The Ultimate Driving Challenge

The Ultimate Driving Challenge INTRODUCTION TO THE AIMS TEACHING MODULE (ATM) Rationale...................................................4 Organization and Management....................................5 Features....................................................6 SECTION 1 INTRODUCING THE ULTIMATE DRIVING CHALLENGE Themes....................................................11 Overview..................................................11 Objectives..................................................11 SECTION 2 PREPARATION FOR VIEWING Introduction to the Program......................................13 Introduction to Vocabulary.......................................13 Discussion Ideas..............................................13 Focus.....................................................13 Jump Right In...............................................14 SECTION 3 AFTER VIEWING THE PROGRAM Suggested Activities...........................................15 Vocabulary.................................................18 Checking Comprehension.......................................19 Test.......................................................26 SECTION 4 ADDITIONAL AIMS MULTIMEDIA PROGRAMS..........27 ANSWER KEYS................................28 1

Copyright 2000 AIMS Multimedia All Rights Reserved. No part of this work may be reproduced or transmitted without written permission of AIMS Multimedia with these exceptions: Persons or schools purchasing this AIMS Teaching Module may reproduce consumable ATM pages, identified in Section 4, for student or classroom use. AIMS Multimedia is a leading producer and distributor of educational programs serving schools and libraries for nearly 40 years. AIMS draws upon the most up-to-date knowledge, existing and emerging technologies, and all of the instructional and pedagogical resources available to develop and distribute educational programs in film, videocassette, laserdisc, CD-ROM and CD-i formats. Persons or schools interested in obtaining additional copies of this AIMS Teaching Module, please contact: AIMS Multimedia 1-800-FOR-AIMS 1-800-367-2467 2 Copyright 2000 AIMS Multimedia

Congratulations! You have chosen a learning program that will actively motivate your students AND provide you with easily accessible and easily manageable instructional guidelines designed to make your teaching role efficient and rewarding. The AIMS Teaching Module provides you with a video program keyed to your classroom curriculum, instructions and guidelines for use, plus a comprehensive teaching program containing a wide range of activities and ideas for interaction between all content areas. Our authors, educators, and consultants have written and reviewed the AIMS Teaching Modules to align with the Educate America Act: Goals 2000. This ATM, with its clear definition of manageability, both in the classroom and beyond, allows you to tailor specific activities to meet all of your classroom needs. Copyright 2000 AIMS Multimedia 3

RATIONALE In today s classrooms, educational pedagogy is often founded on Benjamin S. Bloom s Six Levels of Cognitive Complexity. The practical application of Bloom s Taxonomy is to evaluate students thinking skills on these levels, from the simple to the complex: Knowledge (rote memory skills), Comprehension (the ability to relate or retell), Application (the ability to apply knowledge outside its origin), Analysis (relating and differentiating parts of a whole), Synthesis (relating parts to a whole), and Evaluation (making a judgment or formulating an opinion). The AIMS Teaching Module is designed to facilitate these intellectual capabilities, AND to integrate classroom experiences and assimilation of learning with the students life experiences, realities, and expectations. AIMS learner verification studies prove that our AIMS Teaching Modules help students to absorb, retain, and to demonstrate ability to use new knowledge in their world. Our educational materials are written and designed for today s classroom, which incorporates a wide range of intellectual, cultural, physical, and emotional diversities. 4 Copyright 2000 AIMS Multimedia

ORGANIZATION AND MANAGEMENT To facilitate ease in classroom manageability, the AIMS Teaching Module is organized in four sections. You are reading Section 1, Introduction to the Aims Teaching Module (ATM). SECTION 2, INTRODUCING THIS ATM will give you the specific information you need to integrate the program into your classroom curriculum. SECTION 3, PREPARATION FOR VIEWING provides suggestions and strategies for motivation, language preparedness, readiness, and focus prior to viewing the program with your students. SECTION 4, AFTER VIEWING THE PROGRAM provides suggestions for additional activities plus an assortment of consumable assessment and extended activities, designed to broaden comprehension of the topic and to make connections to other curriculum content areas. Copyright 2000 AIMS Multimedia 5

