L.I to identify what students know about bike and pedestrian safety

Activity 1:

Prior to commencement of this activity you will need to have placed the letters A, B, C, D in four corners of the room.

Explain to students they are going to be participating in an activity called 4 corners. Have all students stand in the middle of the room. Bring up PowerPoint survey (located in for student section), ask students questions in order – make a recording in the attached table of how many students go to each corner. This will be come your pre-assessment data for the unit.

Survey Results Recording Sheet

Activity 2:

After completing the 4 corners activity as a class students will complete the first 2 columns of a KWL chart (KWL chart is at the bottom of the survey). Ask students to think about then share what they know about pedestrian and bike/scooter safety, record their responses in the first column. Ask students what they would like to know about pedestrian and bike/scooter safety, record their responses in column 2.

Learning Intention: To understand how to keep yourself safe in the outdoors.

Resources: Whiteboards, Whiteboard Markers, Erasers, Sticky Notes, Pencils, Powerpoint.

Students will Rally Robin with their group about all the areas you have ridden you bike/scooter or walked before.  One member from each group will read out all of their answers to their group, then decide on their two favourite answers.  Another member from each group will report back with their two favourite answers.  

Showdown Structure: Read out each scenario from the Powerpoint presentation.  Students will write down their answers to each scenario then compare them with their group.  Ask students 'did everyone get the same answer or different answers?' Students will discuss with their group until your come up with a consensus.

Keeping Yourself Safe

Scenario One: Your mum has asked you to go down to Tuggeranong Hyperdome/Lanyon Market Place to get some milk. Your bike is where you left it - in the backyard, but your helmet in nowhere to be seen.  Tuggeranong Hyperdome/Lanyon Market Place is at the end of your street and not many cars drive past your house.  It is a very quiet street.  Do you risk riding to the shops just this once?  Why/Why not?

Scenario Two: Your mum is running late picking you up from school.  You remember that she said to walk home if she is not at school ten minutes after the bell.  You 'Stop, Look and Listen', cross the school crossing correctly, then start your journey home.  Soon after, a car stops next to you and you recognise it is the dad of someone in Year Six who you don't know very well.  He asks you if you would like lift home.  Your legs are getting a little bit sore and you are getting thirsty as well.  What do you do?

Scenario Three: You have just finished footy training and your dad is coming to pick you up.  It's quite late in the afternoon and the sun has gone down.  Your dad finally arrives but he stops on the other side of a very busy road.  You see a pedestrian (zebra) crossing twenty metres away from your dad's car, but you think it's a little bit too far to walk because you are so tired from your footy training.  He's beeping his horn because he is in a hurry and he is also speaking on his mobile phone.  There's a lot of traffic and your dad is waving at you to hurry up.  What do you do?

Scenario Four: You're spending the day at your friends house and it's time to take a trip to the Tuggeranong Hyperdome/Lanyon Market Place.  You forgot to bring your bike so your friend makes you ride their big sister's bike, which is way to big for you.  You remember your parents/carers telling you that you need to be able to touch the ground, otherwise the bike will be too dangerous for you to ride and you will injure yourself.  Your having trouble getting on the bike and your friend is telling you to hurry up.  What do you say to your friend?

Scenario Five:  You are riding your scooter to school in the morning and it has just started raining.  You think it is cool to zig-zag all over the bike track, instead of staying on the left hand side, because it leaves a really cool track in the rain.  You don't look where you are going and crash into a cyclist, who is using the bike path correctly.  You look at realise it is a kindergarten child, who end up falling of his bike and hurting his knee.  He is crying really loud and his knee is bleeding.  What do you do?

Scenario Six: You are invited over to your friends house for a play, when it is time to go to the park.  When you arrive at the park, you see a lot of owners walking their dogs.  You see the cutest puppy in the world.  The man who owns the puppy asks you and your friend if you would like to pat the dog.  Even though you have never seen this man before, you are both so excited and say yes.  He tells you he has more puppies in his car for you both to pat.  Do you go over to his car?  Why/Why not?

Exit Pass: Students will write their name and answer to this scenario on a sticky note and leave it on the 'Exit Pass' sign.  

