Grades 4 ~ 6
TEACHING AND LEARNING CONNECTIONS
Activities included in this section have been developed
to meet learning expectations and skill and knowledge
development in the following curriculum:
 Science and Social Studies
 Language
 Health and Physical Education
 The Arts
 Mathematics
 Personal Development
Preparing students for life and work
Live Safe! Work Smart! Activity guide is designed to help you, the New Brunswick elementary school teacher, meet
curriculum expectations while you provide your students with critical health and safety skills and knowledge to live, play
and, eventually, work injury-free. Teaching health and safety to students and reinforcing safety in daily routines will make
a difference. You will prevent injuries and save lives. Students begin volunteering and some take on some paid work
while they are in elementary school. Foundational knowledge of health and safety, as early as Kindergarten, will instill
safe behaviours that will carry children through to adulthood and prepare them for safety lessons they will receive in
secondary school.
This resource was written and produced by a small team from the Ontario Ministry of Labour and the Workplace Safety
and Insurance Board, in cooperation with the Ministry of Education. To help meet specific outcomes within the New
Brunswick curriculum, WorkSafeNB has adapted the program.
ACKNOWLEDGMENT
WorkSafeNB wishes to extend a special thanks to the Ministry of Labour of Ontario for allowing us to adapt their Live
Safe! Work Smart! Program for use within New Brunswick schools. Without their contribution, this program would not
have been possible.
© Queen's Printer for Ontario, *2007. Reproduced with permission.
Introduction
In this pivotal period, in Grades 4 to 6, as you know, students move from crayons to computers. Seemingly overnight,
they move into young adulthood. As they begin to think of themselves as young ladies and men, they will also be thinking
about taking on odd jobs to make some extra money or perhaps working with their parents to “help out.”
It’s not uncommon to find youth in Grades 4 to 6 delivering flyers or newspapers, walking dogs, picking up golf balls,
cutting lawns, selling chocolate bars or starting to baby-sit to make a few extra dollars. Parents may be encouraging them
to take on these temporary jobs to start making their own money to buy the extras youth in this age group often want.
When there is a family business, like a store, deli, or construction business, parents and relatives may be having children
help out.
As a teacher, you have a special opportunity to influence positive behaviours among young students. By teaching them to
think about safety in daily activities or when planning a special event at school or home, you are preparing them for life.
This period of transition is a critical time to introduce students to some of the rules of work and safety issues that they
should think about. Even if they think they wouldn’t do something that is dangerous, when an adult pays them to perform
a task, or a family member asks them, they may feel obligated to perform the task.
The Grades 4 to 6 activity guide matches safety-related curriculum expectations, but also lays an important foundation of
knowledge that will prepare students for more advanced safety concepts taught in more senior grades.
It is our hope that you will incorporate The Live Safe! Work Smart! Activity guide whenever you are
teaching students about the importance of safety in the classroom and in their lives.
© Queen’s Printer for Ontario, *2007. Reproduced with permission.
NEW BRUNSWICK CURRICULUM LINKS
The Live Safe! Work Smart! Activity guide helps meet several New Brunswick Curriculum links.
The following outcomes can be met using this activity guide.
GRADE 4
Math
A7 compare and order decimals with and without models.
B1 add and subtract decimals involving tenths and hundredths, and whole numbers to five digits
B12 solve and create word problems involving adding and subtracting decimals (to hundredths)
D10 solve relevant problems involving millilitres and litres, grams and kilograms
F1 recognize and use a variety of methods for the collection and organization of data
F2 describe data maxima, minima, range and frequency
F3 read and interpret bar graphs, line graphs, pictographs and stem-and-leaf plots
F8 explore real-world issues of interest to students and for which data collection is necessary to determine an
answer
Health
Protecting yourself, your family and your community
A2) understand that personal behaviours and choices may affect safety of self and/or others
Science
Safety
408 show concern for their safety and that of others in carrying out activities and using materials
420 show concern for their safety and that of others in planning and carrying out activities and in choosing and
using materials
421 become aware of potential dangers
434 show concern for safety in planning, carrying out, and reviewing activities
435 become aware of the consequences of their actions
449 show concern for safety and accept the need for rules and regulations
450 be aware of the direct and indirect consequences of their actions
Sound
303-9 identify objects by thesounds they make
303-10 relate vibrations to sound production
303-11 compare how vibrations travel differently through air and a variety of solids and liquids
301-3 demonstrate and describe how the pitch and loudness of sounds can be modified
104-6 use the term “decibels” correctly in descriptions of sound intensity
104-1, 207-6 demonstrate processes for investigating the extent of noise pollution in their surroundings, and
work with group members to evaluate the processes used in investigating noise pollution
108-1,206-9 identify the positive and negative effects of technological devices that produce loud sounds and
identify the need for protection from loud sounds to prevent hearing loss
108-3 describe specific personal actions or products that can help reduce noise pollution
Arts
Students will be expected to use tools, materials and equipment safely and appropriately
Personal Development
1.4 Having completed the K-5 Personal Development and Career Planning Curriculum, each student will be
expected to understand, value, and practise responsible behaviour in the home, school, and community.
3.3 Having completed the K-5 Personal Development and Career Planning Curriculum, each student will be aware
of and value the development and maintenance of a healthy lifestyle.
English Language Arts
1. Students will be expected to speak and listen to explore, extend, clarify, and reflect on their thoughts, ideas,
feelings, and experiences.
2. Students will be expected to communicate information and ideas effectively and clearly, and to respond
personally and critically.
4. Students will be expected to select, read, and view with understanding a range of literature, information, media,
and visual texts.
5. Students will be expected to interpret, select, and combine information using a variety of strategies, resources,
and technologies.
6. Students will be expected to respond personally to a range of texts.
10. Students will be expected to use a range of strategies to develop effective writing and other ways of
representing and to enhance their clarity, precision and effectiveness.
GRADE 5
Math
A7 read and represent decimals to thousandths
A9 compare and order decimals
B1 find sums and differences involving decimals to thousandths
B8 solve and create addition and subtraction problems involving whole numbers and/or decimals
B9 solve and create multiplication and division problems involving whole
numbers and/or decimals
C2 recognize and explain the pattern in dividing by 10, 100 and 1000 and in multiplying by 0.1, 0.01 and 0.001
C3 solve problems using patterns
F1 use double bar graphs to display data
F2 use bar graphs to display and interpret data
F3 use coordinate graphs to display data
F4 create and interpret line graphs
F7 explore relevant issues for which data collection assists in reaching conclusions
Health
Protecting yourself, your family and your community
A1) describe their role in promoting safety and preventing injuries
Science
SAFETY:
408 show concern for their safety and that of others in carrying out activities and using materials
420 show concern for their safety and that of others in planning and carrying out activities and in choosing and
using materials
421 become aware of potential dangers
434 show concern for safety in planning, carrying out, and reviewing activities
435 become aware of the consequences of their actions
449 show concern for safety and accept the need for rules and regulations
450 be aware of the direct and indirect consequences of their actions
LIFE SCIENCE:
104-2 demonstrate and describe processes for investigating scientific questions and solving technological
problems
206-2 compile and display data, by hand or by computer, in a variety of formats including frequency tallies,
tables, and bar graphs
302-9 describe nutritional and other requirements for maintaining a healthy body
Personal Development
1.4 Having completed the K-5 Personal Development and Career Planning Curriculum, each student will be
expected to understand, value, and practise responsible behaviour in the home, school, and community.
3.3 Having completed the K-5 Personal Development and Career Planning Curriculum, each student will be aware
of and value the development and maintenance of a healthy lifestyle.
English Language Arts
1. Students will be expected to speak and listen to explore, extend, clarify, and reflect on their thoughts, ideas,
feelings, and experiences.
2. Students will be expected to communicate information and ideas effectively and clearly, and to respond
personally and critically.
4. Students will be expected to select, read, and view with understanding a range of literature, information, media,
and visual texts.
5. Students will be expected to interpret, select, and combine information using a variety of strategies, resources,
and technologies.
6. Students will be expected to respond personally to a range of texts.
10. Students will be expected to use a range of strategies to develop effective writing and other ways of
representing and to enhance their clarity, precision and effectiveness.
GRADE 6
Math
A5 demonstrate an understanding of the concept of percent as a ratio
B1 compute products of whole numbers and decimals
B8 solve and create relevant addition, subtraction, multiplication and division problems involving decimals
B11 calculate sums and differences in relevant contexts by using the most appropriate method
C2 use patterns to explore division by 0.1, 0.01 and 0.001
D6 solve measurement problems involving length, capacity, area, volume, mass and time
F1 choose and evaluate appropriate samples for data collection
F2 identify various types of data sources
F4 use bar graphs, double bar graphs and stem-and-leaf plots to display data
F9 explore relevant issues for which data collection assists in reaching conclusions
Health
Caring for yourself, your family and your community
A1) Identify injuries that are prevalent in the community
Personal Wellness
B1) Describe the domains of wellness and identify strategies for promoting their own wellness
Science
Safety
408 show concern for their safety and that of others in carrying out activities and using materials
420 show concern for their safety and that of others in planning and carrying out activities and in choosing and
using materials
421 become aware of potential dangers
434 show concern for safety in planning, carrying out, and reviewing activities
435 become aware of the consequences of their actions
449 show concern for safety and accept the need for rules and regulations
450 be aware of the direct and indirect consequences of their actions
Electricity
303-31 identify and explain the dangers of electricity at work or at play
205-9 use tools and apparatus such as batteries, bulbs, and wires in a manner that ensures personal safety and
the safety of others
106-4 describe examples of how our knowledge of the hazards of electrical shock has led to the development of
electrical safety features
Personal Development
1.2 Having completed the 6-8 Personal Development and Career Planning Curriculum, each student will be
expected to demonstrate the ability to assume responsibility for his/her personal behaviour.
English Language Arts
1. Students will be expected to speak and listen to explore, extend, clarify, and reflect on their thoughts, ideas,
feelings, and experiences.
2. Students will be expected to communicate information and ideas effectively and clearly, and to respond
personally and critically.
4. Students will be expected to select, read, and view with understanding a range of literature, information, media,
and visual texts.
5. Students will be expected to interpret, select, and combine information using a variety of strategies, resources,
and technologies.
6. Students will be expected to respond personally to a range of texts.
10. Students will be expected to use a range of strategies to develop effective writing and other ways of
representing and to enhance their clarity, precision and effectiveness.
Activities: Grades 4-6
Arts: A
English language Arts: ELA
Health: H
Music Education: Mu
Personal Development: PD
Science: Sc
Social Studies: SS
Math: M
Outcome(s)
Title of Activity
Purpose of Activity
Page
#
Identifying and
Solving Problems
1: Shouldering a
heavy burden
Students explore backpack safety
issues and calculate the safe
weight for their backpacks.
A: Safety; ELA: 1, 2, 4, 6; Sc: Safety; SS: Rules and responsibilities.
Gr.4: H: A2; M: A7, B1, B12, D10; PD: 1.4, 3.3;
Gr.5: H: A1; M: A7, A9, B1, B8, B9, C2; Sc: Life Science (104-2); PD: 1.4,
3.3;
Gr.6: H: A1; M: A5, B1, B8, B11, C2, D6; PD: 1.2
1
2: Safe and sound
Students learn the importance of
protecting their hearing.
A: Safety; ELA: 1, 2, 4, 6; Sc: Safety; SS: Rules and responsibilities.
Gr.4: H: A2; PD: 1.4, 3.3;
Gr.5: H: A1; Sc: Life Science (104-2); PD: 1.4, 3.3;
Gr.6: H: A1, B1; PD: 1.2
5
3: The buzz on
electricity
Students examine their usage of
electricity and identify potential
hazards.
A: Safety; ELA: 1, 2, 4, 6; Sc: Safety; SS: Rules and responsibilities.
Gr.4: H: A2; PD: 1.4, 3.3;
Gr.5: H: A1; Sc: Life Science (104-2); PD: 1.4, 3.3;
Gr.6: H: A1, B1; PD: 1.2
9
4: Kitchen hazard
hunt
Students identify and discuss
hazards in a restaurant kitchen.
A: Safety; ELA: 1, 2, 4, 6; Sc: Safety; SS: Rules and responsibilities.
Gr.4: H: A2; PD: 1.4, 3.3;
Gr.5: H: A1; Sc: Life Science (104-2); PD: 1.4, 3.3;
Gr.6: H: A1, B1; PD: 1.2
12
5: Safety gear: five
exercises
Five exercises to choose from to
teach students about safety gear.
A: Safety; ELA: 1, 2, 4, 6; Sc: Safety; SS: Rules and responsibilities.
Gr.4: H: A2; PD: 1.4, 3.3;
Gr.5: H: A1; Sc: Life Science (104-2); PD: 1.4, 3.3;
Gr.6: H: A1, B1; PD: 1.2
14
Students use their creative
talents to deliver a safety
message.
A: Safety; ELA: 1, 2, 4, 6; Sc: Safety; SS: Rules and responsibilities.
Gr.4: H: A2; PD: 1.4, 3.3;
Gr.5: H: A1; Sc: Life Science (104-2); PD: 1.4, 3.3;
Gr.6: H: A1, B1; PD: 1.2
22
7: What the numbers
tell us
Students analyze and graph
injury data or their own survey
results.
A: Safety; ELA: 1, 2, 4, 5, 6, 10; Sc: Safety; SS: Rules and responsibilities.
Gr.4: H: A2; M: F3; PD: 1.4, 3.3;
Gr.5: H: A1; Sc: Life Science (104-2, 206-2); PD: 1.4, 3.3; M: F1, F2, F3,
F4, F7;
Gr.6: H: A1, B1; M: F1, F2, F4, F9; PD: 1.2
23
8: Who, what, when,
where, why and
how?
Students ask someone who has
had an injury six basic questions.
A: Safety; ELA: 1, 2, 4, 6, 10; Sc: Safety; SS: Rules and responsibilities.
Gr.4: H: A2; M: F1, F2, F3, F8; PD: 1.4, 3.3;
Gr.5: H: A1; M: F1, F2, F3, F4, F7; Sc: Life Science (104-2, 206-2);
PD: 1.4, 3.3;
Gr.6: H: A1, B1; PD: 1.2
31
Emphasis on
Literacy
6: Now showing!
Safety and you!
9: Walking safely
Students learn how to avoid
injury while walking outdoors and
indoors.
A: Safety; ELA: 1, 2, 4, 5, 6, 10; Sc: Safety; SS: Rules and responsibilities.
Gr.4: H: A2; PD: 1.4, 3.3;
Gr.5: H: A1; PD: 1.4, 3.3;
Gr.6: H: A1, B1; PD: 1.2
32
10: Declare a ‘safety
week’
Declare a safety week in your
school and choose from five ideas
for students activities.
A: Safety; ELA: 1, 2, 4, 5, 6, 10; Sc: Safety; SS: Rules and responsibilities.
Gr.4: H: A2; PD: 1.4, 3.3;
Gr.5: H: A1; PD: 1.4, 3.3;
Gr.6: H: A1, B1; PD: 1.2
36
11: Safety crossword
puzzle
Students test their knowledge of
common workplace vocabulary by
completing a crossword puzzle.
A: Safety; ELA: 1, 2, 4, 5, 6, 10; Sc: Safety; SS: Rules and responsibilities.
Gr.4: H: A2; PD: 1.4, 3.3;
Gr.5: H: A1; PD: 1.4, 3.3;
Gr.6: H: A1, B1; PD: 1.2
37
Students find the names of safety
gear in a word search puzzle.
A: Safety; ELA: 1, 2, 4, 5, 6, 10; Sc: Safety; SS: Rules and responsibilities.
Gr.4: H: A2; PD: 1.4, 3.3;
Gr.5: H: A1; Sc: Life Science (104-2); PD: 1.4, 3.3;
Gr.6: H: A1, B1; PD: 1.2
39
Students crack the code in this
puzzle to find a safety message.
A: Safety; ELA: 1, 2, 4, 5, 6, 10; Sc: Safety; SS: Rules and responsibilities.
Gr.4: H: A2; PD: 1.4, 3.3;
Gr.5: H: A1; Sc: Life Science (104-2); PD: 1.4, 3.3;
Gr.6: H: A1, B1; PD: 1.2
41
Focus on
Vocabulary
12: Word search
puzzle: safety gear
13: Crack the code:
find the safety
messages
1
I DENTIFYING & S
P ROBLEMS



