K-4 Physical Education/Health Education: A Foundation for Implementation SUGGESTIONS FOR INSTRUCTION. Know Your Limit. Play Safe!

Transcription

1 Grade 2 3. Safey The suden will demonsrae safe and responsible behaviours o manage risks and preven injuries in physical aciviy paricipaion and in daily living.

2 K-4 Physical Educaion/Healh Educaion: A Foundaion for Implemenaion PRESCRIBED LEARNING OUTCOMES SUGGESTIONS FOR INSTRUCTION Sudens will... q K.3.2.A.1 Recognize he imporance of pracising safe behaviours (e.g., following direcions, performing wihin own limis, undersanding safey rules for using large equipmen...) alone and/or wih ohers. Curricular Connecions PE/HE: K.1.2.B.1 (aiudes affecing skill developmen) Know Your Limi Using a Sharing/Talking Circle, have sudens describe siuaions in which hey recognized ha an aciviy was oo difficul for hem and ha hey would need o pracise wih help before being able o aemp i alone safely (e.g., hanging and moving along he monkey bars, walking a high beam). Ask how sudens could safely learn he aciviy (e.g., by asking a paren o hold hem while rying a few monkey bar rungs, having someone hold heir hand while hey walk a beam). (For a discussion of he Talking Circle, see Success for All Learners, 7.5.) Play Safe! Discuss wih sudens reasons why i is imporan o follow direcions and why rules exis for safe use of various pieces of large equipmen (e.g., jump boxes, benches, climbing ropes, jungle gym, mas). 2 66

3 Grade 2: Safey Knowledge TEACHER NOTES SUGGESTIONS FOR ASSESSMENT Inroduce, use, explain, and reinforce vocabulary relaed o safey in everyday living. Given he scope and imporance of he opic of safey, eachers are encouraged o inroduce developmenally appropriae safeyrelaed opics wih sudens a he beginning of he school year. Review he rules ofen hroughou he year, aking ino accoun he various play areas (e.g., gymnasium, play srucure, oudoor field area) and seasonal changes (e.g., slippery surfaces, snowbanks). Promoing Safe Behaviours: Encourage safe behaviours by using sraegies such as he following: Clearly ariculae proper safey insrucion and appropriae behaviour for each aciviy. Esablish an audible signal for gaining suden aenion quickly. Recognize and reinforce posiive behaviours raher han waiing for rules o be broken. Anicipae hazards and minimize risks. Inerview: Know Your Limi Teacher: Invenory Afer performing Know Your Limi, use he Sharing/Talking Circle o discuss wih sudens how hey safely pracised he aciviy alone and/or wih a parner and why i is imporan o pracise safe behaviours. Suggesed Crieria: Look for suden undersanding of he imporance of pracising safe behaviours, such as q following direcions q performing wihin own limis q undersanding safey rules for large equipmen use 2 67

