Better Safe Than Sorry: A Read4Health Lesson Plan

Read4Health RMC Health's picture
Content Area(s):  
Grade Level(s):  
Grade Level Expectations:  
Comprehensive Health and Physical Education › Second Grade › Demonstrate interpersonal communication skills to prevent injury or to ask for help in an emergency or unsafe situation
Reading, Writing, and Communicating › Second Grade › Discussions contribute and expand on the ideas of self and others
Reading, Writing, and Communicating › Second Grade › New information can be learned and better dialogue created by listening actively
Reading, Writing, and Communicating › Second Grade › Fluent reading depends on specific skills and approaches to understanding strategies when reading literary text
Reading, Writing, and Communicating › Second Grade › Appropriate spelling, capitalization, grammar, and punctuation are used and applied when writing
Reading, Writing, and Communicating › Second Grade › Exploring the writing process helps to plan and draft a variety of simple informational texts
Reading, Writing, and Communicating › Second Grade › Questions are essential to analyze and evaluate the quality of thinking
Reading, Writing, and Communicating › Second Grade › Reference materials help us locate information and answer questions
Lesson Plan Details
Duration: 
2 class periods
Essential Question: 

What could happen if a player does not wear a helmet or kneepads?

Why is it important to use safety equipment when playing sports or being active?

Learning Objectives/Student Outcomes: 

Students will Know: 

  • safe decisions in an emergency situation.
  • effective refusal skills.
  • safety equipment.

Students will understand:

  • prevention and refusal strategies can increase personal safety and health. 
  • good decisions and communication in emergency situations can prevent further injury. 

Students will be able to:

  • demonstrate effective refusal skills to avoid unsafe situations 
  • exhibit skills for using safety equipment 
Key Topics: 

Safety

Prevention

Risk

Refusal

Decision-Making

Preparation: 

Prior to instruction, the teacher needs to...

Books related to this lesson plan: 

Materials:

  • Safety helmets and other safety equipment for assessment portion (provided by students) but can also be used to during discussions.
  • Student Health Journals (to be used throughout all Read4Health lessons)
  • chart paper

Preparation:

  • Send note home to parents asking students to bring their bicycle helmet and other safety equipment in to school to demonstrate to others how to wear properly.
  • Prepare notebook or other to document annecdotal notes.
  • Create Health Journals for students to use throughout all of the Read4Health lessons.
  • Students should have an understanding of problem/solution reading strategy.
  • Students should have an understanding of how to write "how-to" stories.
Learning Experiences and Activities: 

In this lesson, the teacher will...

DAY 1:

Begin the lesson by asking the Essential Questions and listing responses/ideas on chart paper.

Read aloud the book Berenstain Bears Safe and Sound by Jan Berenstain to the whole class. 

Use reading strategies before, during, and after to promote discussion and understanding about wearing safety equipment.

  • May need to to discuss analogy "Better safe than sorry"
  • Beware of language (Too Tall says, "Safety is for sissies." Use or change wording to your discrection)
  • Post the diagram (in book) showing helmet, elbow guard, wrist guard, and knee pad in the classroom.

End discussion of what items the students wear when they ride bikes, ride skateboards, inline skates, etc. Review importance of why we wear safety equipment while playing sports or being active. (May include discussion of football, soccer, hockey, etc...)

DAY 2: 

Teacher should gather a small group set of Franklin's Bicycle Helmet by Paulette Bourgeois to use in guided reading groups.

Read Franklin's Bicycle Helmet by Paulette Bourgeois in guided reading groups in the same week following the Berenstain Bears Safe and Sound read aloud book. Differentiate for oral reading and comprehension as needed.  Focus instruction problem/solution reading strategy. 

  • Problem #1: Franklin cannot participate in the bike safety rally because he doesn't want to wear his helmet.
  • Problem #2: Franklin tries to borrow a friend's helmet but it does not fit properly so he still cannot participate.
  • Solution #3: Franklin chooses to wear his helmet that fits correctly and is able to ride his bike in the rally.
Assessment: 

Formative: 

DAY 1:

Students will write a safety how to story on how to properly dress to be active on bikes or skateboards. Include a drawing of person wearing the appropriate safety gear to go biking or skateboarding or other similar activity. Teacher choice: Students can write in Health Journal or use as a Writing project to draft and publish.

Summative/Perfomance:

DAY 2:

Have students bring in their own bicycle helmets and try on several sizes to determine what one is the perfect fit for their own head to keep them safe. Document annecdotal notes to determine student understanding. 


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Colorado 21st Century Skills
Critical Thinking and Reasoning: 
A. Identify and define authentic problems and significant questions for investigation
B. Plan and manage activities to develop a solution or complete a project
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