KUTZTOWN UNIVERSITY

ELEMENTARY EDUCATION DEPARTMENT

LESSON PLAN FORMAT

Teacher Candidate: Tiffany Cressman and Dayanna Willis

Cooperating Teacher:

Date: 9/21/2015

Coop. Initials

Group Size: Whole Class Allotted Time 45 Minutes Grade Level 1st Grade
Subject or Topic: Safety

Section

STANDARD:
10.3.2.A:
Know and demonstrate the importance of rules to ensure safety.
10.3.2.B:
Identify general safety guidelines to follow at home, school, or community.
I. Performance Objectives
The first grade students will be able to discuss and identify rules to prevent injury indoors
and outdoors by showing their learned knowledge on a poster.
II. Instructional Materials
Chart paper
Markers
Crayons
Paint
Index Cards
Post Its
How Do Dinosaurs Stay Safe by Jane Yolen
III. Subject Matter/Content
A. Prerequisite skills
1. Gross Motor
2. Observation Skills
3. Language Skills
B. Key Vocabulary
1. Cross Walk used for helping people cross busy streets.

2. Seat Belt used to help people stay secure in their seats in any type of
moving vehicle.
3. Stranger a person who isnt known to another person.
4. Safe where you are out of harms way.
5. Injury harm or damage caused to a person.
6. Hazard where you should be cautious.
7. Rules tips that help us remain injury or problem free.
8. Exit Signs used to let us know where to exit buildings.
9. First Aid Kits used to help aid in fixing minor injuries.
10. Wet floor signs placed when people should be cautious of wet areas.
C. Big Idea
1. What are the ways in which we can prevent injuries around us
D. Additional content
1. None beyond vocabulary
IV. Implementation
A. Introduction
1. To introduce the injury prevention, the teacher will initiate a
discussion about the types of injuries everyone has been exposed to.
The discussion will revolve around the question, Have you or a
family membered ever been injured? If so discuss the injury, and how
and why it happened. If the students dont have any experience with
injury they can discuss an injury that they have heard about from a
friend.
2. Children will discuss at their tables their injuries and one person at
each table will share with the class an injury that they have received.
3. As a class you will come up with ways that the injury could have
possibly been avoided, and what they can do next time to keep
themselves safe from the injury.
B. Development
1. The teacher will pass out Post Its with the above vocabulary words.
Each table will get a set, and each table set will be a different color.
2. The teacher should have definitions to these words on spread out on
the board.
3. As a group the students will discuss where they think each post it goes.
4. After the students have about ten minutes to discuss their vocabulary
words, they will place their post its where they think they go.
5. The teacher will then read the definitions and ask why the students
chose to put their Post Its where they did.

6. After discussing the correct definitions to the words, ask the students
what we can do in the school setting to prevent injuries.
7. The teacher should record all their responses on a chart paper
displayed on the board. If there were any answers that didnt make
sense, discuss with the children why, and how they can change them to
make them more appropriate.
8. Using the information that the class has come up with on the chart
paper the class will be asked to make a poster promoting injury
prevention. The students will be broken up into groups of 3, and asked
to create a poster using one of the ideas on the chart.
9. Make sure that the students know to address the topics correctly, go
over the rubric with them and how they will be assessed.
10. The teacher will grade the posters by using the attached rubric.
11. Tell the children that their posters are going to be copied, and hung up
around the school to make sure that the whole school is practicing safe
habits.
C. Closure
1. The students will be read the story How Do Dinosaurs Stay Safe.
2. There will be a short discussion on how dinosaurs stayed safe, and
how it is similar to we stay safe to close the lesson.
D. Accommodations/Differentiation
1. To accommodate for Josh, a child with autism, we will make sure that
Josh is in a group that he feels comfortable with. This lesson involved
a lot of sharing so it is important that he is able to communicate with
his group members.
E. Assessment/Evaluation Plan
1. Formative The formative assessment will be the responses recorded
on the chart paper. Another formative assessment for this lesson will be
the injury prevention posters created.
2. Summative There is no summative assessment for this lesson.
V. Reflective Response
A. Report of Student Performance in Terms of Stated Objectives

B. Personal Reflection

Do the students fully understand the importance of safety, in the classroom and
outside of the classroom?

Can the students identify ways to prevent injury?

Do they understand the consequences of not taking proper safety precautions?

VI. Resources (in APA format)

Yolen, Jane. (2007). How Do Dinosaurs Stay Safe. Santa Fe, NM: The Blue Sky Press.

Safety Poster Rubric

Categories
Use of Class
Time

4
Focused on
getting project
done. Never
distracted
others.

3
Usually focused
on getting the
project done
and never
distracted
others.

Graphics &
Originality

Many of the
graphics used
on the poster
reflect an
exceptional
degree of
student
creativity in
their creation
and/or display.
The poster
includes all
required
elements
as well as
additional
information.
There are no
grammatical
mistakes on the
poster.

One or two of
the
graphics used
on
the poster
reflect
student
creativity
in their creation
and/or display.
All required
elements are
included on the
poster.

All items of
importance on
the
poster are
clearly
labeled with
labels that can
be
read from at
least
3 ft. away.

Required
Elements

Grammar

Labels

2
There was some
focus on getting
the project
done, but
occasionally
distracted
others.
The graphics are
made by the
student, but are
based on the
designs or ideas
of others

1
Did not use
class time to
focus on getting
the project done
OR often
distracted
others.
No graphics
made
by the student
are
included.

All but 1 of the

required
elements
are included on
the poster.

Several required
elements were
missing

There is 1
grammatical
mistake on the
poster.

There are 2
grammatical
mistakes on the
poster.

Almost all items

of
importance on
the
poster are
clearly
labeled with
labels that can
be
read from at
least
3 ft. away.

Several items of
importance on
the
poster are
clearly
labeled with
labels that can
be
read from at
least
3 ft. away.

There are more

than 2
grammatical
mistakes on the
poster.
Labels are too
small to view OR
no important
items were
labelled