FEATURES INTRODUCING EACH ATM SECTION 2 Your AIMS Teaching Module is designed to accompany a video program written and produced by some of the world s most credible and creative writers and producers of educational programming. To facilitate diversity and flexibility in your classroom, your AIMS Teaching Module features these components: Themes The Major Theme tells how this AIMS Teaching Module is keyed into the curriculum. Related Themes offer suggestions for interaction with other curriculum content areas, enabling teachers to use the teaching module to incorporate the topic into a variety of learning areas. Overview The Overview provides a synopsis of content covered in the video program. Its purpose is to give you a summary of the subject matter and to enhance your introductory preparation. Objectives The ATM learning objectives provide guidelines for teachers to assess what learners can be expected to gain from each program. After completion of the AIMS Teaching Module, your students will be able to demonstrate dynamic and applied comprehension of the topic. 6 Copyright 2000 AIMS Multimedia

PREPARATION FOR VIEWING SECTION 3 In preparation for viewing the video program, the AIMS Teaching Module offers activity and/or discussion ideas that you may use in any order or combination. Introduction To The Program Introduction to the Program is designed to enable students to recall or relate prior knowledge about the topic and to prepare them for what they are about to learn. Introduction To Vocabulary Introduction to Vocabulary is a review of language used in the program: words, phrases, usage. This vocabulary introduction is designed to ensure that all learners, including limited English proficiency learners, will have full understanding of the language usage in the content of the program. Discussion Ideas Discussion Ideas are designed to help you assess students prior knowledge about the topic and to give students a preview of what they will learn. Active discussion stimulates interest in a subject and can motivate even the most reluctant learner. Listening, as well as speaking, is active participation. Encourage your students to participate at the rate they feel comfortable. Model sharing personal experiences when applicable, and model listening to students ideas and opinions. Focus Help learners set a purpose for watching the program with Focus, designed to give students a focal point for comprehension continuity. Jump Right In Jump Right In provides abbreviated instructions for quick management of the program. AFTER VIEWING THE PROGRAM SECTION 4 After your students have viewed the program, you may introduce any or all of these activities to interact with other curriculum content areas, provide reinforcement, assess comprehension skills, or provide hands-on and in-depth extended study of the topic. Copyright 2000 AIMS Multimedia 7

SUGGESTED ACTIVITIES The Suggested Activities offer ideas for activities you can direct in the classroom or have your students complete independently, in pairs, or in small work groups after they have viewed the program. To accommodate your range of classroom needs, the activities are organized into skills categories. Their labels will tell you how to identify each activity and help you correlate it into your classroom curriculum. To help you schedule your classroom lesson time, the AIMS hourglass gives you an estimate of the time each activity should require. Some of the activities fall into these categories: Meeting Individual Needs These activities are designed to aid in classroom continuity. Reluctant learners and learners acquiring English will benefit from these activities geared to enhance comprehension of language in order to fully grasp content meaning. MATH Curriculum Connections Many of the suggested activities are intended to integrate the content of the ATM program into other content areas of the classroom curriculum. These cross-connections turn the classroom teaching experience into a whole learning experience. Critical Thinking Critical Thinking activities are designed to stimulate learners own opinions and ideas. These activities require students to use the thinking process to discern fact from opinion, consider their own problems and formulate possible solutions, draw conclusions, discuss cause and effect, or combine what they already know with what they have learned to make inferences. Cultural Diversity Each AIMS Teaching Module has an activity called Cultural Awareness, Cultural Diversity, or Cultural Exchange that encourages students to share their backgrounds, cultures, heritage, or knowledge of other countries, customs, and language. Hands On These are experimental or tactile activities that relate directly to the material taught in the program.your students will have opportunities to make discoveries and formulate ideas on their own, based on what they learn in this unit. Writing Every AIMS Teaching Module will contain an activity designed for students to use the writing process to express their ideas about what they have learned. The writing activity may also help them to make the connection between what they are learning in this unit and how it applies to other content areas. In The Newsroom Each AIMS Teaching Module contains a newsroom activity designed to help students make the relationship between what they learn in the classroom and how it applies in their world. The purpose of In The Newsroom is to actively involve each class member in a whole learning experience. Each student will have an opportunity to perform all of the tasks involved in production: writing, researching, producing, directing, and interviewing as they create their own classroom news program. Extended Activities These activities provide opportunities for students to work separately or together to conduct further research, explore answers to their own questions, or apply what they have learned to other media or content areas. Link to the World These activities offer ideas for connecting learners classroom activities to their community and the rest of the world. Culminating Activity To wrap up the unit, AIMS Teaching Modules offer suggestions for ways to reinforce what students have learned and how they can use their new knowledge to enhance their world view. 8 Copyright 2000 AIMS Multimedia

