Grade Level (s): 6-7-8
Subject (s): Health, Reading/Language Arts and Science
Learner Outcomes:
Students
will work cooperatively with a group to achieve the goal of finding safety
issues in newspapers.
Students
will recognize safety hazards/unsafe situations in different environments.
Students
will relate cause and effect of safety hazards/unsafe situations.
Students
will use Microsoft Excel software to graph data.
Students
will search the internet for specific information.
Duration of Lesson: Two (45 minute) class periods
Materials: newspapers or websites, flipchart and markers or chalkboard and chalk, worksheet "Record of Safety Issues" for each student and a copy of the "1999 United States Unintentional Injuries" for each student.
Technology Tools/Courseware: computer (one for each student), Microsoft Excel software, printer (color preferable)
Teacher Notes:
Reserve
computer lab if necessary.
(If you can not secure the computer lab for a class
period, you can use a hardcopy of newspapers. Teacher will need to collect
newspapers for three or four weeks prior to lesson.)
If
using the internet, check a parental signed Student Acceptable Use Policy
form.
Bookmark
or save in Favorites "NewsDirectory:Newspaper".
Prepare
flipchart or chalkboard with the diagram of the worksheet
"Record of Safety Issues".
Determine
a process for dividing the class into groups of 3 or 4 if working with
newspaper and 2 if working on line.
Teachers
and students should have prior working knowledge of creating charts using
Microsoft Excel.
Procedures:
Day 1
1. Divide class into groups according to
suggestions in Teachers Notes and distribute worksheet
"Record of Safety Issues".
2. Instruct students to scan headlines for
articles that are about safety issues (ex. floods, fires, car
accidents). Read the articles and record
findings on the worksheet. Do
one with the students. (ex. safety issue- fire, cause- child playing with
matches, effect- death).
3. Give several newspapers to each group
and instruct to start. Each student should complete a worksheet.
4. After sufficient time, have each
member of the group to share one of their safety issues with the class.
5. As students share information, write the
"safety issue"," cause", and " effect" on the prepared
flipchart or chalkboard. If more than one
group has the same safety issue, indicate it on the chart.
6. After each member has reported their results,
use the following questions for discussion.
What was the most common safety issue listed?Day 2
Were there any safety issues that surprised you? Explain why.
Which safety issues and injuries were intentional? Which were unintentional?
What are some ways of avoiding these injuries?
What do you think the leading cause of unintentional injuries among early adolescents (10 to 14 years)?
Discuss with students how their list compares with the "1999 United States Unintentional Injuries".
1. Review the findings from the newspaper search using basically the same questions as Day One.
2. Give out and discuss the data on "1999 United States Unintentional Injuries".
3. At the computer have students use the data to create a bar graph using Microsoft Excel showing the statistics.
4. When students finish their graph have them to print a copy.
Modifications: Consult student IEP's and 504 Plans. Special needs students may be partnered with a peer tutor.
Enrichment: Students may take a Home Safety Quiz or choose a Safety Quiz.
Evaluation/Assessment: The assessment will be a Rubric scoring group activity searching for safety issues and reporting the findings and the final bar graph created with Microsoft Excel.
West
Virginia Content Standards/Instructional
Goals and Objectives:
Health--
6.6 6.7 7.5 7.11 8.7 8.9 8.10 (IGO's-
Content Standards not available at this time)
Reading/Language
Arts-- 6.1.1 6.1.2 6.1.3 6.1.11 6.2.3
6.2.16 6.2.17 6.2.19 6.2.21 6.3.4
7.1.1 7.1.2 7.1.4 7.1.7
7.2.14 7.2.16 7.3.1 7.3.3 8.1.1 8.1.3
8.8.10 8.2.11 8.2.12 8.3.1 8.3.3 8.3.6
Science--
6.2.1 6.2.7 6.2.8 6.2.9 6.6.1 6.6.2
7.2.1 7.2.6 7.2.7 7.2.8 7.6.1 7.6.2
8.2.1 8.2.6 8.2.8 8.6.1
8.6.2
National Standards:
Health
Standard 5- Knows essential concepts and practices
concerning injury prevention and safety.
Reading/Language
Arts
Standard 1- Uses the general skills and strategies
of the writing process.
Standard 4- Gathers and uses information for research
purposes.
Standard 7- Uses reading skills and strategies
to understand and interpret a variety of informational texts.
Science
Standard 11- Understands the nature of scientific
knowledge.
Standard 13- Understands the scientific enterprise
References:
National
Center for Health Statistics (NCHS) Vital Statistics System
CyberSoup
BioRap
NewsDirectory
Authors:
Judy
Brown-Shafer
Mary
Talbott
Marinda
Taylor
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