SAFETY IN THE HOME
Learning Experience by Jewel Faerber,
Member of the
1. LEARNING CONTEXT:
The purpose of the learning experience is to assess
the safety factors in the home and to promote the personal health of the
occupants by improving their environment so it is safer.
Guiding Questions:
·
How do adult choices in meeting the physical, intellectual, emotional,
social, and spiritual needs of a child affect the child’s health and safety?
· What are age appropriate ways of meeting a child’s health and safety needs for each dimension of health?
·
How can a student make their home safer for a young child?
·
What can a student learn from this experience that they can use in the
future?
Context
This learning experience,
“Safety in the Home” took place in the Bronx, in a 12th grade Health class
during the Fall 2000 semester as an experiment in preparation for the school’s
future parenting course.
The activities guide the decision of the student to explore the environment, predict the consequences of the safety hazards, and correct the hazards in an effort to make a safer environment for a child.
2. Procedure:
1. Students complete Do Now
worksheet upon entering the room.
2. The teacher collects the Do
Now and introduces the lesson as part of the unit in Parenting on care of the
toddler.
Teacher: Toddlers learn
with their whole bodies - not just their heads.
They learn more through their hands than they do through their
ears. Toddlers solve problems on a
physical level.
Teacher: How should an adult create a home that is safe for toddlers?
Student Responses:
1.
structure the environment
2.
expect toddlers to test limits
3.
stay out of power struggles
4.
direct behavior gently, but physically
5.
expect sensorimotor
behavior
6.
limit groups to eating or an activity like
music or a story
7.
share, wait, and use kind words to solve
problems
8.
help toddlers talk through problems
9.
expect difficult behavior
10.
deal in realistic terms
11.
let toddlers be toddlers
12.
cover all electrical outlets
13.
protect stairs with a gate
14.
store cleaning supplies safely
In light of what we have discussed, the teacher
proceeds.
3. Each
student is given a packet consisting of nine pages which they are to read and
on some pages, complete. The teacher
explains each of their tasks as the students get to them. See sequential plan for details.
4. As the
assignments shift from one to another, the teacher confers with the individual
students.
5. During the
project phase, the students are in small groups. The teacher walks around the room,
conferencing with the groups.
6. After the
projects are finished, the students complete their evaluations together in their
small group.
7. All of the
groups hand in their projects at the end of the period, day two.
8. On day
three, teacher and students debrief Evaluation worksheet, complete Reflection
Connection, and review Scored products.
3. Instructional/Environmental
Modifications
·
The teacher supplies all the materials for the various product
choices. These materials, such as art
supplies and cassette tape and recorder, were available in the classroom at the
start of day two.
·
The students who wrote and recorded the commercial,
had to do their rehearsing and recording in an adjacent classroom since they
needed a quiet room. Another teacher was
within seeing and hearing range.
·
When the students took home their parental permission slips, many of
their parents did not speak or read English.
The letters are translated into Spanish for them. Attached are copies of both letters.
4. Time Required
Planning and preparation for teacher:
·
Lesson for day one, writing and copying of all sheets for folders, and
gathering all supplies for the project (4 hours).
Planning and preparation for student:
·
In class (2 periods) and at home (1 hour).
·
Assessment included grading the project, evaluations, reflections,
teacher conferences in class, and writing the project rubric (4 hours).
5. Resources
·
The “do now” activity was not available in any textbooks. The picture of the kitchen safety hazards was
drawn by a student in one of the groups.
·
Art supplies and audio equipment need to be available during class
time.
6. Assessment Plan
The students submitted their
finished projects, worksheets and graphic organizers, and reflection sheets
which summarized and documented their learning experience. See sequential plan for details.
The teacher’s product rubric
was used in assessing the work. I am
attaching a blank scoring chart, which was used to tabulate the scores. The Do Now, Safety T-chart, and Homework when
completed, can accumulate 36 points. The
Do Now is worth 10 points. The Safety
T-Chart is worth 14 points. The Homework
chart is worth 12 points. The project,
evaluation, and reflection sheets when combined, are
worth 64 points on the rubric.
