Elementary Health Education Teaching Module

Injury Prevention and Safety – Second Grade

Ashley Witt

Winona State University

Health Education

Submitted to Mrs. Darst in Partial Fulfillment of the Requirements for the Course HERS 320:

Teaching Health in the Elementary Schools

April 28th, 2009

Description:

This module is a collection of six lessons about injury prevention and safety. The first

three lessons were taught at Goodview Elementary School to Mrs. Nolan’s second grade class

of 18 students.

She asked us to come up with lessons that would keep her students safe during the

summer. Many of them would be staying home with an older sibling for the summer and

would have less supervision.

I would teach this lesson toward the end of the year for that exact reason of making

children safe over the summer. I would break it up into two weeks, three lessons per week.

Standards and Performance Indicators:

National Health Education Standard #1: Students will comprehend concepts related to health

promotions and disease prevention to enhance health.

-Performance Indicators:

- 1.2.4. List ways to prevent common childhood injuries.

National Health Education Standard #3: Students will demonstrate the ability to access valid

information, product, and services to enhance health.

-Performance Indicator:

-3.2.1 Identify trusted adults and professionals who can help promote health.

National Health Education Standard #4: Students will demonstrate the ability to use

interpersonal

communication skills to enhance health and avoid or reduce health risks.

-Performance Indicators:

- 4.2.3. Demonstrate ways to respond when in an unwanted threatening or dangerous

situation.

- 4.2.4. Demonstrate ways to tell a trusted adult if threatened or harmed.

National Health Standard #5: Students will demonstrate the ability to use decision-making skills

to enhance health.

-Performance Indicators:

-5.2.1 Identify situations when a health- related decision is needed.

-5.2.2 Differentiate between situations when a health related decision can be made

individually or when assistance is needed.

National Health Standard #7: Students will demonstrate the ability to practice health-enhancing

behaviors and avoid or reduce health risks.

-Performance Indicators:

-7.2.1 Demonstrate healthy practices and behaviors to maintain or improve personal

health.

-7.2.2 Demonstrate behaviors that avoid or reduce health risks

National Health Education Standard #8: Students will demonstrate the ability to advocate for

personal, family, and community health.

-Performance Indicator:

-8.2.2 Encourage peers to make positive health choices.

Overall Broad Objective:

By the end of the unit, the students will list at least three safety rules or tips about

strangers, bike, water, internet, playground, and fire safety.

Cognitive Domain- Students must use higher level of thinking to create, plan, and produce

their own skits.

Affective Domain- Students are consistently asked to explain what they have learned from

previous lessons and asked to explain.

Psychomotor Domain- Students are held to a higher level of thinking as they are asked to

perform skits and speak in front of the class.

Words to know:

Day 1: Stranger- A person you do not know. Day 2: Helmet- a hard, padded hat that protects the head Safety gear- clothing and other things that protect your body and help prevent injuries Injury- getting hurt Day 3: Designated- selected area Day 4: Appropriate- Right or okay Day 5: Supervision- the act of watching over something or someone Day 6: Escape- To get away Smoke Detector- Responds or beeps when there is smoke in the air.

Materials, Equipment & Supply List:

Day 1:

Phone

Paper

Writing utensils

6 note cards with a scenarios written on each

Day 2:

Bike gear -helmets -reflectors - Knee pads -elbow pads -wrist guards

18 copies of each worksheet (from Safety on Wheels activities book)

18 copies of crossword on bike safety Day 3:

Waddles Presents Aquacktic Safety book

Three scooters

Towel or sweatshirt

Hot dog or ring buoy

Water safety booklet Day 4:

Paper

Writing utensils

6 note cards with a scenario written on each Day 5:

Four note cards with information on them

SAFE guidelines printed for teacher

Is our playground SAFE checklist for each student

School playground

Day 6:

Activity books from fire station

Paper

Crayons

Markers

Pencil

Escape plan diagram worksheet

Chalk

Chalkboard

“Who’s Calling?”

Goal: To have children aware of what to do in the situation of a stranger calling their house or approaching them. Behavioral Objectives: Given the toy phone, the 2nd graders will conduct a safe and unsafe conversation with a “stranger” by not giving out their name, address or the fact that no one else is home. Time: 30 minutes. Integration: You could use this and turn it into a language arts and communication skills lesson by adding stories the students will read and having them write something about what they learned or talk with another student about what to do. For art, you can have them make a picture of a stranger encounter and write what is happening in it. Materials:

Phone (not hooked up)

Paper

Writing utensils

6 note cards with a scenario written on each Vocabulary: Stranger- A person you do not know. Procedure: Introduction: 10 minutes

Tell students that for the next two weeks were are going to be talking about stranger, bike, water, internet, playground, and fire safety. Especially since summer is coming, it is important to know how to stay safe.

