for anyone, especially those with young, developing bodies. Heavy and unstable loads on their backs can also contribute to tripping and painful falls. While we can’t select ergonomically correct backpacks for every student, they can learn to lighten their loads and develop strategies at home and at school for carrying less weight in their packs.111111IDENTIFYING & S OLVING

P ROBLEMS

EvaluationProblem solvingCalculation

Getting startedIn the exercise on the following page,students use math and decision making skills toassess their backpacks in the classroom or at home.They will determine the maximumload they should be carrying and calculate the weight of their fully-loaded backpacks.If their packs are too heavy they will assess what is necessary to carry and what’soptional and develop a strategy to lighten their loads.

Of course,some of your students may have medical conditions that will require themto carry a load less than the recommended 10% of their body weight.

How can teachers help?Suggest students bring home a textbookor binder only when there is a homeworkassignment that requires them to use it.

Where available, have students transportonly CD versions of textbooks.

Suggest a backpack “discovery and clean -up day” once every week or two tohave students go through the contents oftheir backpacks and eliminate unnecessarythings they’re carrying.

Did you know?Studies show that it takes 10–15 years for ergonomic stresses to develop into medical issues that need attention. So, by the time students in Grades 4–6 are

themselves with back, neck and other problems.

The handouts on pages 2 and 4 are providedcourtesy of the Ontario Chiropractic Association. © Queen's Printer for Ontario, *2007. Reproduced with permission.

2Shouldering a heavy burden

Pounds KGThe Essentials

Large textbook (each) 6.0 2.7Small textbook (each) 2.0 0.9100 page notebook (each) 0.75 0.35Binder with paper 1.5 0.75Laptop computer 6.0 2.7Large paperback book 1.0 0.45Sports gear 10.0 4.5

The ExtrasRunning shoes 2.0 0.920 oz water bottle 0.25 0.68GameBoy 0.5 0.25Snacks 2.0 1.0Wet towel 2.0 1.0Two drinks 2.0 1.010 CDs 0.5 0.25

How much does your stuff weigh?These are just averages - it’s best to weigh your own stuff.

What are you packing?

Here’s your assignment:Step 1:A.Weigh yourself without the backpack: kg/lbs

B. Calculate 10% of yourbody weight and write that number down here. This is the maximum weight you should carry in your backpack.

kg/lbs

Step 2:C.Weigh your backpack with all the stu you usually have in it:

kg/lbs

Step 3:Put the weight of your back -pack here (C) kg/lbs

kg/lbsSubtract your maximum load (B)

Answer kg/lbs

If you got a negative number, congratulations,your backpack isn’ttoo heavy for you.

If you got a positive number, like 2 or 4, that is the number of kg or lbs you need to remove from your backpack to lighten the load and make it safer for you to carry.


Live Safe ! Work Smart !

3

Teacher ’s Note

Activity 1: Shouldering a heavy burden, continuedLightening backpack loads isn’t the only solution towards improving stress on the back. There are various ways in which backpack related injuries can be prevented, including posture, type of backpacks used, and methods of packing. The following activities are provided for you to educate your students on ways to prevent back and neck pains resulting fromincorrect backpack habits.111111111Evaluation

Problem solving

Getting startedPhotocopy the h andout on the following pag e and give it to your students.Useit as the basis for a demonstration of the correct ways to use a backpack.

Bring in your own backpack if you use one or ask for a volunteer from the class.Have the owner of the pack put in on and then do an assessment of how wellthe straps have been adjusted to minimize strain on the user’s back.

Once the correct techniques have been established have everyone in the classtry adjusting their pack.Many students may not be using all the straps correctlyand might have the weight inside their packs distributed incorrectly.

You could ask students to look at the handout again a week or two later to seeif they have maintained good backpack habits.


IDENTIFYING & SOLVINGPROBLEMS

4

Tips for a healthy backDon’t throw yourself a curve by carrying

the weight of the world in your pack.So what’s the best way to carry a pack? Pack it light. Wear it right.

Got a hunch you’re not going to want to look like this. But you could, unless you lighten your pack.

S-s-straighten up! Unless youwant to be leaning like this all your life, lose some of the load o your shoulder.

Get the lead out of your pack!Always bend your knees to lift.If you don’t,you’ll be heading for back trouble.

That load will seem a lot lighter if you picka pack with plenty of compartments.

You’ve got two shoulder straps.Wear them both. Place your pack on the table, and put it on one strap at a time.

Carry the heaviest items closest to your body. Use your waist belt, and adjust the straps.



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Teacher ’s Note

Listen To Your Buds is a consumer awareness campaign by the American Speech-Language-Hearing Associationabout the potential risk of hearing loss from unsafeusage of personal audio technology.

Visit www.listentoyourbuds.org to �nd attractive and easy -to- use resourcesfor students, parents and educators:

There is a interactive game for students age six and older that helps themunderstand when to turn down the volume on their MP3 players.

PDFs of bookmarks and a colouring banner for children are availablefor download.

For parents and educators there are videos about MP3 players and hearing loss, loud noises and hearing loss and how the ear works.

Practical advice is provided for parents to help them protect their children against hearing loss from MP3 players.

The site has a list of the top three things teachers can do to help their students avoid hearing loss along with a list of further resources availablefor use in the classroom.

