Popular Film Resource:

General Information:

• Title: Franklin and The Bus Patrol
• Producer: Nelvana – a Canadian animation studio & media company
• Year: Season 5 episode 4, March 25^th, 2004
• Length: 12 minutes & 53 seconds – part of a 23-minute episode
• Ratings: G – 3/4+

Description:

• I really enjoyed this video because it begins with the students outside playing a game. They start by showing how the students bend the rules to allow their friend to win. However, they’re still acknowledging the rules of the game & how to play safely. Once they come back inside they combine together to list the rules for riding on a bus, and decided on a bus patrol officer. Once on the bus they show how the bus patrol officer has to enforce the safety rules even among close friends. It shows the conflicted feelings he has about giving his friends a ticket although he wants to keep the bus safe. “Rules are still rules, even for best friends”. After they choose a new officer, he realizes how hard it is to keep friends from goofing off- “A safe bus, is a bus where the passengers obey the rules”. Towards the end they all come to an agreement about everyone following the rules, being the patrol officer wouldn’t be too bad, “rules are there for a reason”.

Core Integration:

• After starting the video, I would stop it at 2:50 and have the kids brainstorm bus safety rules. After they discuss what they came up with I would continue the video until 9:45. Once I’ve stopped it again, I would ask the students to brainstorm why having bus safety rules is important. Giving the students time to discuss and work through (together) the video I would split them into small groups. This would also lead into my integration of science. They would each receive a scenario, in which they would perform in front of the class. Some example scenario would be similar to franklin & his friends playing ball outside, riding on the bus, and having recess inside. Their objective would be to identify how to play safely and the important rules to identify. Once they have the opportunity to act out the scenario, I would open it up for questions. The goal would to have them identify ways to make the scenarios safer, how working together can help solve problems, and why it’s important to create a safe environment. This would also show the importance of communication and how it can be down well (or wrong). To lead the discussion, I would ask probing questions- “How did ___ handled the situation? What was the consequence of their actions? What ways would you change the outcome?” That way students can answer. At the end of the day I would have them write down one thing they learned & one thing they’ll share with their family/friends.

Standards:

NHES:

Learning Objective 1: Students will comprehend concepts related to health promotion and disease prevention to enhance health

• • • S1.5.1 Identify ways to reduce risk of injury while riding in a motor vehicle (the bus) (HBO 1,2,3, & 4)
    • HBO 1- follow appropriate safety rules when riding in or on a motor vehicle.
    • HBO 2- Avoid driving a motor vehicle—or riding in a motor vehicle driven by someone—while under the influence of alcohol or other drugs.
    • HBO 3- Use safety equipment appropriately and correctly.
    • HBO 4- Apply safety rules and procedures to avoid risky behaviors and injury.

• • • S1.5.2 Explain how injuries can be prevented (HBO1,2,3,4,5,6, & 8)
    • HBO 1- follow appropriate safety rules when riding in or on a motor vehicle.
    • HBO 2- Avoid driving a motor vehicle—or riding in a motor vehicle driven by someone—while under the influence of alcohol or other drugs.
    • HBO 3- Use safety equipment appropriately and correctly.
    • HBO 4- Apply safety rules and procedures to avoid risky behaviors and injury.
    • HBO 5- Avoid safety hazards at home and in the community.
    • HBO 6- Recognize and avoid dangerous surroundings.
    • HBO 8- Support others to avoid risky behaviors and be safe.

• • • S1.5.3 List examples of dangerous or risky behaviors that might lead to injuries (HBO 2&4)
    • HBO 2- Avoid driving a motor vehicle—or riding in a motor vehicle driven by someone—while under the influence of alcohol or other drugs.
    • HBO 4- Apply safety rules and procedures to avoid risky behaviors and injury.

• • • S1.5.15 List ways to prevent injuries at school (HBO 4,6 & 8)
    • HBO 4- Apply safety rules and procedures to avoid risky behaviors and injury.
    • HBO 6- Recognize and avoid dangerous surroundings.
    • HBO 8- Support others to avoid risky behaviors and be safe.

Learning Objective 2: Students will analyze the influence of family, peers, culture, media, technology, and other factors on health behaviors.

• • • S2.5.2 Identify relevant influences of peers on safety and injury prevention practices and behaviors
    • S2.5.7 Describe how relevant influences of peers affect personal safety and injury prevention practices and behaviors

Learning Objective 4: Students will demonstrate the ability to use interpersonal communication skills to enhance health and avoid or reduce health risks.

• • • S4.5.1 Demonstrate effective verbal and nonverbal communication skills to promote safety and avoid or reduce injury
    • S4.5.3 Demonstrate healthy ways to manage or resolve conflict to avoid or reduce injury

Learning Objective 5: students will demonstrate the ability to use decision-making skills to enhance health

• • • S5.5.4 Identify options and their personal outcomes when deciding related to safety and injury prevention
    • S5.5.6 Describe the final outcome of a decision related to safety and injury prevention

Learning Objective 8: Students will demonstrate the ability to advocate for personal, family, and community health

• • • S8.5.3 Demonstrate how to persuade others to make choices to promote safety and avoid or reduce injury

Art – theater standards OPSI

• • Anchor 1 – Creating
  • Generate and conceptualize artistic ideas and work, Performance standards (TH : Cr1.1.3)
    • Create roles, imagined worlds, and improvised stories in a drama/theatre work
    • imagine and articulate ideas for costumes, props and sets for the environment and characters in a drama/theatre work
    • collaborate to determine how characters might move and speak to support the story and given circumstances in drama/theatre work
  • Anchor standard 9 – Responding
  • Apply criteria to evaluate artistic work, Performance standard (TH : Re9.1.3)
    • Understand how and why groups evaluate drama/theatre work.
    • Consider and analyze technical elements from multiple drama/theatre works.
    • Evaluate and analyze problems and situations in drama/theatre work from an audience perspective.

• Anchor 10 – Connecting
• Synthesize and relate knowledge and personal experiences to make art, Performance standard (TH : Cn10.1.3)
  • Use personal experiences and knowledge to make connections to community and culture in a drama/theatre work

• English Language Proficiency – communication ELPA
  • ELP standard-2-3.2 Participate in grade-appropriate oral and written exchange of information, ideas, and analyses, responding to peer, audiences, or reader comments and questions.
    • Grade 3: participate in short discussion and written exchanges
• English Language Arts – communication CCSS
  • CCSS.ELA-Literacy.SL.3.2
    • Explain their own ideas and understanding in light of the discussion
  • CCSS.ELA-Literacy.SL.3.3
    • ask and answer questions about information from a speaker, offering appropriate elaboration and detail

 

ELPA English Language Proficiency standard PDF Grade 3

OSPI Art-Theater standards Grade 3

CCSS English – speaking and listening standards grade 3