OLVING
Evaluation
Problem solving
Calculation
Te acher ’s Note
Activity 1: Shouldering a heavy burden
Many students are stressing their bodies with over-stu ed backpacks. Carrying too much weight isn’t good for
anyone, especially those with young, developing bodies. Heavy and unstable loads on their backs can also contribute
to tripping and painful falls. While we can’t select ergonomically correct backpacks for every student, they can learn to
lighten their loads and develop strategies at home and at school for carrying less weight in their packs.
G etting started
In the exercise on the following page,students use math and decision making skills to
assess their backpacks in the classroom or at home.They will determine the maximum
load they should be carrying and calculate the weight of their fully-loaded backpacks.
If their packs are too heavy they will assess what is necessary to carry and what’s
optional and develop a strategy to lighten their loads.
Of course, some of your students may have medical conditions that will require them
to carry a load less than the recommended 10% of their body weight.
How can teachers help?
Suggest students bring home a textbook
or binder only when there is a homework
assignment that requires them to use it.
Where available, have students transport
only CD versions of textbooks.
Suggest a backpack “discovery and clean up day” once every week or two to
have students go through the contents of
their backpacks and eliminate unnecessary
things they’re carrying.
Studies show that it takes 10–15 years
for ergonomic stresses to develop into
medical issues that need attention. So,
by the time students in Grades 4–6 are
themselves with back, neck and other
problems.
© Queen's Printer for Ontario, *2007. Reproduced with permission.
1
The handouts on pages 2 and 4 are provided
courtesy of the Ontario Chiropractic Association.
Did you know?
How much does your stuff weigh?
These are just averages - it’s best to weigh your own stuff.
Pounds
KG
The Essentials
Large textbook (each)
Small textbook (each)
100 page notebook (each)
Binder with paper
Laptop computer
Large paperback book
Sports gear
6.0
2.0
0.75
1.5
6.0
1.0
10.0
2.7
0.9
0.35
0.75
2.7
0.45
4.5
The Extras
Running shoes
20 oz water bottle
GameBoy
Snacks
Wet towel
Two drinks
10 CDs
2.0
0.25
0.5
2.0
2.0
2.0
0.5
0.9
0.68
0.25
1.0
1.0
1.0
0.25
2
Shouldering a heavy burden
What are you packing?
Here’s your assignment:
Step 1:
A.Weigh yourself without the
backpack:
B. Calculate 10% of your
body weight and write that
number down here. This is the
maximum weight you should
carry in your backpack.
Step 2:
C.Weigh your backpack with
all the stu you usually have in
it:
Step 3:
Put the weight of your back pack here (C)
Subtract your maximum load (B)
Answer
kg/lbs
kg/lbs
kg/lbs
kg/lbs
kg/lbs
kg/lbs
If you got a negative number, congratulations,your backpack isn’t
too heavy for you.
If you got a positive number, like 2 or 4, that is the number of
kg or lbs you need to remove from your backpack to lighten
the load and make it safer for you to carry.
Live Safe! Work Smart!
© Queen's Printer for Ontario, *2007. Reproduced with permission.


