'Walk and Ride Safely' Resource Kit - Capital Health

‘Walk and Ride Safely’ Resource Kit
Health & Life Skills K – 4

Table of Contents
Introduction .............................................................................................................. 3
Content Checklist .................................................................................................... 4
Learner Outcomes ................................................................................................... 5
Modules ................................................................................................................... 6
1. Pedestrian Safety ............................................................................................ 7
Lesson I: Get Me To The Other Side…Safely .......................................... 8
2. School Bus Safety .......................................................................................... 14
Lesson I: Get Me On The Bus and Off Again Safely ............................... 15
Quizzes ................................................................................................................... 23
Student Information ................................................................................................. 28
‘Student Pedestrian Safety Journal’ ................................................................... 29
‘Kidsafe Connection Child Pedestrian Safety’ fact sheet ................................... 31
‘Safe Kids Canada Pedestrian Safety Tips’ info sheet ....................................... 33
‘Pedestrian Safety’ certificate ............................................................................. 34
‘School Bus’ picture ........................................................................................... 35
‘Danger Zone’ .................................................................................................... 36
‘Practising the Letter S’ activity .......................................................................... 37
‘Bus Safety Rules’ brochure ............................................................................... 38
‘About School Bus Safety’ bookmark ................................................................. 40
‘School Bus Safety’ certificate ............................................................................ 42
Information Sources ............................................................................................... 43
2

Welcome to the ‘Walk and Ride Safely Resource Kit’
We are pleased to provide this resource kit free of charge to schools and community
agencies.
This kit was created to provide educators with the information and resources to
teach children ‘how to safely cross the street’ and ‘how to get on and off the bus
safely’. Included in this kit is a manual containing lesson plans, quizzes, and student
information sheets.
The ‘Walk and Ride Safely Resource Kit’ complements Alberta Education's Program
of Studies for Health and Life Skills for Kindergarten through Grade 4.
There are no time restrictions on the lessons, which provides the educator with the
opportunity to adapt all or portions of the lesson he/she feels best suits his/her
groups’ needs.
3

RESOURCE KIT
CHECKLIST
Educators: When borrowing the kit, please complete the ‘Educator Verification’ column.
Kit Managers: When kit is returned, please complete the ‘Kit Manager Verification’ column.
Educator: How did you hear about the kit? _________________________________
Date of kit loan: _________________________________
CONTENTS
Replacement
Cost
‘Walk and Ride Safely’ Manual $15.00
Educator
Verification
Kit Manager
Verification
‘Point, Pause, Proceed Video $15.00
Signs x 5 (Stop, Yield, Pedestrian $10.00 each
Crossing, Playground, Walk/Don’t
Walk)
Pylons x 4 and pole $20.00
Crosswalk mat $20.00
Plastic container for signs and lesson
plans
$10.00
‘Pooh’s Great Bus Adventure’ $50.00
Educator:
KIT MANAGER ONLY
Kit Manager:
Infection Control Complete:
(signature)
Date:
4

Linking ‘Walk and Ride Safely’ to the
Alberta Elementary Curriculum
The aim of the Health and Life Skills Program of Studies is to enable students to
make well-informed, healthy choices and to develop behaviours that contribute to
the well-being of self and others.
The “Walk and Ride Safely” Resource Kit was developed to complement Alberta
Education’s Program of Studies for Health and Life Skills, Kindergarten to Grade 4.
Following is a list of general and specific outcomes the resource kit was designed to
support.
Learner Outcomes:
WELLNESS CHOICES – General Outcome
Students will make responsible and informed choices to maintain health and to
promote safety for self and others.
Safety and Responsibility:
W - K.7
W - K.8
W - K.9
identify unsafe situations, and identify safety rules for protection
identify safety symbols
describe and observe safety rules in the home and the school
W - K.10 describe and demonstrate ways to be safe at home and away from home
W - 1.8
W - 1.9
determine reasons for and apply safety rules at home and at school
describe and apply appropriate street safety behaviours in the community
W - 1.10 recognize community helpers and identify how to seek their help
W - 2.7
identify and develop plans to use when dealing with pressure to engage in
behaviour that is uncomfortable or inappropriate
W - 2.10 identify members of personal safety support networks and how to access
assistance
W - 3.7
W - 3.8
W - 3.9
W - 4.8
identify strategies to avoid being bullied in different case scenarios
employ practices that provide safety for self and others
describe, apply and analyze appropriate safety behaviours in the local
community
expand practices that provide safety for self and others
W - 4.10 describe and demonstrate ways to assist with the safety of others
5

