Safe Routes To School: Bike Safety

Transcription

1 Safe Routes To School: Bike Safety Developed by Hands On: Real World Lessons for Middle School Classrooms Funded by Tennessee Department of Transportation Contact: Jerry Everett. Ste 309 Conference Bldg, 600 Henley St, Knoxville, TN (865)

2 Acknowledgements This curriculum was developed to meet Tennessee content standards in math, social studies, language arts, and science in grades 3-5 as part of the Safe Routes to School program. The lessons contained within were developed or adapted by: Erin Tharp In conjunction with Hands On: Real World Lessons for Middle School Classrooms project staff: Dr. Jennifer Richards Kassi McCoy Beth Seymour Dr. Amy Beavers Jan Wager Thank you to the following consultants for their contributions to the development of this unit: Kim Lee Lisa McAllister Wendy York The following resources were used in the development of this unit:

3 Fourth Grade Bike Safety Table of Contents: Lesson Plan-Day Summary of Activities: Benefits of Biking Ticket Out the Door 4 Benefits of Biking Ticket Out the Door Benefits of Biking Group Research Melon Drop Observation Sheet Think, Pair, Share: What is a Vehicle? Intersection Observation Worksheet Rules for the Road Poster Bike Safety PPT and Notes Traffic Signs Poem Traffic Signs PPT Benefits of Biking Group Research Rubric 5 Lesson Plan-Day Melon Drop Observation Sheet 8 Lesson Plan-Day Think, Pair, Share: What is a Vehicle? 11 Intersection Observation Worksheet 12 Rules for the Road Poster Rubric 13 Bike Safety Rules PPT Bike Safety Rules Notes 17 Lesson Plan-Day Traffic Signs Poem Rubric 20 Traffic Signs PPT

4 4 th Grade- Bicycle Safety- Day 1 Unit Activities: Starter, Sorting Benefits, Benefits Research, Closure Student Handouts: Benefits of Biking Ticket Out the Door (pg.4), Benefits of Biking Group Research Rubric (pg.5) Instructional Events: Gain Attention, Provide Lesson Objectives, Stimulate Prior Knowledge, Provide New Content, Apply New Content, Enhance Retention and Transfer Standards: SL.4.4, SL.4.5, W.4.7 Health 3-5: 4.1, 14.5 Materials: Lesson Length: Sticky notes, 12 x18 construction paper, Markers, Crayons, Computers, Books or magazine articles about biking 65 minutes Learning Objectives: 1. Students will explain the benefits of cycling to individuals, families and communities. Activities: Stimulate Prior Knowledge: Review: (3 minutes) Purpose: To review concepts previously mastered that will connect with this lesson. Daily Review Question: What are some physical activities you can enjoy by yourself? With your family? Are there community events that encourage physical fitness? Do you ever participate in those? Today we are going to focus on biking. Gain Attention: Starter: (5 minutes) Purpose: To capture students attention and prepare them to learn. What do you enjoy about biking as opposed to running or playing sports? What are some benefits of biking? Have students brainstorm different reasons why biking is beneficial, such as exercise, fun, or pollution. Write one benefit on each sticky note. Provide each student with 2-3 sticky notes on which to record their responses. Provide Lesson Objectives: (2 minutes) Provide New Content: Purpose: To help students understand what they are responsible for learning. Inform students of the things they will be learning and practicing in today s lesson by using the lesson objectives listed. Purpose: To present new information to students. Sorting Benefits: (10 minutes) Write the heading: Benefits of Biking on the board. Under the heading list the following subheadings: Individual Benefits, Family Benefits and Community Benefits. Have students come up a few at a time and sort their sticky notes into the three categories. Note: some student responses may fit in two or more categories. Hands On: Real-World Lessons for Middle School Classrooms, University of Tennessee, 2012 This document may be reproduced and used for nonprofit, educational purposes without further permission so long as this copyright notice is included on all copies. 2