VOCABULARY Every ATM contains an activity that reinforces the meaning and usage of the vocabulary words introduced in the program content. Students will either read or find the definition of each vocabulary word, then use the word in a written sentence. CHECKING COMPREHENSION Checking Comprehension is designed to help you evaluate how well your students understand, retain, and recall the information presented in the AIMS Teaching Module. Depending on your students needs, you may direct this activity to the whole group yourself, or you may want to have students work on the activity page independently, in pairs, or in small groups. Students can verify their written answers through discussion or by viewing the video a second time. If you choose, you can reproduce the answers from your Answer Key or write the answer choices in a Word Bank for students to use. Students can use this completed activity as a study guide to prepare for the test. CONSUMABLE ACTIVITIES The AIMS Teaching Module provides a selection of consumable activities, designed to specifically reinforce the content of this learning unit. Whenever applicable, they are arranged in order from low to high difficulty level, to allow a seamless facilitation of the learning process. You may choose to have students take these activities home or to work on them in the classroom independently, in pairs or in small groups. CHECKING VOCABULARY The Checking Vocabulary activity provides the opportunity for students to assess their knowledge of new vocabulary with this word game or puzzle. The format of this vocabulary activity allows students to use the related words and phrases in a different context. TEST The AIMS Teaching Module Test permits you to assess students understanding of what they have learned. The test is formatted in one of several standard test formats to give your students a range of experiences in test-taking techniques. Be sure to read, or remind students to read, the directions carefully and to read each answer choice before making a selection. Use the Answer Key to check their answers. Copyright 2000 AIMS Multimedia 9

ADDITIONAL AIMS MULTIMEDIA PROGRAMS After you have completed this AIMS Teaching Module you may be interested in more of the programs that AIMS offers. This list includes several related AIMS programs. ADDITIONAL READING SUGGESTIONS AIMS offers a carefully researched list of other resources that you and your students may find rewarding. ANSWER KEY Reproduces tests and work pages with answers marked. 10 Copyright 2000 AIMS Multimedia

The Ultimate Driving Challenge THEMES The theme of personal preparedness is emphasized in this program on to potentially dangerous driving events. OVERVIEW Hosts Craig T. Nelson and Paula Zahn explain ways to respond to specific driving challenges as they take the viewer on a cross-country tour which presents a variety of weather conditions and driving hazards. The Ultimate Driving Challenge is presented in a question and answer format. The viewer is given four possible responses to a traffic situation and asked to select the correct answer. Former Indy 500 winner, Danny Sullivan, actresses Driedre Hall and Annie Potts, and country singer Barbara Mandrell also offer tips on specific safe driving strategies. OBJECTIVES To present common driving hazards and situations and offer useful ways to respond to them To present ways to drive effectively in different weather conditions To encourage viewers to identify and examine their driving habits they may have and to consider ways of improving them 11

Use this page for your individual notes about planning and/or effective ways to manage this AIMS Teaching Module in your classroom. Our AIMS Multimedia Educational Department welcomes your observations and comments. Please feel free to address your correspondence to: AIMS Multimedia Editorial Department 9710 DeSoto Avenue Chatsworth, California 91311-4409 12

