Beacon Lesson Plan Library

Safety Surveys

Christy Clanton
Bay District Schools

Description

Students conduct Family Safety Surveys on a weekly basis for a month, hoping to encourage their families to actually practice safe family skills on a consistent basis.

Objectives

The student compares behaviors that are safe to those that are risky or harmful.

The student chooses reasonable titles and labels for graphs.

The student creates an appropriate graph to display data (for example, pictographs, bar graphs, line graphs, circle graphs).

Materials

- Large screen TV/computer presentation model or signal converter
- Microsoft Word software
- Tom Snyder Production’s The Graph Club software
- Individual computer workstations
- Printer and printing supplies

Preparations

1. Gather materials.
2. Check connectivity of web site to large screen TV/computer presentation model. Preview the site for appropriateness for your students.
3. Pre-load Microsoft Word and The Graph Club software.
4. Duplicate student copies of the web site information that contains the criteria for safe families.

Procedures

1. Introduce the website http://www.esafety.com/esafety_cfmfiles/ which contains a list of information and tips for safe families. Use the large screen TV/computer presentation model or a signal converter connecting the computer to a television. Printed copies of this site can then distributed to the students.

2. Students work in teams of four to draft a safety survey for their families, being sure to include the criteria for safe families. Depending upon the knowledge or your class, you will need to model how to create survey questions so as to keep the data generated within reasonable bounds. Help students to create questions that require a yes or no answer, or require a 1-3 rating with established criteria for each number. Criteria for safe families that can be included: seat belt safety; bicycling safety/equipment; crossing streets; supervision near water; use of home smoke detectors; safe water heater temperatures; gun safety; protection of falls from windows, stairs, furniture, and playground equipment; household cleaner, medicine, and vitamin storage; and convenient location of emergency first aid supplies and telephone numbers. You may want to assign a specific number of criteria to each group so that the data and the graphs will all be the same or all be different, depending on what outcome you want. The survey will be administered to their families once a week for a month with the hopes that families will become more safety conscious.

3. Each team shares their safety survey draft with the class.

4. Teams are encouraged to make revisions and adjustments to their drafts to be published. At this time you will need to check each group's survey to make sure that it is reasonable and will produce graphable results. Give feedback and direction as necessary.

5. Teams send one team member to use Microsoft Word to type the survey in chart form. The teacher can train two typists at an individual computer workstation in using the software; after those typists complete and print their surveys, they can train the next two typists. This rotation of typists continues until all teams have their documents typed. This training can be conducted during Writer’s Workshop time or another large block of instructional time.

6. Each student receives a copy of their team-created survey to take home to the family. Upon completion, the surveys are returned. This provides a wonderful opportunity for the class to combine the data on each survey item and graph the results as individuals, teams, or a class using The Graph Club software. As a class, review the types of graphs and how to create labels and titles. Again, the complexity of the graphs will depend upon the knowledge of your students. Remind students that they will be assessed on their graphs according to the criteria listed in the assessment. You may want to create a checklist of students' names so as to keep a list of those who need extensive help from you or other students.

7. At the end of the month, students can analyze their individual surveys and the graphs of teams and class results to assess improvements in family safety.

Assessments

Student-made surveys that are administered to the student's family once a week for a month are assessed to see if they contain safe behaviors such as:
-seat belt safety
-bicycling safety/equipment
-crossing streets
-supervision near water
-use of home smoke detectors
-safe water heater temperatures
-gun safety
-protection of falls from windows, stairs, furniture, and playground equipment
-household cleaner, medicine, and vitamin storage
-convenient location of emergency first aid supplies and telephone numbers


Students take their created survey lists and make a list of risky behaviors that are indicated by the safe behaviors list. The list of risky behaviors should, therefore, reflect the opposite of the safe behaviors.

Results from the surveys are tabulated into graphs and assessed with the Graphing Score Card using the following criteria:
-adequate title
-appropriately named axes
-accurately graphed data

Web Links

Web supplement for Safety Surveys
Parenthood

Attached Files

Graphing Score Card     File Extension: pdf

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