5 4 th Grade- Bicycle Safety- Day 1 Cont. Apply New Content: Benefits Research: (25 minutes) Purpose: To give students an opportunity to apply new knowledge. Divide students into small groups to research one of the benefits of cycling. Students can use any research medium available to them. Students will create a poster or visual aid to display to the class. Students will present their information to the class. Evaluate students using the Benefits of Biking Group Research Rubric. Enhance Retention and Transfer: (15 minutes) Purpose: Allow students to demonstrate their understanding of the material presented and use it in a variety of contexts. Groups will present their research to the class. Closure: (5 minutes) Have students complete the Benefits of Biking Ticket out the Door, explaining what is the best benefit of biking and support their thinking with details from the research presentations. Hands On: Real-World Lessons for Middle School Classrooms, University of Tennessee, 2012 This document may be reproduced and used for nonprofit, educational purposes without further permission so long as this copyright notice is included on all copies. 3

6 Benefits of Biking Ticket Out the Door What do you think is the greatest benefit of bicycling? Why? (Answer in 2 or more sentences) Benefits of Biking Ticket Out the Door What do you think is the greatest benefit of bicycling? Why? (Answer in 2 or more sentences) 4

7 Benefits of Biking Group Research Rubric Active participation / 10 Accurate information / 10 Information is organized appropriately / 10 Facts support the main idea / 10 Visual aid neatness / 10 Total: / 50 Benefits of Biking Group Research Rubric Active participation / 10 Accurate information / 10 Information is organized appropriately / 10 Facts support the main idea / 10 Visual aid neatness / 10 Total: / 50 Benefits of Biking Group Research Rubric Active participation / 10 Accurate information / 10 Information is organized appropriately / 10 Facts support the main idea / 10 Visual aid neatness / 10 Total: / 50 Benefits of Biking Group Research Rubric Active participation / 10 Accurate information / 10 Information is organized appropriately / 10 Facts support the main idea / 10 Visual aid neatness / 10 Total: / 50 5

8 4 th Grade- Bicycle Safety- Day 2 Unit Activities: Starter, Bike Safety Discussion, Melon Drop Demonstration, Letter Writing, Closure Student Handouts: Melon Drop Observation Sheet (pg.8) Instructional Events: Gain Attention, Provide Lesson Objectives, Stimulate Prior Knowledge, Provide New Content, Apply New Content, Enhance Retention and Transfer Standards: W.4.2 Health 3-5: 10.3 Materials: Bicycle helmet, 1 head-sized honeydew melon, Tarp or garbage bag to cover floor, Ladder, Chair or stool Learning Objectives: 1. Students will be able to explain the importance of wearing a bicycle helmet. Lesson Length: 72 minutes Activities: Stimulate Prior Knowledge: Review: (5 minutes) Gain Attention: Starter: (3 minutes) Provide Lesson Objectives: (1 minute) Provide New Content: Bike Safety Discussion: (15 minutes) Purpose: To review concepts previously mastered that will connect with this lesson. Daily Review Question: Yesterday we learned about the benefits of biking. What were some benefits you learned that you did not know before? Did the benefits make biking more attractive to you and make you want to want to bike more? Purpose: To capture students attention and prepare them to learn. Tell students: Today we are going to learn how to be safe while riding a bike and how to wear a helmet properly. Ask students: Who likes to ride bikes? Who wears a helmet? Do you always wear a helmet when you ride? Do you ever ride without your helmet? Purpose: To help students understand what they are responsible for learning. Inform students of the things they will be learning and practicing in today s lesson by using the lesson objectives listed. Purpose: To present new information to students. Ask students for some reasons for bicycle accidents. Have students turn and talk with partner to gather ideas for 1 minute. o Sample responses may include: Riding over road hazards (gravel, wet leaves, cracks on the sidewalk) Inexperience Bicyclists unsafe riding behavior Bike failure (bad brakes, flat tire) Riding too fast and losing control of bike Ask students to share their ideas with the class. Discuss with students the reasons for always wearing a bicycle helmet. Explain to students that in the event of a bicycle crash, the helmet protects their most valuable organ the brain. Hands On: Real-World Lessons for Middle School Classrooms, University of Tennessee, 2012 This document may be reproduced and used for nonprofit, educational purposes without further permission so long as this copyright notice is included on all copies. 6

