Beacon Lesson Plan Library
DescriptionStudents learn how to operate and practice safe behavior on bicycles.
ObjectivesThe student recognizes that injuries may be prevented.
The student identifies safe and unsafe behaviors.
The student knows and practices ways to prevent injuries.
Materials-Ahlberg, Janet and Allan. The Jolly Postman: or Other People's Letters London: Little Brown & Co., 1986.
-Cones and other traffic signs and signals
-Camera and tape for video recording
Preparations1. Prepare recording equipment for bicycle simulation course.
2. Prepare station with all materials required by students to complete the work.
3. Check out book from the library.
4. Set a date with a police officer to officiate the bicycle safety course and explain safe bicycle behavior.
5. Secure parent volunteers to assist with station four.
Procedures1. Read the book The Jolly Postman as a springboard for learning about health and safety.
2. Discuss with students what form of transportation the jolly postman used to get around. Tell students we are going to learn how to safely ride bicycles.
3. Make a class chart that lists safe and unsafe behaviors when riding bicycles. This will give you an idea of what they already know about the subject.
4. Students engage in the following station work to learn about bicycle safety:
STATION 1. In safety journals, compare and contrast safe and unsafe bicycle behavior with this writing prompt, -Don't do this...Do this.- Students draw a picture and write a sentence to explain their illustrations.
STATION 2. Have several pictures from magazines or newspapers where people are riding bicycles. Students identify potentially dangerous situations in the picture and how injuries may be prevented or what you should do to avoid injuries when riding bicycles.
STATION 3. At this station have a real bicycle that students can draw. In their pictures, students should label the parts of the bike and tell how the parts should be in good working order to prevent injuries.
STATION 4. (Parent volunteers are a great help here!) Equip this station with a pre-formed newspaper bicycle helmet for each student. (To form a helmet, place newspaper over the child's head, secure masking tape around the circumference of the head to form a -bowl,- and then cut off the excess amount of newspaper.) Students will then wrap their helmet in aluminum foil. For the handle bars, snip off the hook of a coat hanger, form the metal into handle bars, and then tape and wrap the bars with newspaper. Students wrap the final product in aluminum foil. After students make the mock equipment, have them practice safe bicycle behavior on a simulation track.
STATION 5. Schedule a bicycle course simulation with a police officer. Ask the officer to reinforce safe bicycle behavior and proper use of equipment. Provide the officer with cones and street signs and signals that resemble the real things so he can set up the simulation course.
STATION 6. While students participate in the simulation, video tape their performances for later self-assessment.
Plan on four 15-20 minute segments for station rotations each day. Students will visit each station every day, and it will probably take a week for students to complete all activities.
AssessmentsAfter students have had ample time to practice safe bicycle behavior in the in-class simulation, schedule a bicycle simulation course with a police officer. As students participate in the course with real or mock equipment, video tape the simulation. Assist students as they self-assess how they practiced ways to prevent injuries as they view the video. Interview students to make sure they can meet this criteria:
- Recognize how injuries can be prevented when riding bicycles.
- Identify safe and unsafe behaviors.
- Know ways to prevent injuries when riding bicycles.
ExtensionsThe Jolly Postman is used to draw young students' attention to health issues in this nine-week unit. This learning activity is the focus of just one week's unit time.
When assisting students with self-assessment, it is more effective to interview students one-on-one rather than in a group. If students have had little or no experience with self-assessing, they will need clear, concrete questions related to their performances to be successful. Therefore, it is best to view their performances and then ask them the questions immediately following, so that if you need to rewind the tape, it is readily available. It would be inappropriate to expect students to assess their performances from memory.
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