You and your friends decide to ride your bikes and scooters to Tuggeranong Hyperdome/Lanyon Market Place.  When you arrive at the the shops, an old man who you don't know approaches you and your friends.  He tells you not to worry about locking up your bikes and scooters and that he will 'look after' them.  He then angirly tells you and your friends to hurry up and go inside the Tuggeranong Hyperdome/Lanyon Market Place.  What do you do?

I: To understand how to cross the road safely.

Resources: Kenny Koala video, 'Stop, Look, Listen, Think, Walk' activity, extra paper.

Students will watch Kenny Koala's video on Pedestrian Safety.

Think, Pair, Share the video, focusing on the five things we must do when we cross the road.

In pairs, students complete the 'Stop, Look, Listen, Think and Walk' activity.

Stop, Look, Listen, Think, Walk

Students will need to cut, order and paste (on a seperate piece of paper) the Kenny Koala signs for crossing the road.  Students will then need to cut and match the corresponding Kenny Koala photo to the signs.  

Use the Kagan Structure Pairs Compare to reflect on the lesson.

LI: To complete a safety check on a bike or scooter

LI: To correctly fit a helmet

Explain to students they will be learning about how to do a safety check on a bike and how to correctly fit a helmet. Ask students to think, pair, share what they think is important to check on a bike or scooter before riding.

Watch bike and helmet check list video. After watching the video ask students to think about the main points for the video. Explain to students there are also important things they need to check before riding a scooter, they include:

• Check the brakes and the locking mechanism

• Check for sharp protrusions and edges

• Make sure the steering column locks easily and does not collapse or is too short causing the rider to stoop

• Handlebar grips must be secure and not swivel

• High ground clearance

• Non slip foot-boards

• Larger brake pads/ mudguard with a larger area to press down on to operate the brake

In the table record students’ responses, ensuring they include the A – air of tyres, B – brakes, C-chain and the two finger rule for the helmet.

If possible borrow 2-3 school bikes and helmets and in groups give students opportunities to have a going at completing the checklist using school bikes and helmets.

LI: To identify and develop safe riding habits

Ask students to think 4 different types of people who ride bikes or scooters (e.g themselves, parents, grandparents, younger children –toddlers). Have students draw a picture of each of these people on a bike in each of the 4 boxes. Ask students to think about 4 places where these people might ride bikes or scooters. Students then draw these in the bottom 4 boxes (bike paths, driveways, bike/skate parks, etc).

Have students pair up and share what they have drawn. After sharing ask students to think about what sort of hazards each of the people might encounter when riding in the places they have drawn (e.g wet leaves, big puddles, changes in the road or sidewalk surface, storm grates, gravel or rocks, curbs, little kids in your way). Students discuss their thoughts with their partner. Using a red or orange pencil students  then draw the hazards in each of their pictures.

Students have the opportunity to share with whole class the hazards and why they thought they were hazards.

L.I. to identify and develop safe riding habits

 (Continuation from Lesson 5)

Ask students if they have ever had an accident or near miss when riding. Have them share where they were, what were they doing before the accident and what was the accident and near miss. Ask student who shared if the accident changed the way they rode their bike now. Ask rest of class what student who shared could have done to avoid the accident.

Students watch YouTube video, after watching the video students get in groups of 4 and using a whiteboard write down the 5 safest places to ride. Ask groups to share in through a round robin and record. Ask groups to write down 5 ways to stay safe while riding. Using a round robin ask groups to share and record.

L.I to identify rules when riding a bike or scooter

Draw a thinking bubble; explain to students that they are going to brainstorm all the rules for riding a bike or scooter.  Make sure they include the ones below.

Road Rules

• Always ride with your hands on the handlebars.

• Always stop and check for traffic in both directions when leaving your driveway, an alley, or a curb.

• Cross at intersections. When you pull out between parked cars, drivers can't see you coming.

• Walk your bike and scooter across busy intersections using the crosswalk and following traffic signals.

• Ride on the right-hand side of the street, so you travel in the same direction as cars do. Never ride against traffic.

• Use bike lanes or designated bike routes wherever you can.

• Don't ride too close to parked cars. Doors can open suddenly.

• Stop at all stop signs and obey traffic (red) lights just as cars do.

• Ride single-file on the street with friends.

• When passing other bikers or people on the street, always pass to their left side, and call out "On your left!" so they know that you are coming.