Modules
6

Pedestrian Safety
Module 1
Lesson 1: Get Me To The Other Side … Safely!
7

Module 1
Lesson 1: ‘GET ME TO THE OTHER SIDE…SAFELY!’
Objectives:
Upon completion of Lesson 1, ‘Get Me To The Other Side…Safely’, the student
will:
Identify and describe the five different road signs contained in the kit: Stop,
Yield, Pedestrian Crossing, Playground, Walk/Don’t Walk.
• Understand why children under the age of nine should always be
accompanied by adults or older children whenever they cross the street.
• Demonstrate how to safely cross the street while being accompanied by an
adult or older child.
Educator Background:
In Canada, children five to nine years old remain at high risk for pedestrian
injuries; in fact, it is the leading cause of injury and death for this age group. At
this age, their judgment and perceptual skills are still immature, yet they often
eagerly try to cross streets on their own in order to demonstrate some
independence.
Why do children lack good judgment about traffic?
Young children can’t see out of the corner of their eyes as well as adults
can.
• It is often difficult for children to determine the direction that sounds are
coming from.
• Children lack a sense of vulnerability.
Children have trouble judging how fast a vehicle is coming towards them
or how far away it is.
• Children can be easily distracted and impulsive.
• Children think that if they can see the driver, the driver can see them.
Children’s small stature means that they may not see hazards and drivers
may not see them.
What can be done?
Children under nine years of age should be accompanied by a responsible
adult or child over 9 years of age whenever they cross the street.
8

Crossing the street safely:
Cross only at pedestrian crosswalks or at corners.
• Stop before stepping onto the street.
• POINT – in the direction in which you are crossing to show drivers you want
to cross.
PAUSE – Look left, right, and left again.
• Listen for traffic.
• Wait until there are no oncoming vehicles or vehicles are stopped in all
directions.
Make eye contact with drivers so you know that they see you and they know
that you see them.
• PROCEED – Carefully cross the street with arm extended (walk quickly but
do not run), still looking left and right.
Additional information:
Pedestrians must stop at driveways, alleys, and areas without curbs.
• Remind children to never run out on to the street (chasing a ball, a pet, etc.)
• Teach children about the dangers of crossing the street between parked cars
(decreased visibility).
Pedestrians should walk on the sidewalk. In areas without sidewalks,
pedestrians should walk facing traffic.
• Pedestrians should wear bright colours and/or reflective clothing to ensure
drivers see them well.
Applicable resources:
‘Child Pedestrian Safety’ fact sheet (Kidsafe Connection)
• ‘Pedestrian Safety - Safety Tips’ info sheet (Safe Kids Canada)
• ‘Student Pedestrian Safety Journal’ activity sheet
‘Point, Pause, Proceed’ video (Alberta Transportation)
Notes to Educator:
Assemble the pedestrian crossing in an open space in the classroom.
• Place the signs you will be using in the pylon holders: Playground (child running
with a ball), Pedestrian (white with parent and child carrying books), Stop, Yield,
and/or Walk/Don’t Walk.
• After completion of the lesson, distribute the ‘Student Pedestrian Safety Journal’
(two pages) for a take home activity to be completed with parents.
9

Distribute ‘Child Pedestrian Safety’ fact sheet and ‘Pedestrian Safety – Safety
Tips’ info sheet to supplement the ‘Student Pedestrian Safety Journal’.
• After completion of the lesson, distribute signed ‘Pedestrian Safety’ certificate.
Get Ready:
Discuss why children, under nine years of age, should not cross the street alone and
how to cross the street properly by working through the Step-by-Step Lesson Plan.
Encourage brainstorming and discussion whenever possible. (Educator may wish to
select a student(s) to document class responses on the board, overhead, or chart
paper for future reference).
Explore and Apply:
Work through activities in the Step by Step Lesson Plan – ‘Get Me To The Other
Side…Safely!’
Step-by-Step Lesson Plan – ‘Get Me To The Other Side…Safely!’.
Educator asks: “Has anyone in this class ever crossed a street before?”
Class response:
I have, I have.
Educator asks: “Did anybody cross the street with you?”
Class response:
No, I always do it by myself.
Yes, my Mom or Dad.
Yes, my brother or sister.
Yes, my friend(s).
Educator asks: “How many of you think it is safe for you to cross the street alone?”
Educator may count the show of hands.
Educator asks: “Well class, I have to tell you that to safely cross the street you
should be nine years old. Does anyone know why?”
Class response:
Because we are too little
Not tall enough
Don’t know how
Educator asks: Those are all good answers, but the real reason is because your
brain isn’t fully grown yet and it doesn’t understand how to cross a street safely.
Let me give you some examples:
You can’t see out of the corner of your eye as well as adults can.
It is still difficult at your age to know what direction that sounds are coming
from (e.g. a siren) and you may turn the wrong way searching for that sound.
You can’t judge how fast a vehicle is coming towards you or how far away a
vehicle is.
You may not have the patience to wait for a stoplight to change or for cars to
stop at crosswalks, before you step out onto the road.
10

