Making An Impact With Technology to Save Lives Years 5-8+ Teachers Notes This unit is for middle and senior school pupils encompassing all the important and current road safety messages. It encourages pupils to use the impact of technology to get themessages across to younger students, and at the same time, consolidating the importance of the safety themes as students translate them into visual and oral formats using available school and classroom technology. Curriculum Technology: Knowledge and Understanding Technological Capability Health: Healthy Communities and Environments Links to: Visual, Oral and Written Language Learning Intentions Developing and communication ideas using appropriate technological strategies Research and describe current road safety messages and take positive action to enhance their effectiveness Develop an understanding of the need for community members to take responsibility for community safety by helping each other Skills Used and Developed: Communication: Competent use of audio visual technologies Problem Solving: Creating and trying out innovative ideas Social & Cooperative: Develop good relationships with others and co-operating to achieve common goals. Success Criteria Share knowledge and personal experiences of road safety Identifying the ways messages about road safety are conveyed. Analyse results and assess their success rates of reducing road accidents. Take up a group challenge to design and deliver a road safety message to younger school students. Brainstorm all possible hazardous traffic situations that younger students face and create interest groups based on one theme. Plan a project based on the theme taking into account the age and stage of the audience. Choose suitable audio and visual technology, write messages or scripts,practice and refine to produce a great result. Perform the challenge and seek ways of evaluating success in modifying younger students’ behaviours. Introduce the Challenge What messages have the pupils seen about road safety on television or roadside billboards? Brainstorm and list, eg - the graphic advertisements showing ‘real live’ accidents - new Look at compulsory stops - designated driver … - take a break Sam Pupils share reactions to the advertisements. How effective do they think they are? Why or why not? Is it important that we see the consequences of ignoring traffic safety rules? Discuss. Why are these methods chosen? Who are the target audience/s? Discuss. Choosing the Themes Have groups brainstorm all the possible hazardous traffic situations that younger children can be faced with. Accept all answers and then classify them into suitable major themes … eg - cars backing out of driveways, - cars in Supermarket carparks - crossing at a pedestrian crossing … these could all be classified as ‘Safe Walking’ situations. - small children in a child restraint buckling up seat belts … could come under ‘Safe Passenger’ situations. Can the pupils identify any times when they think these advertisements have had any effect, eg - have they told Dad to slow down? - they now always buckle up? - always put on their cycle helmet? Introduce the Group Challenge The challenge for each group is to choose one road safety message that is appropriate for the junior and lower middle school and present it in a way that… - it will make an impact on the audience of younger children - they will remember the message - they will apply the message in traffic situations Safety Themes Pupils now have to choose one ‘mini’ theme from each major classification. Remind them of the TV advertisements or roadside billboards that concentrate on one major message at a time. If possible group pupils into interest groups. ‘They may have a personal tale to tell’! SAMPLE SCENARIO FLOW CHART 1. Yesterday was Craig's first day at school. 2. His Mum dropped him off at the school gate 3. Today he is walking to school by himself 4. Craig is excitied and thinking about his new friends at school 5. Mr Bain is late for work and starts his car 6. He backs down his driveway quite quickly 7. There is a tree which obscures his view of the foootpath 8, Craig is almost at the driveway and doen't hear Mr Bain's car. 9. THE INCIDENT AND THE CONSEQUENCES 10. THE SAFETY MESSAGE Assessment Criteria Showing understanding of living and non living things through classification of pictures for a wall mural Ability recognise the differences in size, shape, structure and mobility of plants and animals on a class walk. Miming the facial characteristics and movements of a chosen animal Responding to the condition and needs of the class pets