INTRODUCTION TO THE PROGRAM Draw two columns on the chalkboard and label one column "Driver Error" and the second, "Other Causes." Ask students to suggest possible reasons for automobile accidents and write them in the appropriate column. Encourage students to determine that most accidents are caused by driver error. Explain that this program will present a variety of potentially dangerous driving situations and how to effectively respond to them. INTRODUCTION TO VOCABULARY Write the following vocabulary words on the chalkboard and pronounce each word aloud: ABS, hydroplane, intention, intersection, median, pedestrian, residential, shoulder, traction, and ultimate. Explain that these words will be used in the program and in several follow- up activities. Encourage students to note each word as it is presented and try to determine its meaning from context clues in the video. FOCUS Suggest to students as they view the program they think about which potentially dangerous driving situations they might be most likely to encounter. DISCUSSION IDEAS Ask students to offer stories about difficult or dangerous situations that they, or someone they know, may have encountered on the road and how they responded to them. Ask if students if would have responded differently, or more effectively, had they thought about the situation beforehand and been better prepared to respond. 13

JUMP RIGHT IN HOW TO USE THE THE ULTIMATE DRIVING CHALLENGE AIMS TEACHING MODULE Preparation Read The Ultimate Driving Challenge Themes, Overview, and Objectives to become familiar with program content and expectations. Use Preparation for Viewing suggestions to introduce the topic to students. Viewing THE ULTIMATE DRIVING CHALLENGE Set up viewing monitor so that all students have a clear view. Depending on your classroom size and learning range, you may choose to have students view The Ultimate Driving Challenge together or in small groups. Some students may benefit from viewing the video more than one time. After Viewing THE ULTIMATE DRIVING CHALLENGE Select Suggested Activities that integrate into your classroom curriculum. If applicable, gather materials or resources. Choose the best way for students to work on each activity. Some activities work best for the whole group. Other activities are designed for students to work independently, in pairs, or in small groups. Whenever possible, encourage students to share their work with the rest of the group. Duplicate the appropriate number of Vocabulary, Checking Comprehension, and consumable activity pages for your students. You may choose to have students take consumable activities home, or complete them in the classroom, independently, or in groups. Administer the Test to assess students comprehension of what they have learned, and to provide them with practice in test-taking procedures. Use the Culminating Activity as a forum for students to display, summarize, extend, or share what they have learned with each other, the rest of the school, or a local community organization. 14

SUGGESTED ACTIVITIES Connection to Performing Arts Have students determine in which medium - music, performance, or the visual arts they would like to work in to create a safe driving awareness message. Allow students to work in small groups according to the medium they have selected. Encourage students to select one of the safe driving scenarios that is presented in the program. You may wish to have students present their messages at the Safe Driving Day mentioned below. 30 Minutes PERFORMING ARTS Link to the World Invite a speaker from the police department, an auto insurance carrier, or a representative from an automobile safety organization such as the American Automobile Association to speak to the class about common auto safety issues. 30 Minutes Cultural Exchange There are many international traffic signs. These signs have pictures and symbols instead of words. They can be easily understood in any country. Working in small groups, have students find and create a poster of these international traffic signs. 20 Minutes CULTURE Critical Thinking Divide the class into small groups and have students discuss traffic laws that people their age are most likely to break and how that behavior could be changed. Have a spokesperson from each group report to the class. 20 Minutes 15

Extended Activity Have students work in small groups to research the safety devices found in the visibility, communications, and protective systems of a new car that a 10 year old car may not have. Encourage students to use consumer magazines, car dealers and service stations, the police department and insurance companies as sources.you may wish to have students present their findings in a compare and contrast graphic organizer. Discuss with the class the benefits of each of the new devices. 30 Minutes In the Newsroom Assign students the role of researcher, writer, editor, producer, reporter, and actor and have them create a feature that explains the IPDE (Identify, Predict, Decide and Execute) strategy for driving. This feature could be a print, live, or videotaped news presentation. Students should research the driving strategy, identify their audience, and main point to present. 50 Minutes Meeting Individual Needs Some students may need assistance and reinforcement of the vocabulary words. You may wish to have them make flash cards from the vocabulary activity for review and study. Encourage students to add any additional word cards that they may need. 15 Minutes Writing If your state does not already have a law requiring the use of seat belts, have students write a letter to your local state representative or senator explaining why such a law is important. Encourage students to use statistics to support their opinion. These facts can be obtained from the local library, police department, or AAA office. If your state does have a seat belt law, have students find, read, and write a summary of it. 30 Minutes 16

