USC1.4

Indicator:

USC1.4 a. Use common and respectful language to talk about pedestrian/ street safety (e.g., danger, risk, stop, look, and listen).

Indicator:

USC1.4 b. Examine what is meant by danger (i.e., harmful consequences).

First Nations, Métis & Inuit Education Integration Resources:

• Read The Star People: A Lakota Story by S.D. Nelson.  The book is available from www.corelearningresources.com , or www.abramsbooks.com.  In the story a fire happens when the children wonder away from home.  Their Grandmother watches over them from the stars.  The children make it home safely.  After reading the story brainstorm other dangerous situations.

Indicator:

USC1.4 c. Observe and identify safe/unsafe practices in own family and community (e.g., crossing at corners or crosswalks as opposed to crossing wherever one wants to).

Indicator:

USC1.4 d. Recognize possible street dangers (e.g., stray animals, traffic, strangers, gang behaviours, isolated areas, dangerous items including needles).

First Nations, Métis & Inuit Education Integration Resources:

• Have a talking circle about possible street dangers the children have seen.

Indicator:

USC1.4 e. Discuss what is meant by "risk" (i.e., a state of uncertainty where some of the possibilities involve a loss, danger, or harm).

Indicator:

USC1.4 f. Recognize and respond to pedestrian safety signs and representations.

Indicator:

USC1.4 g. Identify possible factors that make situations safe/unsafe (e.g., light/dark, fatigue, time of day, age, temperature/weather).

First Nations, Métis & Inuit Education Integration Resources:

• Read Dream Wolf by Paul Goble, Bradbury Press.  In the story two children wonder away from their families up a hill in high rocks.   They get lost and it becomes dark.  The children make it home by the help of a wolf.  Talk about how the children were safe and unsafe (dark, alone, rocks, etc.). 

Indicator:

USC1.4 h. Describe additional expectations for pedestrian safety (e.g., know parents'/caregivers' telephonenumber or other ways to make contact; always let a trusted adult know where you are going and the 'path' you are taking; walk with a buddy; follow established bussing, walking, and biking routes; cross at pedestrian crossings, "Point, Pause, Proceed" at cross walks/corners).

First Nations, Métis & Inuit Education Integration Resources:

• Read The Star People: A Lakota Story by S.D. Nelson.  The book is available from www.corelearningresources.com , or www.abramsbooks.com.  In the story a fire happens when the children wonder away from home.  Their Grandmother watches over them from the stars.  The children ran away from home without telling their parents.  Talk about the importance of telling an adult where you are going.

Indicator:

USC1.4 i. Identify and practice ways to exercise avoidance, caution, and/ or refusal in potentially dangerous situations (e.g., seek out a safe adult, say no, walk away, "be a tree" around strange dogs [fold your branches - hands, watch your roots grow - feet, count in your head until the dog goes away or help comes], stay away from animals if they are feeding or with their young).

First Nations, Métis & Inuit Education Integration Resources:

• Watch The Elements (Wapos Bay): http://rover.edonline.sk.ca/videoSearch.htm?all=wapos&pageNumber=1 The children go to a camp to learn cultural ways, the children get lost while taking a shortcut home.  This video is available for free to all Saskatchewan teachers through Rover.
• After the movie talk about what the children could have done to avoid this situation.