stranger

consequence

TLW be able to recognize stranger safety rules from non safety rules

two, possibly three, thirty minute blocks

Once Upon a Dragon: Stranger Safety for Kids (and Dragons) by Jean Pendziwol, chart paper, markers, glue sticks, sentence strips, scissors, rules/non-rules paper and T-chart

W

A class discussion about "What is a stranger?"  and understanding the term consequence sets the stage for the lesson.The children will come up with solutions to various senerios through cooperative thinking.

H

The children will read aloud the story Once Upon a Dragon:Stranger Safety for Kids(and Dragons). They'll develop a list of safety rules based on the story.

E

The class discussion about the dragon story provides time for children to establish an understanding of the rules to be applied during the rest of the class.

R

reflect-The children will refect on these rules throughout the story and in establishing the list of rules.

revisit- The WordSplash activity  emphasizes the importance of the key words within the rules

revise-while doing the senerio problems, each group comes up with all possible solutions and then eliminates the sloutions with negative consequences

rethink- they then come up with the best solution

E

The class discusses each senerio after posting them on the wall, the discussion should establish the best solution.

T

Modifications:
Gifted Students:
    These students can role play their scenarios and demonstrate their actions for it to the rest of the class. These students can be given a rule to create into a role play to demonstrate the rule.

ESL students/ Learning Support Students:
    These students can demonstrate their knowledge through pictures rather than writing when completing the dangerous situations activities. The assessment can contain pictures rather than words or the teacher can read the sentences for the students.  These students can work in a small group with the teacher.

Students needing remediation:
     These students can work with the teacher in small groups reading more stories about strangers and the rules that can keep them safe. Working with the teacher, the students can illustrate a picture for each rule to help them remember and learn the rules.

 O

Each child independently sorts stranger safety rules from non-safety rules and puts them in the appropriate space on their paper.

A. Health Content
        1. What is a stranger?
            i. A stranger is any person that a child does not know.
        2. What is a consequence?

i. A consequence is a positive or negative result of a person’s

   action.

        2.  What are the rules that children should follow to stay safe?
            i.   Don’t take presents from a stranger.
            ii.  Don’t go near or get in a car of someone you do not know.
            iii. Don’t  talk to a stranger.
            iv. Don’t’ go anywhere with a stranger.
            v.. Stick with a buddy.

vi. If a stranger comes near you, run away and yell for help.

            vii. Run to a safe place and tell a trust adult about the stranger.



        3. What are the criteria of the life skill of decision making?
            i. Identify the decision to be made.
            ii. Consider the options and the consequences.
            iii. Make the decision.
            iv. Reflect on the action
Learning Activities/Procedures:
    A. Activate Prior Knowledge
        1. Have the class, as a group, define a stranger.
                              (Define consequences if not previously taught)

    B. Group Read Aloud
        1. Read Once Upon a Dragon: Stranger Safety for Kids (and Dragons) to

the class.

        2. Create a class list of the rules as discussed in the story.
       
    C. Dangerous Situation Scenarios
        1. Review stranger safety rules using a WordSplash. Students will discuss

the words and share how and why each word on the chart is

important.

2. Split the class into groups of 3 using colored markers.

        2. Give each group a scenario and a piece of chart paper.
        3. Have each group read the scenario together.

4. Have the students identify the problem or danger in the situation and

write it on the paper under Problem.

        5.  Next have the students brainstorm and write as many possible solutions
            as possible on the paper under All Possible Solutions.
        6.  Have the students return to the All Possible Solutions column and think

              about the consequences of each solution written on the paper. The

students will cross out the solutions containing negative

consequences.

                       7.  Have the students use their remaining choices to determine the best

solution to the problem. Write it under The Best Solution column.

                8. Hang up all of the scenarios and discuss each scenario as a whole class.
        9. Display the rules on sentence strips. Have each group find the rule that

would match their situation.

    D. Recognizing Stranger Safety Rules From Non-Safety Rules.
        1. Independently have each student sort stranger safety rules from non-

safety rules by cutting and gluing the words under the appropriate category.

Assessment Criteria:

Advanced:

    The student correctly identifies all seven safety rules relating to strangers.

Proficient:

The student correctly identifies five or six of the safety rules relating to strangers.

Basic:

    The student correctly identifies four out of seven safety rules relating to strangers.

Below Basic

The student is unable to identify more than three safety rules relating to strangers.

Modifications:
Gifted Students:
    These students can role play their scenarios and demonstrate their actions for it to the rest of the class. These students can be given a rule to create into a role play to demonstrate the rule.

ESL students/ Learning Support Students:
    These students can demonstrate their knowledge through pictures rather than writing when completing the dangerous situations activities. The assessment can contain pictures rather than words or the teacher can read the sentences for the students.  These students can work in a small group with the teacher.

Students needing remediation:
     These students can work with the teacher in small groups reading more stories about strangers and the rules that can keep them safe. Working with the teacher, the students can illustrate a picture for each rule to help them remember and learn the rules.

chack for understanding-during discussion of the dragon story

observation of groups/teamwork

think/pair/share-group senerios