Explain to students they will be forming groups of 3 or 4. Each group will be given 2 or 3 rules*. Students are to create a A3 poster to remind students about the rules. Explain to students the poster will be laminated and placed around the bike cage at school.

*Suggestion is to put the rules in a hat and have the students randomly pick the rules they need to have on their poster to save arguments.

Learning Intention: To be able to identify and explain the pedestrain road signs.

Get students to work in small groups of 3. On a piece of A3 paper, students will write or draw all the signs that they have seen out on the roads while walking or in the car. Get the students to list them in order of importance. Have a class discussion on why they think certain signs are important. (NRMA Be Road Safe article).

Look at the different types of signs that students may come across while walking around. Get the students to discuss the questions in small groups. 

(Place the questions on the board) Questions:

• What do you know about these signs?
• What do they mean?
• Where would you see these signs?

Still in the same groups, each group will recieve one or two road signs. Within the group, students discuss what they think the sign is and what it might be telling the pedestrains or drivers to do. In the groups, students will discuss the three questions that are up on the board. Once each group has come up with an idea, allow the groups to share to the class. Have a class discussion to see if everyone else in the class agrees. Once each group has had a chance to share, go through each of the signs with the students and explain what to do when they come across the sign.

Learning Intention: To use prior knowledge to complete an outside course on pedestrain and bike safety.

This is an outside activity where students are working in small groups or in pairs.

Students will be given a course around the outside of the school with mini scenarios. They will need to think about and put into action what they have learnt throughout the 8 lessons. 

Resources: 

• Buddy class/helpers from
• Teachers and LSAs 
• Create signs to place around the course
• Print out scenario sheets
• Cones to map out course

Mini scenarios: 

Stranger danger - what do you do when a stranger approaches you? 

Scenario:

Mini_20Scenarios_20.docx

(During this scenario the teacher will read the card to the students and they will have to act it out)

Students encounter an accident - who do you call? Where do you get help from? How serious is the accident?

Scenario:

Mini_20Scenarios_20.docx

Print and cut out ready to use

(At this activity. There will be bag waiting with band aids and a white flag. If the students raise the white flag, a group of students from the buddy class will come over and act like the ambulance - Talk them through why it isn't an emergency where an ambulance is required)

Students will need to work out what they need to do in the accident. This will be provided on a task card and students will need to make a decision and either call an abulance, walk home/friends house for help, put a bandaid on and keep going. 

Have traffic lights set up (if the school has no access to child traffic lights, have a teacher stationed at that activity and hold up signs) 

At some point throughout the course, set up a little mini road crossing (you can either use a make shift traffic light or create a zebra crossing). Students will need to demonstrate the correct way to cross the road. Watch to see what the students may do.

Students reading pedestrian signs 

Students need to use prior knowledge on pedestrain signs to cross the road appropriately. Create or print out some signs that students would come across while out walking. Place these signs throughout the course and see how students react to the signs. 

Where to ride your bike/scooter

Have marked on the basket ball court using chalk an area of someones frontyard, backyard, footpath and road.

Students need to pretend that they are on bikes/scooters and go to the correct place where they should be riding. A teacher or buddy/helper from another class can read the first scenario and wait for students to get into place and then read the second on to see what the students do.

Scenario 1:

Bike_20and_20scooter_20scenarios.docx

Print and cut out ready to use

Scenario 2: 

Bike_20and_20scooter_20scenarios.docx

Print and cut out ready to use

Closing:

At the end of the course, have a group discussion about what they encounted. Ask questions and get students to work in small groups to respond. 

Possible questions-

• How did you feel?
• What would you do differently if you had to do it again?
• What prior knowledge did you use to help you get through the course?

L.I to identify what students have learnt about bike and pedestrian safety

Activity 1:

Prior to commencement of this activity you will need to have placed the letters A, B, C, D in four corners of the room.

Explain to students they are going to be again participating in the very first activity we did at the start of the unit 4 corners. Have all students stand in the middle of the room. Bring up PowerPoint survey (located in for student section), ask students questions in order – make a recording in the attached table of how many students go to each corner. This will be come your post-assessment data for the unit.

Post Assessment Survey Results Table

Activity 2:

After completing the 4 corners activity as a class students will complete the final column of a KWL chart. Ask students to think about then share what they have learnt about pedestrian and bike/scooter safety, record their responses in the final column, use saved copy of KWL chart from lesson 1.