Educator asks: “So class, if it is not safe for you to cross the street alone, until you
are at least nine years of age, how can we solve this problem?”
Class response:
We could cross the street with our Mom, Dad, brother, sister, older friend,
grandma, grandpa, school patrol, or teacher.
Educator reminds class: “So class, you never cross the street alone and if you
need to cross the street, you need to ask your Mom or Dad or another adult or a
child older than 9 years old to help you get safely across the street.”
Educator asks: “Now that we know we need help from an adult or older child, do
you think there are any rules we should follow before we cross the street and while
we are crossing the street?”
Class response:
We look both ways and run fast!
We always use Point, Pause, and Proceed!
Educator shows 4 different signs to the class. Point to each sign and explain that
these signs indicate a good place to cross.
Stop
• Pedestrian
• Yield
Walk/Don’t Walk
Please note: Explain to children that if the WALK light changes to a flashing DON’T WALK while they
are crossing, they must continue to cross the street. Show the children what a DON’T WALK light
looks like and explain that when it is flashing they need to quickly finish crossing. Teach the children
not to enter a crosswalk when a DON’T WALK light is on (either flashing or solid).
Class Demonstrations:
Educator asks for a volunteer to demonstrate how to cross the street safely.
Educator reminds class that they must have a responsible adult or child over 9
years old crossing the street with them. Educator should actively participate in this
activity as the responsible adult or child over 9 years old.
Stand at the corner (stop sign or yield sign) or at the crosswalk.
• Stop before stepping onto the street.
• POINT – in the direction in which you are crossing to show drivers you
want to cross.
PAUSE – Look left, right, and left again.
• Listen for traffic.
• Wait until there are no oncoming vehicles or all vehicles are stopped in
both directions.
Make eye contact with drivers so you know that they see you and they
know that you see them.
11

• PROCEED – Carefully cross the street with arm extended (walk quickly
but do not run), still looking left and right.
Please note: If you have access to a remote control car, it can be used to help children learn to wait
for cars to pass before crossing.
Class Activities:
Educator may show the video – Point, Pause, Proceed.
• Educator may divide the class into small groups to practise crossing the
street safely. Those sitting at their desk will create posters for the hall
showing how to cross the street safely; one group at a time will go with the
educator to practise how to safely cross the street.
• Once the class has practised crossing the street, distribute the Student
Pedestrian Safety Journal (two pages) and the two pedestrian safety
information sheets and ask the children to document each time they have
crossed the street safely with an adult or child over 9 years of age. Have
the students bring in their journal weekly for a minimum of 3 months.
Once the children have shown that they know how to cross the street
safely distribute the ‘Pedestrian Safety’ certificates.
Additional Activities:
Role Play - Create scenarios in which the students role-play one or more
of the following situations (or they may choose to create one of their own).
Scenario #1 – You are playing soccer at the playground with your
friend and the ball gets kicked onto the street. What do you do?
Scenario #2 – You begin crossing the street at an assigned crosswalk
and the crosswalk signal changes to DON’T WALK. What do you do?
Scenario #3 – You are going for a walk and are about to cross a
driveway. What should you do?
Scenario #4 – You are ready to cross the street with your parent. What 5
things should you do before crossing the street?
Scenario #5 - There are several buses and cars parked along the street
and you need to cross. What should you do?
• Design a PowerPoint Presentation that supports the scenarios presented in
class or with photos of students in the class observing different kinds of
pedestrian safety rules.
12

