Core Idea: Safety

Topic: Motor-Vehicle Safety

Grade: 3^rd – 5^th

Documentary Film:

Title: DRIVE YOUR BIKE

Producer: Not Visibly Clear

Year: 1954

Length: 10:47

Rating: Not Listed

Brief Description:

• This is a short documentary created by a family run film production company. This video starts by showing three young boys in the front seats of a car. The situation portrays a father and son who are discussing the rules of the road for both bikes and cars. The rules for bikes and cars are used to show similarities of how important it is to follow the rules of the streets. They refer to riding their bike as driving their bike because of how similar the rules of the road are for both bikes and cars. A lot of rules about the road are discussed and elaborated on for both bikes and cars. If you know the rules of the road as a young biker, learning the rules of the road as a learning driver comes much easier. Shows situations in which following the rules of the road as a biker helped them stay safe on the road.

Content Covered:

• This short film discussed:
  • Hand signals for stopping and turning
    • Give signal in advance
  • Obey all stop signs and traffic lights
  • Share responsibility
    • Everyone on the road needs to be careful and considerate of others. Look out for others on the road, bikes need to look out for cars and cars need to look out for bikes.
  • Follow rules for slow traffic, stay in own lane, stay in right hand lane.
    • Watch for cars turning into traffic
    • Sudden opening of doors
  • Should not let others ride on their handle bars
  • Always keep safe distance behind other bikes/cars
  • Slow at all street crossings, look both ways
  • Give pedestrians the right away at cross-walks
  • Keep bikes in good condition, especially breaks (similar to a car)
  • Ride Bike on the right side of the street, with traffic
  • Be alert while driving their bike

 Learning Objectives:

• Students will…
  • Watch the documentary
  • List the rules of the road
  • Create a pamphlet
    • Rules
    • Illustrations
    • Description on why it’s important to follow the rules of the road

 Core Integration: Literature

How it would be integrated:

• While watching the documentary, students will list the rules of the road that they hear. Using the list that they have created, students will create pamphlet about road safety for both bicycles and cars. They will include illustrations, and write a short description on why following the rules of the road is important as a biker.

National Health Education Standards (NHES):

• Standard 3: Students will demonstrate the ability to access valid information, products, and services to enhance health.
  • 5.1: Identify characteristics of valid health information, products, and services.
  • 5.2: Locate resources from home, school, and community that provide valid health information.
• Standard 4: Students will demonstrate the ability to use interpersonal communication skills to enhance health and avoid or reduce health risks.
  • 5.1: Demonstrate effective verbal and nonverbal communication skills to enhance health.
  • 5.2: Demonstrate refusal skills that avoid or reduce health risks.
  • 5.3: Demonstrate nonviolent strategies to manage or resolve conflict.
  • 5.4: Demonstrate how to ask for assistance to enhance personal health.
• Standard 5: Students will demonstrate the ability to use decision-making skills to enhance health.
  • 5.1: Identify health-related situations that might require a thoughtful decision.
  • 5.2: Analyze when assistance is needed in making a health-related decision.
  • 5.3: List healthy options to health-related issues or problems.
  • 5.4: Predict the potential outcomes of each option when making a health-related decision.
  • 5.5: Choose a healthy option when making a decision.
  • 5.6: Describe the outcomes of a health-related decision.
• Standard 7: Students will demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks.
  • 5.1: Identify responsible personal health behaviors.
  • 5.2: Demonstrate a variety of healthy practice and behaviors to maintain or improve personal health.
  • 5.3: Demonstrate a variety of behaviors to avoid or reduce health risks.

Common Core Standards:

• ELA-LITERACY.W.5.8
  • Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources.
• ELA-LITERACY.W.5.2
  • Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
  • ELA-LITERACY.W.5.2.A
    • Introduce a topic clearly, provide a general observation and focus, and group related information logically; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension.
  • ELA-LITERACY.W.5.2.B
    • Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.
  • ELA-LITERACY.W.5.2.C
    • Link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast, especially).
  • ELA-LITERACY.W.5.2.D
    • Use precise language and domain-specific vocabulary to inform about or explain the topic.
  • ELA-LITERACY.W.5.2.E
    • Provide a concluding statement or section related to the information or explanation presented.

