Safety (K)
Stage 1 Desired Results
ESTABLISHED GOALS/STANDARDS
Transfer
G
○
2.1.D Safety
-2.1.2.D.1 Identify ways to prevent injuries at
home, school, and in the community (e.g., fire
safety, poison safety, accident prevention).
Students will be able to independently use their learning to…
T
○
Recognize safe and unsafe situations, places and persons and how to appropriately respond to
them.
Meaning
2.2.B Decision Making and Goal Setting
-2.2.2.B.1 Explain what a decision is and why it
is advantageous to think before acting.
2.2.2.B.2 Relate decision-making by self and
others to one’s health.
UNDERSTANDINGS
U
○
ESSENTIAL QUESTIONS
Students will understand that…
What is an unsafe habit/behavior?
Safe and responsible habits prevent injury and
illness.
What are emergency situations?
Q
○
What should you do in an emergency
situation?
Acquisition
Students will know…
Safe and unsafe habits/behaviors
Lock Down
Fire
Evacuation
Community Helpers (Police, Fire, EMT)
911
Parents/Gaurdians Phone Numbers
Home Address
Yell and tell
Stage 2 - Evidence
Evaluative Criteria
Assessment Evidence
K
○
Students will be skilled at…
S
○
Recognizing and responding appropriately to
emergency situations.
TRANSFER TASK(S):
Observation of appropriate response to given
emergency/safety scenarios.
TT
○
Respond appropriately to un-cued emergency situations (Lockdown drill, Fire Drill, stranger
approach, injured friend, etc.)
OTHER EVIDENCE:
Stage 3 – Learning Plan
Summary of Key Learning Events and Instruction
OE
○
Safety (2)
Stage 1 Desired Results
ESTABLISHED GOALS/STANDARDS
Transfer
G
○
2.1.D Safety
- 2.1.2.D.1 Identify ways to prevent injuries at
home, school, and in the community (e.g., fire
safety, poison safety, accident prevention).
2.1.2.D.2 Differentiate among the
characteristics of strangers, acquaintances,
and trusted adults and describe safe and
appropriate behaviors/touches.
2.2.B Decision Making and Goal Setting
-2.2.2.B.1 Explain what a decision is and why it
is advantageous to think before acting.
2.2.2.B.2 Relate decision-making by self and
others to one’s health.
Students will be able to independently use their learning to…
T
○
Identify hazards and get help in emergency situations.
Predict consequences of safe and unsafe actions.
Meaning
UNDERSTANDINGS
U
○
ESSENTIAL QUESTIONS
Q
○
Students will understand that…
What is hazard?
They can play an active role in creating and
maintaining a safe environment.
How do you get help in emergency situations?
They can play an active role in seeking and
providing help in an emergency situation.
There are predictable safe and unsafe
outcomes that are dictated by decisions made
by themselves and others.
What job/role can you do in an emergency
situation?
If someone acts unsafely, what might be the
outcome?
Acquisition
Students will know…
Emergency roles
Home hazards
School hazards
Playground/Recreational Hazards
Weather/Natural Disaster Emergencies
Stage 2 - Evidence
Evaluative Criteria
Assessment Evidence
K
○
Students will be skilled at…
S
○
Recognizing and responding appropriately to
emergency situations.
TRANSFER TASK(S):
Appropriately identifies hazards.
TT
○
Write a list of hazards in a location of your choice. Why is it unsafe? Write a letter describing
the hazards and what can be done to make it more safe.
Recognize how an individual’s decisions may
cause hazards.
Identifies safe solutions.
OTHER EVIDENCE:
Stage 3 – Learning Plan
Summary of Key Learning Events and Instruction
OE
○
Safety (4)
Stage 1 Desired Results
ESTABLISHED GOALS/STANDARDS
2.1.D Safety
-2.1.6.D.4 Assess when to use basic first-aid
procedures.
- 2.1.6.D.1 Summarize the common causes of
intentional and unintentional injuries in
adolescents and related prevention strategies.
2.2.B Decision Making and Goal Setting
- 2.2.6.B.1 Use effective decision-making
strategies.
2.2.6.B.2 Predict how the outcome(s) of a
health-related decision may differ if an
alternative decision is made by self or others.
2.2.6.B.3 Determine how conflicting interests
may influence one’s decisions.
2.2.E Health Services Information
Transfer
G
○
Students will be able to independently use their learning to…
T
○
Demonstrate self control, taking responsibility and utilizing common sense in emergency
situations and to avoid emergencies.
Demonstrates an understanding of one’s own role in helping oneself during emergency
situations (basic first aid, where to go, who to call, etc.).
Meaning
UNDERSTANDINGS
U
○
Students will understand that…
ESSENTIAL QUESTIONS
Q
○
Why is it important to use common sense,
responsibility and self control?
Demonstrating self control, taking
responsibility and using common sense helps
to avoid injury and illness.
What is your role in an emergency or basic
first aid situation?
Demonstrating self control, taking
responsibility and utilizing common sense can
assist in rectifying emergent situations.
Acquisition
Students will know…
Self Control
Common Sense
Responsibility
First Aid
CPR
AED and where it is located
Restraint
K
○
Students will be skilled at…
S
○
Knowing when to show restraint in emergency
situations.
Applying basic first aid to self.
Recognizing when others need medical
attention.
Emergency Phone Numbers (911, Poison
Control, Emergency Contacts)
Stage 2 - Evidence
Evaluative Criteria
Assessment Evidence
TRANSFER TASK(S):
Recognizes what to do in an emergency
situation.
Understands where to get and how to get
further help.
Knows their own limitations in the situation.
TT
○
Teacher provides a non-emergent regular day situation. Student creates a list of rules that will
assist others to demonstrate self-control, utilize common sense and demonstrate responsible
behaviors.
Teacher provides an emergency situation. Write an essay explaining what your role would be if
you were the first person to notice the situation.
OTHER EVIDENCE:
Stage 3 – Learning Plan
Summary of Key Learning Events and Instruction
OE
○