• Have the students write a small script in which they act out/present their
scenario(s) to the class.
Design a poster/comic strip that goes with one of the scenarios presented in
class; post it in the classroom or in the school or community newspaper.
• Educator and students may play a game called ‘Red Light/Green Light’.
Everyone lines up on a straight line and faces the leader (who is across the
room). When the leader shows the ‘WALK’ symbol, all of the children
advance (walk) until the leader shows the ‘DON’T WALK’ symbol, then all of
the children need to stop. If a student is caught walking during the ‘DON’T
WALK’ symbol, they need to take 3 steps backwards. The first student to
reach the leader becomes the next leader.
• Educator may order, free of charge, student workbooks entitled ‘Walk the
Talk’ from Alberta Transportation (www.saferoads.com).
Please note:
Some of the resources contained in this pedestrian resource kit may not be suitable
for all age groups. Please adapt accordingly.
Information provided by Kidsafe Connection – www.capitalhealth.ca/kidsafe,
Safe Kids Canada – www.safekidscanada.ca, and Alberta Transportation –
www.saferoads.com.
13

School Bus Safety
Module 2
Lesson 1: Get Me On The Bus And Off Again … Safely!
14

Module 2
Lesson 1: ‘GET ME ON THE BUS AND OFF AGAIN … SAFELY!’
Objectives:
Upon completion of Lesson 1, ‘Get Me On The School Bus And Off Again …
Safely’, the student will:
Understand what the phrase ‘danger zone’ means when discussing school
buses.
• Identify and describe what to do while you are waiting for the school bus, how
to board the school bus, and how to get off the school bus.
• Describe the type of behavior that should be used while riding a school bus.
Educator Background:
Travel by school bus is one of the safest modes of transportation. Some people
are concerned about the lack of seat belts, but the interior of school buses are
designed to protect the occupants in a collision without seat belts. Adding seat
belts may not improve the safety of these vehicles.
Despite the safety precautions taken in the design of the bus, injuries from
school bus incidents do occur. Some injuries are the result of school bus
collisions, but children are also injured as pedestrians. This occurs when they
are struck by the school bus or other vehicle while crossing the road to get on to
the bus, or after getting off of the school bus.
Key Facts
Approximately three Canadian children are killed and 31 are injured each
year as pedestrians hit by a school bus.
• An average of 250 children age 14 or under are hospitalized every year in
Canada due to injuries suffered when riding in a school bus. Although the
number of incidents varies considerably from year to year, an average of 1
child dies as a school bus passenger every two - three years.
• One percent (1%) of all road collisions involves buses, including school
buses.
School buses are designed to protect passengers with a system called
compartmentalization, meaning that children will be confined within a
padded compartment in the bus in the event of a crash. The compartment
includes several key safety features: the seats are positioned close
together to form the confined area, the seats have high backs that are
designed to bend and absorb energy during a crash, and the seats are
anchored strongly into the vehicle.
15

Did you know?
Twice a day school buses in Alberta are responsible for the safe
transportation of young Albertans.
• School buses in Alberta travel hundreds of thousands of kilometers
everyday.
• Transport Canada says travel by school bus in Alberta is one of the safest
means of transporting children to and from school.
School buses are driven by conscientious, dedicated drivers.
• The greatest time of danger to students and for others on the roadways is
during the loading and unloading of a school bus.
• Most school bus collisions involve a bus being struck by another vehicle
from behind or children being struck while exiting or approaching a school
bus.
Students can reduce the risk of school bus injury by following some safety
guidelines.
What can be done?
Children need to be taught and reminded to stay away from the ‘Danger Zone’ –
the front, back, and sides of the bus – by at least three metres (ten feet) – five
giant steps.
When the school bus approaches the bus stop, children should line up with the
smaller children at the front and stay away from the bus until it stops.
After the bus has stopped, children should get on the bus one at a time. They
should hold on to the handrail while climbing the steps, then go directly to their
seat.
The people at the front of the bus should leave first. When it is their turn to get
off, children should carry all of their things in front of them, to the door. They
should hold on to the handrail when stepping off the bus.
Children should walk away from the bus so the driver can see them. Once they
are off the bus, they should stay away from it. If they drop something or have
forgotten something, they should get the driver’s attention immediately before
going to get it.
16