Activity 2: Safe and sound, part 1Students will learn more about hearing protection once they start working, but this is something they need to know about now. With the popularity of MP3 devices the danger of hearing loss among children has become a serious concern for health professionals. Students should be aware of the danger to their hearing in the everyday activity of listening to music with earphones.2222222222Identifying issues

EvaluationProblem solving

Getting startedThe Listen toYour Buds website is an entertainingway for your students and their parents to learnabout MP3 players and hearing loss.You could visit the site and download, copy and hand out one of the bookmarks that have been designed to appeal to young people.They provide the URL of the site.Students could take one of the bookmarks home and show it to their parents so they can look at the site together.

MENU

Listen ToYour Buds



6

Teacher ’s Note

www.chs.c a

Activity 2: Safe and sound, part 2The learning expectations for Grades 4 to 6 require that students learn about sound, sources of sound, the e ects of noise on people and how to control harmful noise. Noise and noise control are both social and workplace issues. This activity provides an opportunity for students to learn that exposure to harmful noise levels can be controlled if we understand when it’s dangerous.222222Identifying issues

EvaluationProblem solving

BRIGHT

BRIGHT

IDEAS

IDEAS

SILENT CHARADES Write a number of statements on pieces of paper. Have each students select a statement and act it out for the class. Ensure no one makes a sound.When someone thinks they know what the person is doing, they must write it down,raise their hand and show it to the person to see if they got it right. The person who is doing the charade should silently indicate if they got it right or wrong. After the activity, ask the class ho was for them not to speak during the charade. Discuss the challengesfaced by a hearing impaired person in everyday situations.

HEARING PROTECTIONDEMONSTRATION If you are able to purchase some ear plugs or a set of ear mu s,youcould demonstrate how to use hearing protection and have some of the students try it. Since you can only use one set of ear plugs per person class participation will depend on your budget.

Getting startedThe handout on the next pag e provides some basic facts about noise that your studentsneed to know to protect their hearing.This could form the basis of a class discussion.

The exercise on page 8 called “Too much noise? ” asks students to read a chart withnoise levels for some common sounds (data from The Canadian Hearing Society) anddecide whether the individuals in the six scenarios should be using hearing protection.The ability to make the right choice could help preserve their hearing in the future.

Answers: John, Susie, Edgar,Augusto

Note: Before starting this exercise you might nd it useful to try the“Bright Ideas.” One provides a good way to help students understand the seriousness of hearing loss. The second is a way to illustrate hands -on how hearing protection works.

For more information …The Canadian Hearing Society’s websiteprovides a wealth of knowledge on topics related to hearing.


IDENTIFYING & SOLVING

PROBLEMS

7

Noise can come from something we enjoy – like our favourite song on the radio – being played too loud.

Damage to our ears depends on the volume of the noise and how long we listen.

If you are listening to music and you can’t hear someone nearby talking to you, the music could hurt your ears.

Once you lose some of your hearing it will never come back.

Sound levels are measured in decibels (dB).

New Brunwsick law says that bosses in factories and other industrial workplaces must makesure workers don’t lose their hearing because of noise at work.

To protect our hearing from noise we need to use hearing protection like ear mu s or ear plugs when we are around sounds at high levels.

It’s important to know how long we will be around the noise and roughly how manydecibels it is to decide if we need to wear protection.

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What you need to knowabout noise


8

Common sounds Noise (dB) Notes

Jet engine 140 Painful

Night club 120 Starts to hurt

Football game (stadium)

117

Power sawRock band

110 If you hear this for more than one minute every day you risklosing some of your hearingfor good.

Snowmobile 105

Garbage truck 100 You shouldn’t be around this noise without protection formore than 15 minutes a day.

Farm tractor 98

SubwayLawnmowerMotorcycle

90

Electric razorSome factories

85 Hearing damage begins if you are around the noise for 8 hours or more in a day. Hearingprotection should be used.

Average city traffic 80

Normal conversation 60

Refrigerator 40

Whisper 30

Normal breathing 10

Circle the person’s name if you think they should be using ear plugs or ear muffs.Use the chart to make your decision.

John has a summer job at a cemetery where he cuts grass all da ve days a week.

Pearl is walking home from school along a street with heavy tr

Susie is in a rock band and practices in her basement every day.

Edgar is helping his uncle make furniture in the garage and stands beside him while he cuts pieces of wood using a power saw.

Augusto got great tickets for a hip hop showand now he’s sitting in the front row.

Ankur rides a snowmobile once a week in the winter. Each trip takes her about 5 minutes.

Too much noise?



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Teacher ’s Note

Sample

Activity 3: The buzz on electricityKnowledge of electrical safety principles is critical to staying safe. Being able to identify electrical hazards and letting people know there is a danger are basic skills that can save lives. This simple exercise provides some information about electrical hazards and asks students to apply it in their daily lives.33333333Identifying issues

AnalysisIdentifying solutions

Getting startedPhotocopy the handouts provided on the following two pages for your students.

The rst handout has some basic information that will give students an idea ofsome of the dangers associated with electricity.

The second handout is a template for an electrical safety diary. Ask your studentsto record their experiences with electricity over one full day.

You might need to provide more than one copy of the template so students willhave enough room to record all of their experiences.The sample diary providessome typical entries.

