Course Profile
Beginning Literacy, ELD Level 1, open, Public
Unit 3
Course Profiles are professional development materials designed to help teachers implement the new Grade 9 secondary school curriculum. These materials were created by writing partnerships of school boards and subject associations. The development of these resources was funded by the Ontario Ministry of Education and Training. This document reflects the views of the developers and not necessarily those of the Ministry. Permission is given to reproduce these materials for any purpose except profit. Teachers are also encouraged to amend, revise, edit, cut, paste, and otherwise adapt this material for educational purposes.
Any references in this document to particular commercial resources, learning materials, equipment or technology reflect only the opinion of the writers of this sample course profile and do not reflect any official endorsement by the Ministry of the Education and Training or by the Partnership of the School Boards that supported the production of the document.
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Public District School Board Writing Team – English Literacy Development
Lead Board
Toronto District School Board
Course Profile Writing Team
Jane Campbell
Hazel Excell
Denise Gordon
Jane Hill
Elaine Iannuzziello
Paula Markus (Team Leader)
Eleanor Minuk
Jane Sims
Ero Siouga
Betty Ann Taylor
Unit 3: Health and Safety
Activity 1 | Activity 2
| Activity 3 | Activity 4 | Activity 5 | Activity 6 | Activity
7
Unit Developer(s): Jane Campbell, Hazel Excell, Michelle Flecker, Denise Gordon, Jane Hill, Paula Markus, Eleanor Minuk, Jane Sims, Betty Ann Taylor
Development Date: July 1999
This unit is designed to help students to respond effectively in emergency situations, to explore community resources, and to apply their knowledge about health and safety to everyday life. Students learn how to recognize an emergency, make an emergency phone call and understand safety signs and symbols. They acquire knowledge about fire safety and prevention, safety at school, seasonal safety and basic first aid. The unit activities provide opportunities for students to read a variety of simple reading materials, to use some basic reading strategies, to write simple texts, and to participate in discussions and work co-operatively on shared classroom tasks. Students demonstrate knowledge of safety issues by participating in a class Safety Awareness Exhibit.
Strand: Oral and Visual Communication
Overall Expectations: AORV.01L, AORV.02L, AORV.03L.
Specific Expectations: AOR1.01L, AOR1.02L, AOR1.03L, AOR1.04L, AOR1.05L, AOR2.01L, AOR2.02L, AOR3.03L, AOR3.05L.
Overall Expectations: AREV.02L, AREV.03L.
Specific Expectations: ARE1.01L, ARE1.02L, ARE2.01L, ARE2.04L, ARE2.05L, ARE2.07L, ARE3.02L, ARE3.04L.
Overall Expectations: AWRV.01L, AWRV.02L.
Specific Expectations: AWR1.01L, AWR1.02L, AWR2.01L, AWR2.02L, AWR2.03L.
Overall Expectations: ASCV.02L.
Specific Expectations: ASC1.02L, ASC1.04L, ASC1.10L, ASC2.01L, ASC2.02L, ASC2.04L, ASC2.05L, ASC.06L, ASC2.07L, ASC2.08L.
|
Activity 1 |
Help! When and How to Call for Help |
3 hours |
|
Activity 2 |
Fire Safety |
3 hours |
|
Activity 3 |
Safety Signs and Symbols |
2 hours |
|
Activity 4 |
Basic First Aid |
3 hours |
|
Activity 5 |
Safety at School |
3 hours |
|
Activity 6 |
Seasonal Safety: A Plan For All Seasons |
2 hours |
|
Activity 7 |
Fast Thinking: Safety Awareness Exhibit |
4 hours |
Personal safety is of fundamental importance to all students. ELD students need confidence in handling health and safety situations. They must also learn how to respond effectively in spite of limited literacy skills. The focus of this unit is to connect students to real life situations and to assist students in extending their literacy and numeracy skills.
Before beginning the unit, teachers are encouraged to familiarize themselves with accurate information about the health and safety topics covered in the activities. Contact local community police and fire departments to arrange field trips and obtain up-to-date resource materials. Many police and fire departments have websites from which information relevant to this unit can be downloaded.
Teachers are not expected to be trained in first aid in order to teach this unit. However, certain parts of Activity 4 require assistance from a trained first aider. We suggest inviting school personnel who are qualified in first aid to assist in giving a class demonstration on first aid techniques. Given the emphasis on life saving in the Ontario Curriculum, Grade 9, Health and Physical Education, 1999, staff are encouraged to take first aid training and to obtain resource material. In addition, it is strongly recommended that teachers contact The St. John Ambulance Society to arrange an in-class first aid demonstration and obtain copies of their resource materials. This province wide organization hopes to visit every school in Ontario to promote safety training using a preventative perspective. First aid demonstrations are done at no cost to the school.
Authentic materials are crucial to the success of this unit. A collection of safety posters, pamphlets, signs, symbols, newspaper headlines, pictures and stories will stimulate discussion and facilitate the explanation of new concepts. Set aside time each day to read aloud safety stories from the newspaper and have students participate in discussions that focus on personal responses to the newspaper articles read aloud. Bring in a First Aid Kit, a fire extinguisher, a smoke detector, and a carbon monoxide detector. Have a good supply of basic first aid equipment such as gloves, bandages, gauze, tweezers, and ice packs for students to use. Students can purchase personal copies of Pocket Guide to Emergency First Aid for 75 cents. Although the reading level of this booklet may be difficult for emergent readers, it is important for students to have authentic reading materials that can be shared without embarrassment with friends and families.
A service available to assist non-native speakers of English in emergencies is the AT and T Language Line Service. Access to this line is available directly from 911 service (or whatever alternate emergency telephone service exists in your community). Simply mention to the emergency operator the name of the language spoken, and the operator will immediately involve the AT and T Language Line. Students should know about the existence of this special service.
A key component in this unit is the partnership between the school and the home. Several of the activities suggested invite home participation. Making a list of emergency numbers for home use, creating a home fire escape plan, and encouraging families to have a First Aid Kit are examples of the extension of the school curriculum with everyday family life.