The ‘DANGER ZONE’
The ‘Danger Zone’ is the area on
all sides of the bus where children
are in the most danger of being hit.
Children should stay at least three
metres (ten feet) away from the bus
and never go behind it. They should
take five giant steps in front of the
bus before crossing, so they can be
seen by the driver.
Checklist for Getting on the bus and off again ... safely:
Stand in a group while waiting for the bus. No pushing or shoving.
• Stay out of the ‘Danger Zone’ until the bus driver lets you know it’s safe to get
on. If you can touch the bus, you’re too close.
• Once the bus arrives, line up with the smaller children at the front. Get on the
bus one at a time.
Use the handrail when getting on or off the bus.
• Sit down right away and stay seated until you leave the bus.
• Face forward and don’t throw things inside the bus or out the bus window.
Talk quietly and keep your head and arms inside the bus. Keep your feet out
of the aisle.
• Wait until the bus stops before standing. Move away from the bus and out of
the ‘Danger Zone’ right away when you get off the bus
• You always look all four ways before crossing the road – left, right, ahead,
and behind.
Always listen to school bus drivers – they’re in charge.
17

Additional information:
While riding the bus, children should follow these safety rules:
Be properly dressed for the weather.
• Never take rides from strangers even if you miss the bus.
• Be at your bus stop at least five minutes before the bus is scheduled to
arrive.
Applicable resources:
‘Bus Safety Rules’ brochure (Alberta Transportation)
• ‘About School Bus Safety’ bookmark (Alberta Transportation)
• ‘Pooh’s Great Bus Adventure’ DVD (Alberta Transportation)
Notes to Educator:
Set up chairs in the classroom similar to the inside of a school bus. You will
need seven chairs – six for your passengers and one for the driver (the driver
may be a student or yourself). Have ready the information from the ‘About
School Bus Safety’ bookmark.
• After completion of the lesson, distribute the ‘Practising the Letter ‘S’ assignment
as a take home activity to be completed by the student with their parents.
• After completion of the lesson, distribute ‘About School Bus Safety Rules’
bookmark and ‘Bus Safety Rules’ brochure to take home and share with parents.
After completion of the lesson, distribute signed ‘School Bus Safety’ certificate.
Get Ready:
Discuss the dangers that exist when getting on and off a school bus. Discuss how to
get safely on and off a school bus by working through the Step-by-Step Lesson Plan.
Encourage brainstorming and discussion whenever possible. (Educator may wish to
select a student(s) to document class responses on the board, overhead, or chart
paper for future reference).
Explore and Apply:
Work through activities in the Step by Step Lesson Plan – ‘Get Me On The Bus And
Off Again Safely’.
Step-by-Step Lesson Plan – ‘Get Me On The Bus And Off Again…Safely!’
Educator holds up the photo of a school bus (in student information section of this
manual) or points to one outside the window and asks: “Has anyone in this class
ever ridden in a school bus before?”
Class response:
I have, I haven’t.
18

Educator asks: “We have learned that there are safe ways of doing things and
unsafe ways of doing things. Just like when we learned about crossing the road
safely. Do you think there is a safe way of getting on a school bus?”
Class response:
Yes
Educator asks: “How many of you have ever heard the words ‘Danger Zone’ when
we talk about school buses?” Educator may count the show of hands.
Educator asks: “Does anyone know what the ‘Danger Zone’ is?”
Class response:
Underneath the bus
On top of the bus
Touching the bus
Educator asks: Those are all good answers, and you are real close. If you can
touch the bus – you are way too close to the bus and in the ‘Danger Zone’.
Educator discusses the ‘Danger Zone’ by drawing a bus on the board, overhead,
or chart paper or by holding up the picture of the ‘Danger Zone’ located in the
Student Information section of this manual.
Educator asks: “Now class do you think there are any rules we should follow while
we are waiting for the bus?
Class response:
Stand in a group while waiting for the bus. No pushing or shoving.
Stay out of the ‘Danger Zone’ until the bus driver lets you know it’s safe to get
on. If you can touch the bus, you’re too close.
Educator asks: “Now class do you think there are any rules we should follow when
the bus arrives and we board the bus?
Once the bus arrives, line up with the smaller children at the front. Get on the
bus one at a time.
Use the handrail when getting on or off the bus.
Educator asks: “How about when we are on the bus?
Sit down right away and stay seated until you leave the bus.
Face forward and don’t throw things inside the bus or out the bus window.
Talk quietly and keep your head and arms inside the bus. Keep your feet out
of the aisle.
Educator asks: “What do we do when we get to where we are going?”
Wait until the bus stops before standing. Move away from the bus and out of
the ‘Danger Zone’ right away when you get off the bus
You always look all four ways before crossing the road – left, right, ahead,
and behind.
Educator reminds class to always listen to school bus drivers – they’re in
charge.
Students might ask: “Why don’t school buses have seat belts?”
Educator may say: “Some people are concerned about the lack of seat belts,
but the interior of school buses are designed to protect the occupants in a
collision without seat belts. This is called compartmentalization.”
19