Culminating Activity Have the class plan a Safe Driving Day at your school. They should generate ideas for posters, rallies, presentations, guest speakers and so on. Have them create a safe-driving pledge that they could encourage others to sign. Extended 17

Name VOCABULARY The following words are used in the program The Ultimate Driving Challenge. Write the vocabulary word next to its definition. ABS hydroplane intention intersection median pedestrian residential shoulder traction 1. to lose tire traction on a wet roadway 2. the maximum or furthest 3. edge or border running on either side of a roadway 4. a plan, purpose, motive 5. barrier located in the middle between two sides of a roadway: 6. a person traveling by foot, especially on city streets 7. anti-lock brake system 8. suitable for or limited to homes or apartments 9. a place where two or more roads cut across one another 10. the friction that prevents a wheel from slipping or skidding over the surface on which it runs 18

Name CHECKING COMPREHENSION Read the statements below. Mark any statement that is true with a T and those statements that are false with an F. 1. Two out of every five Americans will be involved in an alcohol related accident during their lives. 2. Less than one half of all rail-grade crossings have flashing lights or gates. 3. Yellow signs indicate general warnings. 4. Most states do not require a driver to signal their intention to turn. 5. The right hand rule means that if cars approach an intersection at the same time, the car on the right must yield the right of way. (The car on the right has the right of way.) 6. It is important to get the license plate number and a description of the car when you see an impaired driver behind the wheel. 7. The laws governing motor cycles are slightly different than those of cars and trucks. 8. If you are on a divided road, it is not necessary to stop for a school bus if it is across the median on the other side of the road. 9. It is not a federal requirement that new cars have a passenger and driver side airbag. 10. All fifty states require that children be secured in child safety seats. 19

Name IT COULD HAPPEN TO YOU Read the driving scenarios below. Underline the statement that reflects the best driving decision. 1. You are driving through some deep water and the steering wheel does not respond. You should a. turn sharply in either direction. b. speed up and get through the water as quickly as possible. c. slow down until you regain traction. d. none of the above. 2. You are being followed by a car that is weaving back and forth. You should a. speed up and get away from it. b. pull over to the right side of the rode. c. turn on your right signal and turn off onto the first road or driveway on the right. d. none of the above 3.You are driving on a two lane road and want to pass a truck. You should a. get as close to the truck as possible before you pull out. b. get past the truck as fast as you can. c. pass the truck as quickly as possible and return to your lane when you can see the truck in your rearview mirror. d. none of the above 4. You are driving on a busy city street and an emergency vehicle comes behind you. You should a. pull over to the right and let it pass. b. pull over to the left and let it pass. c. stay where you are. d. none of the above 5. You are driving on a road that is becoming flooded you. You should a. Try to drive through it as quickly as possible. b. leave the car and get to higher ground. c. drive through it slowly and carefully. d. none of the above 6. You are driving down a two lane road when your right wheels drift off onto the shoulder. You should a. hold the steering wheel firmly and ease off the accelerator. b. pull the car to the left gently. c. ride the shoulder and come to a stop as soon as possible. d. none of the above 20

Name WHAT WOULD YOU DO? Select one of the scenarios described below. In the space provided, write what it looks like. Driving scenarios a. You are approaching a rail road crossing. You determine whether it has a signal and crossing bar. b. You are approaching a school bus on a residential street. Its lights are flashing. c. You are on two lane road and want to pass a large truck. 21

Name THE AUTOMOBILE AIR BAG Think about what you learned about air bags in the video The Ultimate Driving Challenge. Write a brief paragraph about how air bags are used and the advantage to the driver and passenger. 22

Name SEAT BELT SAFETY In the space provided, write two reasons why automobile seat belts should be worn. Create your own slogan to remind drivers and passengers to buckle up. You may wish to include an illustration with your slogan. 1. 2. Seat belt reminder slogan: 23

Name COLOR CODES All road signs are coded by color. If you know what the color signifies, you can understand the general purpose of the sign. Explain the meaning of the colors for each sign. 1.Green signs 2. Red signs 3. Orange signs 4. Blue signs 5. Yellow signs 24