4 K-4 Physical Educaion/Healh Educaion: A Foundaion for Implemenaion PRESCRIBED LEARNING OUTCOMES SUGGESTIONS FOR INSTRUCTION Sudens will... q K.3.2.A.2 Recognize safe range of moion of joins (e.g., neck roaions, knee bends...) in common exercises. Curricular Connecions PE/HE: K.2.2.C.3 (warm-ups) Learning Oucome Connecion Have sudens paricipae in he warm-up aciviies suggesed for learning oucome K.2.2.C.3 o pracise and learn he safe range of moion of joins and recognize he risk of sreching oo far. The Good, he Bad, and he Ugly Show picures of conraindicaed exercises and have sudens explain why hese aciviies may be unsafe. Have hem describe and demonsrae proper ways of sreching he body pars idenified in he picures. These may include he following: Neck Legs Back Avoid full roaions in neck exercises. Nod yes slowly, hen no. Bow he head (drop chin) and move chin slowly o one side, and hen he oher. Bend knees slighly when sreching legs. Hurdle srech wih ben leg in fron. Avoid nonsuppored back bends or arches. q K.3.2.A.3 Idenify he reasons for appropriae clohing and foowear for paricipaion in physical aciviy (e.g., change of clohing for safey, suppor, comfor, and freedom of movemen; removal of jewellery for physical aciviies; personal hygiene...). Curricular Connecions SC: Cluser 3 Posiion and Moion (foowear while ravelling on differen surface areas) Ge Acivaed! Use a KWL (Know, Wan o know, Learned) sraegy o acivae sudens prior knowledge relaed o proper clohing and foowear required for paricipaion in a variey of physical aciviies. Guide sudens o develop quesions regarding shoelaces, jewellery, and wearing ohers gym clohing. Use heir quesions o guide a discussion abou reasons for wearing appropriae clohing and foowear for physical aciviy. Pos a lis on he chalkboard. (See KWL, K 4 ELA, Sraegies 89 o 91.) Shule Relay A one end of he gymnasium, have sudens form six relay eams. Make six cards ha each name a differen aciviy (e.g., skaing, skiing, soccer, hockey) and give one card o each relay eam. A he opposie end of he gymnasium, place several word or picure cards displaying appropriae clohing and foowear for each of he aciviy cards. Have sudens run o selec one clohing/foowear card a a ime o mach heir aciviy card. (Have enough clohing/foowear cards for he members of each relay eam.) 2 68

5 Grade 2: Safey Knowledge TEACHER NOTES SUGGESTIONS FOR ASSESSMENT Generally, conraindicaed exercises presen some degree of risk and should be avoided. The possibiliy of injury depends on sae of raining, age, previous injuries, srucural abnormaliies, faigue, proper echnique, and he naure of he spor. Coninually check he laes informaion on conraindicaed exercises as a safey precauion when selecing sreches and/or resources for lesson planning. Be sure o warm up before sreching. Paper and Pencil Task: The Good, he Bad, and he Ugly Teacher: Raing Scale Have sudens circle safe exercises on a page depicing proper and improper exercises. Give 10 exercises and score he work ou of 10. Togeher wih sudens, brainsorm and lis examples of various pieces of foowear used on differen ahleic surfaces (e.g., ahleic shoes have special exures o preven slipping, curling shoes have a slider o allow easier movemen on ice). Reflecion: Ge Acivaed! Peer/Self-Assessmen: Invenory Have sudens work wih a parner and share wih he class one hing hey boh learned abou appropriae clohing and foowear for paricipaion in physical aciviy. 2 69

6 K-4 Physical Educaion/Healh Educaion: A Foundaion for Implemenaion PRESCRIBED LEARNING OUTCOMES SUGGESTIONS FOR INSTRUCTION Sudens will... q K.3.2.A.4 Show an undersanding of general and specific safey guidelines and behaviours (e.g., change-room rouines, appropriae permied heighs on climbing frame, carrying heavy equipmen such as benches, size of equipmen...) ha are appropriae for own age and abiliy. Curricular Connecions PE/HE: K.1.3.B.2 (conceps relaing o force in carrying aciviies) Safey Guidelines Brainsorm wih sudens he various safey guidelines/ rules/procedures and behaviours specific o various locaions, aciviies, and pieces of equipmen, such as using change rooms climbing frames lifing equipmen (see learning oucome K.1.3.B.2) selecing equipmen o mach abiliy and age (e.g., proper size and weigh of sriking implemens and balls, proper size of skipping ropes) Safey Walking Tour Take sudens on a Safey Walking Tour of he gymnasium, he equipmen room, and change rooms o view various safey posers oulining key safey rules for each area. Have pairs of sudens pracise reading and explaining he posers o each oher. Variaion: Have sudens invie heir parens o paricipae in he Safey Walking Tour led by he sudens as par of a suden-led conference or orienaion session. q K.3.2.A.5a Idenify he basic safey rules for seleced physical aciviy seings (e.g., school field rips, Terry Fox walk/run, skaing aciviy, powwows, winer fesivals...). The Safey Memory Game Have sudens si in a circle o play The Safey Memory Game o describe wha rules hey need o pracise on heir advenures. 1. The firs person says, When I paricipae in, I will remember o. Example: When I paricipae in he skaing aciviy, I will remember o wear a helme. 2. The second suden repeas wha he firs suden said and adds anoher safey rule. Example: When I paricipae in he skaing aciviy, I will remember o wear a helme and o wear gloves. 3. The hird suden adds a safey rule, and so on. Variaion: Making I Acive! To include movemen, have sudens creae an acion o go wih heir verbal response. 2 70

