Title of the Activity - Pearson



When Should You Take Risks?

|What Students Will Do |Background Information |

|Define risk and give examples of outcomes of risk-taking. | |

|Differentiate between reasonable (healthy) and unreasonable |Teaching Today’s Health, Anspaugh & Ezell, 9th Edition, Chapter |

|(unhealthy) risks. |20: “Strategies for Teaching Injuries: Accident and Violence |

|Identify reasonable and unreasonable risks of bicycle riding. |Prevention” |

| | |

|Valued Outcomes |“…If there is one area of health education that has lagged behind|

|After doing the activities, the student should be able to express|…it is safety and accident prevention. Safety education has |

|and illustrate: |lagged behind partially because many teachers and organizations |

|Each person is to a large degree responsible for his or her own |tend to teach safety education in a negative way, emphasizing |

|personal safety. |rules and a list of ‘don’ts’ for the students to follow. Also, |

|Obedience to safety rules enhances the quality of life. |some educators and organizations utilize scare tactics in safety,|

|Risk taking is a part of living but unnecessary risk taking |but these tactics have very little long-term value in changing |

|greatly increases the risk of harm to oneself and to others. |behavior. ” |

|The degree of risk in any particular activity can often be | |

|determined by analytical thinking. |To help students learn to develop the understanding of concepts, |

|Risks and procedures for safe behavior help prevent accidents in |the Frayer Model (Frayer, Frederick, & Klausmeier, 1969) |

|the home, school, and community. |vocabulary development strategy (a word categorization strategy) |

|Safe behavior is not a matter of luck. |is often used. This activity is an adaptation of the Frayer Model|

|Safe behavior must be learned. |to help students understand the concept of risk and to categorize|

| |reasonable (healthy) and unreasonable (unhealthy) risks. The |

|Grade Level Appropriateness: 3–6 |design of the activity gives students an opportunity to recognize|

| |general rules or laws intended to keep them safe and to provide |

|Materials |specific examples that apply to unique situations. A general |

|Transparency of the blackline master for Frayer Model “Bicycle |guideline for a lesson is provided in this activity. However, the|

|Safety”. Other adaptations of the activity sheet are provided |worksheet is adapted to several situations where students can |

|including swimming, school bus riding, at home alone and/or using|make healthy (reasonable) risks or unhealthy (unreasonable) |

|medicines. |choices. These include swimming, school bus riding, at home alone|

|For the class: |and using medicines. |

|Duplicate the blackline master for every student. | |

| | |

|Vocabulary | |

|risk, decision, reasonable risk, healthy risk, unreasonable risk,| |

|unhealthy risk. | |

| | |

|Advanced Preparation | |

|Duplicate the blackline master for every student. | |

When Should You Take Risks?

|Guiding the Lesson |Support Information |

|Write risk on word cards or on a white/chalk board. Define risk |Typically students associate risk with taking chances when the |

|as the chance of something happening. Ask students to recall |outcome may be harmful. |

|examples of risks they have taken. Point out that we often assess| |

|a risk when a decision has to be made. You might invite students |An example of Decision-Making Steps includes: 1. Identify the |

|to recall the decision-making steps. |problem (What decision must be made?). 2. What are the choices? |

| |3. What are the consequences (risks) of each choice? (Consider |

| |what is important to myself and those who love and care for me.) |

| |4. Make a decision. (What is the best choice?) 5. Evaluate the |

| |outcome. (What did I learn?) |

| | |

| |One example of reasonable risk might be to learn a new skill in a|

|Write reasonable risk and unreasonable risk on word cards or on a|contact sport. Although there is risk of harm of falling, running|

|white/chalk board. Invite students to differentiate between the |into another person and getting hurt, a person might never become|

|two types of risks. In a reasonable risk the chances of something|skillful if they did not take the risk of trying. Point out that |

|bad happening are less likely to occur. In an unreasonable risk |social skills are developed when students take the risk of |

|the chances of something bad happening are greater. Invite |participating with other people. There is always risk of getting |

|students to give examples of reasonable risks. |their feelings hurt because they might not be accepted, however, |

| |the chances are greater that they will meet new friends, get to |

| |know others better, and have a rewarding time. |

| | |

| |One healthy risk might to be to try a new food that is nutritious|

|Write healthy risk and unhealthy risk on word cards or on a |yet not very appealing to the senses. Another example of a |

|white/chalk board. Explain that when a risk affects the way the |healthy risk might be to take a prescription medicine if it will |

|body works it can be referred to as a healthy risk. For example, |help the person feel better or recover from an infectious |

|if a person chooses to go without lunch, it is a decision that |disease. It becomes an unhealthy risk if a person takes a |

|will affect the body. It is an unhealthy risk. Invite students to|medicine that is not prescribed for them and/or they don’t take |

|give examples of healthy risks and unhealthy risks. Point out |the exact amount prescribed. Stress that medicines, alcohol and |

|that healthy risks are similar to reasonable risks and |other drugs affect how the body works. Thus, the use of these |

|unreasonable risks are similar to unhealthy risks. |involves health risks. Using any type of drug without adult |