Name I CAN BE A BETTER DRIVER BY... Write a brief essay about what you can do to be a better and safer driver. Write your essay in the space provided below. 25

Name TEST Complete the statements below with the correct word or phrase. Write your answer in the space provided. 1. occurs when tires lose contact with the road and ride up on a film of water. 2. Having tires doubles the risk of skidding on wet surfaces. 3. If an emergency vehicle approaches you from the rear, you should. 4. Two out of five Americans will be involved in an related accident. 5. In order to activate anti-lock brakes, a driver must. 6. Less than of all public highway rail-grade crossings have flashing lights or gates. 7. The color red on a sign tells you. 8. Most states require a driver to show a for at least 100 feet before making any change in direction. 9. You do not need to stop for a school bus if you are driving on. 10. As of 1999, federal law requires that. 26

ADDITIONAL AIMS MULTIMEDIA PROGRAMS You and your students might also enjoy these other AIMS Multimedia programs: 2252-EN-VID-JE3: Road Rage and Aggressive Driving: A View from the Driver s Seat 9838-EN-VID-JE3: Seat Belts: The Lifesaving Habit 9712-EN-VID-JE3: The Heimlich Maneuver: How to Save a Choking Victim 8585-EN-VID-JE3: The American Red Cross Emergency Test 27

ANSWER KEY for page 18 VOCABULARY The following words are used in the program The Ultimate Driving Challenge. Write the vocabulary word next to its definition. Answers are in bold. ABS hydroplane intention intersection median pedestrian residential shoulder traction 1. to lose tire traction on a wet roadway HYDROPLANE 2. the maximum or furthest ULTIMATE 3. edge or border running on either side of a roadway SHOULDER 4. a plan, purpose, motive INTENTION 5. barrier located in the middle between two sides of a roadway MEDIAN 6. a person traveling by foot, especially on city streets PEDESTRIAN 7. anti-lock brake system ABS 8. suitable for or limited to homes or apartments RESIDENTIAL 9. a place where two or more roads cut across one another INTERSECTION 10. the friction that prevents a wheel from slipping or skidding over the surface on which it runs TRACTION 28 Copyright 2000 AIMS MultimediaThe Ultimate Driving Challenge

ANSWER KEY for page 19 CHECKING COMPREHENSION Read the statements below. Mark any statement that is true with a T and those statements that are false with an F. Answers are in bold. 1. T Two out of every five Americans will be involved in an alcohol related accident during their lives. 2. F Less than one half of all rail-grade crossings have flashing lights or gates. 3. T Yellow signs indicate general warnings. 4. F Most states do not require a driver to signal their intention to turn. 5. F The right hand rule means that if cars approach an intersection at the same time, the car on the right must yield the right of way. (The car on the right has the right of way.) 6. T It is important to get the license plate number and a description of the car when you see an impaired driver behind the wheel. 7. F The laws governing motorcycles are slightly different than those of cars and trucks. 8. T If you are on a divided road, it is not necessary to stop for a school bus if it is across the median on the other side of the road. 9. F It is not a federal requirement that new cars have a passenger and driver side airbag. 10. T All fifty states require that children be secured in child safety seats. 29

ANSWER KEY for page 20 IT COULD HAPPEN TO YOU Read the driving scenarios below. Underline the statement that reflects the best driving decision. Answers are in bold. 1. You are driving through some deep water and the steering wheel does not respond. You should a. turn sharply in either direction. b. speed up and get through the water as quickly as possible. c. slow down until you regain traction. d. none of the above. 2. You are being followed by a car that is weaving back and forth. You should a. speed up and get away from it. b. pull over to the right side of the rode. c. turn on your right signal and turn off onto the first road or driveway on the right. d. none of the above 3.You are driving on a two lane road and want to pass a truck. You should a. get as close to the truck as possible before you pull out. b. get past the truck as fast as you can. c. pass the truck as quickly as possible and return to your lane when you can see the truck in your rearview mirror. d. none of the above 4. You are driving on a busy city street and an emergency vehicle comes behind you. You should a. pull over to the right and let it pass. b. pull over to the left and let it pass. c. stay where you are. d. none of the above 5. You are driving on a road that is becoming flooded you. You should a. Try to drive through it as quickly as possible. b. leave the car and get to higher ground. c. drive through it slowly and carefully. d. none of the above 6. You are driving down a two lane road when your right wheels drift off onto the shoulder. You should a. hold the steering wheel firmly and ease off the accelerator. b. pull the car to the left gently. c. ride the shoulder and come to a stop as soon as possible. d. none of the above 30