Start off by talking about how there are some people that we should never talk to. Those people are strangers. Strangers are people we do not know.

Read Strangers book Don’t Talk to Strangers by Christine Mehlhaff

Explain it is hard to tell from looking at or listening to a person on the phone if that person might harm us. One way is to avoid and do not talk to those people we do not know.

If they approach you outside your home: Ignore them, do not look at them or acknowledge them if they talk to

you. Walk quickly in the opposite direction Go to a home of someone you know or to an area that has a lot of people Find an adult you can trust.

Explain some strangers may look like every other person but try to harm children. Explain that there are ways to protect yourself from these people.

Content: 18 minutes Hands-on Activity-

Have a student act out a phone conversation with you that will be an example of what NOT to do when a stranger calls.

After the reading, ask the students to identify the different items of information that were given to me, the stranger.

Child’s name Fact that the mother wasn’t home Fact that the child didn’t know when mother would be home No one else was home Home address

Explain that if I was a stranger who wanted to harm a child, the student would be in possible danger

With another student have a conversation about what to do if a stranger calls.

Discuss that the second conversation protects the student from being in danger since no personal information was given. This student would be safe.

Identify the information not given No name given That the mother wasn’t home And didn’t give address

Explain you NEVER give out this information online either. Always have a fake name if anything.

Divide the students into groups of three or four and give each group a scenario of what to do in the given situation of a stranger approaching you. Have them talk within the group about what to do then have each group act out situation for the class.

Situation #1

Say you are out on the playground and an older man comes up to you and shows you a

picture of his new little puppy but says he lost it and wants you to help him find it. What do

you do?

Situation # 2

You and a friend are walking home from school and a lady pulls up beside you and says

she’s your moms friend (but you have never met her) and said she’s suppose to give you a ride

home. What do you do?

Situation #3

You are home alone during the day and the doorbell rings, you go to see who is at the door

and you do not recognize the person. What do you do?

Situation #4

You are at the store shopping with your mom and you wonder to the candy isle without her.

In that isle is a man who says he has all kinds of candy in his car out in the parking lot and says

he will give it all to you if you go out and get it with him. What do you do?

Situation #5

You are at the pool with some friends, someone you do not know approaches you and

wants to go to the water park down the street, and they want you to go with. What do you do?

Closure: 2 minutes

Recap what to do if a stranger approaches you on the street or calls your house.

If you have time, go around the room and have each child say one thing they learned.

Tomorrow we will be learning about bike safety. Assessment: The students will conduct a safe and unsafe conversation with a “stranger” and then talk about what was done right and wrong. Home & Family Involvement: Give the students a worksheet to fill out with their parents about what to do in all the situations we talked about in class. Send a letter with the children for the parents asking them to talk to their children about strangers and informing them what they would like them to do or whom they can call in case of an emergency. Resources: Heit, P. & Meeks, L. (2003) Who’s calling. Totally Awesome Strategies for Teaching Health. Lee De Feyter, S. (2008) Stranger danger. The Youth Online Club. <http://www.youthonline.ca/safety/stranger.shtml> Ziegler, K. (2009) Who’s Calling?. Winona State University

Health Education Standard(s) and Performance Indicator(s): -Standard #4: Students will demonstrate the ability to use interpersonal communication skills to enhance health and avoid or reduce health risks. -4.2.3. Demonstrate ways to respond when in an unwanted threatening or dangerous situation. -4.2.4. Demonstrate ways to tell a trusted adult if threatened or harmed. -Standard #7: Students will demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks. -7.2.2. Demonstrate behaviors that avoid or reduce health risks.

“BIKE SAFETY”

Goal: Students will know about bike safety and follow the safety rules. Behavioral Objectives: At the end of the lesson, the students will list three things they can do to ride a bike safely. Time: 30 minutes Integration: I will integrate communication skills into the lesson by having the students talk about bike safety rules. Materials:

Bike gear -helmets -reflectors - Knee pads -elbow pads -wrist guards

18 copies of two worksheets (from Safety on Wheels activities book)

Crossword on bike safety

Vocabulary: Helmet- a hard, padded hat that protects the head Safety gear- clothing and other things that protect your body and help prevent injuries Injury- getting hurt Procedure: Introduction: 2 minutes

Before we start talking about bike safety, who can remember what things you never tell a stranger?