Evaluation
Problem solving
Activity 1: Shouldering a heavy burden, continued
Lightening backpack loads isn’t the only solution towards improving stress on the back. There are various ways in which
backpack related injuries can be prevented, including posture, type of backpacks used, and methods of packing. The
following activities are provided for you to educate your students on ways to prevent back and neck pains resulting from
incorrect backpack habits.
G etting started
Photocopy the h andout on the following pag e and give it to your students.Use
it as the basis for a demonstration of the correct ways to use a backpack.
Bring in your own backpack if you use one or ask for a volunteer from the class.
Have the owner of the pack put in on and then do an assessment of how well
the straps have been adjusted to minimize strain on the user’s back.
Once the correct techniques have been established have everyone in the class
try adjusting their pack.Many students may not be using all the straps correctly
and might have the weight inside their packs distributed incorrectly.
You could ask students to look at the handout again a week or two later to see
if they have maintained good backpack habits.
© Queen's Printer for Ontario, *2007. Reproduced with permission.
3
1
IDENTIFYING & SOLVING
PROBLEMS
Teacher’s Note
Don’t throw yourself a curve by carrying
the weight of the world in your pack.
4
Tips for a healthy back
So what’s the best way to carry a
pack? Pack it light. Wear it right.
Got a hunch you’re not
going to want to look like
this. But you could, unless
you lighten your pack.
That load will seem a
lot lighter if you pick
a pack with plenty of
compartments.
S-s-straighten up! Unless you
want to be leaning like this
all your life, lose some of the
load o your shoulder.
You’ve got two shoulder
straps.Wear them both. Place
your pack on the table, and
put it on one strap at a time.
Get the lead out of your pack!
Always bend your knees to lift.
If you don’t,you’ll be heading
for back trouble.
Live Safe! Work Smart!
© Queen's Printer for Ontario, *2007. Reproduced with permission.
Carry the heaviest items
closest to your body. Use
your waist belt, and adjust
the straps.



Identifying issues
Evaluation
Problem solving
Activity 2: Safe and sound, part 1
Students will learn more about hearing protection once they start working, but this is something they need to know
about now. With the popularity of MP3 devices the danger of hearing loss among children has become a serious
concern for health professionals. Students should be aware of the danger to their hearing in the everyday activity of
listening to music with earphones.
G etting started
The Listen toYour Buds website is an entertaining
way for your students and their parents to learn
about MP3 players and hearing loss.You could visit
the site and download, copy and hand out one of
the bookmarks that have been designed to appeal
to young people.They provide the URL of the site.
Students could take one of the bookmarks home
and show it to their parents so they can look at the
site together.
Listen To
Your Buds
Listen To Your Buds is a consumer awareness campaign
by the American Speech-Language-Hearing Association
about the potential risk of hearing loss from unsafe
usage of personal audio technology.
Visit www.listentoyourbuds.org to find attractive and easy -to- use resources
for students, parents and educators:
 There is a interactive game for students age six and older that helps them
understand when to turn down the volume on their MP3 players.
 PDFs of bookmarks and a colouring banner for children are available
for download.
 For parents and educators there are videos about MP3 players and
hearing loss, loud noises and hearing loss and how the ear works.
 Practical advice is provided for parents to help them protect their
children against hearing loss from MP3 players.
 The site has a list of the top three things teachers can do to help their
MENU
students avoid hearing loss along with a list of further resources available
for use in the classroom.
© Queen's Printer for Ontario, *2007. Reproduced with permission.
5
2
IDENTIFYING & SOLVING
PROBLEMS
Teacher’s Note



Identifying issues
Evaluation
Problem solving
Activity 2: Safe and sound, part 2
6
2
IDENTIFYING & SOLVING
PROBLEMS
The learning expectations for Grades 4 to 6 require that students learn about sound, sources of sound, the
e ects of noise on people and how to control harmful noise. Noise and noise control are both social and
workplace issues. This activity provides an opportunity for students to learn that exposure to harmful noise
levels can be controlled if we understand when it’s dangerous.
G etting started
The handout on the next pag e provides some basic facts about noise that your students
need to know to protect their hearing.This could form the basis of a class discussion.
The exercise on page 8 called “Too much noise? ” asks students to read a chart with
noise levels for some common sounds (data from The Canadian Hearing Society) and
decide whether the individuals in the six scenarios should be using hearing protection.
The ability to make the right choice could help preserve their hearing in the future.
For more information …
The Canadian Hearing Society’s website
provides a wealth of knowledge on topics
related to hearing.
Answers: John, Susie, Edgar,Augusto
Note: Before starting this exercise you might nd it useful to try the“Bright Ideas.” One
provides a good way to help students understand the seriousness of hearing loss. The
second is a way to illustrate hands -on how hearing protection works.
www.chs.c a
 SILENT CHARADES Write a number of statements on pieces of paper. Have each students select a statement
B
R
I
G
H
T
I
D
E
A
S
and act it out for the class. Ensure no one makes a sound.When someone thinks they know what the
person is doing, they must write it down,raise their hand and show it to the person to see if they got it
right. The person who is doing the charade should silently indicate if they got it right or wrong. After the
activity, ask the class ho
was for them not to speak during the charade. Discuss the challenges
faced by a hearing impaired person in everyday situations.
 HEARING PROTECTIONDEMONSTRATION If you are able to purchase some ear plugs or a set of ear mu s,you
could demonstrate how to use hearing protection and have some of the students try it. Since you can
only use one set of ear plugs per person class participation will depend on your budget.
Te ache r ’s Note
© Queen's Printer for Ontario, *2007. Reproduced with permission.
Live Safe! Work Smart!
What you need to know
about noise