Educator reminds students: “You must always wear your seat belt or use a
booster seat while riding in a motor vehicle.”
Class Demonstrations:
Educator asks for a volunteer to demonstrate how to safely get on and off the bus
using the chairs set up in the classroom.
Educator reminds class about the ‘Danger Zone’ and uses the ‘About School Bus
Safety’ bookmark (student information section of this manual).
Educator may actively participate in this activity as either a student boarding the
bus or the school bus driver.
Class Activities:
Educator may show the DVD – ‘Pooh’s Great Bus Adventure’.
• Educator may divide the class into small groups to practise getting on the
school bus and off again safely. Those sitting at their desk can build an
egg carton bus or create posters showing a bus safety rule from the
‘About School Safety’ bookmark. One group at a time will go with the
educator to practise how to safety get on the bus and off again.
• Once the class has practised getting on the bus and off again safely,
distribute the ‘Practising the Letter S’ assignment, the ‘About School Bus
Safety’ bookmark, and the ‘Bus Safety Rules’ brochure to take home to
parents.
Once the children have shown that they know how to get on the bus and
off again safely distribute the ‘School Bus Safety’ certificates.
Additional Activities:
Role Play - Create scenarios in which the students role-play one or more
of the following situations (or they may choose to create one of their own).
Scenario #1 – You are standing in a group with your friends, waiting for
the bus. One of your friends starts running for the bus as soon as s/he
sees it come around the corner. What would you do/say? Would you
follow?
Scenario #2 – You are boarding the bus and your best friend doesn’t
use the handrail to get on the bus. What would you do/say?
Scenario #3 – You are riding on the bus and several of your friends keep
sitting up on their knees to look out the window. What would you do?
Would you do the same?
• Design a PowerPoint Presentation that supports the scenarios presented in
class or with photos of students in the class observing different kinds of
school bus safety rules.
20

• Educator and students may sing ‘The Wheels on the Bus’ creating their
own version using topics they have learned or by using the words below.
The wheels on the bus go round and round
Round and round, round and round
The wheels on the bus go round and round
All through the town.
The wipers on the bus go “Swish, swish, swish,
Swish, swish, swish, swish, swish, swish”,
The wipers on the bus go “Swish, Swish, Swish”
All through the town.
While waiting for the bus, I stay out of the DANGER ZONE, the
DANGER ZONE, the DANGER ZONE
While waiting for the bus, I stay out of the DANGER ZONE
All through the town.
When I get on the bus I hold the hand railing, the hand railing, the hand
railing.
When I get on the bus I hold the hand railing
All through the town.
When I get on the bus I sit quietly, quietly, quietly,
When I get on the bus sit quietly,
All through the town.
I wait for the bus to stop before I stand up, I stand up, I stand up
I wait for the bus to stop before I stand up
All through the town.
I move away from the DANGER ZONE after leaving the bus, leaving
the bus, leaving the bus.
I move away from the DANGER ZONE after leaving the bus,
All through the town.
I listen to school bus drivers because, they’re in charge, they’re in
charge,
I listen to school bus drivers because, they’re in charge
All through the town.
Have the students write a small script in which they act out/present their
scenario(s) to the class.
• Create a School Bus using an egg carton.
21

Materials: top of an egg carton, yellow paint, black marker, 2 plastic lids from
juice or milk containers, magazines
Create your own School Bus: Cut the lid off the egg carton and paint it
yellow. Have the children cut people’s faces from magazines for gluing onto
the egg carton lid (optional: they may draw these on their own). When the
paint is dry, glue on the plastic lids (wheels), and the magazine cut outs.
Photo courtesy www.dltk-kids.com
• Design a poster/comic strip that goes with one of the scenarios presented in class;
post it in the classroom or in the school or community newspaper.
When booking a field trip, inquire into the possibility of booking the bus for an
additional half hour before and after the field trip and discuss the ‘Danger
Zone’ as well as the ‘About School Bus Safety’ bookmark for getting on the
bus and off again safely.
• Educator may order, free of charge, student workbooks entitled ‘Walk the
Talk’ from Alberta Transportation (www.saferoads.com).
Please note:
Some of the resources contained in this ‘Walk and Ride Safely’ resource kit may not
be suitable for all age groups. Please adapt accordingly.
22