9 4 th Grade- Bicycle Safety- Day 2 Cont. Apply New Content: Melon Drop Demonstration: (30 minutes) Enhance Retention and Transfer: (3 minutes) Letter Writing: (10 minutes) Purpose: To give students an opportunity to apply new knowledge. Hold up the honeydew melon. Explain that the melon is fragile, just like our heads. The fruit and seeds inside the melon represent our brain. Demonstrate for students how to properly fit a helmet on someone s head. Place the helmet on the melon. Make sure chin straps are tightly secured. Set up the ladder or chair above the hard floor surface and cover the floor with a tarp or garbage bag. Instruct students to complete the Melon Drop Observation Sheet while watching both demonstrations. Drop the melon from a height of about 6 feet with the helmet facing down, so the helmet hits the ground first (representing a bicycle crash with head injury). Discuss the outcome. Have students make observations about the melon s state. o Is it cracked? o How well did the helmet protect the melon? Explain to students that the melon was protected because the helmet absorbed the force of the fall. Next, repeat the first drop without the helmet make sure to drop over the tarp. Discuss the outcome. With students, compare and contrast the two outcomes melon with helmet and melon without helmet. Help students make the connection between the demonstration and their actions. Remind students of the dangers of bicycling without a helmet. Remind students that they should wear a properly fitting helmet every time they ride. Purpose: Allow students to demonstrate their understanding of the material presented and use it in a variety of contexts. Remind students of their discussion from the beginning of the lesson regarding how often they wear a helmet when riding a bike. Ask students to turn to a neighbor to discuss what changes they might make in their biking habits after watching the melon drop demonstration. Encourage volunteers to share their responses with the class. Have students write a letter to a friend or family member explaining why they should wear a helmet when riding a bike. Closure: (5 minutes) Have students share their letter with a friend and tell their reasons for wearing a helmet. Hands On: Real-World Lessons for Middle School Classrooms, University of Tennessee, 2012 This document may be reproduced and used for nonprofit, educational purposes without further permission so long as this copyright notice is included on all copies. 7

10 Name Melon Drop Observation Sheet Write down what you observe during the demonstration. Compare and contrast the two different situations. Melon WITH Helmet Melon WITHOUT Helmet 8

11 4 th Grade- Bicycle Safety- Day 3 Unit Activities: Instructional Events: Materials: Lesson Length: Starter, Think-Pair-Share, Definitions, Tennessee Bike Laws, Bike Law Posters, Homework, Closure Gain Attention, Provide Lesson Objectives, Stimulate Prior Knowledge, Provide New Content, Apply New Content, Enhance Retention and Transfer Bike Safety PowerPoint, 9 x12 construction Paper, Markers, Crayons 60 minutes Student Handouts: Standards: Learning Objectives: Think-Pair-Share: What is a Vehicle? Handout (pg.11), Intersection Observations Worksheet (pg.12), Rules for the Road Poster Rubric (pg.13) SL.4.1, W.4.3, Health 3-5: 10.2, Students will be able to describe safe bicycling practices while following state traffic laws. 2. Students will be able to analyze safe and unsafe driving practices. Activities: Stimulate Prior Knowledge: Review: (3 minutes) Gain Attention: Starter: Think, Pair, Share: (15 minutes) Purpose: To review concepts previously mastered that will connect with this lesson. Daily Review Question: Yesterday we learned about the importance of wearing a helmet? Did any of you ride your bike last night and wear your helmet? What was one thing you got out of the melon drop demonstration? Today we are going to learn about the rules of the road and rules you should follow when riding a bike. Purpose: To capture students attention and prepare them to learn. Ask students: What do you think is considered a vehicle? Distribute the Think, Pair, Share: What Is a Vehicle handout. Ask students to write down their response to the question on the response sheet. Allow 3-5 minutes for students to write down their response. Then have the students discuss their responses with a partner. Have the pairs come up with a combined definition with examples. Next, have several pairs get together to create a small group of 4-6 students. Allow them 3-5 minutes to discuss their responses, and each group needs to come up with a definition and examples. Students should be justifying their responses and explaining their thinking within the small groups. After all groups have finished, allow each group to share their definition with the class. Provide Lesson Objectives: (2 minutes) Purpose: To help students understand what they are responsible for learning. Inform learners of the things they will be learning and practicing in today s lesson by using the lesson objectives listed. Hands On: Real-World Lessons for Middle School Classrooms, University of Tennessee, 2012 This document may be reproduced and used for nonprofit, educational purposes without further permission so long as this copyright notice is included on all copies. 9