It is essential that students explore ways to be safe in their school. Before beginning Activity 5, review the school rules from Unit 1 Orientation to School Life. Consult with school staff on some of the problems emergent readers may have with individual subject safety procedures and develop together ways to address these problems. Personal safety at school includes psychological safety. A school environment that is free of racial and sexual harassment is as important to students as being in a physically safe environment. Make students aware of the board’s racism and sexual harassment policy and teach students how to report problems and to get help if they are being harassed. If such a policy is not yet in place teachers could refer to the Ontario Human Rights Code.
The culminating performance assessment task of this unit is for students to organize and participate in a Safety Awareness Exhibit for other classes. The purpose of the Safety Awareness Exhibit is to give a positive boost to emergent readers by having them share their work and demonstrate to guests the skills and knowledge they have learned. Students prepare a poster or a handout about a safety topic that interests them. They make a short oral presentation explaining their visual or prepare a role play that explains a safety topic.
At the beginning of the unit, explain the concept of a Safety Awareness Exhibit. As students progress through the unit activities, suggest ideas for posters and handouts that can be used in the Safety Awareness Exhibit. Have art supplies, pictures, pamphlets, and visual aids for the class to use while making their posters. Include the class in planning the exhibit, deciding whom to invite and where to hold the event. This is an excellent opportunity to involve the home, other students, staff, and community members. Consider what will work best for your group: an in class display with students there to explain their posters to guests, a static display in the library or other special area of the school, or an exhibit to be taken to a local elementary school. Consult your school calendar to see if your exhibit can coincide with a school wide event such as education week or parents’ information night.
Allow sufficient time for students to complete their visuals and practise their presentations. Have a dress rehearsal where students can set up their displays, practise their presentations and practise speaking to guests.
Collect samples of posters which demonstrate achievement at the four levels.
· knows personal information in written form
· recognizes phone numbers
· understands the importance of keeping an organized notebook
· understands school and class rules
· is familiar with various areas of the school
· works co-operatively in pairs or small groups
· understands prices from store flyers
· reads simple maps and graphs
· constructs simple floor plan
· reads simple stories with previously learned vocabulary and sentence structure
· writes guided stories using previously learned vocabulary and sentence structure
· is familiar with brainstorming, categorizing, role plays, matching exercises, cloze exercises,
· knows how to create posters
brainstorming, categorizing, cloze, co-operative writing, copying, dialogue journals, guided writing, directed reading, sequencing, role playing, experience charts, excursions, language games, key word lists, student-created posters, paired reading, reading aloud to students, read-along tapes, shared reading, skimming/scanning, sketching, think-alouds, small group work, viewing videos, sharing experiences orally, visual materials, internet searches, creating rhymes, songs, or rap.
|
Activity |
Type |
Tool |
Categories |
|
Activity 1 |
Formative Summative |
Checklist Phone Numbers True/False Listening Quiz |
Knowledge Knowledge/Communication |
|
Activity 2 |
Formative Summative |
Role Play Checklist of Fire Escape Plan |
Communication/Application Communication/Application Knowledge |
|
Activity 3 |
Formative Summative |
Cloze exercise Matching Exercise |
Knowledge Knowledge/Thinking/ Communication |
|
Activity 4 |
Summative Formative Formative |
Sequence Sheet Draw/Label First Aid Kit Role Play 911 call |
Knowledge Knowledge Application/Communication Knowledge/Thinking |
|
Activity 5 |
Formative Summative |
Observation of Rules School Rules Sentences |
Communication Knowledge/Communication/Application |
|
Activity 6 |
Summative |
Group Safety Tips |
Communication/Knowledge/Application |
|
Activity 7 |
Summative Summative |
Poster or Handout Oral Presentation or Role Play |
Knowledge/Communication Thinking/Application |
Carver, Kasloff Tina et al. A Canadian Conversation Book: English in Everyday Life, 2nd ed. Toronto: Prentice-Hall Allyn and Bacon, 1997.
Driver’s Handbook. Ontario Ministry of Transportation, 1998.
Gagne, Antoinette et al. Emergencies. Ville Salle, Quebec:Didier,1987.
Health and Physical Education, Grades 9 and 10. Ministry of Education and Training Ontario. 1999.
Hoban, Tana. I Read Symbols. New York: Greenwillow Books, 1983.
O’Malley, J., Michael and Lorraine Valdez Pierce. Authentic Assessment for English Language Learners: Practical Approaches for Teachers. Addison Wesley, 1997.
Shapiro, Norma and Jayme Adelson-Goldstein. The Oxford Picture Dictionary: Monolingual Canadian Edition. Don Mills, Ontario: Oxford University Press Canada, 1999.
St. John Ambulance, Pocket Guide to Emergency First Aid. St. John Priory of Canada Properties, 1998.
Tanaka, Grace and Kay Ferrel. English Extra. Upper Saddle River, NJ: Prentice Hall Regents, 1998.
Zuern, Guenther. Ontario Reader 1997. Toronto, Ontario: Newcomer Communications, 1997.
Zuern, Guenther. Ontario Reader 1999. Toronto, Ontario: Newcomer Communications, 1999.
St. John Ambulance. First Aid Training for Life. Canada: Viva Interactive Learning Inc., 1998.
St. John Ambulance on the web
www.sja.ca.
Fire departments on the web
www.city.toronto.on.ca/fire/index.htm
www.fire.ottawa.on.ca/educate.html
Police departments on the web
www.torontopolice.on.
Fire...Not In My House - Consult your school board video catalogue.
Fire: two ways out - Consult your school board video catalogue.
Skin - Consult your school board video catalogue.
Time: 180 minutes
Students recognize an emergency situation, practise how to place an emergency phone call, and keep a list of emergency numbers for use at home. By using interactive tasks and authentic materials, students are able to ask and answer questions about emergencies, ask for and give clarification, reconstruct a sequence of events, and record important information.