QUIZZES
23

Get Me To The Other Side Safely
Grade K & Grade 1 Quiz (oral quiz)
1. Who should help you cross the street safely until you are at least nine years of
age?
______________________________________________________________
______________________________________________________________
2. You can begin crossing the street safely by yourself when you are ______ years
of age or older.
3. What should you do before you cross the street?
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
Teacher’s Key:
1. mom, dad, school patrol, older child, teacher, etc.
2. 9 (nine)
3. Answers should include:
Have a responsible adult or child over 9 with me.
Stand at the corner (stop sign or yield sign) or at the crosswalk.
Stop before stepping onto the street.
POINT – in the direction in which you are crossing to show drivers you want to
cross.
PAUSE – Look left, right, and left again.
Listen for traffic.
Wait until there are no oncoming vehicles or all vehicles are stopped in either
direction.
Make eye contact with drivers so you know that they see you and they know that
you see them.
PROCEED – Carefully cross the street with arm extended (walk quickly but do
not run), still looking left and right.
24

Get Me To The Other Side Safely
Grade 2 - 4 Quiz (may be oral quiz)
1. Why is it unsafe for you to cross the road by yourself until you are at least
nine years of age?
______________________________________________________________
______________________________________________________________
______________________________________________________________
2. List the 4 signs learned in this lesson that show a good place to cross the street.
_____________________________________________________________
_____________________________________________________________
3. You can begin crossing the street safely by yourself when you are ______
years of age or older.
4. What should you do before you cross the street?
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
Teacher’s Key:
1. Answers may include:
You can’t see out of the corner of your eye as well as adults can.
It is still difficult at your age to know what direction that sounds are coming from (e.g. a
siren) and you may turn the wrong way searching for that sound.
You can’t judge how fast a vehicle is coming towards you or how far away a vehicle is.
You may not have the patience to wait for a stoplight to change or for cars to stop at
crosswalks, before you step out onto the road.
2. Signs include: Stop, Pedestrian Crossing, Yield, Walk/Don’t
3. 9 (nine)
4. Answers should include:
Stand at the corner (stop sign or yield sign) or at the crosswalk.
Stop before stepping onto the street.
POINT – in the direction in which you are crossing to show drivers you want to cross.
PAUSE – Look left, right, and left again.
Listen for traffic.
Wait until there are no oncoming vehicles or all vehicles are stopped in either direction.
Make eye contact with drivers so you know that they see you and they know that you
see them.
PROCEED – Carefully cross the street with arm extended (walk quickly but do not run),
still looking left and right.
25

Get Me On The Bus And Off Again Safely
Grade K & Grade 1 Quiz (oral quiz)
1. How many giant steps should you take so that you are outside of the ‘Danger
Zone’?
______________________________________________________________
______________________________________________________________
2. What should you hold onto when you are climbing onto the bus?
______________________________________________________________
3. What rules should you follow when you are riding the bus?
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
Teacher’s Key:
1. 5 (five)
2. Handrail
3. Answers may include:
Take your seat right away and stay seated until you leave the bus.
Face forward and don’t throw things inside the bus or out the bus window.
Talk quietly and keep your head and arms inside the bus.
26

Get Me On The Bus And Off Again Safely
Grade 2 - 4 Quiz (may be oral quiz)
1. Where is the ‘Danger Zone’?
______________________________________________________________
______________________________________________________________
______________________________________________________________
2. How big is the ‘Danger Zone’?
_____________________________________________________________
_____________________________________________________________
3. How many giant steps should you take in front of the bus before crossing the
road? ________________________________________________________
4. What should you do while you are riding the bus?
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
Teacher’s Key:
1. The ‘Danger Zone’ is the area on all sides of the bus where I am in the most danger of
being hit.
2. At least 3 m (10 feet) all around the bus.
3. They should take five giant steps in front of the bus before crossing, so they can be
seen by the driver.
4. Answers should include:
Face forward and don’t throw things inside the bus or out the bus window.
Talk quietly and keep your head and arms inside the bus.
Wait until the bus stops before standing.
27

STUDENT INFORMATION
28

Date
Student Pedestrian Safety Journal
Did we cross at Did we follow
Who helped
a crosswalk or the safety tips
me cross the
pedestrian on the back of
street today?
crossing? this sheet?
What do I still need
to work on?
Remember to:
POINT, PAUSE, & PROCEED!
29

