Beacon Lesson Plan Library

Safe Actions

Michéal Dunnivant

Description

Students learn to distinguish between threatening and nonthreatening situations and role-play what to do when confronted with them.

Standards

Florida Sunshine State Standards
HE.B.1.1.5
The student distinguishes between threatening and nonthreatening environments.

HE.B.1.1.6
The student demonstrates methods of avoiding threatening situations and how to seek help in threatening situations.

HE.B.3.1.6
The student knows refusal skills to use in potentially harmful or dangerous situations (eg., refusing to ride a bike without a helmet).

Florida Process Standards
Effective Communicators
02 Florida students communicate in English and other languages using information, concepts, prose, symbols, reports, audio and video recordings, speeches, graphic displays, and computer-based programs.

Critical and Creative Thinkers
04 Florida students use creative thinking skills to generate new ideas, make the best decision, recognize and solve problems through reasoning, interpret symbolic data, and develop efficient techniques for lifelong learning.

Materials

-Folk Tales: Hansel and Gretel, Little Red Riding Hood, and Goldilocks and the Three Bears (any versions)
-Journals
-Skit cards that contain situations to role-play
-Poster board
-Markers, crayons, colored pencils, etc.
-Software such as Kid Pix Studio for recreating poster

Preparations

The teacher needs to:
1. Prepare T-chart with Threatening and Nonthreatening categories.
2. Prepare stations with material for students to accomplish tasks, such as poster, drawing utensils, or computer paper.
3. Prepare role-playing skit cards with situation pictures and a few words. Remember to instruct and model for students how to act out what they should do to avoid the situations or solve the problem.
4. Check out fairytales from the library.

Procedures

1. Over the course of a few storytime sessions, read traditional folk tales or place them at a listening station for students to hear the stories.

2. Bring students together for a group lesson. Make a T-Chart labeled with the categories -Threatening Environments- and -Nonthreatening Environments.- Discuss with students the situations from the stories that fall into each category and add to the chart each storytime session. Post student responses on the chart.

3. Extend the discussion to everyday situations that the students encounter that could be classified as threatening or nonthreatening. Some examples might include, waiting for the bus, encountering a stranger, someone trying to take advantage of them.

4. Role-play threatening and nonthreatening situations discussed in the stories. Act out different ways to avoid threatening situations and how the characters could have sought help. Model acceptable and unacceptable actions for appropriate role-playing. (The more you model what is expected, the more successful the role-play station work will be.)

In station work...

STATION I: Students continue with the role-playing. Place situation cards at the station that have pictures and a brief text of threatening and nonthreatening situations on them. In small groups, students take on roles and act out how to avoid threatening situations, how to seek help in such situations, and how to use refusal skills in potentially harmful situations. (These situations might include wearing proper safety equipment, seatbelts, proper bus behavior, solving conflicts with others, crossing the street, etc.) After students have had ample opportunity to participate, they should prepare a skit to share with the class.

STATION II: Students create the Threatening and Nonthreatening T-Chart in their safety journals. Students should add to the list as they work in small groups. Students should also start new journal entries that they add to each day. These entries should answer the following questions:
How can I avoid threatening situations?
How can I seek help in threatening situations?
What are refusal skills?
How can I use refusal skills in potentially harmful situations?

STATION III: Students create a poster that shows other students how to use refusal skills in potentially harmful situations. The poster should include an illustration and a few bold words that are easily read at a glance. (It is a good idea to give students some models of what you are looking for and a layout for the poster.)

STATION IV: Students recreate their poster on software such as Kid Pix Studio. Before placing this at a station, teach students how to draw a large square with the drawing tools and then draw their poster picture in the square in poster format. Then show students how to use the typing feature. Make sure students save work on their file, so they can work on it over several days.

5. Students share their posters with the class and then post to share with others.

Assessments

Assess student journal work, role-playing skits presented to the class, and posters for the following criteria:
-distinguishes between threatening and nonthreatening environments
-methods of avoiding threatening situations
-how to seek help in threatening situations
-knows refusal skills to use in potentially harmful situations

Extensions

Continue adding to Safety Journal over the course of the year.
Return to the Beacon Lesson Plan Library.