Oral and Visual Communication: AORV.01L, AORV.02Lv; AOR1.01L, AOR1.02L, AOR1.03L, AOR1.04L, AOR2.01L, AOR2.02L.
Reading: AREV.02L, ARE1.02L, ARE3.03L.
Writing: AWRV.02v, AWR1.02Lv.
Social and Cultural: ASCV.02L, ASC1.10L.
· Collect safety posters, pamphlets, pictures, and newspaper headlines of local and international emergencies and other related materials to use as resources and visual aids for a class safety display. Excellent sources for materials are your local community police unit and fire department and the St. John Ambulance Society. These authentic materials provide up to date information that helps students make connections with real life situations. Encourage students to find materials to add to the class safety display.
· Contact your local community police unit to obtain print and visual resources on how to make emergency phone calls. Police department web sites also provide accurate information on how to make an emergency phone call.
· Examples of emergency situations can be found in English Extra, A Canadian Conversation Book: English in Everyday Life and The Oxford Picture Dictionary, Canadian Edition.
· Bring in several copies of the phone book to show the list of local emergency numbers.
· Prepare multiple copies of a blank personal emergency list for students to complete and use at home.
· Create an easy to read script on making a 911 call using the school setting as the location. Refer to A Canadian Conversation Book: English in Everyday Life, English Extra, police department, and/or St. John Ambulance materials.
· Tape your teacher-prepared script.
· Create a true and false listening test of important facts learned in this activity.
· pamphlets, posters, pictures, and captions from local newspapers on first aid and emergencies; several local phone books, police, or St. John’s Ambulance resource material outlining a 911 emergency call; tape and script of teacher making a 911 call; true and false listening test; blank personal emergency lists.
· knows personal information
· recognizes phone numbers
1. With a display of photos and posters on first aid and emergencies as a backdrop, begin a class discussion of what constitutes an emergency. Determine if anyone in the class has ever been involved in a fire, an accident, or other emergency situations. Students need time to tell personal stories about their own experiences, if they feel comfortable doing so. From the group discussion, record key points on chart paper and begin a class list of serious emergency situations. Students copy the list into their notebooks. As the unit progresses, the class adds other emergencies to the chart and into their notebooks.
2. Throughout the activity, encourage students to select visual materials to add to the class safety display. Set aside time daily for the teacher to read aloud newspaper stories about safety and have the students participate in discussions that focus on personal responses to the articles read aloud. Ontario Reader 1997 has 3 newspaper stories for the teacher to read aloud on what to do in an emergency.
3. Using the list of emergency situations as a guide, help the class to define an emergency. Write the group’s definition on chart paper and display prominently. Students copy the definition into their notebooks.
4. Discuss non-emergency situations. Make a list on chart paper.
5. Have the class explain what happened during serious emergencies in other countries and what they would do in a serious emergency in Ontario. In the discussion, emphasize the importance of immediately calling for help if a person’s life is in danger or if someone needs help right away. Distribute local phone books to the class. Explain that in most areas of Ontario there is one phone number, 911, that connects with the police, the fire department, and an ambulance service. Discuss the serious consequences of dialing 911 when there is no emergency. Point out the list of emergency numbers found in the front of every phone book and explain when and why to call these numbers. In pairs have students practise reading aloud the numbers and words of emergency services. Circulate and assist students with clarity in oral communication.
6. Explain that each of us, in times of emergency, can forget important information. It is helpful for everyone to prepare a list of emergency numbers ahead of time to keep near the phone. The list must have your address, the nearest intersection to your home, the emergency number 911, and the phone number of the police and poison information centre. The list also includes the name and numbers of a neighbour, and a nearby family friend. Distribute blank copies of a personal emergency list for students to complete at home. Assess the list for completion and accuracy.
7. Explain in detail the vital steps for making a 911 call. When someone calls 911 the operator will need the answers to these questions: What service do you need? Where did the accident take place? What happened? When did the accident take place? Who is hurt? What are you doing to help? Students copy these questions into their notebooks. Distribute a teacher made script of a 911 call using the school as the location. Play a tape of the script and have students follow along. Have pairs of students role play making emergency phone calls. Have students complete the answers by using patterned sentences such as “I need...” “My name is...I’m calling from....” “There are__ people hurt.” Refer to English Extra and Canadian Conversation Book for practice dialogues. Stress to the students to remain calm, to speak clearly, to listen carefully to the key words of the questions asked and to not hang up until told to do so.
8. Students complete a true or false listening test based on information learned in this activity.
9. Explain to the class that at the end of this unit they will participate in a Safety Awareness Exhibit. Refer to the unit planning notes for more details. Begin a chart of possible class projects for the Safety Awareness Exhibit. Explain to students that creating a poster of what is and what is not an emergency could become one of the projects of the safety exhibit.
· Checklist of accurate completion of emergency numbers list (Formative)
· True and false listening test of important facts learned in this lesson (Summative)
Carver, Kasloff Tina, et al. A Canadian Conversation Book: English in Everyday Life, 2nd ed. Toronto: Prentice-Hall Canada, 1997.
Shapiro, Norma and Jayme Adelson-Goldstein. The Oxford Picture Dictionary: Monolingual Canadian Edition. Toronto: Oxford University Press Canada, 1999.
Tanaka, Grace and Kay Ferrel. English Extra. Upper Saddle River, NJ: Prentice Hall Regents, 1998.
Zuern, Gunther. Ontario Reader 1997. Toronto, Ontario: Newcomer Communications, 1997.
www.torontopolice.ca
Time: 180 minutes
In this activity, students learn about fire safety and prevention in the school and in the home. They explore measures for preventing fires, and become familiar with and practise actions required in case of fire. The language needed to report a fire and to ask for help is reviewed. Students practise formulating questions. They read bar graphs and also focus on sound symbol differences in rhyming words.
Oral and Visual Communication: AORV.02L; AORV.03L; AOR 1.03L; AOR 1.04L.
Reading: AREV.02L; AREV.03L; ARE 2.01L; ARE 3.02 L.