Noise can come ffrom something we
e enjoy – like our favourite song on the radio –
being played
ayed too loud.
Damage
ge to our ea
ears depends on the volume
olume of the noise and h
how long we listen.
If you
ou are listening to music and you can’tt hear someone near
nearby talking to you, the
music
usic could hu
hurt your ears.

Once you
ou lose some of your hearing
ing it will ne
never
er come ba
back.

Sound levels
l
are
e measu
measured
ed in decibels (dB).



New Brunwsick llaw
w ssays
ys that bosses in facto
ffactories
actories
ies and other indust
industrial workplaces must make
sure workers
ke don’tt lose their hea
hearing
ing because of noise at work.
To
o protect
otect our hea
hearing
ing ffrom noise we
e need to use hea
hearing protection like ear mu s or
ear plugs when we are
e aaround
ound sounds at high llev
levels.
It’s important
tant to know ho
how
ow long we will be around the noise and roughly how many
o
decibels it is to decide if we need to wear protection.
© Queen's Printer for Ontario, *2007. Reproduced with permission.
7

Common sounds
Noise (dB)
Jet engine
Night club
140
120
Football game
(stadium)
Power saw
Rock band
117
Snowmobile
Garbage truck
105
100
Farm tractor
Subway
Lawnmower
Motorcycle
Electric razor
Some factories
98
90
Average city traffic
Normal conversation
Refrigerator
Whisper
Normal breathing
80
60
40
30
10
110
85
Circle the person’s name if you think they
should be using ear plugs or ear muffs.
Use the chart to make your decision.
Notes
Painful
Starts to hurt
John has a summer job at a cemetery where he
cuts grass all da
ve days a week.
If you hear this for more than
one minute every day you risk
losing some of your hearing
for good.
You shouldn’t be around this
noise without protection for
more than 15 minutes a day.
Hearing damage begins if
you are around the noise for 8
hours or more in a day. Hearing
protection should be used.
Pearl is walking home from school along a
street with heavy tr
Susie is in a rock band and practices in her
basement every day.
Edgar is helping his uncle make furniture in
the garage and stands beside him while he cuts
pieces of wood using a power saw.
Augusto got great tickets for a hip hop show
and now he’s sitting in the front row.
Ankur rides a snowmobile once a week in the
winter. Each trip takes her about 5 minutes.
Live Safe! Work Smart!
© Queen's Printer for Ontario, *2007. Reproduced with permission.
8
Too much noise?
3
IDENTIFYING & SOLVING
PROBLEMS
Identifying issues
Analysis
Identifying solutions
Activity 3: The buzz on electricity
Knowledge of electrical safety principles is critical to staying safe. Being able to identify electrical hazards and letting
people know there is a danger are basic skills that can save lives. This simple exercise provides some information
about electrical hazards and asks students to apply it in their daily lives.
Sample diary:
Time
What did you use that
runs on electricity?
Did you see anything
dangerous? If yes, what?
Who did you tell
about it?
What was done to fix the problem?
7 a.m.
Alarm clock
Too many cords plugged
into one outlet
My parents
We moved some things to another outlet.
7.15 a.m.
Toaster
No
Computer
Cords tangled
My teacher
We tidied up the cords.
10 a.m.
Sample
G etting started
Photocopy the handouts provided on the following two pages for your students.
The rst handout has some basic information that will give students an idea of
some of the dangers associated with electricity.
The second handout is a template for an electrical safety diary. Ask your students
to record their experiences with electricity over one full day.
You might need to provide more than one copy of the template so students will
have enough room to record all of their experiences.The sample diary provides
some typical entries.
© Queen's Printer for Ontario, *2007. Reproduced with permission.
9



Te ache r ’s Note
1. Make sure plugs and cords are in good shape.

Don’t use appliances or extension cords if the plastic covering on the wire is
broken and you can see the metal wire inside.

Don’t use three -pronged plugs if one of the prongs is broken o .

Don’t use cords if they are frayed, split, tangled or tied in knots.
2. Be smart with electricity.


Don’t put y
gers into electrical outlets.
If your bread gets stuck in a toaster, don’t use a metal knife to get it out while the toaster
is plugged in!

Don’t put too many plugs in an outlet. Most wall outlets are meant to have only two plugs.

Never touch a power line and never let a ladder or pole touch one.
3. Electricity and water do not mix.


Keep things that use electricity and their cords away from water.
For example, keep your hair dryer away from the sink or bathtub.
Keep things that have a battery (like an MP3 player) out of the rain.
Live Safe! Work Smart!
© Queen's Printer for Ontario, *2007. Reproduced with permission.
10
The buzz on electricity: three things to remember
Live Safe! Work Smart!
Electrical safety diary
Time
(example)
7 a.m.
What did you use that
runs on electricity?
Did you see anything
dangerous? If yes, what?
Who did you tell
about it?
What was done to fix the problem?
Alarm clock
Too many cords plugged
into one outlet
My parents
We moved some things to
another outlet.
© Queen's Printer for Ontario, *2007. Reproduced with permission.
11
How many times a day do you use electricity? There could be a hazard each
time you do. Keep a diary of your use of electricity for one day right from the
time you wake up until you go to bed.



Identifying issues
Evaluation
Problem solving
Activity 4: Kitchen hazard hunt
12
4
IDENTIFYING & SOLVING
PROBLEMS
Kitchens can be very dangerous places to work in. However, if you know the dangers and avoid them, you can
keep yourself safe. This activity is designed to get your students thinking about some of the things that can be
hazardous in kitchens.
He could hurt his back
by reaching up to lift
objects.
Pot on stove could
cause steam burns.
Burners should be off if
not in use so no one gets
burned.
Hot oven should
be closed.
Grease on the floor is
slippery.
She could cut herself
with the knife.
A knife should be put
away when not in use.
Chemical containers
are not labelled.
G etting started
Photocopy and hand out the picture of the kitchen on page 13 for individual assignments, or make
a transparency of the picture and project it for a class discussion. Ask students to identify the
situations in the kitchen that can make it dangerous for the people who work there.Eight hazards are
identified on this page, but your students may find more! When they find a hazard ask them to state
what is wrong, what could happen if the hazard isn’t fixed, and what needs to be done to eliminate
the danger.
Teacher’s Note
© Queen's Printer for Ontario, *2007. Reproduced with permission.
Live Safe! Work Smart!
© Queen's Printer for Ontario, *2007. Reproduced with permission.
Source: Work Safe! University of California at Berkeley
13
Try to identify as many hazards as you can in the picture below.
Why are they hazards? How can you prevent those hazards?