TimeWhat did you use that

runs on electricity?Did you see anything

dangerous? If yes, what?Who did you tell

about it?What was done to fix the problem?

7 a.m. Alarm clock Too many cords pluggedinto one outlet My parents We moved some things to another outlet.

7.15 a.m. Toaster No

10 a.m. Computer Cords tangled My teacher We tidied up the cords.

Sample diary:



PROBLEMS

10The buzz on electricity: three things to remember

1. Make sure plugs and cords are in good shape. Don’t use appliances or extension cords if the plastic covering on the wire is broken and you can see the metal wire inside.

Don’t use three -pronged plugs if one of the prongs is broken o .

Don’t use cords if they are frayed, split, tangled or tied in knots.

2. Be smart with electricity.Don’t put y gers into electrical outlets.

If your bread gets stuck in a toaster, don’t use a metal knife to get it out while the toaster is plugged in!

Don’t put too many plugs in an outlet. Most wall outlets are meant to have only two plugs.

Never touch a power line and never let a ladder or pole touch one.

3. Electricity and water do not mix.Keep things that use electricity and their cords away from water.For example, keep your hair dryer away from the sink or bathtub.Keep things that have a battery (like an MP3 player) out of the rain.



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TimeWhat did you use that

runs on electricity?Did you see anything

dangerous? If yes, what?Who did you tell

about it?What was done to fix the problem?

(example)

7 a.m.Alarm clock Too many cords plugged

into one outlet My parents We moved some things toanother outlet.


Electrical safety diaryHow many times a day do you use electricity? There could be a hazard each time you do. Keep a diary of your use of electricity for one day right from the

time you wake up until you go to bed.


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Teacher ’s Note

Activity 4: Kitchen hazard huntKitchens can be very dangerous places to work in. However, if you know the dangers and avoid them, you can keep yourself safe. This activity is designed to get your students thinking about some of the things that can be hazardous in kitchens.

Getting startedPhotocopy and hand out the picture of the kitchen on page 13 for individual assignments, or makea transparency of the picture and project it for a class discussion. Ask students to identify thesituations in the kitchen that can make it dangerous for the people who work there.Eight hazards areidenti�ed on this page,but your students may �nd more! When they �nd a hazard ask them to statewhat is wrong,what could happen if the hazard isn’t �xed,and what needs to be done to eliminatethe danger.

4444444444444Identifying issuesEvaluationProblem solving

She could cut herself with the knife.

A knife should be put away when not in use.

Grease on the floor is slippery.

He could hurt his backby reaching up to liftobjects.

Pot on stove couldcause steam burns.

Hot oven shouldbe closed.

Chemical containersare not labelled.

Burners should be off ifnot in use so no one getsburned.



13Source: Work Safe! University of California at Berkeley© Queen's Printer for Ontario, *2007. Reproduced with permission.

Try to identify as many hazards as you can in the picture below.Why are they hazards? How can you prevent those hazards?


14

Teacher ’s Note

Activity 5: Safety gear, five exercisesMost of your students already know something about safety gear. They wear a helmet while riding a bike or playing hockey. On the street, they see police of�cers with traf�c vests, �re �ghters with special coats and boots and construction workers with hard hats.

Throughout the Grade 4 to 6 curriculum there are learning expectations about the importance of personal safety,speci�cally about using appropriate protective equipment. Five exercises with varying degrees of dif�culty areprovided so you can pick which ones suit your class and students. Exercise A is the simplest, asking students to draw from their own experience.

5555555555555LogicAnalysis

Getting startedHave students take a blank piece of paper and make threecolumns. In the �rst column they will list all the di�erent typesof safety gear and protective equipment used at home or insports activities. In the second column they will write what thesafety gear does to protect them and in the third column whereand/or when the gear is used. This activity could also be done insmall groups or as a class activity, listing the items on the board.

Exercise A: Safety gear brainstormingSafety gear How it protects

youWhen or where it is used

Rubber gloves Keep chemicals off your hands

Dishwashing and painting

Bike helmet Protects your head from impact if youfall

At all times when riding a bike

Warm clothing Keeps your bodywarm

In cold weather,for activities likeskating

Boots Keep your feetwarm and keep youfrom slipping on snow or ice

In slipperyconditions in coldwinter weather

Hockey helmet Protects your head if you fall or get hit in the head

Playing hockey

Elbow and kneepads

Protect you fromscrapes if you fall

Roller blading,skateboarding

Safety glasses Protect your eyesfrom flying objects

When cutting or chipping wood,pouring chemicals

Ear muffs Protect your ears from frostbite

In cold weather,while skating

Answers:



15

Teacher ’s Note

5555555555555LogicAnalysisPlanning and organizing

Getting startedHave students organize a safety gear fashion show forother classes to watch.The fashion show should includea variety of safety gear,including items worn at home andin sports as well as items worn on the job such as hardhats and traf�c vests. While a student models a pieceof safety gear, the announcer will describe the safetygear and why it is important. Student roles can includeorganizing, modeling, writing scripts and announcing.

Students can bring in their own safety gear like bikeand hockey helmets, elbow and knee pads, ear mu�s,and boots. Safety glasses and goggles might alreadybe available if you have tech classes or science labs inyour school. Some gear (safety glasses, gloves) can bepurchased at low cost from discount or dollar stores.