Writing: AWRV.01 Lv; AWRV.02Lv; AWR1.02L; AWR2.01L; AWR2.03L.
Social and Cultural: ASCV.02L; ASC2.01L; ASC2.04L.
· Locate your school fire safety plan and create a simplified version of the steps to take in case of fire.
· The local fire department is an excellent resource for materials and information on fire safety and prevention. In addition, many fire departments have developed programs for adolescents. Arrange a visit to a fire station or invite fire department personnel to visit the class and teach how to escape a burning building and what to do when clothes ignite. Teachers may obtain additional information from fire department web sites.
· Be aware that some students live in apartment buildings where there is a predetermined fire exit route. Landlords are responsible for smoke alarms and carbon monoxide detectors.
· Become familiar with the location of the fire extinguishers in your school.
· Borrow a fire safety video, such as Fire … Not in My House or Fire: two ways out (2nd edition), from your board or fire department.
· Obtain a map of the school, labelled with the fire exits. Make multiple copies of small blank maps of the school. Every classroom should have a fire exit route posted.
· Obtain statistics of causes of residential fires from your local fire department. Create a large bar graph.
· Train a few students to use a video camera or invite a senior student to videotape the role play.
· Bring in a fire extinguisher, a smoke detector, a carbon monoxide detector, and hardware store flyers depicting these items.
· Locate the Stop, Drop, Roll technique in pamphlets from fire departments.
· Some students may have been in traumatic experiences involving fires. If these students do not wish to share their experiences, respect their wishes.
· Make note of the special requirements of any physically challenged students in your class, and begin to plan accordingly for helping them to meet their needs in emergency situations.
· school fire safety plan, fire safety video, map of school with fire exits, blank maps of school, video camera, chart paper, fire extinguisher, smoke detector, carbon monoxide detector, hardware store flyers, markers
· reads a map of the school
· constructs a floor plan
· reads a graph
· makes a 911 call
1. Initiate a class discussion on fire safety and fire prevention. Have students share some personal experiences with their classmates. Show a fire safety video and guide students to summarize information from the video. Record this information on chart paper and have students copy it into their notebooks. Begin a list of fire safety words to be posted in the classroom.
2. Students examine a bar graph showing causes of residential fires. They identify the reasons for the highest number of fire deaths: smoking and kitchen fires. In a large group discussion, students brainstorm the ways in which these fires start and discuss ways to prevent them. Record their ideas and add to the fire safety word list.
3. Demonstrate how to use an authentic smoke alarm, fire extinguisher, and carbon monoxide detector. Divide the class into three groups. Each group discusses one of the fire safety items answering the following questions: How many are needed? Where do we buy them? and Where in the home do we locate them? They draw or glue a picture of the fire safety item from a flyer on chart paper and record the information under it. Then students return to the large group where they share the results of their discussion. Record the group findings in an experience chart story. Using the pattern of the group story, students write two or three sentences about the fire safety items.
4. Students look over a map of the school labelled with the fire exits. On individual blank maps of the school they trace the fire exit route from their ELD classroom to the outdoors from the school fire safety plan and also the alternate fire exit route. Then they trace the fire exit route and alternate fire exit route from one or two of their other classrooms. As the teacher points to the words, students read the procedures from the simplified version for leaving the school in case of fire. Students copy these steps into their notebooks. For homework, students make a floor plan of their residence. Using coloured pencils, students outline escape routes in case of fire. Generate a checklist of steps to be included in the fire escape plan. Then students write down the steps in words. Remind students that this could be part of the Safety Awareness Exhibit. Discuss the consequences of false alarms.
5. In preparation for a visit to the fire station or the visit by fire department personnel or volunteer firefighter, students make up questions. Model sentence patterns for forming question sentences and record student questions on chart paper. Then students repeat the questions as the teacher reads them. They record the questions in their notebooks. Use I Want To Be A Firefighter as a read-along to review the new vocabulary.
6. If it is not introduced by the firefighting staff member, teach the Stop, Drop, Roll technique for extinguishing clothing fires. In pairs, students practise the procedure. They take turns practising and giving feedback to their partners. Students videotape the polished version of Stop, Drop, Roll for the Safety Awareness Exhibit.
7. To assist with the next activity, review/teach rhyming words by asking students to examine the key words stop and drop for similarities and differences. Point out that these words rhyme. On experience chart paper, write stop and under it drop. Students contribute rhyming words ending in op. They continue by giving rhyming words for roll while the teacher records. Demonstrating that not all rhyming words have similar spelling by giving examples such as roll, pole, goal, stole. Elicit from students other rhyming words. They contribute any two or more words that rhyme.
8. Students make up rhymes, songs, or a rap about Stop, Drop, Roll to help them internalize the technique. These may or may not rhyme. Students volunteer to read their creations aloud. Encourage students to use a word processing program to make a final copy for the Safety Awareness Exhibit.
9. Review/teach the steps for reporting a fire from Activity 1. For additional practice, the class plays a game in which a volunteer starts by saying, “There’s a fire at my house. I live at _____. It is near _____ street and _____ street. It is a house/an apartment. My name is _______. The fire started in the _______.” At the end the volunteer calls on someone else. If the person forgets any of the details s/he forfeits her/his turn. The students continue the game until everyone has had a chance to call the fire department.
· teacher-developed checklist for fire escape plan for residence (Summative)
· Students may record the escape route from their residence on blank tapes supplied by the teacher.
· Make the steps for escaping fires available so students may use them as a pattern.
Fire safety web sites such as:
http://www.city. toronto.on.ca/fire/index.htm
http://www.fire.ottawa.on.ca/educate.html
I Want To Be A Firefighter. Willowdale: Firefly Books Ltd., 1999.
Brochures and pamphlets available from the local fire department
A fire safety video such as:
Fire … Not in my House from the school board’s audio/video library
Time: 120 minutes
Students learn common safety signs and symbols. They understand the meanings of these signs and symbols, where they are likely to encounter them, and their importance to our health and safety. Students begin to write independent dialogue journals. Using cloze exercises and personal word lists, they consolidate vocabulary on signs and symbols.