7 Grade 2: Safey Knowledge TEACHER NOTES SUGGESTIONS FOR ASSESSMENT Refer o Safey Guidelines for Physical Aciviy in Manioba Schools (MPETA e al.) for recommended safey direcions relaed o various aciviies. Use signage where necessary o ensure ha sudens are aware of safey rules and procedures. Quesioning/Inerview: Safey Guidelines Teacher: Checklis/Anecdoal For an informal assessmen of sudens knowledge, ask he following quesions: q How should you behave in he change room? q How high should you ravel up on he climbing frame? q Tell me how you and a parner can safely carry a bench, ma, or oher piece of large equipmen. q Oher Paper and Pencil Task: The Safey Memory Game Teacher: Invenory Before paricipaion in a specific aciviy, have sudens submi a safey rule ha is specific o ha aciviy. When I paricipae in, I will remember o. This could be called an Aciviy Ticke for enrance o he aciviy. Suggesed Crierion: Look for q correcly idenified safey rules 2 71

8 K-4 Physical Educaion/Healh Educaion: A Foundaion for Implemenaion PRESCRIBED LEARNING OUTCOMES SUGGESTIONS FOR INSTRUCTION Sudens will... q K.3.2.A.5b Idenify safey rules, signals, and pracices o follow when riding a bicycle (e.g., obeying raffic signs, righ/lef/sop signals, helme use, mechanical workings...). Curricular Connecions PE/HE: S.1.2.A.1 (movemen) SC: Cluser 3 Posiion and Moion (riding on an incline) Follow he Signals Have sudens play Follow he Signals in pairs. They preend o ride a bicycle, using he lines on he floor or chalk lines on a hardop surface as roads. Sudens pracise using bicycle urning and safey signals o communicae, o he sudens following hem, where hey are going. Variaion: Have sudens bring bicycle helmes o school o auhenicae he aciviy. Sammie Says Have sudens play Sammie Says (see learning oucome K.1.K.B.3b) using bicycle urning and safey signals. Video Presenaion Show he class various videos on he opic of bicycle safey. 2 72

9 Grade 2: Safey Knowledge TEACHER NOTES SUGGESTIONS FOR ASSESSMENT Resources relaed o bicycle and raffic safey are available from Manioba Public Insurance. Bicycle safey speakers can be conaced hrough he local police and/or RCMP deparmen. Refer o Safey Guidelines for Physical Aciviy in Manioba Schools (MPETA e al.) for recommended safey direcions relaed o cycling. Observaion: Follow he Signals Peer Assessmen: Scoring Rubric As parners work ogeher in Follow he Signals, have one parner assess he oher and hen swich assignmens. Follow he Signals Name of Suden Name of Peer Assessor Bicycle Safey Scoring Rubric Pracices My parner Always Someimes Needs Improvemen gives lef-urn signal gives righ-urn signal sops pus on helme before saring Variaions: Adap his rubric o be a peer checklis. Se up a specific course for sudens. 2 73