12 4 th Grade- Bicycle Safety- Day 3 Cont. Provide New Content: Definitions: (5 minutes) Purpose: To present new information to students. Tell students that the correct definition of a vehicle is: any means in or by which someone travels or something is carried or conveyed. Explain the definition to students so they understand it. Ask students: Using that definition, is a bicycle a vehicle? Discuss with students that because a bike is a vehicle, it must follow the same rules of the road as cars, trucks, and other vehicles. Reinforce the concept: same road, same rules. Tennessee Bike Laws: (15 minutes) Use the Bike Safety Rules PowerPoint to discuss Tennessee bicycling laws with the students. The goal is to make sure students understand the laws, how they work and how to apply them. Distribute a copy of the Bike Safety Guided Notes to each student. Students should use the handout to record important points. Note: If using this lesson in a state other than Tennessee, the laws specific to that state should be followed. Apply New Content: Bike Law Posters: (15 minutes) Purpose: To give students an opportunity to apply new knowledge. Instruct students that they will design a small poster illustrating and explaining a bicycle safety law. Evaluate student work using the Rules of the Road Poster Rubric. Enhance Retention and Transfer: Purpose: Allow students to demonstrate their understanding of the material presented and use it in a variety of contexts. Homework: Inform students that they will complete the Intersection Observations handout for homework. Students are to analyze traffic in a busy intersection and record observations. Closure: (5 minutes) Remind students of safe bicycling practices, such as having only one person on a bike at a time, operating in a predictable manner, and keeping both hands on the handlebars unless signaling. Ask students: Which bicycle law do you think is MOST important in helping bicyclists stay safe? Hands On: Real-World Lessons for Middle School Classrooms, University of Tennessee, 2012 This document may be reproduced and used for nonprofit, educational purposes without further permission so long as this copyright notice is included on all copies. 10

13 Name: Think, Pair, Share: What Is a Vehicle? I think the word vehicle means My partner that the word vehicle means and I agree Some examples of vehicles are Some examples of vehicles are As a group, we decided that the BEST definition of vehicle is Examples include Name: Think, Pair, Share: What Is a Vehicle? I think the word vehicle means My partner that the word vehicle means and I agree Some examples of vehicles are Some examples of vehicles are As a group, we decided that the BEST definition of vehicle is Examples include 11

14 Intersection Observations Name With a parent or other adult, go to a busy intersection. Make sure to park in a safe area at a safe distance away from moving vehicles. Watch the traffic for a few minutes and make some observations about what you see. Are most cars following the rules of the road? Are all cars coming to a complete stop, driving at appropriate speeds? Are there any hazardous conditions, like driveways, debris in the road, or parked cars along the street? Write down some of your observations in the space below. Write a paragraph describing your experience. Make sure to tell about your experience in the correct order of events and include lots of descriptive details. 12