Typical content for a script is provided on this page. Ofcourse it will vary depending on the items available forthe show.

Exercise B: Safety gear fashion show

Activity 5: Safety gear, five exercises, continuedExercise B builds on Exercise A by asking students to �nd out about safety gear worn while working. It will get them thinking about what they will need to wear for di�erent activities. They will have a chance to see and try on safety gear that might be new to them.

Safety gear Why it’s important to use it

Rubber gloves To protect your hands while dishwashing, painting,working with animals.

Bike helmet Wear a helmet to protect your head. It only takes one fall to suffer a serious head injury.

Warm clothing In cold weather you need warm clothes so you don’t get frostbite.

Boots In cold winter weather boots protect your feet and help you walk safely on icy, slippery ground.

Hockey helmet When playing hockey you need a helmet to protectyour head if you fall or are hit by a stick, the puck or another player.

Elbow and kneepads

Pads will protect you if you fall when roller blading or skateboarding.

Safety glasses Safety glasses protect your eyes when cutting or chip-ping wood, pouring chemicals or doing anything wherethere is a chance something will fly up or splash intoyour eyes.

Ear muffs Ear muffs keep your ears from being frostbitten if youare outside in cold weather.

Hard hats On a construction site things can fall on your head.

Safety vests These make you visible when working aroundmoving cars.

Ear plugs These protect your hearing when you are around noise.

Safety goggles Goggles protect your eyes if you are working with liquids that can splash into your eyes.



16

Teacher ’s Note


Getting startedPhotocopy the handout on the next pageand ask your students to put the numbermatching each type of safety gear into thebox beside its name.

Answers:1. Hard hat

2. Hearing protection

3. Safety glasses

4. Dust mask

5. Apron

6. Gloves

7. Safetyfootwear

Exercise C: Identify the safety gear

Activity 5: Safety gear, five exercises, continuedExercise C , best suited to students in Grade 4, illustrates that di erent types of equipment are worn to protectworkers on the job. This will familiarize them with workplace vocabulary as it relates to safety gear. ( Exercise Eon page 20 is a more advanced exercise with similar content, more suitable for Grade 5 and 6 students.)



PROBLEMS

17

Hard hat

Apron

Dust mask

Gloves

Safety footwear

Safety glasses

Hearingprotection


Can you identify the safety gear?Look at the picture below and try to match up the safety gear with the items the workers are wearing.


18

Teacher ’s Note


Getting startedHand out a photocopy of the next page and have students work

.ytivitcassalcaroftiesudnadaehrevonaekamro,nworiehtnoTo add some complexity to the exercise, ask students why theythink this type of glove is used and what hazard it protects theuser from.

E

D

F

BG

C

A

H

Answers:

Activity 5: Safety gear, five exercises, continuedExercise D is a great way to help students relate safety gear used at home and in sports to the safety gear used on the job. It is probably best suited to students in Grade 4.

Exercise D: Match the gloves


PROBLEMS


19

A

D

GC

FB

E

H

Match the glove to the place you would wear it.



20

Teacher ’s Note


Getting startedPhotocopy and distribute the handout on the next page.Students can work together to answer the questions on thehandout.They may need to help each other to think of thetypes of jobs where people would wear the various types ofsafety gear.

Exercise E: Safety gear questionnaire

Activity 5: Safety gear: five exercises, continuedExercise E asks students to identify safety gear, think about who would wear it, and consider why they would need to use the gear. This exercise will help the students make connections between safety gear and the working world. Some of these types of gear will be used in school when doing special projects in art, science or technology.

Answers:Hard hat

Construction workers

Things falling on their head

Ear mu�s

People working in noisy areas

Hearing loss;ringing in the ears

Safety boots

Construction workers

Heavy or sharp things falling on their toes

Safety glasses

People doing things where debris may �y into their eyes

Injury to the eyes from �ying debris

Safety vest

Anyone directing traf�c or workingon a road

Being hit by cars because drivers can’tsee them

Fire�ghter’s hat

Fire�ghters

Things falling on their head



21

Name the safety gear:

____________________________________________

Who would wear this:

____________________________________________

What does the safety gear protect them from:

____________________________________________


____________________________________________


____________________________________________


____________________________________________


____________________________________________


____________________________________________


_________________________________________


____________________________________________


____________________________________________


____________________________________________


____________________________________________


____________________________________________


____________________________________________


____________________________________________


____________________________________________


_____________________________________________© Queen's Printer for Ontario, *2007. Reproduced with permission.

Safety gear questionnaireLook at the pictures and answer the questions beside each picture.


22

Teacher ’s Note

Activity 6: Now showing! Safety and you!In this activity, singers, actors, movie makers and artists can all show o� their talents! Every school and/or teacher has a few rules in the classroom for the safety of students, and most students will know simple rules about safety (look both ways before crossing the street, don’t stand up on tables and chairs, don’t play with matches etc.). Small groups of students can present important safety messages in a skit, song, on �lm, or with posters.6666666666666Creativity

CommunicationUnderstanding rules

Presentation ideas:Change the words of a popular song to messages about safety(students can sing along with instruments or do karaoke).

Make a short movie or commercial about safety (make surestudents don’t do anything unsafe when �lming the video).