10 K-4 Physical Educaion/Healh Educaion: A Foundaion for Implemenaion PRESCRIBED LEARNING OUTCOMES SUGGESTIONS FOR INSTRUCTION Sudens will... q K.3.2.B.1 Idenify safey rules o be followed relaed o he home, school, and communiy (i.e., road, vehicles such as racors and boas, bus ridership, elecriciy, weaher, seasons, sairs/balconies, ools, Inerne use). Curricular Connecions ELA: GLO 3 Manage ideas and informaion (ask quesions, idenify sources, access informaion, organize informaion) SC: Cluser 2 Posiion and Moion (moving objecs) Idenify Safey Rules Safey Posers: Afer brainsorming as a class, divide sudens ino groups and have hem make posers on he safey rules o be followed relaed o he home, school, and communiy. Be Smar abou Safey: Discuss as a class he safey rules relaed o he use of roads, vehicles (such as racors, boas, and buses), elecriciy, sairs/balconies, ools, and he Inerne. Weaher and Seasons: Have sudens cu ou magazine picures or phoographs illusraing suiable dress for various ypes of weaher or according o seasons. Picure-Capion Mach Provide a se of picures relaed o safe pracices in he home, school, or communiy wih or wihou corresponding safey rules. Have sudens mach rules wih picures, or have hem creae safey capions or rules for he picures. Talk abou he imporance of heir rules. 2 74

11 Grade 2: Safey Knowledge TEACHER NOTES SUGGESTIONS FOR ASSESSMENT For informaion relaed o GLO 3 Safey, conac local organizaions or deparmens such as Manioba Public Insurance for road safey informaion, local fire deparmens for curren fire safey educaion programs, and school and school division/disric regulaions. Encourage family paricipaion in aciviies, discussions, and he idenificaion of escape roues whenever possible. Performance Task: Safey Posers Peer Assessmen: Checklis Have sudens draw a poser displaying a safey rule for use a home, a school, and in he communiy. Each suden will evaluae anoher person s poser using he following checklis. Read he quesions aloud, if needed. Checklis Peer Assessmen of Safey Rules Poser Are he safey rules easy o undersand? Did he sudens draw a safey rule for use a home? Did he sudens draw a safey rule for use a school? Did he sudens draw a safey rule for use in he communiy? Yes No Paper and Pencil Task: Be Smar abou Safey Teacher: Invenory Have sudens complee a char ha idenifies safey rules relaed o he home, school, and communiy. Sudens could use his as a ake-home aciviy and inerview parens/guardians on key safey rules for each area and hen share findings wih he class. See BLM 2 2: Be Smar abou Safey. Suggesed Crierion: Look for o meaningful idenificaion of safe pracices 2 75

12 K-4 Physical Educaion/Healh Educaion: A Foundaion for Implemenaion PRESCRIBED LEARNING OUTCOMES SUGGESTIONS FOR INSTRUCTION Sudens will... q K.3.2.B.2 Idenify ways o avoid poenially dangerous siuaions relaed o waer (e.g., floods, bahubs, ice condiions, big waves, lighning...) and unsupervised siuaions (e.g., waerfron...) for self and/or ohers. Curricular Connecions ELA: GLO 1 Explore houghs, ideas, feelings, and experiences (e.g., express ideas, consider ohers ideas) SC: Cluser 2 Properies of Solids, Liquids, and Gases (buoyancy), Cluser 4 Air and Waer in he Environmen (wind, safe and clean waer) Waer Danger Have sudens work in pairs or small groups. Provide each group wih a card presening a scenario dealing wih a dangerous siuaion around waer. Example: A group of sudens are walking home from school and decide o go near he river. The waer looks high; i is closer han usual o he pah. They decide o walk on he pah anyway and one person falls ino he waer. Anoher person jumps in o help. The ohers wach while heir friends floa down he river, screaming for help. Ask sudens o mime he siuaion in fron of an audience. Have he audience alk abou wha hey observed and how he siuaion could have been avoided. q K.3.2.B.3 Idenify pracices o assis an injured person (i.e., ge help, explain wha you saw, avoid conac wih body fluids of ohers, do no ry o move he injured person). Curricular Connecions ELA: GLO 5 Celebrae and build communiy (cooperae wih ohers, work in groups) A Helping Hand Use a oy (doll) o demonsrae how o assis an injured person (i.e., ge help, explain wha you saw, avoid conac wih body fluids of ohers, do no ry o move he injured person). Variaion: Pair off sudens. One suden plays he injured person while he oher demonsraes how o provide assisance. Swich roles. 2 76