The students helped with the
rubric. I copied the rubric on a
transparency. The students, in groups,
commented on the language in the rubric.
Since a rubric was a new tool for them, there were more comments on what
is a rubric than on the actual words and relationship to their scores.
7. Student Work
Since many of my students
are Hispanic, one of the groups chose to do a safety pamphlet in English and in
Spanish. They were not instructed to do
this; they simply took the initiative on their own. This is commendable since it involved extra
work for them.
STUDENT PACKET
SAFETY
IN THE HOME
KITCHEN SAFETY
SAFETY CHART
Topic: Safety in the Home
The situations that are listed below could result in a
dangerous accident for a toddler. Read each situation and explain how each
accident can be prevented.
Dangerous
|
1. the electric cord of toaster hanging over the sink |
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2. knives piled on a counter or table |
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3. a bucket of water with a puddle around it |
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4. cleaning products under the sink with
the cabinet door
open |
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5. an open door that leads to steps
to a basement |
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6. a lit cigarette in an ashtray on
the edge of a table |
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7. a pot on the stove with the handle turned out or away from the
stove |
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8. a trash can near a gas oven |
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9. a bottle of open medicine on a table |
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10. toys all over the floor |
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Extra
Credit: Add two more dangerous situations that
you know exist in your home and how could they cause an accident. |
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11.
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12.
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HOMEWORK CHART
Homework: Is Your Home Safe For A Child?
Directions: Allow at least 30 minutes for this
simulation.
You
have been transformed into a 10 month-old-baby.
You are alert and curious. You
are able to crawl quite well. You can
also pull yourself to a standing position and move around with the support of
furniture. Standing, you are about 28
inches tall.
Everything
you see is new and wonderful. You love
to grab things and put them into your mouth to explore them better. You are also teething, so it feels good to
chew on whatever is at hand. You like to
bang things, and have learned how to let go of things by throwing them.
YOUR
ASSIGNMENT:
This
is to be completed in a crawling position.
Begin in the living room or living area of your home. As you crawl around the room, use your
grown-up eyes to spot the potential dangers that you as a baby, might encounter. Also look for objects you might accidentally
destroy. From the living room, crawl to
your kitchen, bedroom, and bathroom. As
you continue to explore, list the danger spots you find on the chart below.
|
ROOM |
SAFETY HAZARD |
POTENTIAL
PROBLEM
|
WAY TO CORRECT THE SAFETY
HAZARD |
|
LIVNG ROOM OR LIVING AREA |
|
|
|
|
KITCHEN |
|
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BEDROOM |
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BATHROOM |
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Topic: Safety in the Home
Assignment:
In groups, you are to choose one of the
following assignments. These are to be
completed during this period and will be collected and then evaluated. Remember to relate to the safety of a toddler
in the home.
1. Create
a brochure on safety, including artwork.
ex: Safety Tips For Parents
2. Create
a poster on safety in the house.
3. Write
a radio commercial on child safety.
Record the commercial on the cassette recorder in class.
Directions:
1. List
all members of your group on a separate sheet of paper to be attached to your
finished product.
2. List
the procedure that was used in completing the assignment.
3. Complete
the evaluation form.
Note:
The brochures may be reproduced to
be used in Parenting classes. The posters may be displayed in the LYFE
center. The commercial may be played on
the PA system during the morning section announcements.
KITCHEN SAFETY
REFLECTION
EVALUATION:
As a group fill in the boxes by
commenting about today’s assignment.
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Names of students in our group: |
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Our Project product was: |
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We think that: |
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We’ll find out that: |
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We found out that: |
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Conclusions: |
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PARENT LETTERS
English and Spanish
Date:
Dear
Parent or Guardian:
The
State Education Department is producing teacher resource guides supporting the
learning standards approved by the Board of Regents for all students.
These
guides include a collection of “best instructional practices” which promote
student attainment of learning standards in the area of Parenting.
I
have designed a learning activity that is geared to these higher
standards. This lesson, along with
samples of student work related to the lesson, is being submitted to the State
Education Department for possible inclusion in the State’s curriculum resource
guides for 2001.