Oral and Visual Communication: AORV.02L; AORV.03Lv; AOR3.05Lv.
Reading: AREV.02Lv; AREV.03Lv; ARE2.01L; ARE2.04 Lv; ARE2.05L; ARE 3.02Lv.
Writing: AWRV.01L; AWR 1.02L; AWR2.01L.
Social and Cultural: ASCV.02L; ASC2.05L.
· Before the start of this activity, collect posters/pamphlets of safety symbols/signs.
· Obtain copies of the book, I Read Symbols and mount the pages on poster paper. Prepare corresponding flash cards for the game in Teaching/Learning Strategy 5.
· Make multiple copies of Appendix 1 and Appendix 2.
· Obtain a copy of The Driver’s Handbook.
· Obtain multiple copies of the laundry chart, Follow the Signs.
· Building on the co-operative journal writing begun in Unit 2 students now start to write dialogue journals. The dialogue journal is a method employed to improve reading comprehension and writing fluency. Students write in their journals and the teacher responds to their entries. Teachers should be prepared to reply to dialogue journals frequently. Errors are not corrected. Students often feel more comfortable writing about issues in a journal, rather than discussing them with the teacher. Journals also allow the teacher to get to know students on a more intimate level because of the comfort factor. Journal writing should be an on-going activity for the rest of the course.
· posters and pamphlets of safety symbols/signs, flash cards of symbols/signs, copies of Appendices 1 and 2, chart paper, mounted pages from the book, I Read Symbols, small notebooks or exercise books cut in half for the dialogue journals
· makes sentences
1. Introduce safety symbols by showing some common household items such as cleaning materials, paints, and aerosol cans. Show the book, I Read Symbols or The Oxford Picture Dictionary, p. 107 or A Canadian Conversation Book, English in Everyday Life, p. 133. Students contribute additional symbols/signs from their own countries. Following this, walk with the students around the school to observe signs and symbols and have them draw symbols/signs that they see.
2. Students read along as the teacher points to the words of the easy read passage, Safety Symbols, from Appendix 1. After copying the passage into their notebooks they reread it to a partner. Students take turns rereading it two or three times and then begin a list with the words they find difficult. When they can read the passage well, they complete the cloze exercise from Appendix 2.
3. For homework, students look around their homes and neighbourhood to observe safety symbols to bring to class. Have students draw the symbols and write the meaning below each symbol. On returning to class, students share their homework. They add new words to their vocabulary list.
4. Brainstorm the symbols that students know. Students categorize these into groups such as traffic symbols, symbols for dangerous substances, and community symbols such as telephone, hospital, fire, or police stations. Add other important symbols such as those found in The Driver’s Handbook. Students choose one symbol each and tell the class about it.
5. To reinforce their knowledge of symbols/signs, students play a flash card game. The class divides into two teams. The teacher holds up a card of a symbol/sign. The first member of each team calls out the name. The one who is first scores a point for her/his team. The game continues until each member of the team has had a chance to play at least once.
6. Students complete an exercise by matching symbols with their message. A Canadian Conversation Book, English in Everyday Life is a good resource for this exercise.
7. Students place symbols/signs into groups by shapes and colours. Review/teach shapes and colours. Then the teacher informs the class that rectangular signs are regulatory while diamond-shaped signs are warning signs. Students categorize symbols/signs into groups by shapes. Begin a discussion on the significance of colour on symbols. Red means stop, amber and yellow mean caution or be careful, and green means go. Distribute copies of the laundry chart, Follow the Signs, to show how the same colours have been used to correspond to traffic colours.
8. On an overhead transparency or sheet of chart paper, model for the students an example of a personal journal entry. This entry may or may not be related to the content of the day’s class (in this case signs and symbols). Students do their journal entries in class until they are independent enough to do subsequent entries at home. Collect the journals daily and respond briefly, handing them back during the next class.
· cloze exercise from Appendix 2 (Formative)
· matching exercise such as found in A Canadian Conversation Book, English in Everyday Life (Summative)
· Give the missing words for the cloze exercise as needed. Give students multiple opportunities to complete the cloze exercise until they achieve success.
· Students may cut out and glue the words below their symbols instead of copying them (matching exercise).
· Provide sentence patterns where needed.
Hoban, Tana. I Read Symbols. New York: Mulberry Books, 1983.
Shapiro, Norma and Jayme Adelson-Goldstein. The Oxford Picture Dictionary, Monolingual Canadian Edition. Toronto: Oxford University Press, 1999.
Carver, Tina Kasloff. A Canadian Conversation Book, English in Everyday Life. Toronto: Prentice Hall Allyn and Bacon, 1997.
Industry Canada. Follow the Signs. Competition Bureau. Phone 1 (800) 348-5358
Time: 180 minutes
This activity helps students respond effectively in emergency situations. Students learn some basic first aid, identify, and use items in a First Aid Kit and demonstrate knowledge by participating in a role play of an emergency situation. Opportunities are provided for students to use some basic reading strategies and to restate key information from material read aloud.
Oral and Visual Communication: AORV.02L, AOR1.02L, AOR1.03L, AOR1.04Lv, AOR2.02L.
Reading: AREV.02L, AREV.03L, ARE1.01Lv, ARE2.04L, ARE2.05L, ARE3.02L.
Writing: AWR1.02L, AWR2.01Lv.
Social and Cultural Competence: ASCV.02L, ASC1.04L, ASC2.04Lv, ASC2.05L, ASC2.06Lv ASC2.07L, ASC2.08L.
· Become familiar with basic first aid. An excellent resource is St. John Ambulance. Review their materials ahead of time for suggestions on curriculum content and handouts. Do not attempt to teach first aid unless you are trained. Instead have a qualified staff member demonstrate first aid techniques or invite St. John Ambulance to do a class demonstration.