Logic
Analysis
Activity 5: Safety gear, five exercises
14
5
IDENTIFYING & SOLVING
PROBLEMS
Most of your students already know something about safety gear. They wear a helmet while riding a bike or
playing hockey. On the street, they see police officers with traffic vests, fire fighters with special coats and boots
and construction workers with hard hats.
Throughout the Grade 4 to 6 curriculum there are learning expectations about the importance of personal safety,
specifically about using appropriate protective equipment. Five exercises with varying degrees of difficulty are
provided so you can pick which ones suit your class and students. Exercise A is the simplest, asking students to
draw from their own experience.
Answers:
Exercise A: Safety gear brainstorming
G etting started
Have students take a blank piece of paper and make three
columns. In the first column they will list all the different types
of safety gear and protective equipment used at home or in
sports activities.In the second column they will write what the
safety gear does to protect them and in the third column where
and/or when the gear is used. This activity could also be done in
small groups or as a class activity, listing the items on the board.
Safety gear
How it protects
you
When or where it
is used
Rubber gloves
Keep chemicals off
your hands
Dishwashing and
painting
Bike helmet
Protects your head
from impact if you
fall
At all times when
riding a bike
Warm clothing
Keeps your body
warm
In cold weather,
for activities like
skating
Boots
Keep your feet
warm and keep you
from slipping on
snow or ice
In slippery
conditions in cold
winter weather
Hockey helmet
Protects your head
if you fall or get hit
in the head
Playing hockey
Elbow and knee
pads
Protect you from
scrapes if you fall
Roller blading,
skateboarding
Safety glasses
Protect your eyes
from flying objects
When cutting or
chipping wood,
pouring chemicals
Ear muffs
Protect your ears
from frostbite
In cold weather,
while skating
Teacher’s Note
© Queen's Printer for Ontario, *2007. Reproduced with permission.



Logic
Analysis
Planning and
organizing
Activity 5: Safety gear, five exercises, continued
Exercise B builds on Exercise A by asking students to find out about safety gear worn while working. It will get them
thinking about what they will need to wear for different activities. They will have a chance to see and try on safety gear
that might be new to them.
Safety gear
Rubber gloves
Exercise B: Safety gear fashion show
Bike helmet
G etting started
Have students organize a safety gear fashion show for
other classes to watch.The fashion show should include
a variety of safety gear,including items worn at home and
in sports as well as items worn on the job such as hard
hats and traffic vests. While a student models a piece
of safety gear, the announcer will describe the safety
gear and why it is important. Student roles can include
organizing, modeling, writing scripts and announcing.
Students can bring in their own safety gear like bike
and hockey helmets, elbow and knee pads, ear muffs,
and boots. Safety glasses and goggles might already
be available if you have tech classes or science labs in
your school. Some gear (safety glasses, gloves) can be
purchased at low cost from discount or dollar stores.
Typical content for a script is provided on this page. Of
course it will vary depending on the items available for
the show.
Why it’s important to use it
To protect your hands while dishwashing, painting,
working with animals.
Wear a helmet to protect your head. It only takes one
fall to suffer a serious head injury.
Warm clothing
In cold weather you need warm clothes so you don’t get
frostbite.
Boots
In cold winter weather boots protect your feet and help
you walk safely on icy, slippery ground.
Hockey helmet
When playing hockey you need a helmet to protect
your head if you fall or are hit by a stick, the puck or
another player.
Elbow and knee
pads
Pads will protect you if you fall when roller blading or
skateboarding.
Safety glasses
Safety glasses protect your eyes when cutting or chipping wood, pouring chemicals or doing anything where
there is a chance something will fly up or splash into
your eyes.
Ear muffs
Ear muffs keep your ears from being frostbitten if you
are outside in cold weather.
Hard hats
On a construction site things can fall on your head.
Safety vests
Ear plugs
Safety goggles
These make you visible when working around
moving cars.
These protect your hearing when you are around noise.
Goggles protect your eyes if you are working with
liquids that can splash into your eyes.
© Queen's Printer for Ontario, *2007. Reproduced with permission.
15
5
IDENTIFYING & SOLVING
PROBLEMS
Teacher’s Note


Logic
Analysis
Activity 5: Safety gear, five exercises, continued
Exercise C , best suited to students in Grade 4, illustrates that di erent types of equipment are worn to protect
workers on the job. This will familiarize them with workplace vocabulary as it relates to safety gear. ( Exercise E
on page 20 is a more advanced exercise with similar content, more suitable for Grade 5 and 6 students.)
Exercise C: Identify the safety gear
G etting started
Photocopy the handout on the next page
and ask your students to put the number
matching each type of safety gear into the
box beside its name.
Answers:
1. Hard hat
5. Apron
2. Hearing protection
6. Gloves
3. Safety glasses
7. Safety
footwear
4. Dust mask
Te ache r ’s Note
© Queen's Printer for Ontario, *2007. Reproduced with permission.
16
5
IDENTIFYING & SOLVING
PROBLEMS
Live Safe! Work Smart!
Can you identify the safety gear?
Look at the picture below and try to match up the safety gear with the items the workers are wearing.
Hard hat
Apron
Dust mask
Gloves
Safety footwear
Safety glasses
© Queen's Printer for Ontario, *2007. Reproduced with permission.
17
Hearing
protection


Logic
Analysis
Activity 5: Safety gear, five exercises, continued
18
5
IDENTIFYING & SOLVING
PROBLEMS
Exercise D is a great way to help students relate safety gear used at home and in sports to the safety gear
used on the job. It is probably best suited to students in Grade 4.
E
H
Exercise D: Match the gloves
G etting started
Hand out a photocopy of the next page and have students work
on thei r ow n, or mak e an over head and use i t for a c lass ac ti vi ty.
To add some complexity to the exercise, ask students why they
think this type of glove is used and what hazard it protects the
user from.
F
C
Answers:
D
G
B
Te ache r ’s Note
© Queen's Printer for Ontario, *2007. Reproduced with permission.
A
Live Safe! Work Smart!
A
E
B
F
C
G
D
H
© Queen's Printer for Ontario, *2007. Reproduced with permission.
19
Match the glove to the place you would wear it.


Logic
Analysis
Activity 5: Safety gear: five exercises, continued
Exercise E asks students to identify safety gear, think about who would wear it, and consider why they would
need to use the gear. This exercise will help the students make connections between safety gear and the
working world. Some of these types of gear will be used in school when doing special projects in art, science
or technology.
 Safety boots
 Construction workers
Exercise E: Safety gear questionnaire
 Heavy or sharp things falling on their toes
G etting started
Photocopy and distribute the handout on the next page.
Students can work together to answer the questions on the
handout.They may need to help each other to think of the
types of jobs where people would wear the various types of
safety gear.
Answers:
 Safety vest
 Anyone directing traffic or working
on a road
 Being hit by cars because drivers can’t
see them
 Safety glasses
 People doing things where debris may fly
 Hard hat
into their eyes
 Construction workers
 Things falling on their head
 Injury to the eyes from flying debris
 Ear muffs
 Firefighter’s hat
 People working in noisy areas
 Firefighters
 Hearing loss;ringing in the ears
 Things falling on their head
Teacher’s Note
© Queen's Printer for Ontario, *2007. Reproduced with permission.
20
5
IDENTIFYING & SOLVING
PROBLEMS
Live Safe! Work Smart!
Safety gear questionnaire
Name the safety gear:
Name the safety gear:
____________________________________________
____________________________________________
Who would wear this:
Who would wear this:
____________________________________________
____________________________________________
What does the safety gear protect them from:
What does the safety gear protect them from:
____________________________________________
____________________________________________
Name the safety gear:
Name the safety gear:
____________________________________________
____________________________________________
Who would wear this:
Who would wear this:
____________________________________________
____________________________________________
What does the safety gear protect them from:
What does the safety gear protect them from:
____________________________________________
____________________________________________
Name the safety gear:
Name the safety gear:
____________________________________________
____________________________________________
Who would wear this:
Who would wear this:
____________________________________________
____________________________________________
What does the safety gear protect them from:
What does the safety gear protect them from:
_____________________________________________
_________________________________________
© Queen's Printer for Ontario, *2007. Reproduced with permission.
21
Look at the pictures and answer the questions beside each picture.
6
EMPHASIS ON LITERACY
Creativity
Communication
Understanding rules
Activity 6: Now showing! Safety and you!
In this activity, singers, actors, movie makers and artists can all show off their talents! Every school and/or teacher has
a few rules in the classroom for the safety of students, and most students will know simple rules about safety (look both
ways before crossing the street, don’t stand up on tables and chairs, don’t play with matches etc.). Small groups of
students can present important safety messages in a skit, song, on film, or with posters.
G etting started
Students should work in groups of two or more based on the
type of presentation they will make.The singers/musicians may
be in one group and artists and actors in another. Each group
will need to think about the safety rules and/or messages they
want to communicate and develop an oral or visual presentation
for the class. The maximum times for the presentation should
be five minutes, followed by five to ten minutes for a teacher led classroom discussion analyzing the messages delivered and
the effec ti veness of the c ommuni c ation. Poster s c an be used as
visual aids for presentations by actors.
Presentation ideas:
 Change the words of a popular song to messages about safety
(students can sing along with instruments or do karaoke).
 Make a short movie or commercial about safety (make sure
students don’t do anything unsafe when filming the video).
 Be aTV newscaster bringing the news of the day about the need
to follow safety rules, or use an interview format.
 Perform a role play of adults telling youth about safety rules.
 Design a poster illustrating classroom safety rules or warning
about a hazard.
© Queen's Printer for Ontario, *2007. Reproduced with permission.
22