Ask the students how many of them ride a bike and like riding a bike. Say today we are going to talk about bike safety.

Content: 23 minutes

Teach students about bike safety and learn the rules they should follow while riding a bike.

Hands on Activity-

Ask the students what safety gear they should wear while riding a bike. Ex. Helmet, knee pads, elbow pads. Ask what safety things a bike should have. Ex. Pedal reflectors, rear reflector, horn/bell. Have the students demonstrate the proper ways to wear bike gear and/or demonstrate for the students. Explain why it is important each of these things.

Hand out the worksheet talking about staying in control and being alert wherever you bike. Talk about how it is important to ride safely because it can prevent you from getting hurt.

Ask the students if they know signs they should follow when riding a bike. Hand out the worksheet about with signs you should follow. Talk about how everyone should obey these signs and what they mean.

Closure: 5 minutes

Ask the students to list three things they can do to ride a bike safely. Ask why safety gear is important. Pass out crossword worksheet and if they have time, they can work on it or color their other worksheets. If they do not have time, they can take their worksheets home with them.

Tell the students that tomorrow they will be learning about water safety. Assessment: The students can list three things they can do to ride a bike safely. The students can tell why it is important to wear safety gear. Home & Family Involvement: Students can teach their family, friends, and peers about bike safety. Resources: Bunting, L., & Fleming, T. (2007). Health and Fitness. Orlando: Harcourt School Publishers.

Voorhees, A. (2009). Bike Safety. Winona State University

Wunder, S. (2000). Let's Learn About Safety on Wheels. Hauppauge, New York: Positive

Promotions.

Health Education Standard(s) and Performance Indicator(s: -Standard 1: Students will comprehend concepts related to health promotion and disease prevention to enhance health. -1.2.4- List ways to prevent common childhood injuries -Standard 7: Students will demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks. -7.2.2- Demonstrate behaviors that avoid or reduce health risks. -Standard 8: Students will demonstrate the ability to advocate for personal, family and community health. -8.2.2- Encourage peers to make positive health choices

“Water Safety”

Goal: Students will know how to stay safe when swimming and know how to help someone that is in trouble in the water. Behavioral Objectives: At the end of the water safety lesson, the second graders will be able to identify at least five water safety rules. Time: 30 minutes. Integration: Children could write a story about a time that they were swimming and what they did to be safe. Materials:

Waddles Presents Aquacktic Safety book

Three scooters

Towel or sweatshirt

Hot dog or ring buoy

Water safety booklet Vocabulary: Designated- selected area Procedure: Introduction: 7 minutes

Ask students to name three pieces of safety equipment that you wear when riding a bike.

Tell students that we are going to be talking about water safety. Read the book Waddles Presents Aquacktic Safety. After every couple pages ask the students questions like “why is it important to have a swim buddy” just to make sure they are listening and understanding the book.

Content: 13 minutes

Discuss the main safety tips from the book, including always swim with a buddy, make sure an adult is watching you, follow the rules and signs, and throw don’t go. Have them explain to you what each of them is and why they are important. In case something were to happen to one of the students or their friends while they are swimming, it is important that they know what to do.

Hands-on Activity-

Divide the class into three groups. One student from each group will sit on the scooter and pretend to be drowning out in the middle of the floor; the other members of the group will line up facing the person on the scooter with a few feet between them.

Each group will either have the towel or sweatshirt, the hot dog or ring buoy, and the last group will have to reach out to grab the drowning person. Show the students how to use each of the items to save a person.

The sweatshirt or towel can be thrown out to the person, but make sure to hold on tight and have a stance or position so you do not get pulled in.

The hot dog and ring buoy are the same way, make sure you hold on tight to the rope so it does not just float away.

When you reach out to grab someone you can reach with your arms or legs, but make sure enough of your body is on land so you don’t fall in too.

Once the person is pulled back to land, they will go to the back of the line, the person that saved them becomes the person that drowns, and the next person in line gets to save them. Each group will have a turn with all three things.

Closure : 10 minutes

Have students sit back at their desks and pass out the book. Give them a few minutes to fill in the blanks. Ask students to volunteer to give you answers they came up with, talk about what they think is the best answer and why.