· Become familiar with the location of the school First Aid Kits and know how to contact the staff trained in first aid. Be sure to take along a First Aid Kit on all field trips.
· An excellent resource for each student to buy is the St. John Ambulance Pocket Guide to Emergency First Aid which costs 75 cents.
· Learn the ‘think and do steps’ for Emergency Scene Management. Create an easy read sequencing exercise on the ‘think and do steps’ based on pages 2-3 of the Pocket Guide to Emergency First Aid.
· Continue collecting stories about safety and emergencies to read aloud to the class and encourage students to add materials to the class bulletin board.
· Bring in a First Aid Kit, a supply of gloves, bandages, and other first aid items for the class for practise. St. John Ambulance has various ready-made kits for purchase. Encourage students to organize first aid supplies into a kit for home use.
· Create a handout of supplies needed to make a personal First Aid Kit. This assists students in comparing the price of a ready-made kit with the price of a self-made kit.
· St. John Ambulance Pocket Guide to Emergency First Aid sequencing handout on the ‘think and do steps’ for emergencies; First Aid Kit; plentiful supply of gloves, bandages, and other first aid supplies; handout of supplies needed in a personal first aid kit
· knows how to recognize an emergency situation
· can make a 911 call
· recognizes health and safety symbols
· understands fire safety rules
1. Begin a discussion of What is First Aid? Why do First Aid? Record the initial ideas on chart paper.
2. To further the discussion, encourage the class to locate information found in their Pocket Guide to Emergency First Aid. Using the Pocket Guide as a resource, model some basic reading strategies such as identifying key words and using a table of contents. Have students locate key sight words, identify the page number of the key sight words, and follow along as the teacher reads aloud. Have students copy in their notebooks the definitions of First Aid found in the Pocket Guide.
3. Demonstrate what to do in an emergency using appropriate props. As a further reinforcement of the think and do steps, have the students follow along as the teacher reads aloud pages 2-3 of the Pocket Guide to Emergency First Aid. In pairs, have students orally practise the steps, calling out for help, putting on gloves, etc. Students need a lot of practice time to reinforce these important steps. For further reinforcement, students copy the steps from the Pocket Guide, and draw pictures to illustrate each of the think and do steps. Remind students that the think and do steps of Emergency Scene Management would make a great poster for the class Safety Awareness Exhibit.
4. Students complete a reading sequencing exercise where they number the think and do steps in order.
5. As part of an ongoing activity in this unit, continue to read aloud safety and emergency stories from the local newspaper and encourage the class to add materials to the class safety bulletin board.
6. Bring in a First Aid Kit, identify the supplies, and demonstrate how to use each item correctly. This hands on lesson stresses the importance of wearing gloves before performing first aid. Explain that first aid supplies are kept all together in a strong box with a tight lid. Do not lock the kit. Keep the kit away from children. Allow plenty of time for students to practise correctly using the items from the kit while wearing gloves.
7. Students draw and label the contents of a First Aid Kit. A Canadian Conversation Book Two and The Oxford Picture Dictionary are good visual and print resources for students to use when completing this exercise. Remind students that a poster of the contents a First Aid Kit would make a great contribution to the Safety Awareness Exhibit.
8. Distribute the handout listing the supplies needed for a First Aid Kit. As an extension of previous numeracy activities developed in Unit 2, Numbers in Everyday Life, have students compare the cost of buying items for a First Aid Kit separately with the cost of buying a ready made kit. Students can do this exercise independently by finding the prices of supplies from a local store, writing the prices down on the handout and then totaling the cost. Assist the class by bringing in flyers that show prices of first aid supplies and ready-made kits. Remind students that this activity could be used as a poster for the Safety Awareness Exhibit. Suggest that students use this information to organize first aid kits for their homes.
9. Invite a trained first aider to demonstrate several of the following topics: Rescue Breathing, Bleeding, Choking, Poisoning, Allergies, Broken Bones. As a follow up, use the St. John Ambulance Pocket Guide to First Aid and their CD-ROM First Aid Training For Life to reinforce the demonstration.
10. Set up a role play where students demonstrate basic knowledge of what to do in an emergency. See A Canadian Conversation Book: English in Everyday Life pp. 124-125 for suggestions of real life situations. Before assessment, review how to call 911 and the “think and do steps” for emergencies.
· Accurately write and sequence the ‘think and do steps’ for emergencies. (Summative)
· Draw and label the contents of a First Aid Kit. (Formative)
· Evaluate role play for accuracy and clarity (Formative)
Students sequence picture version of ‘think and do steps’.
St. John Ambulance. Pocket Guide to Emergency First Aid. St. John Priory of Canada Properties, 1998.
Tanaka, Grace and Kay Ferrel. English Extra. Upper Saddle River, NJ: Prentice Hall Regents, 1998.
St. John Ambulance. First Aid Training for Life. Canada: Viva Interactive Learning Inc., 1998.
St. John Ambulance on the web
www.sja.ca.
Time: 180 minutes
In this activity students acquire knowledge and expand their vocabulary regarding safety in the school as it relates to the rules of a classroom, as well as specific areas within a school. They are introduced to sexual and racial harassment policies and begin to understand how they relate to personal safety.
Oral and Visual Communication: AORV. O1Lv, AORV.O2L, AORV. O3L, AOR1.O1L, AOR1. O2L, AOR1.03L, AOR2.01L, AOR3.01L.
Reading: AREV.02L, AREV.03L, ARE1.01L, ARE1.02L, ARE2.05L.
Writing: AWRV.01L, AWRV.O2L.
Social and Cultural: ASCV.O2Lv, ASC1.04L, ASC2.01L, ASC2.02L, ASC2.04L, ASC2.05L.
· Students may need to be reminded of the school rules from Unit 1. Be sure the class rules are visible. Refer to them as necessary, and add others that have been omitted.
· Before beginning the activity, collect safety information that relates to different areas of the school: the pool, the cafeteria, the gym, the technology department areas, science department, family studies, and computer labs. Have materials available dealing with safety procedures that are both print and visual.