Teacher’s Note




Communication
Analysis
Record keeping
Teamwork
Activity 7: What the numbers tell us
23
7
EMPHASIS ON L ITERACY
In this activity, students will study data and pr
re are two options. Option 1
asks students to analyze data from the Public Health Agency of Canada about work-related injuries to children.
The numbers represent injuries that required treatment in emergency rooms across the country. Option 2 asks
students to conduct a survey in their school on attitudes about safety to gather their own data for analysis.
G etting started
Option 1
Photocopy and hand out the tables on pages 26–28 along with
the set of questions on page 29. The data in the tables comes
from the Canadian Hospitals Injury Reporting and Prevention
Program (CHIRPP) database on injuries to working youth
from ages 5–17. There are many injuries su ered by working
youth,even in this age group.
Have students work in groups to answer question 1 by analyz ing the data in the tables. Question 2 asks students to create
four graphs from data in the tables. The groups can decide
how they would like to split up this task and then can work
together with the completed graphs to answer question 3.
Groups could present their answers to the whole class for
discussion.
Answers for Option 1:
Question 1
a. 120
b. delivery
c. delivery
d. manual labour
e. delivery
Question 2
Sample graphs are provided on
page 24.
Question 3
a. (report on the trends in the graphs)
Graph a – Injuries in delivery jobs
decline after age 10.
Option 2
Photocopy and hand out the instructions on page 30 for
doing a survey. It’s up to you how the students collect their
data.They could poll the members of their class or students in
other classes as well. Survey questions are provided, but they
could use their own questions instead.
Graph b – In both categories injuries
increase with age, probably because
more people work in the older age
categories.
The activity asks them to record responses,
trends, graph the most
, and decide what
their
tell them about attitudes toward safety among
their peers.
Te ache r ’s Note
© Queen's Printer for Ontario, *2007. Reproduced with permission.
Graph c – Parts of a structure, animals
and the natural environment are the
most common causes of injuries to
delivery workers.
Graph d – Falls and acts by others or
animals are the things that happen
most often to cause injuries to delivery
workers.
b. Delivering flyers and newspapers.
c. Wear proper footwear so you don’t
slip or trip; don’t approach an animal
that isn’t tied up; prepare for poor
weather conditions.
Note: See page 30 for a sample
answer for Option 2.
Teacher’s Note
Sample graphs for Option 1:
Graph c: Injuries in delivery jobs by cause
Graph a: Injuries in delivery jobs by age
Part of structure (wall, floor, stairs)
80
Self or other person
70
Kniife, scissors
60
Food or beverage
50
Hand or cleaning tools
40
Natural environment, weather
30
Small appliance (toaster, fry pan)
Parts of vehicles
20
Large equipment (lawn mover, farm equipment)
10
Animal
0
age 5-9
age 10-13
age 14-15
age 16-17
Graph b: Injuries in two job categories by age
350
300
0
20
30
40
50
60
70
Graph d: Injuries in delivery jobs: what happened
Manual Labour
Unknown
Clerical/Service
Other cause
250
Body part or clothing caught or snagged
200
Object dropped or fell on delivery person
150
Acts by others or animals
100
Collision
50
Object or person in inappropriate location
age 5-9
age 10-13
age 14-15
age 16-17
Falls
© Queen's Printer for Ontario, *2007. Reproduced with permission.
Loss of control of object
24
0
10
25
A sample answer for Option 2:
Please note that this data is hypothetical. Your students’ data will
differ, but surveys of safety-related behaviours done in colleges have
found that most students are responsible in their behaviour, to a
greater degree than most of their peers would expect.
Once students become aware of this they are less inclined to follow
the reckless minority. This is the basis of the social norms approach
to prevention strategies. For more information on social norms, visit
www.socialnorms.org .
A. Seat belts. Ask the 30 people:
Do you always wear a seat belt when you’re riding
in the car?
Category
Total responses
No
Male
Yes
Female
Yes
No
Male
16
12
4
Female
14
13
1
Grade 4
Grade 5
Age 9
Grade 4
15
13
2
Grade 5
15
12
3
Age 9
12
10
2
Age 10
18
15
3
Age 10
0
5
10
15
20
Note: Students would need to record the responses for questions
B and C and prepare graphs for those responses as well.
Possible Interpretations of this data
 Most students wear seat belts whenever they are in the car.
How could this relate to all students in the school,
town or city?
 The boys were more likely to ignore seat belts than the girls.
 Most students understand that it’s smart to wear a seat belt when
 As students got older they were a bit more likely to ignore the rule
about wearing seat belts.
 Students in Grade 5 ignored the rule more than students in
Grade 4, which is consistent with the age -related data.
in the car. Only a small minority break this important rule.
 As students get older they might follow the example of those who
ignore safety rules. If they realize that most students follow safety
rules they are more likely to do so as well.
Teacher’s Note
© Queen's Printer for Ontario, *2007. Reproduced with permission.
Live Safe! Work Smart!
Table 1: Number of injuries by age and type of job
5–9
10–13
14–15
16–17
Total
Clerical/Sales
0
1
15
45
61
Delivery
7
80
49
18
147
Food preparation
0
0
30
148
178
Other service
1
17
34
92
143
8
98
128
303
529
Construction/Repair
0
0
7
29
36
Stocks/Stores
0
0
4
33
47
Car/Mechanical/Factory
0
2
6
24
32
Farming/Forestry
0
5
14
13
32
Other manual labour
0
7
37
148
192
0
14
68
247
329
0
8
32
93
133
8
120
228
643
Total for the four types above
(Clerical/Service)
T
(Manual Labour)
Type unknown
Total for all types
Source: Chronic Diseases in Canada
, Fall 2005; 26(4): 107–113
26
Age Group
Job Type
27
Table 2: Causes of injuries (ages 5–17)
Job Group
Direct cause of injury
Clerical/
Service
Delivery
Food
preparation
Manual
labour
Unknown
Part of structure
r, stairs)
38
62
16
57
17
Self or other person
48
11
13
31
16
Knife, scissors
15
0
63
33
17
Food or beverage
11
0
18
8
9
Hand or cleaning tools
5
0
2
30
4
Natural environment, weather
26
24
1
28
4
Small appliance
(toaster, frying pan)
4
0
26
14
5
Parts of vehicles
5
6
0
17
5
Large equipment
(lawn mower, farm equipment)
2
0
0
31
5
Animals
5
56
0
8
4
159
109
139
257
86
Total
Source: Chronic Diseases in Canada
, Fall 2005; 26(4): 107–113
Live Safe! Work Smart!
© Queen's Printer for Ontario, *2007. Reproduced with permission.
Live Safe! Work Smart!
Table 3: What happened to cause an injury (ages 5–17)
Job Group
Clerical/
Service
Delivery
Food
preparation
Manual
labour
Unknown
Total
Loss of control
of objects
42
20
81
68
34
245
Falls
44
51
15
43
27
180
Object or person in
inappropriate location
10
11
17
58
12
108
Collision
37
10
25
55
23
150
Acts by others
or animals
6
45
0
1
3
55
Object dropped or
fell on individual
14
2
7
30
5
58
Body part or clothing
caught or snagged
9
1
8
28
11
57
Object knocked
over or spilled
12
0
10
3
5
30
Other events
26
10
9
29
6
80
Unknown
5
4
6
14
7
36
Source: Chronic Diseases in Canada
, Fall 2005; 26(4): 107–113
28
What happened
1. Look at the information in Tables 1, 2 and 3 to answer five questions:
a. How many injuries to children 10–13 years of age were recorded?
b.What is a common type of job that can result in an injury caused by an animal?
c. Injuries from falls happened most often in what type of job?
d.
ries for youth aged 5 to 17?
e.There were 87 injuries to youth 13 years of age and younger who were doing one particular type of job.
What was that job?
2. Draw four graphs:
a.FromTable 1, make a bar graph to show the trends by age in injuries to youth in delivery jobs.
b. FromTable 1, make a line graph to show the trends in injuries by age for the total number of injuries in
Clerical/Service jobs and in Manual Labour jobs.
c. FromTable 2, make a bar graph or pie chart to show the causes of injuries to youth 5–17 years old who were
doing delivery jobs.
d. FromTable 3, make a bar graph showing the di erent things that happened to cause the 109 injuries to youth
5–17 years old who were doing delivery jobs.
3. Be prepared to report to the class:
a.The answer
ve questions in number 1 above and the trends in the four graphs you made.
b.What types of delivery jobs do you think youth from ages 10–13 are doing?
c.What are three things you can do to make a delivery job safer?
Live Safe! Work Smart!
© Queen's Printer for Ontario, *2007. Reproduced with permission.
29
Analyze the data
Live Safe! Work Smart!
Survey!
Conduct a survey about attitudes about safety:
Choose the set of questions you will ask them
from the following three choices:
1. Poll 30 students in your school.
A. Seat belts. Ask the 30 people:
- Do you always wear a seat belt when you’re riding in the car?
3. Ask them the questions in either A, B or C or
create your own questions.
4. Record their responses.
5. Note thr
collected.
rom the answers you
6. Put the data for y
graphs.You might
need one graph for each question.
7. Explain how y
relate to all
students in Grades 4 to 8 in your school, town or
city.
- Do your parents or other adults you drive with always wear a
seat belt when in the car?
- Should everyone wear a seat belt when in a car?
B. Dangerous actions. Ask the 30 people:
- If someone asked you to do something that you thought was
dangerous, would you do it?
- If someone gave you $20.00 to do something that you thought
was dangerous, would you do it?
- If there are safety rules, should you always follow them?
C. Crossing the street. Ask the 30 people:
- Do you make sure that people younger than you cross the
street safely?
- Have you ever crossed the street without looking both ways or
crossed the street in the middle of the road rather than going to
the corner?
- Should everyone always cross the street safely?
© Queen's Printer for Ontario, *2007. Reproduced with permission.
30
2. Record their age,grade, and mark down if they are
male or female.