Be aTV newscaster bringing the news of the day about the need to follow safety rules, or use an interview format.

Perform a role play of adults telling youth about safety rules.

Design a poster illustrating classroom safety rules or warningabout a hazard.

Getting startedStudents should work in groups of two or more based on thetype of presentation they will make.The singers/musicians maybe in one group and artists and actors in another. Each groupwill need to think about the safety rules and/or messages theywant to communicate and develop an oral or visual presentationfor the class. The maximum times for the presentation shouldbe �ve minutes, followed by �ve to ten minutes for a teacher -led classroom discussion analyzing the messages delivered and

sadesuebnacsretsoP.noitacinummocehtfossenevitceffeehtvisual aids for presentations by actors.


EMPHASIS ON LITERACY

23

Teacher ’s Note

Activity 7: What the numbers tell usIn this activity, students will study data and pr re are two options. Option 1 asks students to analyze data from the Public Health Agency of Canada about work-related injuries to children.The numbers represent injuries that required treatment in emergency rooms across the country. Option 2 asks students to conduct a survey in their school on attitudes about safety to gather their own data for analysis.777777Communication

AnalysisRecord keepingTeamwork

Getting startedOption 1Photocopy and hand out the tables on pages 26–28 along withthe set of questions on page 29. The data in the tables comesfrom the Canadian Hospitals Injury Reporting and PreventionProgram (CHIRPP) database on injuries to working youthfrom ages 5–17. There are many injuries su ered by workingyouth,even in this age group.

Have students work in groups to answer question 1 by analyz -ing the data in the tables. Question 2 asks students to createfour graphs from data in the tables.The groups can decidehow they would like to split up this task and then can worktogether with the completed graphs to answer question 3.

Groups could present their answers to the whole class fordiscussion.

Option 2 Photocopy and hand out the instructions on page 30 fordoing a survey. It’s up to you how the students collect theirdata.They could poll the members of their class or students inother classes as well.Survey questions are provided,but theycould use their own questions instead.

The activity asks them to record responses,trends, graph the most , and decide whattheir tell them about attitudes toward safety amongtheir peers.

Answers for Option 1:Question 1

a. 120 b. delivery

c. delivery d. manual labour

e. delivery

Question 2

Sample graphs are provided on page 24.

Question 3

a. (report on the trends in the graphs)

Graph a – Injuries in delivery jobs decline after age 10.

Graph b – In both categories injuriesincrease with age, probably becausemore people work in the older age categories.

Graph c – Parts of a structure, animals and the natural environment are the most common causes of injuries todelivery workers.

Graph d – Falls and acts by others or animals are the things that happenmost often to cause injuries to deliveryworkers.

b. Delivering flyers and newspapers.

c.Wear proper footwear so you don’tslip or trip; don’t approach an animal that isn’t tied up; prepare for poorweather conditions.

Note: See page 30 for a sample answer for Option 2.



24

Teacher ’s Note

0

10

20

30

40

50

60

70

80

age 16-17age 14-15age 10-13age 5-9

Graph a: Injuries in delivery jobs by age

0

50

100

150

200

250

300

350Manual Labour

Clerical/Service

age 16-17age 14-15age 10-13age 5-9

Graph b: Injuries in two job categories by age

0 10 20 30 40 50 60 70

Animal

Large equipment (lawn mover, farm equipment)

Parts of vehicles

Small appliance (toaster, fry pan)

Natural environment, weather

Hand or cleaning tools

Food or beverage

Kniife, scissors

Self or other person

Part of structure (wall, floor, stairs)

Graph c: Injuries in delivery jobs by cause

Graph d: Injuries in delivery jobs: what happened

Unknown

Other cause

Body part or clothing caught or snagged

Object dropped or fell on delivery person

Acts by others or animals

Collision

Object or person in inappropriate location

Falls

Loss of control of object

Sample graphs for Option 1:


25

Teacher ’s Note

A. Seat belts. Ask the 30 people:Do you always wear a seat belt when you’re riding in the car?

Category Total responses Yes No

Male 16 12 4

Female 14 13 1

Grade 4 15 13 2

Grade 5 15 12 3

Age 9 12 10 2

Age 10 18 15 3

0 5 10 15 20

No

Yes

Age 10

Age 9

Grade 5

Grade 4

Female

Male

Possible Interpretations of this dataMost students wear seat belts whenever they are in the car.

The boys were more likely to ignore seat belts than the girls.

As students got older they were a bit more likely to ignore the rule about wearing seat belts.

Students in Grade 5 ignored the rule more than students in Grade 4, which is consistent with the age -related data.

How could this relate to all students in the school, town or city?

Most students understand that it’s smart to wear a seat belt when in the car. Only a small minority break this important rule.

As students get older they might follow the example of those who ignore safety rules. If they realize that most students follow safety rules they are more likely to do so as well.

Please note that this data is hypothetical. Your students’ data will di�er, but surveys of safety-related behaviours done in colleges have found that most students are responsible in their behaviour, to a greater degree than most of their peers would expect.

Once students become aware of this they are less inclined to follow the reckless minority. This is the basis of the social norms approach to prevention strategies. For more information on social norms, visitwww.socialnorms.org .

A sample answer for Option 2:

Note: Students would need to record the responses for questions B and C and prepare graphs for those responses as well.