I
ask that you complete and sign the form below to allow the State Education
Department to publish your child’s work, should it be selected, for purposes of
teacher training and public education.
The work would appear without the student’s name or other identifying
information. Please return the form
below with your son/daughter.
Thank
you for your assistance in this important project.
Sincerely,
Jewel
Faerber
Health
teacher
************************************************************************************************************
I
give my permission for the State Education Department to use the work of
(Student) ________________________
with educators and the public for the purposes of
teacher training and public education with the understanding that the student’s
name and other identifiable information will not be disclosed.
___________ ________________________ _______________________
(Date) (Signature) (Relationship to student)
Estimados Padres:
El
departamento de educacuión del estado esta creando
recursos para maestros con el proposito de apoyar las
estatisticas aprobadas por la junta directiva para
todo estudiante.
Estos
recursos incluyen las mejores practicas para el
aprendizaje la cual promociona al estudiante para que aprendan las estatisticas en el area de la
enseńanza.
Yo he designado
un programa de aprendizaje usando las estatisticas.
Este programa junto a trabajos de estudiantes relacionado con la leccion han sido sometidos a la junta directiva del estado
para posibilidades de ser incluidas en las guias de
estudios para el ańo 2001.
Les pido que contesten y firmen el
formulario para que la junta educativa del estado permita que el trabajo de su
hijo(a) se editado y seleccionado para objectivo de preparacion de maestros y la educacion
publica. El trabajo aparecera sin identificacion.
El nombre o cualquier otra identificacion no sera revelada.
Favor de
devolver el formulario con su hijo(a).
Gracias
por su cooperacion en este proyecto.
Sinceramente,
Jewel Faerber
Health Teacher
************************************************************************************************************
Autorizo a la junta educativa del
estado para usar el trabajo de ____________________________ junto al educador
con el objetivo de preparar a
(nombre del
estudiante) maestros y a la educacion publica.
Siempre y cuando la identificaccion
de mi hijo(a) no sea revelada.
_________________ ____________________ _____________________
Fecha Firma Felaccion con el
estudiante
PRODUCT RUBRIC
|
DIMENSION |
PROFESSIONAL 4 |
SEMI- PROFESSIONAL 3 |
AMATEUR 2 |
NOVICE 1 |
SCORE |
|
Graphic Organizers H1B H1D H2A H2C FCS2A FCS2D CDOS3a.2A ELA1.1D |
Gathers, assesses
and synthesizes evidence to support toddler safety in the home. Shows meaningful awareness
of thinking making distinctions about the relative value and significance of
specific data, facts, and ideas. |
Gathers, assesses
and synthesizes evidence to support toddler safety in the home. Supplies
information sufficiently making distinctions about the relative value and
significance of specific data, facts, and ideas. |
Insufficient
evidence to support toddler safety in the home. Shows little
awareness of thinking. |
Insufficient
evidence. Supports safety in general. Shows no awareness
of thinking. |
_______x 4 |
|
Health Skills H1B H1D H2A H2C FCS2A FCS2D CDOS3a.2A |
Personalizes risk
to toddlers in own home with elaborate detail. Predicts and
determines consequences of personal decisions concerning safe conditions in
the home with accuracy. |
Personalizes risk
to toddlers in own home. Predicts and
determines consequences of personal decisions concerning safe conditions in
the home with accuracy. |
Information
presented shows risks in toddler but without references to own home. Prediction
of consequences are
not logical. |
Information
presented is generalized with no reference to toddlers. Prediction
of consequences are
not logical and are inaccurate. |
_______x 3 |
|
Product H1B H1D H2A H2C FCS2A FCS2D CDOS3a.2A |
Professional and
original art work or performance. Adapts health
message to parent audience. Promotes healthy
development for a toddler. Recognizes hazardous
conditions in the home and proposes solutions to reduce or eliminate them. |
Original art work
or performance. Adapts health
message to parent audience. Promotes healthy
development for a toddler. Recognizes