Inquiry
Oral communication
Reporting
Activity 8: Who, what, when, where, why and how?
Your students can put their inquiring minds to work in this short activity. They will ask six basic questions of
someone who has been injured, including an important question about what could have been done to prevent the
injury from happening. Students will learn that there really are no accidents. Most often, when someone is injured
something could have been done to keep it from happening.
Example:
Who did it happen to?
Mom
What happened?
She fell down the stairs and sprained
her wrist.
Where did it happen?
At home.
When did it happen?
Two years ago.
Why did it happen?
Mom was in a hurry. She was carrying
laundry down the stairs. One piece of
laundry fell out of the basket and she
slipped on it. That made her fall down
the stairs.
How do you think
this could have been
prevented?
Slowing down and being more careful.
?
G etting started
This activity can be done in pairs in class.Ask students to interview each other to ask about an injury that happened to
them or someone they know.Alternatively,this could be a homework assignment where students ask a family member
or friend about an injury they experienced.They should take notes while doing the interview and record the results.
Teacher’s Note
© Queen's Printer for Ontario, *2007. Reproduced with permission.
31
8
EMPHASIS ON LITERACY




Identifying hazards
Communication
Problem solving
Activity 9: Walking safely
This activity will help students develop important life skills. Being able to spot a dangerous situation and do
something about it is a life skill that will serve them well now and in the future. It can prevent needless injuries.
There are two parts to this exercise: a review of an information sheet for students on pedestrian safety outdoors,
which should be a refresher from lessons they’ve learned at home and at school, and an activity to identify
hazards and protect pedestrians indoors.
G etting started
Distribute the handouts on the following three pages. Go over the twelve safety tips on the hand out called “Safe walking outdoors.”You could have a di erent student read each rule aloud for the
class. Ask students if they have seen things while walking that weren’t safe.
You can assign “Safe walking indoors ”as an in -school activity or a take -home assignment.In either
case, students will be looking for hazardous things that can cause people to slip or trip and
will write down what they did to help prevent someone from getting hurt in that dangerous
situation.
That may include telling their parents,or a teacher,picking up the mess on the
themselves,
etc.Filling out a form will require them to express what they saw and did in short form,but in a
way that others can clearly understand.
For additional resources about pedestrian
safety and lots of great free resources
about keeping kids safe, check out:
Safe Kids Canada:
www.sickkids.ca/safekidscanad a
© Queen's Printer for Ontario, *2007. Reproduced with permission.
32
9
EMPHASIS ON L ITERACY
Te acher ’s Note
Did you know that every year in Canada more than 4,000 children are hit by motor vehicles while playing outdoors or
walking to school, to visit friends, to sports activities or to a neighbourhood shop? Children who are five to nine years
old are the most likely to be injured, but youth 10 to 14 years old are also frequently injured when walking.
Here are some things you can do to prevent injuries:
Help children age nine and under cross the road safely.
Cross only at intersections, never in the middle of the street
or between parked cars. Sometimes drivers can’t see you until
it is too late.
re you cross the street.
Look to the left, the right and then to the left again and listen for
re you cross the street.
Before walking in front of a stopped car, look the driver in the eye to
make sure the driver knows you’re there.
Watch out for cars coming out of driveways.
Use sidewalks. If there ar
Cross railway tracks only at the designated crossing. If a train goes
by, always look both ways to make sure another train isn’t coming.
Wear light-coloured clothing and backpacks with
r
Follow road safety signs, like “walk.” Even if there is a “walk” sign,
sure it has stopped.
Be extra careful at intersections where there is no stop sign
Always stop at driveways, alleys and areas without curbs to make
sure there is no car coming.
If there is a crossing guard, follow their instructions. They
ar
might not see.
For more on pedestrian safety visit Safe Kids Canada at www.sickkids.ca
Live Safe! Work Smart!
© Queen's Printer for Ontario, *2007. Reproduced with permission.
33
Safe walking outdoors
Live Safe! Work Smart!
Safe walking indoors
Many injuries to pedestrians happen when drivers don’t see the person who is walking. What about indoors? Many
people slip and fall and are injured because of dangers inside buildings. You can do this exercise at school or at home or
even when you are visiting a community centre, arena or store. Find situations that can injure people walking indoors and
write down what you saw, where you saw it and what you did to prevent someone from getting hurt.
What I saw
that was unsafe
Where I saw it
What I did to prevent
someone from getting hurt
Slippery floors (wet, slippery surfaces)
© Queen's Printer for Ontario, *2007. Reproduced with permission.
34
Tripping hazards (toys, shoes and boots and other items in the area where people walk)
What I saw
that was unsafe
Where I saw it
What I did do to prevent
someone from getting hurt
Unsafe floors (torn carpeting, broken tiles, etc.)
Improper footwear (socks or slippers without rubber soles – they can slide on the floor and people can get hurt if something
falls on their feet)
Other
Live Safe! Work Smart!
© Queen's Printer for Ontario, *2007. Reproduced with permission.
35
Safe walking indoors, continued
Leadership
Communication
Problem solving
Vocabulary
Creativity