26

Table 1: Number of injuries by age and type of job

Job TypeAge Group

5–9 10–13 14–15 16–17 Total

Clerical/Sales 0 1 15 45 61

Delivery 7 80 49 18 147

Food preparation 0 0 30 148 178

Other service 1 17 34 92 143

Total for the four types above(Clerical/Service)

8 98 128 303 529

Construction/Repair 0 0 7 29 36

Stocks/Stores 0 0 4 33 47

Car/Mechanical/Factory 0 2 6 24 32

Farming/Forestry 0 5 14 13 32

Other manual labour 0 7 37 148 192

T(Manual Labour)

0 14 68 247 329

Type unknown 0 8 32 93 133

Total for all types 8 120 228 643

Source: Chronic Diseases in Canada , Fall 2005; 26(4): 107–113


27Table 2: Causes of injuries (ages 5–17)

Direct cause of injuryJob Group

Clerical/Service

DeliveryFood

preparationManuallabour

Unknown

Part of structurer, stairs)

38 62 16 57 17

Self or other person 48 11 13 31 16

Knife, scissors 15 0 63 33 17

Food or beverage 11 0 18 8 9

Hand or cleaning tools 5 0 2 30 4

Natural environment, weather 26 24 1 28 4

Small appliance (toaster, frying pan)

4 0 26 14 5

Parts of vehicles 5 6 0 17 5

Large equipment (lawn mower, farm equipment)

2 0 0 31 5

Animals 5 56 0 8 4

Total 159 109 139 257 86




28

Table 3: What happened to cause an injury (ages 5–17)

What happenedJob Group

Clerical/Service

DeliveryFood

preparationManuallabour

Unknown Total

Loss of controlof objects

42 20 81 68 34 245

Falls 44 51 15 43 27 180

Object or person in inappropriate location

10 11 17 58 12 108

Collision 37 10 25 55 23 150

Acts by others or animals

6 45 0 1 3 55

Object dropped or fell on individual

14 2 7 30 5 58

Body part or clothing caught or snagged

9 1 8 28 11 57

Object knocked over or spilled

12 0 10 3 5 30

Other events 26 10 9 29 6 80

Unknown 5 4 6 14 7 36



29

1. Look at the information in Tables 1, 2 and 3 to answer five questions:a. How many injuries to children 10–13 years of age were recorded?

b.What is a common type of job that can result in an injury caused by an animal?

c. Injuries from falls happened most often in what type of job?

d. ries for youth aged 5 to 17?

e.There were 87 injuries to youth 13 years of age and younger who were doing one particular type of job.What was that job?

2. Draw four graphs:a.FromTable 1, make a bar graph to show the trends by age in injuries to youth in delivery jobs.

b. FromTable 1, make a line graph to show the trends in injuries by age for the total number of injuries in Clerical/Service jobs and in Manual Labour jobs.

c. FromTable 2, make a bar graph or pie chart to show the causes of injuries to youth 5–17 years old who weredoing delivery jobs.

d. FromTable 3, make a bar graph showing the di erent things that happened to cause the 109 injuries to youth5–17 years old who were doing delivery jobs.

3. Be prepared to report to the class:a. The answer ve questions in number 1 above and the trends in the four graphs you made.

b.What types of delivery jobs do you think youth from ages 10–13 are doing?

c.What are three things you can do to make a delivery job safer?

Analyze the data



30

Choose the set of questions you will ask them from the following three choices:

A. Seat belts. Ask the 30 people:

- Do you always wear a seat belt when you’re riding in the car?

- Do your parents or other adults you drive with always wear a seat belt when in the car?

- Should everyone wear a seat belt when in a car?

B. Dangerous actions. Ask the 30 people:

- If someone asked you to do something that you thought was dangerous, would you do it?

- If someone gave you $20.00 to do something that you thought was dangerous, would you do it?

- If there are safety rules, should you always follow them?

C. Crossing the street. Ask the 30 people:

- Do you make sure that people younger than you cross the street safely?

- Have you ever crossed the street without looking both ways or crossed the street in the middle of the road rather than going to the corner?

- Should everyone always cross the street safely?

Conduct a survey about attitudes about safety:

1. Poll 30 students in your school.

2. Record their age,grade, and mark down if they aremale or female.

3. Ask them the questions in either A, B or C or create your own questions.

4. Record their responses.

5. Note thr rom the answers youcollected.

6. Put the data for y graphs.You might need one graph for each question.

7. Explain how y relate to all students in Grades 4 to 8 in your school, town or city.


Survey!Live Safe ! Work Smart !

31

Teacher ’s Note

Example:

Who did it happen to? Mom

What happened? She fell down the stairs and sprained her wrist.

Where did it happen? At home.

When did it happen? Two years ago.

Why did it happen? Mom was in a hurry. She was carrying laundry down the stairs. One piece of laundry fell out of the basket and she slipped on it. That made her fall down the stairs.

How do you think this could have been prevented?

Slowing down and being more careful.

?