ANSWER KEY for page 21 WHAT WOULD YOU DO? Select one of the scenarios described below. In the space provided, write what it looks like. Driving scenarios a. You are approaching a rail road crossing. You determine whether it has a signal and crossing bar. ANSWER: Descriptions will vary but should include all or most of the following information: the car is stopped as the bar is down and lights flash OR a car is stopped at the crossing with the train at a safe distance away. b. You are approaching a school bus on a residential street. Its lights are flashing. ANSWER: Descriptions will vary but should include all or most of the following information: the car is stopped and children are leaving the bus. c. You are on two lane road and want to pass a large truck. ANSWER: Descriptions will vary but should include all or most of the following information: the car pulls out and reenters the driving lane with the truck a safe distance in the rear. 31

ANSWER KEY for page 22 THE AUTOMOBILE AIR BAG Think about what you learned about air bags in the video The Ultimate Driving Challenge. Write a brief paragraph about how air bags are used and the advantage to the driver and passenger. ANSWER: Responses will vary but should include all or most of the following information: air bags are designed to deploy in moderate, severe frontal or near frontal collisions only. When used with seat belts, they reduce the risk of death even more. _ 32

ANSWER KEY for page 23 SEAT BELT SAFETY In the space provided, write two reasons why automobile seat belts should be worn. Create your own slogan to remind drivers and passengers to buckle up. You may wish to include an illustration with your slogan. ANSWER: Sample responses are provided. 1.Your chances of being injured or killed in an accident are greatly reduced when wearing a seatbelt. 2. It is often the state law to wear a buckled seat belt. Seat belt reminder slogan: Answers will vary, but should be brief and attention-getting. 33

ANSWER KEY for page 24 COLOR CODES All road signs are coded by color. If you know what the color signifies, you can understand the general purpose of the sign. Explain the meaning of the colors for each sign. Answers are in bold. 1.Green signs indicate exits and directions. 2. Red signs forbid certain actions. 3. Orange signsindicate road construction. 4. Blue signs signify gas, food, lodging, and other services. 5. Yellow signs give general warnings. 34

ANSWER KEY for page 25 I CAN BE A BETTER DRIVER BY... Write a brief essay about what you can do to be a better and safer driver. Write your essay in the space provided below. ANSWER: Essays will vary, but should cover some or all of the following topics: one should always use a seat belt and a turn signal, stop and look carefully in both directions at railroad crossings, know the meaning of all road signs, pull over to the right for emergency vehicles, and know how to use brakes properly in icy or wet road conditions. One should never drink and drive. One should stop for school buses on two way roads and get off the roadway when being followed by a drunk driver. 35

ANSWER KEY for page 26 TEST Complete the statements below with the correct word or phrase. Write your answer in the space provided. Answers are in bold. 1. HYDROPLANING occurs when tires lose contact with the road and ride up on a film of water. 2. Having BALD OR SMOOTH tires doubles the risk of skidding on wet surfaces. 3. If an emergency vehicle approaches you from the rear, you should PULL OVER TO THE RIGHT AND OUT OF THE WAY. 4. Two out of five Americans will be involved in an ALCOHOL related accident. 5. In order to activate anti-lock brakes, a driver must APPLY THE BRAKES FULLY. 6. Less than ONE-THIRD of all public highway rail-grade crossings have flashing lights or gates. 7. The color red on a sign tells you WHEN TO STOP OR NOT ENTER. 8. Most states require a driver to show a SIGNAL for at least 100 feet before making any change in direction. 9. You do not need to stop for a school bus if you are driving on A DIVIDED HIGHWAY. 10. As of 1999, federal law requires that ALL CARS BE EQUIPPED WITH DRIVER AND PASSENGER SIDE AIR BAGS. 36