13 Grade 2: Safey Knowledge TEACHER NOTES SUGGESTIONS FOR ASSESSMENT Ensure ha sudens undersand he imporance of saying away from poenially dangerous siuaions where here is no adul supervision, such as siuaions around waer (lakes, diches) or ice condiions. As well, sudens should be able o idenify ways o avoid dangerous siuaions, such as going indoors in sormy weaher, saying away from big waves, and so on. Learning Log: Waer Danger Teacher: Invenory Have sudens complee a learning log aciviy by lising ways o avoid poenially dangerous siuaions relaed o waer and unsupervised siuaions. Learning Log: Waer Danger Peer/Group Assessmen: Checklis As par of a learning log, have sudens complee a blackline maser regarding heir group work in he Waer Danger learning aciviy. For informaion and assessmen blackline maser relaed o group work, see K 4 ELA, Sraegies and BLM 38: How Was Our Group Work? How Was Our Group Work? Check one: J L We conribued ideas. We lisened o ohers. We asked quesions. We encouraged ohers. We disagreed poliely. We sayed on ask. We se group goals. We refleced on our progress in group work. How Was Our Group Work? Reproduced from K 4 ELA, BLM 38. Consul appropriae resources on how o assis injured persons (consider age appropriaeness in differen siuaions). Invie professionals (e.g., fire figher, ambulance aendan, lifeguard) o give a demonsraion o he class. Performance Task: A Helping Hand Peer Assessmen: Checklis Have each pair of sudens assess how hey performed individually in he Helping Hand aciviy. Have hem check off which asks were done correcly. See BLM 2 3: A Helping Hand. 2 77

14 K-4 Physical Educaion/Healh Educaion: A Foundaion for Implemenaion PRESCRIBED LEARNING OUTCOMES SUGGESTIONS FOR INSTRUCTION Sudens will... q K.3.1.B.4 à K.3.2.B.4 Recognize communiy helpers (e.g., safe adul, police officer, bus driver, eacher, Block Paren, babysier...) and how o seek help (e.g., know emergency elephone numbers, ask a safe adul or eenager for help, use a elephone, dial emergency elephone number, repor wha happened...). Curricular Connecions ELA: Cluser 5 Celebrae and build communiy (cooperae wih ohers, work in groups) Communiy Helper Telephone Books In groups of four, have sudens creae a bookle of various communiy helpers wih heir respecive elephone numbers. Ask hem o include picures of he communiy helpers as well as heir locaion/workplace (e.g., Block Paren is in a house). Rescue Form eams wih hree communiy helpers (e.g., firefigher, ambulance aendan, police officer) or larger eams wih more communiy helpers (e.g., wo police officers). Each communiy helper has a special mehod of ranspor (e.g., scooers, carpe pull, hoops). The objec of he game is o rescue as many vicims as possible as quickly as possible. Call ou, Police Rescue, and have all police run o ge heir equipmen, run back o rescue he vicims (all remaining sudens), and ake hem o heir eam ma. Afer all vicims are rescued, coun hem. Have everybody go back o he saring wall, and call ou he nex group, Ambulance Rescue. Variaion: Sudens move abou in scaer formaion. Call ou, Hurricane/Tornado/Earhquake/Emergency Police Rescue. Sudens all drop o he ground and police officers do heir rescue. A suden could secrely carry a beanbag and he rescuer of ha suden would receive special recogniion. Communiy Helper Visi Visi a communiy helper a his or her place of work or invie one o he school. 2 78