List three things that you learned about stranger safety, bike safety, and water safety. Assessment: Listen to the answers students share about the rules and why each is important. Home & Family Involvement: Students can bring the book home and show parents and siblings the rules about being safe around water. Resources: Nutt, L. (1999, May 19). Swimming. Retrieved April 15, 2009, from

watersafety.usace.army.mil/SafePassage/02unit.pdf Yakovetic, S. (1992). Waddles Presents AQUACKTIC SAFETY. New York: American Red Cross. Health Education Standard(s) and Performance Indicator(s): - Standard 7: Students will Demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks. - 7.2.1. Demonstrate healthy practices and behaviors to maintain or improve personal health. - 7.2.2. Demonstrate behaviors that avoid or reduce health risks. -Standard 8: Students will demonstrate the ability to advocate for personal, family and community health. -8.2.2- Encourage peers to make positive health choices

“Internet Safety”

Goal: To know what is and is not okay to say to a stranger online and what to do when dealing with a stranger online. Behavioral Objectives: Given the information the students will practice safe ways to deal with an online stranger by not giving out any personal information about where they live, how old they are, or their name. Time: 30 minutes Integration: For math you can bring in statistics and percentages for students to look at. For art, have them in groups to make posters to put the dos and don’ts of what to say to someone on the Internet. For language arts you can have them write their own stories about Internet predators. Materials:

Paper

Writing utensils

6 note cards with a scenario written on each Vocabulary: Appropriate- Right or okay Procedure: Introduction: 5 minutes

Review previous lesson of stranger, bike, and water safety and go over 5 things students remember or learned.

Today we will be learning about internet safety. Content: 22 minutes

Going on the Internet is like going out on Halloween: -Everyone’s face is hidden -Unless you know your friend’s costume (online name), you don’t know if you’re talking to your friend or someone you don’t know -Any stranger can pretend to be a friend and you have no way of knowing who they are because they are behind the mask of the computer

Appropriate Websites -Approved by parents, guardians or teachers -Feel funny or uncomfortable with what you see? – tell an adult

Meeting People on the Internet - Have adults approve someone before you talk with them on the Internet - If someone asks to meet you – tell adult immediately *Never arrange a face-to-face meeting with someone you met online

Appropriate Email and Messages -Do not open email from strangers -Do not open email with attachments -Do not give out email address (unless approved) -If someone uses a bad word, tell adult

Appropriate Information to Give Out Do Not Give Out Personal Information:

Name Where you live – city or address Telephone Number Birth date Height Weight Photo Parent’s name School

Information you can give out Likes and dislikes *Question students about appropriate information— Yes

Can you tell someone you like blue? You like pizza? Type of pets that you have? Your favorite movie?

No Your favorite movie theater? Your favorite beach?

Hands-on Activity

Put the students into groups of 3-4 and give them the situations and have them Situation #1

Cindy has been talking online to a girl named Julie for a few days now. Julie has told Cindy where she lives, how old she is, where she goes to school, and what she looks like. Julie asks Cindy what school she goes to. Is it okay for Cindy to tell her? What would you do?

Situation #2

Michael is online talking to his friend from school, Chris. They are working on their homework together and studying for a test. Chris says they should meet before class to review for the test. Is this okay? What would you do?

Situation #3

Jennifer is talking to a friend online when she gets a message saying there is trouble with her computer and she needs to type in her online password again. Should she do it? What would you do?

Situation # 4 Jake is talking to a friend online who he met on the Internet. The friend offers to help

him finish his homework and asks for Jake’s phone number. Is it okay for Jake to give it to him, since it has to do with homework? What would you do? Situation #5

Allison met Linda on the Internet and has been talking to Linda online for several months. Linda says she is the same age as Allison and lives nearby. Linda wants to meet Allison in the mall to go shopping. Should Allison go meet her? What would you do?

Situation #6

Jeff got an e-mail from someone he doesn’t know, with a file attached. Should he open it? What would you?

Closure: 3 minutes

List 5 things you will do or you learned about Internet safety.

Preview playground safety lesson for tomorrow. Assessment: The students will demonstrate and show the class what to do in the given situation of a online stranger. Home & Family Involvement: Send a copy of the lesson plan for the parents to be informed of what we covered in class and what they can watch for when their child is online. Resources: Internet safety lesson plans. Safe internet surfing http://www.safesurfingkids.com/lesson_plans_grades_3_12.htm Ziegler, K. (2009). Internet Safety. Winona State University Health Education Standard(s) and Performance Indicator(s): -Standard #4: Students will demonstrate the ability to use interpersonal communication skills to enhance health and avoid or reduce health risks. -4.2.3. Demonstrate ways to respond when in an unwanted threatening or dangerous situation. -4.2.4. Demonstrate ways to tell a trusted adult if threatened or harmed. -Standard #8: Students will demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks. -7.2.2. Demonstrate behaviors that avoid or reduce health risks.

