Content Area: Health and Physical Education

 

Index: 2.1E Grade 2 CPI 1

 

Standard: 2.1 - Wellness

 

Strand: E -  Safety

 

Cumulative Progress Indicator: 1 - The student will explain and demonstrate ways to prevent injuries, including seat belts and child safety seats in motor vehicles, protective gear, and fire, bus, and traffic safety procedures.

 

Grade: 2

 

Sample Activities:

 

·        BIKE SAFETY - Ask how many students regularly ride a bicycle. After a show of hands, tell students that riding a bicycle is a big responsibility and you want them to be safe every time they ride. In order to be safe, there are important things they need to know about the bike itself and about the rules of the road. Brainstorm important rules for safe bicycling. After some discussion, give the students a diagram showing the location and names of important parts, such as brakes, chain guard, and tires. Students compare the diagrams to a real bicycle, locating the important parts and safety features. Explain that just like a car, a bike needs to have certain safety equipment. After students have matched the parts on the diagram with the bicycle, ask the class what is the most important piece of safety equipment not on the bike. After students answer “helmet,” emphasize laws that require wearing a bike helmet and explain why wearing a helmet is so important. To complete this exercise, students complete the following safety rules as rhymes:

      -        A safety helmet will help protect me...

      -        Riding in traffic is really unsafe...

      -        Keeping my bike in tip-top shape...

      -        Follow the rules of the road when you ride your bike...

 

·        STAY SAFE - Write the word SAFE on the chalkboard in very large letters. Ask the class what it means to be safe. Tell them they are going to always remember what the word safe means because each letter in the word has a special meaning. After each letter write:
S = STOP!
A = AVOID THE SITUATION.
F = FIND AN ADULT.
E = EXPLAIN WHAT YOU SAW.
Divide the class into four groups and assign each group one letter of the word safe. Groups create a collage for the letter, share, and discuss.

Variation: Students write an acrostic poem using the letters in the word safe. Students can also write a poem for words such as seat belt, bike helmet, or crosswalk. Students choose a picture or create an illustration for the poem.

 

·        OUTDOOR PLAY - Ask students: “What do you do to prepare to play outdoors?” List the responses on the board. After a brief discussion, divide the class into four groups—one for each season. Provide each group with magazines that contain pictures of individuals participating in outdoor play. Each group selects several pictures that represent healthy and safe seasonal play (e.g., wearing a sunscreen on the beach, wearing appropriate attire for the winter weather, wearing protective pads and helmets). Each group shares their pictures and discusses safe outdoor play. Students create a class collage using the pictures.

 

·        SAFE HELPERS - Ask students to define the word safe. Write definitions on the board. Ask students to relate times when they feel safe and write those on the board. Then tell the class that they will be working with some older students who will help them decide what to do in situations that might not make them feel safe. Divide the class into small groups with a peer educator assigned to each group. The peer educator helps keep the group on track, offers suggestions to group members, and helps them think through the problem. Give each group a situation such as:
-        You are playing on the playground when a man approaches you and asks for directions.
-        Your friends dare you to touch a downed electrical wire.
-        You are walking home alone and have to cross a busy intersection without a crossing guard.
-        Your baby-sitter leaves you alone in your apartment while she visits friends.
-        Someone you do not know calls your name and tells you to come with him/her; the person tells you your mom is sick.

Students answer the following questions about each situation:
1. What is the problem?
2. How do I feel?
3. What should I do to feel safe?
4. What are my choices?
5. Who can I trust to help me?

Each group presents their situation with the help of the peer educator. As a culminating activity, each group creates a “People We Trust” collage for display.

 

·        STAYING BELOW THE SMOKE LINE - Ask students: “What happens when there is a fire?” Student responses should include heat, flames, and smoke. Explain that students need to know what to do when dealing with fire and smoke. Teach students this saying; “Smoke Goes Up, So You Go Down.” Students imagine the room is filled with smoke and squat low to the ground. Ask: “Where would you look for a way to escape? Can you see? It is very smoky. What else should we think about?” Explain that the door might be very hot because there may be fire on the other side. Emphasize that you cannot hide in a closet or cabinet from the smoke—that it will seep inside and make it harder and harder to breathe. As students return to their seats, place a diagram of the classroom on the chalkboard. Students map different classroom escape routes.

Variation: During a school fire drill, have older students, parents, or other school staff members hold signs that say “Smoke” or “Flames.” Students must alter their routes accordingly. Collaborate with the fire department for this activity.

Variation: Students design an escape route plan for their home. Send a letter to parents and guardians explaining the activity and asking them to assist in the design and practice session. Variation: Students investigate to see if their home has one or more smoke alarms. Students ask an adult family member to help them test the smoke alarm to see if it is working. Send a letter to parents and guardians explaining the activity. Coordinate with the local fire department so families without alarms can receive assistance to obtain one.

 

·        EVERYBODY STAYS SAFE - Brainstorm special safety problems associated with playing in the neighborhood (e.g., drug paraphernalia on the playground, trash dumped on blacktop, teens that harass them on the basketball court, gunfire or drug dealing, roaming animals, construction sites, major highways). Discuss alternative activities that can be done in a safe environment. Develop a list of safe play alternatives for the neighborhood. Students design a map of the neighborhood and indicate safe places to play on the map.