| |supervision is an unreasonable and unhealthy risk. |

| | |

| |Learning to ride a bicycle is reasonable risk in most cases. The |

|Ask: Why is learning to ride a bicycle a reasonable risk? Elicit |benefits include: 1. Getting to and from distant places faster; |

|benefits of learning how to ride a bicycle. |2. Enhancing coordination and reaction skills; 3. Benefiting from|

| |good exercise; 4. Socializing (many people ride bicycles, so it |

| |is an opportunity to socialize); 5. Obeying laws teaches |

| |responsibility. |

| | |

| |Learning to ride a bicycle becomes unreasonable when a person: 1.|

|Ask: If a person were learning how to ride a bicycle (reasonable |Goes into a busy street to learn to ride the bicycle. 2. Does not|

|risk), when does it become an unreasonable risk? |become familiar with the laws for riding bicycles in public |

| |places. 3. Does not wear a safety helmet. 4. Tries to carry |

| |another person on the bicycle while riding. 5. Does not keep both|

| |hands on the handlebars. 6. Rides down steep hills where the |

| |bicycle can get out of control. 7. Rides at night without |

| |reflectors. 8. Rides in stormy weather. |

| | |

| |Uses the overhead as a point of reference. |

| | |

|Distribute the activity worksheet When should you take risks? |If students have already learned to ride a bicycle, accept |

|Place a transparency of the blackline master of the corresponding|reasonable responses. If they are learning, use the above Support|

|worksheet on the overhead projector. Direct students to complete |Information as a basis for assessment. |

|the two upper columns identifying reasonable and unreasonable | |

|risks of bicycle riding based on the class discussion. | |

| | |

|Rules or laws for riding bicycles may include: 1. Riding with the| |

|flow of the traffic. 2. Riding only in areas where bike riding is| |

|permitted. 3. Proper use of hand signals for turning and | |

|stopping. 4. Wearing the proper safety helmet. 5. Obeying traffic| |

|signals (e.g. stop, yield, turn only etc.). | |

| | |

|Direct students to the fourth quadrant. Invite students to |Unsafe conditions may be a busy parking lot where traffic is not |

|describe conditions in their neighborhood that might make riding |clearly directed. Students may live in rural areas where there |

|a bicycle safe or unsafe. Stress that this portion is to be |are few areas designated for bicycle riding. |

|applied to everyone’s unique neighborhood where they might be | |

|riding a bicycle. | |

| | |

|Use the other blackline masters as appropriate for further | |

|instruction. These include: Swimming, School Bus, Home and | |

|Medicine Usage. You might send any of this home with the students| |

|to be completed and discussed with a responsible adult. | |

Name________________ Date_____________

When Should You Take Risks?

|Reasonable risks when riding your bicycle: |Unreasonable risks when riding your bicycle: |

| | |

|1. |1. |

| | |

|2. |2. |

| | |

|3. |3. |

| | |

|4. |4. |

| | |

| | |

| | |

|Rules or laws everyone should follow while riding a bicycle. |What I can do to be safe while bicycle riding in my neighborhood.|

| | |

|1. |1. |

| | |

|2. |2. |

| | |

|3. |3. |

| | |

|4. |4. |

Name________________ Date_____________

When Should You Take Risks?

|Reasonable risks when at the swimming pool: |Unreasonable risks when at the swimming pool: |

| | |

|1. |1. |

| | |

|2. |2. |

| | |

|3. |3. |

| | |

|4. |4. |

| | |

| | |

| | |

|Rules or laws everyone should follow while at the swimming pool. |What I can do to be safe while at the swimming pool. |

| | |

|1. |1. |

| | |

|2. |2. |

| | |

|3. |3. |

| | |

|4. |4. |

Name________________ Date_____________

When Should You Take Risks?

|Reasonable risks when riding the school bus: |Unreasonable risks when riding the school bus: |

| | |

|1. |1. |

| | |

|2. |2. |

| | |

|3. |3. |

| | |

|4. |4. |

| | |

| | |

| | |

|Rules or laws everyone should follow while riding the school bus.|What I can do to be safe while riding the school bus. |

| | |

|1. |1. |

| | |

|2. |2. |

| | |

|3. |3. |

| | |

|4. |4. |

Name________________ Date_____________

When Should You Take Risks?

|Reasonable risks when you’re at home alone: |Unreasonable risks when you’re at home alone: |

| | |

|1. |1. |

| | |

|2. |2. |

| | |

|3. |3. |

| | |

|4. |4. |

| | |

| | |

| | |

|Rules everyone should follow while staying at home alone. |What I can do to be safe while I am at home alone. |

| | |

|1. |1. |

| | |

|2. |2. |

| | |

|3. |3. |

| | |

|4. |4. |

Name________________ Date_____________

When Should You Take Risks?

|Healthy risks when take medicines: |Unhealthy risks when take medicines: |

| | |

|1. |1. |

| | |

|2. |2. |

| | |

|3. |3. |

| | |

|4. |4. |

| | |

| | |

| | |

|Rules or laws everyone should follow while taking medicines. |What I can do to be safe when I need to take medicines. |

| | |

|1. |1. |

| | |

|2. |2. |

| | |

|3. |3. |

| | |

|4. |4. |

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Bicycle Safety

Swimming Pool Safety

School Bus Safety

Home Alone Safety

Medicine Safety

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