“Playground Safety”

Goal: Students will know how to stay safe on the playgrounds, follow the playground rules, and know the key areas of playground safety. Behavioral Objectives: During the lesson, students will be able to list two of the four key areas of playground safety using the acronym SAFE. Time: 30 minutes Integration: Communication skills can be integrated into the lesson by having the students talk about the key areas of playground safety and situations they have been in. Materials:

Four note cards with information on them

SAFE guidelines printed for teacher

Is our playground SAFE checklist for each student

School playground Vocabulary: Supervision- the act of watching over something or someone Procedure: Introduction: 2 minutes

Ask students to name five pieces of personal information you should never give out on the internet.

Ask, “How many of you know someone who has been injured on a playground? What happened? We want you to have fun and be safe when you are playing outside. We are going to talk about how you can be safe on the playground. There are four key areas of playground safety and they can be remembered by SAFE. (show the four note cards that spell out S-A-F-E)

Content: 23 minutes

Students will learn about playground safety, the four key areas of playground safety, and what to look for on a playground to tell if it is safe.

Hands on Activity-

Go through each note card. S stands for Supervision. Supervision is one of the ways to make a playground safe. Does anyone know what supervision means? If they do not, tell them. Ask them why is it important for adults to watch you on the playground.

A stands for Age Appropriate equipment. The second way to make playgrounds safer is to have age appropriate equipment. Many students get hurt on a playground because they are playing on equipment that is too big or too little for them. Smaller students play on equipment designed for older, bigger students. They do not realize that the handles, railings, and steps are too big for them and then they slip or fall and get hurt. Older children play on equipment that is too small for them. They get bored and then they use the equipment in ways it isn’t supposed to be used. Then they get hurt.

F stands for Falls to the surface should be cushioned. Ask has anyone fallen on the sidewalk or road? How did you feel? Sidewalks and streets are made of concrete. When you fall, it really hurts. That is why playgrounds should not have hard stuff underneath it. Ask what do you think it should have underneath it? Answer: softer material like sand, woodchips, rubber.

E stands for Equipment maintenance. Ask when something gets broke, what should you do with it? Answer: fix it! Ask if you do not fix it, what happens? Answer: It will not work and you cannot use it. Lots of students use the playground everyday so it breaks down sometimes. Adult maintenance workers, playground supervisors, and parents should all be inspecting the playground equipment you play on to make sure it is safe, but sometimes they need your help.

Using Is your playground SAFE worksheet, go out to the school’s playground and inspect it.

Closure: 5 minutes

Review the four areas of a SAFE playground. Assessment: The students can name the four areas of a SAFE playground. The students can tell me what to look for so that a playground is safe. Home & Family Involvement: The students can teach others about playground safety. The students can keep themselves safe while playing on a playground so that it lasts longer. Resources: Voorhees, A. (2009). Playground Safety. Winona State University Kids Health. (2009). Retrieved April 15, 2009, from The Nemours Foundation:

http://kidshealth.org/parent/fitness/safety/playground.html#

Health Education Standard(s) and Performance Indicator(s): Standard #3: Students will demonstrate the ability to access valid information, products, and services to enhance health. - 3.2.1- Identify trusted adults and professionals who can help promote health. Standard #5: Students will demonstrate the ability to use decision-making skills to enhance health. -5.2.1- Identify situations when a health-related decision in needed. -5.2.2- Differentiate between situations when a health-related decision can be made individually or when assistance is needed. Standard #7: Students will demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks. -7.2.1- Demonstrate health practices and behaviors to maintain or improve personal health. Standard #8: Students will demonstrate the ability to advocate for personal, family and community health. -8.2.2- Encourage peers to make positive health choices.

“Fire Safety”

Goal: Students will know fire safety rules and how to make an escape plans. Behavioral Objectives: Students will create an escape plan that includes at least two of the escape plan rules. Time: 30 Minutes Integration: Students can draw a picture of the school or their house and a fire escape plan. Materials:

Activity books from fire station

Paper

Crayons

Markers

Pencil

Escape plan diagram worksheet

Chalk

Chalkboard Vocabulary: Escape- To get away Smoke Detector- Responds or beeps when there is smoke in the air. Procedure: Introduction: 7 minutes

Ask students to come up with the four areas of playground safety and what they mean.