Student Pedestrian Safety Journal - Notes to Parent(s)/Guardian(s)
Did you know…in Canada, children five to nine years old remain at high risk for
pedestrian injuries; in fact, it is the leading cause of injury and death for this age
group. At this age, their judgment and perceptual skills are still immature, yet
they often eagerly try to cross streets on their own in order to demonstrate some
independence.
What can be done?
Children under nine years of age should be accompanied by a responsible adult
or child over 9 years of age whenever they cross the street.
…information provided by Safe Kids Canada - www.safekidscanada.ca
Safety Tips to help you ‘get them to the other side … safely.’
Cross only at pedestrian crosswalks or at corners.
• Stop before stepping onto the street.
• POINT – in the direction in which you are crossing to show drivers you
want to cross.
PAUSE – Look left, right, and left again.
• Listen for traffic.
• Wait until there are no oncoming vehicles or all vehicles are stopped in
either direction.
Make eye contact with drivers so you know that they see you and they
know that you see them.
• PROCEED – Carefully cross the street with arm extended (walk quickly
but do not run), still looking left and right.
Other important stuff…
Pedestrians must stop at driveways, alleys, and areas without curbs.
• Remind children to never run out on to the street (chasing a ball, a pet,
etc.)
• Teach children about the dangers of crossing the street between parked
cars (decreased visibility).
Pedestrians should walk on the sidewalk. In areas without sidewalks,
pedestrians should walk facing traffic.
• Pedestrians should wear bright colours and/or reflective clothing to ensure
drivers see them well.
30

‘Kidsafe Connection Child Pedestrian Safety’ fact sheet (front)
To download this document, visit www.capitalhealth.ca/kidsafe under ‘fact sheets’.
31

‘Kidsafe Connection Child Pedestrian Safety’ fact sheet (back)
To download this document, visit www.capitalhealth.ca/kidsafe under ‘fact sheets’.
32

‘Safe Kids Canada Pedestrian Safety – Safety Tips’ info sheet
To download this document, visit www.safekidscanada.ca under ‘pedestrian’.
33

‘Pedestrian Safety’ certificate
Today I learned how to cross the road … safely.
Dear Parent(s)/Guardian(s),
Did you know … if I am less than 9 years of age I should
be crossing the street with an adult or responsible older
child?
Thanks for keeping me safe.
Student
Teacher
34

School Bus Picture
35

The ‘Danger Zone’
The ‘Danger Zone’ is the area on all sides of the bus where children
are in the most danger of being hit.
Children should stay at least three metres (ten feet) away from the bus
and never go behind it. They should take five giant steps in front of the
bus before crossing, so they can be seen by the driver.
Information provided by The National Highway Traffic Safety Administration
36

‘Practicing the Letter ‘S’
School Bus
s------------------------------------------------------------------------------
S
-------------------------------------------------------------------------------
Did you know … young children are most likely to be hit by a school bus because they:
• hurry to get on or off the bus,
• act before they think and have little experience with traffic,
• assume motorists will see them and will wait for them to cross,
• don't always stay within the bus driver's sight, or
• drop something as they get off the bus and run into the path of the bus to pick it up?
www.nhtsa.dot.gov
Parent/Guardian Signature
37

‘Bus Safety Rules’ brochure (outside view)
To order copies of this brochure, visit www.saferoads.com – Contact Us
38

‘Bus Safety Rules’ brochure (inside view)
To order copies of this brochure, visit www.saferoads.com – Contact Us
39

‘About School Bus
Safety’ bookmark
(front)
To order copies of this bookmark,
visit www.saferoads.com – Contact Us
40

‘About School Bus
Safety’ bookmark
(back)
To order copies of this bookmark,
visit www.saferoads.com – Contact Us
41

‘School Bus Safety’ certificate
Today I learned how to get on the school bus
and off again … safely.
Dear Parent(s)/Guardian(s),
Did you know … the greatest danger related to school
buses is when children are outside, not inside, the bus?
Thanks for keeping me safe.
Student
Teacher
42

Information Sources
Some of the information in this manual originated with or was adapted from the
following organizations:
Alberta Health Services
Alberta Transportation
National Highway Traffic Safety Administration
Safe Kids Canada
For more information visit
www.capitalhealth.ca/kidsafe or
e-mail kidsafe@capitalhealth.ca
Printed December 2008
43