Activity 8: Who, what, when, where, why and how?Your students can put their inquiring minds to work in this short activity. They will ask six basic questions of someone who has been injured, including an important question about what could have been done to prevent the injury from happening. Students will learn that there really are no accidents. Most often, when someone is injuredsomething could have been done to keep it from happening.888888888888Inquiry

Oral communicationReporting

Getting startedThis activity can be done in pairs in class.Ask students to interview each other to ask about an injury that happened tothem or someone they know.Alternatively,this could be a homework assignment where students ask a family memberor friend about an injury they experienced. They should take notes while doing the interview and record the results.



32

Teacher ’s Note

For additional resources about pedestrian safety and lots of great free resourcesabout keeping kids safe, check out:

Safe Kids Canada:

www.sickkids.ca/safekidscanad a

Activity 9: Walking safelyThis activity will help students develop important life skills. Being able to spot a dangerous situation and do something about it is a life skill that will serve them well now and in the future. It can prevent needless injuries.

There are two parts to this exercise: a review of an information sheet for students on pedestrian safety outdoors, which should be a refresher from lessons they’ve learned at home and at school, and an activity to identify hazards and protect pedestrians indoors.99999999Identifying hazards

CommunicationProblem solving

Getting startedDistribute the handouts on the following three pages. Go over the twelve safety tips on the hand -out called “Safe walking outdoors.”You could have a di erent student read each rule aloud for theclass. Ask students if they have seen things while walking that weren’t safe.

You can assign “Safe walking indoors ”as an in -school activity or a take -home assignment.In eithercase, students will be looking for hazardous things that can cause people to slip or trip andwill write down what they did to help prevent someone from getting hurt in that dangeroussituation.

That may include telling their parents,or a teacher,picking up the mess on the themselves,etc.Filling out a form will require them to express what they saw and did in short form,but in away that others can clearly understand.



33

Safe walking outdoorsDid you know that every year in Canada more than 4,000 children are hit by motor vehicles while playing outdoors or walking to school, to visit friends, to sports activities or to a neighbourhood shop? Children who are five to nine years old are the most likely to be injured, but youth 10 to 14 years old are also frequently injured when walking.

Help children age nine and under cross the road safely.

Cross only at intersections, never in the middle of the streetor between parked cars. Sometimes drivers can’t see you until

it is too late.

re you cross the street.Look to the left, the right and then to the left again and listen for

re you cross the street.

Before walking in front of a stopped car, look the driver in the eye to make sure the driver knows you’re there.

Watch out for cars coming out of driveways.

Use sidewalks. If there ar

Cross railway tracks only at the designated crossing. If a train goes by, always look both ways to make sure another train isn’t coming.

Wear light-coloured clothing and backpacks with r

Follow road safety signs, like “walk.” Even if there is a “walk” sign,

sure it has stopped.

Be extra careful at intersections where there is no stop sign

Always stop at driveways, alleys and areas without curbs to make sure there is no car coming.

If there is a crossing guard, follow their instructions. They ar

might not see.

Here are some things you can do to prevent injuries:

For more on pedestrian safety visit Safe Kids Canada at www.sickkids.ca



34

Many injuries to pedestrians happen when drivers don’t see the person who is walking. What about indoors? Many people slip and fall and are injured because of dangers inside buildings. You can do this exercise at school or at home or even when you are visiting a community centre, arena or store. Find situations that can injure people walking indoors and write down what you saw, where you saw it and what you did to prevent someone from getting hurt.

What I saw that was unsafe Where I saw it What I did to prevent

someone from getting hurt

Slippery floors (wet, slippery surfaces)

Tripping hazards (toys, shoes and boots and other items in the area where people walk)


Safe walking indoorsLive Safe ! Work Smart !

35

What I saw that was unsafe Where I saw it What I did do to prevent

someone from getting hurt

Unsafe floors (torn carpeting, broken tiles, etc.)

Improper footwear (socks or slippers without rubber soles – they can slide on the floor and people can get hurt if something falls on their feet)

Other


Safe walking indoors, continued


36

Teacher ’s Note

This activity is a great way for your students to:• be leaders and set safety standards for other students• reinforce the safety words they’ve learned• practice identifying and solving problems• learn to be advocates• practice reporting dangerous situations to people in authority.

Have students make safety posters to display throughout the school. Suggested themes:

- report dangerous situations you see

- watch out for slippery �oors

- don’t do things you think are dangerous

- don’t climb on chairs and tables – use a ladder

- protect yourself – wear safety gear.

During an assembly have students give safety tips to other students:

- always wear a bike helmet

- buckle up when in the car

- don’t touch chemicals

- tell your teacher or parents about dangerous things you see

- clean up messes on the �oor so someone else doesn’t slip or trip.

Post a word wall of safety words students have learned.

Have students do a safety tour of the classroom, school and/or playground, noting any dangerous situations they see. These mayinclude: broken pavement in sidewalks, slippery �oors, people standing on desks, etc. They should create a simple, three -columntable to note the hazard, what could happen to someone if the hazard stayed the same, and what should be done to correct the situation. These could be collected and presented by the class to the principal.

Have students write a safety song using a well -known tune. The song can be sung in an assembly or performed when visiting other classrooms. The song should have a message about di�erenttypes of safety hazards and what you need to do to stay safe.

1

2

3

4

5

Getting startedChoose one or more of the �ve activities for your students during“safety week.”