Drive Your Bike (1954)

Popular Film:

Title: The Blindside

Production Company: Alcon Entertainment

Director: John Lee Hancock

Year: 2009

Length: 2 hours and 9 minutes (total movie)

Rating: PG-13

Description:

• This is a popular movie about a homeless boy who is welcomed into a family. Both the young boys and the family’s lives are changed for the better. During one part of this movie, the young boy and his now younger brother are driving in a truck listening and singing music. The younger brother is too young and should not have been sitting in the front seat of the car. They end up getting into an accident where the older brother holds his arm in front of his younger brother, saving his life. The mother comes over to where the older brother is sitting asking him what happened to his arm, he responds saying that he stopped it. This is in reference to the airbag. The car accident scene is the only scene that I would use from this movie.

Content Covered:

• This part of the film shows how important it is to pay attention while driving. The younger boy is sitting in the front seat, when he is too small to be sitting in the front seat. The officer talking to the mom that an airbag deploys at 2,000 mph and how her son is too small to be sitting in the front seat. The only injuries that he has is a busted lip and a bruised face, but normally when a child his size gets hit by an airbag in the front seat it is a fractured face, broken neck, or worse. It shows how important it is to follow the rules that are in place about the size requirements for someone to be sitting in the front seat.

Learning Objectives:

• Students will…
  • Watch film
  • Make connections between the accident scene and the lesson on force and motion
  • Note new vocabulary
  • Follow along with lesson

Core Integration: Science

How it would be integrated:

• After watching this short clip from the film, students will participate in a science lesson where they learn about motion and force. Through this lesson, students will learn about accidents and connect it to the clip that they just watched. This will help students get a better understanding about speed and how, depending on certain variables, it is more difficult to stop. Students will learn new vocabulary that relates to cars and vehicle safety.

National Health Education Standards (NHES):

• Standard 1: Students will comprehend concepts related to health promotion and disease prevention to enhance health.
  • 5.1: Describe the relationship between healthy behaviors and personal health.
  • 5.2: Identify examples of emotional, intellectual, physical, and social health.
  • 5.3: Describe ways in which safe and healthy school community environments can promote personal health.
  • 5.4: Describe ways to prevent common childhood injuries and health problems.
  • 5.5: Describe when it is important to seek health care.
    • Healthy Behavior Outcomes(HBO): Promoting Safety:
      • S-1: Follow appropriate safety rules when riding in or one a motor vehicle.
      • S-4: Apply safety rules and procedures to avoid risky behaviors and injury.
• Standard 2: Students will analyze the influence of family, peers, culture, media, technology, and other factors on health behaviors.
  • 5.1: Describe how family influences personal health practices and behaviors.
  • 5.2: Identify the influence of culture on healthy and unhealthy behaviors.
  • 5.3: Identify how peers can influence healthy and unhealthy behaviors.
  • 5.4: Describe how the school and community can support personal health practices and behaviors.
  • 5.5: Explain how media influences thoughts, feelings, and health behaviors.
  • 5.6: Describe ways that technology can influence personal healthy.
• Standard 7: Students will demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks.
  • 5.1: Identify responsible personal health behaviors.
  • 5.2: Demonstrate a variety of healthy practice and behaviors to maintain or improve personal health.
  • 5.3: Demonstrate a variety of behaviors to avoid or reduce health risks.
• Standard 8: Students will demonstrate the ability to advocate for personal, family, and community health.
  • 5.1: Express opinions and give accurate information about health issues.
  • 5.2: Encourage others to make positive health choices.

Next Generation Science Standards (NGSS):

• 3-PS2-1: Plan and conduct an investigation to provide evidence of the effects of balanced and unbalanced forces on the motion of an object.
• 3-PS2-2: Make observations and/or measurements of an object’s motion to provide evidence that a pattern can be used and predict future motion.

Crash in the Blindside