· The definition of what constitutes personal safety in the school is broad and includes sexual and racial harassment.
· Obtain sufficient copies of the school board’s sexual and racial harassment and anti-bullying policies for the students.
· In order to talk about sexual and racial harassment, an environment of open, trusting, and healthy communication needs to be developed in the class. Prior to this activity, the class should agree upon ground rules for discussions. Some sample guidelines are to respect the speaker’s opinion, to take turns speaking, and to listen without interruption.
· chart paper, markers, VCR, school safety rules (simplified version) , Board policy of sexual and racial harassment and anti-bullying policies, rules of special areas in the school, school floor plan map
· Locates areas and teachers within the school
· Communicates orally and expresses simple phrases and ideas
· Asks questions in basic English and reads a variety of simple written material
1. Review and discuss the reasons behind the rules of the classroom and school. Specifically point out the rules that apply to safety. If the school and classroom rules from Unit 1 are not already up in the classroom, post them.
2. On cards, print school and classroom rules such as Walk and do not run in the class, or halls. On other cards, print the reasons for these rules. For review, ask students to generate school rules, as well as the reasons for observing them. Print the rules and reasons in a large T-chart form. Students read through the rules and reasons with the teacher. Distribute the rules cards to some students and the reasons cards to others. Students circulate in the classroom and compare their written segments to find the partner who makes a match with their rule or reason. (What does your card say? Does it go together with my card? Why?)
3. For homework students write out several school and classroom safety rules. The next day have students record some of these rules on the board. Make corrections. Have students read over the corrected rules. Erase the board then have students write out two rules in their notebooks.
4. Discuss the safety rules for various locations in the school, having students contribute what they know about safety around the school from their experiences in other classrooms and areas. Review/teach students the new safety vocabulary for specific areas of the school such as the cafeteria, the gym, the pool, the technology shop, science labs, etc., and have the students add these entries to their personal vocabulary lists.
5. As a short introduction to issues of racism and personal safety, read aloud the book Name Calling. Encourage students to respond to the story on a personal level by talking about any experiences they feel comfortable in sharing.
6. Explain that the board has a sexual and racial harassment policy, as well as an anti-bullying policy, and distribute copies of these policies. Define key vocabulary new to the students. Have students add the vocabulary to their personal vocabulary lists.
7. View the video Skin (30 minutes) which deals with adolescent experiences with racism. Use the scenarios in the video to further identify issues of racism and personal safety in the school and ways of reporting these problems.
· Teacher observation of students giving reasons for safety rules (Formative)
· Students write out several school and classroom safety rules to be assessed for accuracy. (Summative)
· Students can illustrate safety rules around the school instead of writing about them.
· Scribe for students as necessary and appropriate.
Sadu, Itah. Name Calling. Toronto: Women’s Press. 1992.
Skin. Consult your board video catalogue
Time: 120 minutes
Students become familiar with health and safety issues associated with the four seasons. They learn safety measures to deal with them. Students continue to add seasonal health and safety vocabulary to their personal word list.
Oral and Visual Communication: AORV.01Lv, AORV.02L, AORV.03Lv, AOR1.01L, AOR1.03L, AOR2.01Lv, AOR2.02Lv.
Reading: AREV.O2L, AREV.03L, ARE1.01L, ARE1.02L, ARE2.04L, ARE2.05L, ARE2.07L, ARE3.02L.
Writing: AWRV.01Lv, AWRV.02Lv, AWR1.02L, AWR2.01Lv, AWR2.02L.
Social and Cultural Competence: ASCV.02L, ASC2.05L.
· Collect newspaper/magazine articles about seasonal emergencies and tape one or more of these stories.
· Collect seasonal pictures.
· Make available newspapers from which students can cut seasonal emergency stories.
· Students begin to locate simple key words in teaching/Learning Strategy 7. Key words provide the key to understanding a passage and are usually nouns or verbs. Students answer the five W’s (who, what, when, where, why) and how.
· newspaper/magazine articles about seasonal emergencies, seasonal pictures, newspapers, chart paper, poster paper
· understands rhyming words
· understands meaning of symbols
1. Using a complementary resource such as A Canadian Conversation Book, English in Everyday Life, p. 40, review/teach the months of the year and the four seasons. Students copy the names of the months and seasons into their notebooks.
2. Using a display of seasonal emergency and natural disaster pictures as a backdrop, students brainstorm weather emergencies. Record each one on a file card and stick on the board around the heading Seasonal Emergencies. Students read the cards along with the teacher. Write the names of the four seasons on the board and have students retrieve the file cards and categorize under the season in which the emergency is likely to occur.
3. Briefly discuss measures to deal with seasonal safety issues (such as using sunscreen, wearing appropriate clothing, spreading sand on icy sidewalks and steps).
4. Encourage students to contribute seasonal emergencies from their own countries. Compare these to Canadian emergencies and discuss briefly climatic reasons for some differences.
5. Divide the class into four groups. Each group discusses, draws and records safety tips for one season such as winter or one activity such as swimming. Circulate and help each group record their tips on chart paper. Give groups the option of using their tips to create brochures for the Safety Awareness Exhibit.
6. Students follow along as they listen to the taped version of a seasonal emergency from a newspaper/magazine story or the story “Ice Storm, 1998” from Ontario Reader 1999, p. 25. Discuss what ‘key’ words are. Choose one sentence and underline one or two ‘key’ words. Students underline four ‘key’ words in the story. Without referring to the text, students use their ‘key’ words to make new sentences, as well as add them to their personal vocabulary list.
7. Using newspapers, students identify seasonal emergency stories, cut them out, highlight recurring key words, and post the stories.
· Assess group tips for dealing with seasonal emergencies by means of a teacher-created checklist. (Summative)
· Scribe for students as necessary and appropriate.
Zuern, Guenther. Ontario Reader 1999. Toronto: Newcomer Communications, 1999.
Time: 240 minutes
Students organize and participate in a Safety Awareness Exhibit for other classes. They create a poster about a safety topic and make a short presentation using appropriate language to explain their visual.