15 Grade 2: Safey Knowledge TEACHER NOTES SUGGESTIONS FOR ASSESSMENT Performance Task: Communiy Helper Telephone Books Group Assessmen: Checklis Have groups evaluae each oher s Communiy Helper Telephone Books looking for evidence of he following crieria, using he raing scale provided. Assessmen of Communiy Helper Telephone Book Raing Scale: J K L Yes, here is evidence. There is a lile evidence. There is no evidence. Crieria 1. There are picures of he communiy helpers in he elephone book. 2. I is easy o ell who he communiy helpers are. 3. Picures show where o find he communiy helpers (e.g., lifeguard in pool). 4. Communiy helpers have heir elephone numbers on he page wih hem. 5. Each group member conribued a page of he elephone book. Raing J K L J K L J K L J K L J K L 2 79

16 K-4 Physical Educaion/Healh Educaion: A Foundaion for Implemenaion PRESCRIBED LEARNING OUTCOMES SUGGESTIONS FOR INSTRUCTION Sudens will... q S.3.K.A.1 à S.3.2.A.1 Follow simple rules and rouines for safe, acive paricipaion and use of equipmen (e.g., follow insrucions, sop on signal, cooperae wih ohers, care for and share equipmen, ag lighly...) in seleced aciviies. Curricular Connecions PE/HE: K.1.2.C.1 (follow rules), K.1.2.C.3 (sraegies), K.1.2.C.4 (sharing, honesy), S.1.2.B.1 (cooperaion), S.1.2.B.3 (se up and manage games), K.2.2.B.1a (finess) SS: building communiy Learning Oucome Connecions Have sudens paricipae in various aciviies, such as hose suggesed for learning oucomes K.1.2.C.1 (follow rules), K.1.2.C.3 (sraegies), K.1.2.C.4 (sharing, honesy), S.1.2.B.1 (cooperaion), and S.1.2.B.3 (se up and manage games), o reinforce he imporance of following rules and rouines for safe, acive paricipaion. Police Parol Idenify a group of sudens o be he police, wearing has or pinnies, while ohers are involved in game aciviies. (Be aware of lice siuaions if using has.) Have he police parol he area, looking for safe and unsafe pracices, aemping o solve any unsafe pracices in a polie and appropriae manner. Over ime, allow all sudens o have a urn as police officers. Afer he aciviy, have a class discussion abou he various safe and unsafe pracices observed by he police. Encourage police parols o describe he siuaions raher han accuse he sudens who were demonsraing he unsafe behaviours. Commend hose demonsraing safe pracices. Safe Movemen Sraegies Have sudens demonsrae sraegies for safe movemen in general space. To avoid accidens or collisions wih ohers or wih equipmen, have sudens pracise sopping, slowing down, and changing direcions in sop/sar aciviies. Safe Equipmen Use Have sudens demonsrae he proper use of equipmen needed for each class by brainsorming ideas for handling he equipmen safely (e.g., no sanding on scooer boards, safe use of skipping ropes). _ S.3.2.A.2 Demonsrae pracices o assis an injured person (i.e., ge help, explain wha you saw, avoid conac wih body fluids of ohers, do no ry o move he injured person). 2 80

17 Grade 2: Safey Skills TEACHER NOTES SUGGESTIONS FOR ASSESSMENT Inroduce, use, explain, and reinforce vocabulary relaed o safe paricipaion in aciviy and safe handling of equipmen. Due o he deph and breadh of he safey oucomes, safey-relaed learning experiences will be ongoing for all he general learning oucomes hroughou he year. Ouline for sudens safe and unsafe pracices ha he police parols should be looking for. Examples: following insrucions sopping on signal cooperaing wih ohers caring for and sharing equipmen agging lighly For informaion relaed o safey and liabiliy, see Guidelines for GLO 3 Safey in he Overview of his documen (see also Framework Excerps). Imporan safey informaion is also available in Safey Guidelines for Physical Aciviy in Manioba Schools (MPETA e al.). Creae a safe learning environmen by ensuring ha aciviies are suiable o he sudens age and menal and physical condiion insrucion is sequenced progressively o ensure safey sudens receive specific insrucion abou how o use and handle equipmen properly equipmen is in good repair and is suiably arranged sudens are properly supervised hazards are idenified and/or removed Performance Task: Police Parol Peer Assessmen: Checklis Have he police assess he oher sudens using he following checklis. Suggesed Crieria: The suden q is a cooperaive paricipan q sops on signal q uses equipmen safely Performance Task: All Aciviies Teacher: Raing Scale As sudens paricipae in he aciviies, use a raing scale o assess he following crieria. Raing Scale The suden Always Someimes Needs Improvemen follows insrucions sops on signal cooperaes wih ohers demonsraes safe movemen in general space uses equipmen safely shares equipmen TEACHER NOTES (coninued) Skipping-Rope Safey Tips: Wear appropriae foowear and clohing. Ensure adequae spacing beween sudens. Use proper rope sizes. Warm up and cool down properly. Never ie ropes around neck. Never ake ropes on play srucure. Pu ropes away so hey do no angle. 2 81