hazardous conditions in the home and proposes solutions to reduce or
eliminate them. |
Art work or
performance is very similar to a pre-existing work. and/or Target audience
for health message is unclear. and Promotes healthy
development for a toddler. Recognizes hazardous
conditions in the home and proposes solutions that may or may not reduce or
eliminate them. |
Art work or
performance is very similar to a pre-existing work. and/or Target audience
for health message is unclear. and/or Promotion of
healthy development is not connected to toddler safety. Hazardous
conditions recognized are limited and solutions do not effectively reduce or
eliminate them. |
_______x 3 |
|
Evaluation H1B H1D H2A H2C FCS2A FCS2D CDOS3a.2A |
Recognizes that personal
decisions and behavior affect the quality of safety in the environment, and
the health of toddlers. Demonstrates
problem solving ability with insight and elaboration. |
Recognizes that
personal decisions and behavior affect the quality of safety in the
environment, and the health of toddlers. Demonstrates
problem solving ability. |
Recognizes that
personal decisions and behavior affect the quality of safety in the
environment, and the health of individuals in general without reference to
toddlers. Problem solving
ability and conclusions do not follow logically. |
Connection
between personal decisions and behavior affecting the quality of safety is
not evident. . Problem solving
ability and conclusions do not follow logically. |
_______x 3 |
|
Reflection H2A ELA1.2B |
Responds to
questions insightfully with answers supported with strong, accurate evidence. |
Responds to
questions clearly supported with accurate evidence. |
Digresses from
questions and/or responds with limited or sometimes inaccurate evidence. |
Does not respond
and/or gives inaccurate evidence. |
_______x 3 |
TOTAL______________
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SCORING CHART
|
|
DO
NOW |
SAFETY
CHART |
HOMEWORK
CHART |
PRODUCT
RUBRIC |
TOTAL
POINTS |
|
HIGHEST POINTS
POSSIBLE |
10 |
14 |
12 |
64 |
100 |
|
STUDENT SCORE |
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|
|
8. Teacher Reflection
When I developed the lesson
on safety, I created it to be an integral part of the parenting lessons geared
to caring for a toddler. I never
expected the amount of enthusiasm that I was shown in class. I expected negative comments since my Health
class was on the topic of safety in general, not safety concerning young
children. They were thrilled to digress
from the curriculum. After two days,
they begged to continue the assignment.
Next year when I teach the Parenting course, I will definitely spend
more time on this topic. In the
students’ evaluations, some of them commented that they would have liked more
time for this experience.
Students absent on day 2 are
given an alternative assignment. All
projects and worksheets remain in the classroom with the exception of the
Homework.
I believe that by next year
the finished work will improve after I change the assignments. The homework simulation should be given over
a weekend so the students have more time to explore as toddlers. This would also give them additional time to
complete the Homework chart. Also, I
would tell them about the projects further in advance. Then they could decide on their projects and
write an outline of what they expect to accomplish in the completed project.
Another strategy to be
considered is to divide the group work so that students can be more productive
in a short period of time. Each group
could have one person to facilitate the discussion about day 1 & 2 reflections
and the Evaluation worksheet day 3.
Another person could act as a recorder.
As a result of the Statewide
Peer Review, on the student’s Evaluation chart “Our problem was” should be
changed to read “Our project problem was”.
In the future, the Product
Rubric could be improved by dividing it into smaller components, based on the
work that is involved.
Being a part of this learning experience has shown
me a different way of teaching a topic.
I had to learn about NYS learning standards and how to assess the work
of the students on a whole new level. I must admit that the process was as much
fun for me as it was for my students. It
was a lot of hard work but to see their joy and genuine pleasure while
displaying the finished projects was worth the effort.