Oral and Visual: AORV.01L, AORV.03Lv, AOR1.02L, AOR2.01Lv, AOR2.02Lv, AOR3.03L, AOR3.05Lv.
Reading: AREV.02L, ARE1.01Lv, ARE2.05Lv.
Writing: AWRV.01Lv, AWRV.02L, AWR2.01Lv, AWR2.03Lv.
Social and Cultural Competence: ASCV.02L, ASC1.04L, ASC2.04Lv ASC2.07L, ASC2.08L.
· Have available art supplies, pictures, pamphlets, and visual aids that the students can use for their posters.
· Consider what works best for your group: an in-class display with students there to explain their posters and booklets, a static display in the library or other special area of your school, or an exhibit to be taken to a neighbouring elementary school. Consider inviting a trained first aider to give an actual demonstration to guests or showing a commercially prepared video or a videotape of actual student performances.
· Create simple invitations where the students can fill in place, date, and time of the event.
· Allow ample time for students to complete their visuals and practise oral presentations. Have a dress rehearsal.
· Create a simple format for thank you notes for students to send out after the exhibit.
· art supplies for posters, invitations and thank you notes, video equipment, stencils
· knows how to make posters
· understands topics for display
· understands symbols
1. Explain to the class that the culminating performance assessment task is for students to participate in a class Safety Awareness Exhibit. Students use the safety topics generated during the unit to create a poster and make a short oral presentation. Some students may choose to perform a role play to illustrate their safety issue. Go over the rubrics with the class (Appendix 3 and 4). The poster must include a title, pictures or symbols, and a safety message in print, as well as the names of the students who produced it. In the oral presentation, students explain why they chose that particular topic and its significance.
2. Review the chart of possible projects for the Safety Awareness Exhibit started in Activity 1. Students choose topics and work in pairs, small groups, or individually to create a safety poster for the exhibit. Record what each student will contribute to the exhibit and allow time for the students to begin their projects.
3. Distribute blank invitations which students fill in with the appropriate information. Decorate invitations and make announcements promoting the exhibit. Encourage students to invite family members and/or other special people. To publicize the event, consider having students tape an announcement that can be played over the school address system.
4. Have a rehearsal where students set up their displays and practise presenting their work to others. Encourage the class to use common expressions to facilitate communication, (Do you have any questions? Would you repeat that, please?), and to use appropriate language when speaking with guests.
5. Enjoy the event!
6. Model on chart paper a basic pattern for a thank you note. Students use the pattern to send out thank you notes to special people who helped them with the class Safety Awareness Exhibit.
· Assess poster and oral presentation using rubrics in Appendices 3 and 4. (Summative)
· Students reluctant to speak in front of strangers may wish to make a video or tape recording explaining their safety poster.
· Students who are finished early may create a handout on a safety topic for guests.
· Scribe for students as necessary and appropriate.
Symbols are picture messages. They give information without the use of a lot of words. There are many kinds of symbols. They contain messages for many things in our lives. Safety symbols are special kinds of symbols. Their messages are very important to our safety. They carry messages about traffic, laundry, dangerous substances and places in the community. It is important for us to recognize symbols and their messages.
Symbols are picture messages. ______ give information without the ______ of a lot of ________. There are many kinds ______ symbols. They contain messages _______ many things in our ______. Safety symbols are special _______ of symbols. Their messages _______ very important to our ________. They carry messages about ________, laundry, dangerous substances, and _______ in the community. It _______ important for us to_______ symbols and their messages.
|
RUBRIC FOR
ASSESSING ORAL PRESENTATION Unit 3
Activity 7 |
||||
|
Categories |
Level 1 50-59% |
Level 2 60-69% |
Level 3 70-79% |
Level 4 80-100% |
|
Knowledge/
Understanding - demonstrates understanding of safety topic |
The student demonstrates: - limited understanding of safety topic |
- some understanding of safety topic |
- considerable understanding of safety topic |
- thorough understanding of safety topic |
|
Thinking/Inquiry - explains reasons for choosing safety topic |
The student
demonstrates: - limited explanation for choosing safety topic |
- some explanation for choosing safety topic |
- considerable explanation for choosing safety topic |
- thorough explanation for choosing safety topic |
|
Communication - conveys information about the safety topic, using key words and language structures |
The student
demonstrates: - limited information about the safety topic, using key words and language structures |
- some information about the safety topic, using key words and language structures |
- considerable information about the safety topic, using key words and language structures |
- thorough information about the safety topic, using key words and language structures |
|
Application - explains how poster reflects safety topic |
The student
demonstrates: - limited explanation of how poster reflects safety topic |
- some explanation of how poster reflects safety topic |
- considerable explanation of how poster reflects safety topic |
- thorough explanation of how poster reflects safety topic |
|
RUBRIC FOR
ASSESSING ORAL PRESENTATION Unit 3
Activity 7 |
||||
|
Categories |
Level 1 50-59% |
Level 2 60-69% |
Level 3 70-79% |
Level 4 80-100% |
|
Knowledge/
Understanding - demonstrates accurate safety information |
The student
demonstrates: - limited accurate safety information |
- some accurate safety information |
- considerable accurate safety information |
- thorough accurate safety information |
|
Thinking/ Inquiry - demonstrates neatness and organization of visuals and text |
The student
demonstrates: - limited neatness and organization of visuals and text |
- some neatness and organization of visuals and text |
- considerable neatness and organization of visuals and text |
- thorough neatness and organization of visuals and text |
|
Communication - uses accurate spelling |
The student
demonstrates: - limited accuracy in spelling |
- some accuracy in spelling |
-considerable accuracy in spelling |
-a thorough grasp of accurate spelling |
|
Application - demonstrates use of pictures and symbols on topic |
The student demonstrates: - limited use of pictures and symbols on topic |
- some use of pictures and symbols on topic |
- considerable use of pictures and symbols on topic considerable |
- thorough use of pictures and symbols on topic considerable |
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