15 Rules of the Road Poster Rubric Law is clear and easily understood /5 Illustration shows correct behavior /5 Neat and colorful /5 Total points /15 Rules of the Road Poster Rubric Law is clear and easily understood /5 Illustration shows correct behavior /5 Neat and colorful /5 Total points /15 Rules of the Road Poster Rubric Law is clear and easily understood /5 Illustration shows correct behavior /5 Neat and colorful /5 Total points /15 Hands On: Real-World Lessons for Middle School Classrooms, University of Tennessee, 2012 This document may be reproduced and used for nonprofit, educational purposes without further permission so long as this copyright notice is included on all copies

16 1/31/13 BIKE SAFETY RULES Ride on the Right - Ride on the right, in the same direc?on as traffic next to you. Riding with the flow of traffic makes you easier to see. - It is okay for children to ride on the sidewalk un?l they are ready for the street (and have parental permission). - Ride in the right lane with the flow of traffic. - Ride as close to the right curb of the right lane as possible when being overtaken by another vehicle. - Ride on the paved shoulder whenever a paved shoulder suitable for bicycle riding is present. - Ride in the right lane except when: o Passing another bicycle or vehicle going in the same direc?on. o Preparing for a leq turn. o Avoiding hazardous condi?ons. Ride in a Straight Line Riding predictably will make you more visible to motorists. It s much easier for a driver to pass when you re riding in a straight line. Don t weave in and out of parked cars. You might disappear from motorists sight. 1 14

17 1/31/13 Obey Traffic Signs and Signals: Know and obey all traffic laws, just like you would if you were driving a car. Stop at all stop signs and red lights. Do not ride the wrong way down a street. Use Hand Signals Use the proper hand signals for leq or right turns and for slowing or stopping. When turning, you must signal con?nuously at least 100 feet before the turn and while you are stopped wai?ng to turn, unless you need to use your hand to help control your bicycle. Riding on Sidewalks and in Crosswalks You are allowed to ride your bicycle on a sidewalk or in a crosswalk. Make sure to follow all the rules applicable to pedestrians. Sidewalks were made for pedestrians, so always give them the right- of- way and give an audible signal before passing them. An audible signal could be a bell, a horn, or your voice saying, Hello, passing on your leq. Be especially careful at driveways and street crossings, because motorists may not be watching for bikers on the sidewalk. 2 15

18 1/31/13 Ride Safely! It is illegal for any child under 16 in Tennessee to ride a bike without a properly fi`ng helmet. Make sure to wear bright colors so cars and others can see you. If you re wearing long pants, roll your pant legs up so they don t get caught in the chains. Make sure your shoelaces and backpack straps are?ed and out of the way of the chains. Don t forget your brain! Keep a sharp mind and always be aware and prepared. 3 16

19 Bike Safety Guided Notes Slide Title What are the important ideas in the slide? Slide 1: Ride on the Right. Slide 2: Ride in a Straight Line. Slide 3: Obey Traffic Signs and Signals. Slide 4: Use Hand Signals. Slide 5: Riding on Sidewalks and in Crosswalks. Slide 6: Ride Safely! 17

20 4 th Grade- Bicycle Safety- Day 4 Unit Activities: Starter, Traffic Signs and Signals, Traffic Poem, Closure Student Handouts: Traffic Signs Poem Rubric (pg.20) Instructional Events: Gain Attention, Provide Lesson Objectives, Stimulate Prior Knowledge, Provide New Content, Apply New Content, Enhance Retention and Transfer Standards: W.4.10, SL.4.4 Health 3-5: 10.2, 10.3 Materials: Traffic Signs PowerPoint, Paper, Pencils Learning Objectives: 1. Students will be able to explain the meaning of different traffic signs and symbols. Lesson Length: 55 minutes Activities: Gain Attention: Starter: (3 minutes) Stimulate Prior Knowledge: Review: (5 minutes) Provide Lesson Objectives: (2 minutes) Purpose: To capture students attention and prepare them to learn. Ask students: What would happen if there were no stop signs, no stop lights, or no speed limits? Allow a few minutes for a class discussion about the potential chaos and collisions. This is why we need traffic laws and traffic signs. Everyone needs to understand what the signs mean and obey them. Purpose: To review concepts previously mastered that will connect with this lesson. Daily Review Question: Yesterday we learned about bike safety laws in Tennessee. What was the most important rule you learned about and why? Today we are going to learn about traffic signs and signals. Purpose: To help students understand what they are responsible for learning. Inform students of the things they will be learning and practicing in today s lesson by using the lesson objectives listed. Provide New Content: Traffic Signs and Signals: (10 minutes) Purpose: To present new information to students Use the PowerPoint presentation Do You Know Sign Language to show students a variety of signs. Discuss the meaning and purpose of the various shapes, sizes and colors of signs. Explain to students the proper behavior for bicyclists when they approach these types of signs. Discuss with students other important traffic signs that students might not be as familiar with. Discuss with students the proper way to travel through an intersection. Hands On: Real-World Lessons for Middle School Classrooms, University of Tennessee, 2012 This document may be reproduced and used for nonprofit, educational purposes without further permission so long as this copyright notice is included on all copies. 18