18 K-4 Physical Educaion/Healh Educaion: A Foundaion for Implemenaion Safey Oucomes: Grade 2 Knowledge q K.3.2.A.1 Recognize he imporance of pracising safe behaviours (e.g., following direcions, performing wihin own limis, undersanding safey rules for using large equipmen...) alone and/or wih ohers. q K.3.2.A.2 Recognize safe range of moion of joins (e.g., neck roaions, knee bends...) in common exercises. q K.3.2.A.3 Idenify he reasons for appropriae clohing and foowear for paricipaion in physical aciviy (e.g., change of clohing for safey, suppor, comfor, and freedom of movemen; removal of jewellery for physical aciviies; personal hygiene...). q K.3.2.A.4 Show an undersanding of general and specific safey guidelines and behaviours (e.g., change-room rouines, appropriae permied heighs on climbing frame, carrying heavy equipmen such as benches, size of equipmen...) ha are appropriae for own age and abiliy. q K.3.2.A.5a Idenify he basic safey rules for seleced physical aciviy seings (e.g., school field rips, Terry Fox walk/run, skaing aciviy, powwows, winer fesivals...). q K.3.2.A.5b Idenify safey rules, signals, and pracices o follow when riding a bicycle (e.g., obeying raffic signs, righ/lef/sop signals, helme use, mechanical workings...). q K.3.2.B.1 Idenify safey rules o be followed relaed o he home, school, and communiy (i.e., road, vehicles such as racors and boas, bus ridership, elecriciy, weaher, seasons, sairs/balconies, ools, Inerne use). q K.3.2.B.2 Idenify ways o avoid poenially dangerous siuaions relaed o waer (e.g., floods, bahubs, ice condiions, big waves, lighning...) and unsupervised siuaions (e.g., waerfron...) for self and/or ohers. q K.3.2.B.3 Idenify pracices o assis an injured person (i.e., ge help, explain wha you saw, avoid conac wih body fluids of ohers, do no ry o move he injured person). q K.3.1.B.4 à Recognize communiy helpers (e.g., safe adul, police officer, bus driver, eacher, Block Paren, babysier...) and how o seek help (e.g., know emergency elephone numbers, ask a safe adul or eenager for help, use a elephone, dial emergency elephone number, repor wha happened...). Skills q S.3.K.A.1 à Follow simple rules and rouines for safe, acive paricipaion and use of equipmen (e.g., follow insrucions, sop on signal, cooperae wih ohers, care for and share equipmen, ag lighly...) in seleced aciviies. Aiude Indicaors 1.1 Show a willingness o paricipae in a variey of physical aciviies. 1.2 Express enjoymen in a variey of movemen experiences. 1.3 Appreciae ha ime, commimen, and pracice are required for skill developmen. 1.4 Appreciae he aesheic and ahleic values of movemen. 1.5 Appreciae and respec diversiy while paricipaing in physical aciviy. 1.6 Appreciae and respec he naural environmen while paricipaing in physical aciviy. 2 82