Activity 10: Declare a “safety week”
36
10
FOCUS ON VOCABULARY
Although safety must be a concern every day, declaring a safety week will give your students the opportunity
to play an active part in making the school a safe environment. The underlying concept is that all parties in the
school play a part in keeping it safe but that people in authority, in this case the principal, have the ultimate
responsibility for safety. These activities will help students create awareness of safety among their peers and
will also give them a chance to report safety concerns to the principal.
G etting started
Choose one or more of the five activities for your students during“safety week.”
1
Have students make safety posters to display throughout the
school. Suggested themes:
4
- report dangerous situations you see
- watch out for slippery floors
- don’t do things you think are dangerous
- don’t climb on chairs and tables – use a ladder
Have students do a safety tour of the classroom, school and/or
playground, noting any dangerous situations they see. These may
include: broken pavement in sidewalks, slippery floors, people
standing on desks, etc. They should create a simple, three -column
table to note the hazard, what could happen to someone if the
hazard stayed the same, and what should be done to correct the
situation. These could be collected and presented by the class to
the principal.
- protect yourself – wear safety gear.
2
5
During an assembly have students give safety tips to
other students:
- always wear a bike helmet
Have students write a safety song using a well -known tune. The
song can be sung in an assembly or performed when visiting
other classrooms. The song should have a message about different
types of safety hazards and what you need to do to stay safe.
- buckle up when in the car
- don’t touch chemicals
- tell your teacher or parents about dangerous things you see
- clean up messes on the floor so someone else doesn’t slip or trip.
3
Post a word wall of safety words students have learned.
This activity is a great way for your students to:
• be leaders and set safety standards for other students
• reinforce the safety words they’ve learned
• practice identifying and solving problems
• learn to be advocates
• practice reporting dangerous situations to people in authority.
Teacher’s Note
© Queen's Printer for Ontario, *2007. Reproduced with permission.


Problem solving
Workplace
vocabulary
Activity 11: Safety crossword puzzle
This activity asks students to complete a crossword puzzle of things associated with workplace and everyday
safety. This would make a good review exercise after other activities in this chapter have been completed.
Alternatively, it could be a way to see what students already know about safety.
11
B
10
14
G
H U R T
9
L
V
L
8
13
3
G O G G L E S
D
O
2
5
K
P
A
Y
A
B A C
C K
L
V
U
N
F
O
E
12
N
G E R M S
V
G
T
T
E
E
6
Y
R U L E S
R
E
O
7
4
G etting started
U
W A T E R
1
Photocopy and hand out the crossword on the next
page. Students could try it individually or in groups.
A
S
H
W
S
K
© Queen's Printer for Ontario, *2007. Reproduced with permission.
37
11
FOCUS ON VOCABULARY
Teacher’s Note
38
Safety crossword puzzle
Fill in the crossword using the clues below.
Down
3. Hazardous
5.What you do to your mouth when you sneeze or cough
7.What you do if you have a question
9. Someone who helps other people and works without pay
11. Someone who picks on someone else
13. ___________ gear is what you wear to protect yourself from dangers
14.These protect your hands when you are working with food and chemicals
11
10
14
9
8
3
2
13
5
12
6
4
Across
1.What you do to your hands if they are dirty
2. This should never be more than ten percent of your body
weight
4.This will cause a dangerous shock when mixed with electricity
6.Things that should be followed in order to stay safe
8. What you wear when you swim and also protects your eyes
when working
10.You can get _________ if you don’t follow safety rules
12. These can make you sick and are transmitted by humans,
pets and dirty needles
7
1
Live Safe! Work Smart!
© Queen's Printer for Ontario, *2007. Reproduced with permission.



Vocabulary
Logic
Problem solving
Activity 12: Word search puzzle: safety gear
This word search puzzle will test students’ knowledge of the names of common safety gear. It would make
a great review after completion of any of the safety gear activities in this chapter.
G etting started
Photocopy and hand out the word
search puzzle on the next page and ask
students to
the names of di erent
safety gear.
This could be done as an individual
assignment or as a group activity.
Be sure students read the instructions
carefully.The words they will
can be
read forwards, backwards or diagonally.
Answers:
D
U
X
N
A
G
L
S
C
A
S
G
H
U
U
F
O
L
G
F
M
O
G
E
C
M
S
B
S
O
R
F
X
E
V
A
S
L
W
V
E
V
T
U
H
Q
J
E
P
S
U
C
S
E
L
M
M
Q
E
D
R
R
A
X
R
S
T
R
G
Y
A
V
H
A
O
L
V
V
C
A
O
Y
G
L
S
D
L
N
G
J
O
E
A
Z
O
Z
O
V
K
L
A
Y
B
D
T
D
N
E
B
Z
G
T
S
S
T
I
P
A
C
M
O
F
Y
V
N
A
X
E
D
G
H
A
J
L
R
N
T
F
Q
N
F
A
C
D
R
Z
N
L
O
E
E
R
F
A
P
I
R
R
H
C
M
T
X
S
F
W
S
M
Q
A
K
E
B
Y
V
V
H
M
A
J
O
N
H
P
K
V
E
N
L
V
B
K
S
C
L
D
L
E
I
H
S
E
C
A
F
G
L
C
Z
S
S
Q
Q
X
L
S
F
D
M
C
J
T
E
N
R
I
A
H
C
G
A
X
Q
L
E
A
R
P
L
U
G
S
X
S
D
K
N
N
R
W
C
B
P
C
M
I
M
E
D
M
© Queen's Printer for Ontario, *2007. Reproduced with permission.
39
12
FOCUS ON VOCABULARY
Te acher ’s Note
Find and circle the following words. Words can be read forwards, backwards, or diagonally.
Apron
Earmuffs
Gloves
Earplugs
Goggles
Safety boots
Hard hat
Safety vest
Coveralls
Live Safe! Work Smart!
© Queen's Printer for Ontario, *2007. Reproduced with permission.
Dust mask
Face shield
Hair net
Safety glasses
40
Word search puzzle: safety gear



Vocabulary
Logic
Problem solving
Activity 13: Crack the code: find the safety messages
By solving two puzzles, students will uncover safety messages and be reminded that they need to follow safety rules.
The word “ask” is included because being ready to ask questions about their safety is key to avoiding injuries. If
students remember only one thing about safety, that should be to stop and ask for help if they don’t understand how
to do something safely.
Answers:
G etting started
Photocopy and hand out the next page, which has two puzzles for
your students to solve.
1.
The rst is a cryptogram that asks students to use the alpha numeric code to uncover a safety message.
The second puzzle asks students to use their analytical skills and
knowledge of vocabulary to unscramble a second safety message.
K N O W
Y O U R
R I G H T S
A S K
S A Y
N O
S T A Y
S A F E
B E
2.
F O
T
S A
R U L
H O M
S C
© Queen's Printer for Ontario, *2007. Reproduced with permission.
S M A R T
S A F E
B E
L
H
F
E
E
H
L O W
E
E T Y
S
A T
A N D
O O L
41
13
FOCUS ON VOCABULARY
Te acher ’s Note
Follow the directions for the two puzzles below and crack
the code to discover important safety messages .
1. Write the correct letters over the numbers in the puzzle
boxes to reveal a safety message.
1 =A
8=H
2=B
9=I
3=C
10 = J
4 =D
11 = K
5=E
12 = L
6=F
13 = M
7=G
14 = N
15 = O
22 = V
16 = P
23 = W
17 = Q
24 = X
18 = R
25 =Y
19 = S
26 = Z
20 =T
21 = U
2. Put the letters below each column
in the puzzle box.The two letters
from column one are entered to
show you how the puzzle works.
11 14 15 23
25 15 21 18
1 19 11
18 9 7 8 20 19
19 1 25
14 15
19 20 1 25
19 1
2
5
6
19 13 1 18 20
2 5
19 1 6
5
5
R
H
U
O
S
H F
R S
Live Safe! Work Smart!
© Queen's Printer for Ontario, *2007. Reproduced with permission.
T
M
A
L
C
O
F
E
H
L
H
E
O
S
E
E
L
O
O
T
A
Y
W
N
L T
A D
42
Crack the code: find the safety messages