Read the activity book from the fire department to the class. Be sure to explain and ask questions after every page or two. After going through the whole book ask the students some things that they learned. Then specifically ask them about the fire escape plan.

Content: 18 minutes Hands-on Activity-

After students identified that they need to find two ways out of every room, to get out fast, have a meeting, and practice with the whole family then they can start their hands on activity.

Pass out the escape plan diagram worksheet to each student. Follow the directions and have them draw a picture of their room in the smaller box. They should mark where the windows and doors are and draw arrows to show their escape plan. Draw an example on the chalk board for them to follow.

Then in the big box have them draw a picture of their house or apartment. They should include doors and window and draw an arrow for their best escape plan. They should also draw a picture of where their meeting place is going to be.

After everyone is finished have each of them go up to the front of the class and share the way that they choose and why. Have them tell how they followed the escape plan rules.

Closure: 5 minutes

Ask students: -What should they stay away from or not play with? -What things do you need to have in your escape plan? -How often should you check your smoke detector?

The students should take their drawings home and talk with their parents or guardians about what they learned. They can use the drawing the students made to have a fire drill.

Assessment: As students are drawing their pictures walk around and see what they are doing. Also listen to their presentations of their pictures and what they made sure to include. Home & Family Involvement: Students will take their escape plans home and share them with their parents and talk about the best way to get out of their house and where the best meeting place is. Resources: Cook, M., & Elstien, E. (2008). I Can Be Fire Safe. Flushing: Positive Promotions. FireSafety.gov for Kids: Parents and Teacher Resources: Lesson Plans. (n.d.). Retrieved April 23, 2009, from http://www.firesafety.gov/kids/parents-teachers/lesson_plan_ep.shtm Health Education Standard(s) and Performance Indicator(s): -Standard #4- Students will Demonstrate the ability to use interpersonal communication skills to enhance health and avoid or reduce health risks.

-4.2.3. Demonstrate ways to respond when in an unwanted, threatening or dangerous situation. -Standard #5- Students will Demonstrate the ability to use decision-making skills to enhance health.

-5.2.1. Identify situations when a health-related decision is needed. Standard #7-Students will Demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks.

-7.2.1. Demonstrate healthy practices and behaviors to maintain or improve personal health.

-7.2.2. Demonstrate behaviors that avoid or reduce health risks.

Assessment:

Have the whole class sit in a circle, have the first person start off by saying something

that they learned during the unit. If the student gives a broad statement like, do not talk to

strangers pull out a popsicle stick with a student’s name on and ask them to tell at least two

things that you shouldn’t tell a stranger. If there are still more answers to the question pull

another stick and ask that student the same question. Then after all of the answers are given

pull another stick and ask that student what they learned. If it is specific make sure they list at

least two things and pull another stick if there is still more information. Continue until all

students have had a chance to list examples or until all the information has been covered.

Prompt students with topics if needed.

References:

Bunting, L., & Fleming, T. (2007). Health and Fitness. Orlando: Harcourt School Publishers.

Cook, M., & Elstien, E. (2008). I Can Be Fire Safe. Flushing: Positive Promotions. FireSafety.gov for Kids: Parents and Teacher Resources: Lesson Plans. (n.d.). Retrieved April 23, 2009, from http://www.firesafety.gov/kids/parents-teachers/lesson_plan_ep.shtm Heit, P. & Meeks, L. (2003) Who’s calling. Totally Awesome Stratigies for Teaching Health. Internet safety lesson plans. Safe internet surfing http://www.safesurfingkids.com/lesson_plans_grades_3_12.htm Kids Health. (2009). Retrieved April 15, 2009, from The Nemours Foundation:

http://kidshealth.org/parent/fitness/safety/playground.html# Lee De Feyter, S. (2008) Stranger danger. The Youth Online Club. <http://www.youthonline.ca/safety/stranger.shtml> Nutt, L. (1999, May 19). Swimming. Retrieved April 15, 2009, from

watersafety.usace.army.mil/SafePassage/02unit.pdf Wunder, S. (2000). Let's Learn About Safety on Wheels. Hauppauge, New York: Positive

Promotions. Voorhees, A. (2009). Bike Safety. Winona State University

Voorhees, A. (2009). Playground Safety. Winona State University Yakovetic, S. (1992). Waddles Presents AQUACKTIC SAFETY. New York: American Red Cross. Ziegler, K. (2009). Internet Safety. Winona State University Ziegler, K. (2009) Who’s Calling?. Winona State University