21 4 th Grade- Bicycle Safety- Day 4 Cont. Apply New Content: Traffic Poem: (30 minutes) Purpose: To give students an opportunity to apply new knowledge. Instruct students that they will work with a partner to create a poem describing at least three different types of traffic signs or signals. The poems do not need to rhyme, but should include strong visual imagery language. (last slide of PowerPoint includes these directions) Evaluate students using the Traffic Signs Poem Rubric. Enhance Retention and Transfer: Closure: (5 minutes) Purpose: Allow students to demonstrate their understanding of the material presented and use it in a variety of contexts. Have each pair share their poem with the class. Reiterate the importance of being aware of traffic signs while riding a bike. Same roads, same rules! Hands On: Real-World Lessons for Middle School Classrooms, University of Tennessee, 2012 This document may be reproduced and used for nonprofit, educational purposes without further permission so long as this copyright notice is included on all copies. 19

22 Traffic Signs Poem Rubric At least 10 lines long /5 Includes information about at least 3 traffic signs /5 Includes strong visual imagery /5 Total Points /15 Traffic Signs Poem Rubric At least 10 lines long /5 Includes information about at least 3 traffic signs /5 Includes strong visual imagery /5 Total Points /15 Traffic Signs Poem Rubric At least 10 lines long /5 Includes information about at least 3 traffic signs /5 Includes strong visual imagery /5 Total Points /15 20

23 1/31/13 Do you know sign language? Cyclists must obey the same signs as vehicles. Be sure you recognize traffic signs. You must know what they mean. Always follow the rules of the road! Look at these two signs. How are they similar in meaning? How are they different? Stop sign: All vehicles must come to a complete stop. Yield Sign: Slow down, check the traffic and proceed with caujon or stop and yield to the right of way. Black and white signs are everywhere. Why do drivers need these? These are informajonal signs to remind drivers of speed limits, direcjon of traffic flow and the presence of other vehicles such as trains or bikes. 1 21

24 1/31/13 Look at these signs. They have a common purpose. What is the purpose of these signs? These are warning signs to alert drivers to the changes in the road ahead. Drivers should exercise caujon as they approach the area. What is a common feature of these signs? What do they mean? These are regulatory signs. The red color is get your apenjon. These signs regulate traffic. Drivers must obey these signs or risk a traffic Jcket. When do you see these signs? How should you respond? These signs indicate road work, road hazards, workers or equipment in the area. Be very alert to the road and possible hazards. Detour signs direct you to a different route. Do not proceed through a construcjon area if a detour is available. 2 22

25 1/31/13 Traffic Signs Poem Rubric At least 10 lines long /5 Includes info about at least 3 traffic signs /5 Includes strong visual imagery /5 Traffic Signs Poem Your task is create a poem with a partner. The poem should explain at least 3 traffic signs and their purpose. Be sure you use descripjve language that gets the reader s apenjon and helps the reader create visual images. Total Points /