SEQUENTIAL PLAN OF
INSTRUCTION TEMPLATE
|
Parenting
Standard(s): II |
Grade: 11-12 |
Discipline: Health |
|
Essential
Question(s):_How do adult choices in meeting the physical, intellectual,
emotional, social, and spiritual needs of a child affect the child’s health
and safety? |
# of lessons:
3 |
Length of
periods: 42 minutes |
|
Lesson components |
Day 1 |
Day 2 |
Day 3 |
Day 4 |
Day 5 |
|
Guiding
Question(s) |
II G. What are age appropriate ways of meeting a
child’s health and safety needs for each dimension of health? |
II G. What are age appropriate ways of meeting a
child’s health and safety needs for each dimension of health? |
II G. What are age appropriate ways of meeting a
child’s health and safety needs for each dimension of health? |
|
|
|
Activities |
·
Do Now worksheet and collect. ·
Teacher
presentation on toddler safety. ·
Safety
T-Chart worksheet and collect. ·
Do
Now with Reflection worksheet. ·
Assign
Homework: Is your home safe for a child? worksheet. ·
Oral
reflection |
·
Review
homework orally. ·
Assign
group projects of brochure, poster, or commercial. ·
Create
group project. ·
Oral
reflection. |
·
Evaluate
projects using: -Evaluation
worksheet -Reflection
connection. -Product rubric. |
|
|
|
Skills
Assessed |
DM.C.4 DM.C.6
SM.C.6 |
DM.C.4 DM.C.6
SM.C.6 |
DM.C.4 DM.C.6
DM.C.9 |
|
|
|
Learning
Standards and Performance Indicators |
H 2A, 2C, FCS 2A,2D CDOS 3a.2A ELA 1.1C NH 3.4 NFCS 15.2.1 |
H 1D, 2A, 2C FCS 2A,2D CDOS 3a.2A ELA 1.2B NH 3.4 NFCS 15.2.1 |
H 1B, 1D, 2A, 2C FCS 2A, 2D CDOS 3a.2A ELA 1.2B NH 3.4 NFCS 15.2 |
|
|
|
Assessment
Tool(s) |
·
Do
Now ·
Safety
T-chart ·
Do
Now with reflection ·
Teacher
observation ·
Class
discussion of reflection |
·
Homework ·
Project ·
Teacher
observation ·
Class
discussion of reflection |
·
Evaluation ·
Reflection
question ·
Product
rubric |
|
|
|
Reflection
question(s) |
Orally students
respond to: ·
After
today’s lesson, can you spot other safety hazards in the Do Now? ·
Can
you use what was discussed in class about safety in your own home? |
Orally students
respond to: ·
How
did you feel about the homework simulation activity? ·
How
did it feel to work as a team doing your project? |
Written
reflection on Reflection Connection: ·
How
can you use what you learned these past three days in your future? ·
How
ready are you for parenthood? |
|
|
Standards and
Commencement Performance Indicators:
NYS Health
Standard 1: Students will have the necessary knowledge
and skills to establish and maintain physical fitness, participate in physical
activity, and maintain personal health.
B. Demonstrate the necessary knowledge and
skills to promote healthy development into adulthood.
D. Evaluate how the multiple
influences which affect health decisions and behaviors can be altered.
Standard 2: Students will acquire the knowledge and
ability necessary to create and maintain a safe and healthy environment.
A. Recognize hazardous conditions in the home,
school, work place, and community and propose solutions to eliminate or reduce
them.
C. Recognize how individual behavior affects the
quality of the environment.
NYS Family and
Consumer Sciences
Standard 2: Students will acquire the knowledge and
ability necessary to create and maintain a safe and healthy environment.
A. Understand the stages of
child development and apply this knowledge to activities designed to enrich the
physical, social, mental, and emotional development of a young child.
B. Apply basic rules of health
and safety to a variety of home and work place situations.
NYS Career
Development and Occupational Studies
Standard 3a: Students will demonstrate mastery of the
foundation skills and competencies essential for success in the workplace.
2A. Use ideas and information to make
decisions and solve problems related to accomplishing a task.
NYS English
Language Arts
Standard 1: Students will read, write, listen, and speak
for information and understanding.
1.1C Use a combination of techniques (e.g., previewing, use of advance organizers, structural cues) to extract salient information from texts
1.2B Present a controlling idea that conveys an individual perspective and insight into the topic
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