Activity 10: Declare a “safety week”Although safety must be a concern every day, declaring a safety week will give your students the opportunity to play an active part in making the school a safe environment. The underlying concept is that all parties in the school play a part in keeping it safe but that people in authority, in this case the principal, have the ultimate responsibility for safety. These activities will help students create awareness of safety among their peers and will also give them a chance to report safety concerns to the principal.101010101010101010101010101010Leadership

CommunicationProblem solvingVocabularyCreativity


FOCUS ON VOCABULARY

37

Teacher ’s Note

Activity 11: Safety crossword puzzleThis activity asks students to complete a crossword puzzle of things associated with workplace and everyday safety. This would make a good review exercise after other activities in this chapter have been completed. Alternatively, it could be a way to see what students already know about safety.1111111111111111111111Problem solving

Workplacevocabulary

Getting startedPhotocopy and hand out the crossword on the nextpage. Students could try it individually or in groups.

1

3

2 5

6

4 7

9

8

11

10

13

14

12

DANGEROUS HW A

AB KCPKCO

ER U SE

O

UN

ERA

SK

W E

G G G

SE

A

E

BU R G

O

G R

H T

T

T

L

YSE

L Y

L

VF

V

L

TV M


L

FOCUS ON VOCABULARY

38

1

3

2 5

6

4 7

9

8

11

10

13

14

12

Down3. Hazardous5.What you do to your mouth when you sneeze or cough7.What you do if you have a question9. Someone who helps other people and works without pay11. Someone who picks on someone else13. ___________ gear is what you wear to protect yourself from dangers14. These protect your hands when you are working with food and chemicals

Across1.What you do to your hands if they are dirty2.This should never be more than ten percent of your body

weight4.This will cause a dangerous shock when mixed with electricity6.Things that should be followed in order to stay safe8. What you wear when you swim and also protects your eyes

when working10.You can get _________ if you don’t follow safety rules12. These can make you sick and are transmitted by humans,

pets and dirty needles


Safety crossword puzzleFill in the crossword using the clues below.


39

Teacher ’s Note

Activity 12: Word search puzzle: safety gearThis word search puzzle will test students’ knowledge of the names of common safety gear. It would make a great review after completion of any of the safety gear activities in this chapter.12121212121212Vocabulary

LogicProblem solving

D U S V S S C E T A H D R A H D Z T E NU U B E E T A A D C A R R K P L S E A RX F S V L R O Z N M J Z H E K E S N RN O O T M G Y O E O L N C B V I Q R P CA L R U M Y G Z B F R L M Y E H Q I L BG G F H Q A L O Z Y N O T V N S X A U PL F X Q E V S V G V T E X V L E L H G CS M E J D H D K T N F E S H V C S C S MC O V E R A L L S A Q R F M B A F G X IA G A P R O N A S X N F A K F D A S MS E S S A L G Y T E F A S J S G M X D EG C L U X V J B I D A P M O C L C Q K DH M C R V O D P G C I Q N L C J L N M

W

W

W

Getting startedPhotocopy and hand out the wordsearch puzzle on the next page and askstudents to the names of di erentsafety gear.

This could be done as an individualassignment or as a group activity.

Be sure students read the instructionscarefully.The words they will can beread forwards, backwards or diagonally.

Answers:


FOCUS ON VOCABULARY

40

ApronEarmuffsGloves

Hard hatSafety vestCoveralls

EarplugsGogglesSafety boots

Dust maskFace shieldHair netSafety glasses


Word search puzzle: safety gearFind and circle the following words. Words can be read forwards, backwards, or diagonally.


41

Teacher ’s Note

S A F ES M A R TB E

EB

Answers:

Activity 13: Crack the code: find the safety messagesBy solving two puzzles, students will uncover safety messages and be reminded that they need to follow safety rules. The word “ask” is included because being ready to ask questions about their safety is key to avoiding injuries. If students remember only one thing about safety, that should be to stop and ask for help if they don’t understand how to do something safely.131313131313131313Vocabulary

LogicProblem solving

Getting startedPhotocopy and hand out the next page, which has two puzzles foryour students to solve.

The rst is a cryptogram that asks students to use the alpha -numeric code to uncover a safety message.

The second puzzle asks students to use their analytical skills andknowledge of vocabulary to unscramble a second safety message.

K N O W Y O U RR I G H T S A S KS A Y N O

TS A Y S A F E

1.

F O L L O WT H E

S A F E T YR U L E S A TH O M E A N D

S C H O O L

2.


FOCUS ON VOCABULARY

42

1 = A 2 = B 3 = C 4 =D 5 = E 6 = F 7 = G8 = H 9 = I 10 = J 11 = K 12 = L 13 = M 14 = N

15 = O 16 = P 17 = Q 18 = R 19 = S 20 =T 21 = U22 = V 23 = W 24 = X 25 =Y 26 = Z

1. Write the correct letters over the numbers in the puzzleboxes to reveal a safety message.

2. Put the letters below each column in the puzzle box.The two lettersfrom column one are entered to show you how the puzzle works.

11 14 15 23 211525 18

192087918119

11191

25 14 152512019 56119

.

19 1 6 5

19 13 1 18 202 5

52

T FU M E O YO A H S O WS L L E O N

H F C H E T L TR S O E L A A D

RH


Crack the code: find the safety messagesFollow the directions for the two puzzles below and crack

the code to discover important safety messages


grades 4-6 lesson plans

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