Responsible Citizenship

These plans have been developed to support teachers should they choose to utilize some of the specific learning activities and explorations described in the student section of this project.

Click any of the sections below to view the suggested project plans for this section. You can find a printable version of this document by click on the PDF icon () next to the section heading.

Encouraging Everyone to Wear Helmets: What Can We Do?

Introduction

An important aspect of inquiry is being able to work collaboratively to solve a problem or answer an important question of inquiry. This activity asks students to think of creative ways to raise community awareness.

Project Description

Now that you've had some time to find out about different types of helmets and how they protect your head, how can you help?

Working in groups, prepare a presentation that would encourage people to wear helmets.

Here are some questions to think about:

  • In Alberta, there is a law that all children must wear a helmet, but many still don't, or they only wear a helmet sometimes. Why?
  • What about adults? Should they wear helmets, too? Why?

Think about the type of presentation you want to make. You can:

  • Create a multi-media presentation using slides and sound
  • Create a poster,
  • Make a webpage
  • Produce a video.
  • Use your imagination and remember to make your presentation convincing and interesting!

Evaluation

See Assessment and Evaluation for pre-made rubrics or links for creating your own.

Curriculum Connections

English Language Arts

General Outcome 1

Students will listen, speak, read, write, view and represent to explore thoughts, ideas, feelings and experiences.

1.1 Discover and explore
1.2 Clarify and extend

General Outcome 2

Students will listen, speak, read, write, view and represent to comprehend and respond personally and critically to oral, print and other media texts.

2.1 Use strategies and cues
2.2 Respond to texts
2.3 Understand forms, elements and techniques
2.4 Create original text

General Outcome 3

Students will listen, speak, read, write, view and represent to manage ideas and information.

3.1 Plan and focus
3.2 Select and process
3.3 Organize, record and evaluate
3.4 Share and review

General Outcome 4

Students will listen, speak, read, write, view and represent to enhance the clarity and artistry of communication.

4.1 Enhance and improve
4.2 Attend to conventions
4.3 Present and share

General Outcome 5

Students will listen, speak, read, write, view and represent to respect, support and collaborate with others.

5.1 Respect others and strengthen community
5.2 Work within a group

Social Studies (new)

Outcome 4.S.1 Develop skills of critical thinking and creative thinking.
Outcome 4.S.4 Demonstrate skills of decision making and problem solving.
Outcome 4.S.5 Demonstrate skills of cooperation, conflict resolution and consensus building.
Outcome 4.S.7 Apply the research process.
Outcome 4.S.8 Demonstrate skills of oral, written and visual literacy.

ICT

Outcome P6 2.1 select and use the technology appropriate to a given communication situation.
Outcome C5 2.1 retrieve data from available storage devices, such as a shared folder, to which a group has contributed.
Outcome C5 2.2 record group brainstorming, planning and sharing of ideas by using technology.
Outcome C.4 Students will use organizational processes and tools to manage inquiry.
Outcome F.2 Students will understand the role of technology as it applies to self, work and society.
Outcome F.6 Students will demonstrate a basic understanding of the operating skills required in a variety of technologies.
Outcome P.1 Students will compose, revise and edit text.
Outcome P.3 Students will communicate through multimedia.

Additional Teacher Resources

Videos

  • All About The Brain (513522)
  • Brain (510919)
  • Brain & The Nervous System (513642)
    (***All videos available through CBE Video Loan Pool)
  • Spectrum: Researching and Making Presentations [BROKEN LINK]
    (***Available through the Learn Alberta site Grade 5 English Language Arts section)

Books

  • The Great Brain Book: An Inside Look at the Inside of Your Head
  • It's All In Your Head, A Guide to Your Brilliant Brain
    (*** Available through CBE Libraries and Calgary Public Library)
  • Think First for Kids: The Brain and Spinal Cord injury Prevention Curriculum for Teachers
    (***Available through CBE Libraries)

Websites

Mick Harte Was Here: Find Out More About The Author

Introduction

Giving students the opportunity to learn about and write to an author is an excellent way for students to appreciate the writing process. It can also introduce them to other material by the same author. This project asks students to write to Barabra Park . This can be done through her publishers and the instuctions for doing so are here. For safety reasons the teacher should handle the mailing of all letters ensuring that only the school address is included on the students' letters.

Project Description

Read this interview with Barbara Parks as she talks about writing her books including, Mick Harte Was Here.

Option One: Create a Card

Create a card for Barbara Park telling her about your reaction to her book.

You can use:

  • A publishing program like Apple Works or Microsoft Publisher
  • Or make a card by hand

Give your card to your teacher, so he/she can send it to Barbara Park.

Option Two: Create a Newsletter

Create a newsletter that deals with the issue of Helmet safety. Include articles on proper helmet use, reason why people don’t wear helmets, ways to encourage people to wear helmets, impact of head injuries on families, friends, community.

You can use:

  • A publishing program like Apple Works, Microsoft Publisher or Microsoft Word
  • Write one by hand

Here are some helpful links about writing a newspaper article

Evaluation

See Assessment and Evaluation for pre-made rubrics or links for creating your own.

Curriculum Connections

English Language Arts
General Outcome 1

Students will listen, speak, read, write, view and represent to explore thoughts, ideas, feelings and experiences.

1.1 Discover and explore
1.2 Clarify and extend

General Outcome 2

Students will listen, speak, read, write, view and represent to comprehend and respond personally and critically to oral, print and other media texts.

2.1 Use strategies and cues
2.2 Respond to texts
2.3 Understand forms, elements and techniques
2.4 Create original text

General Outcome 3

Students will listen, speak, read, write, view and represent to manage ideas and information.

3.1 Plan and focus
3.2 Select and process
3.3 Organize, record and evaluate
3.4 Share and review

General Outcome 4

Students will listen, speak, read, write, view and represent to enhance the clarity and artistry of communication.

4.1 Enhance and improve
4.2 Attend to conventions
4.3 Present and share

General Outcome 5

Students will listen, speak, read, write, view and represent to respect, support and collaborate with others.

5.1 Respect others and strengthen community
5.2 Work within a group

Social Studies (new)

Outcome 4.S.1 Develop skills of critical thinking and creative thinking.
Outcome 4.S.4 Demonstrate skills of decision making and problem solving.
Outcome 4.S.5 Demonstrate skills of cooperation, conflict resolution and consensus building.
Outcome 4.S.7 Apply the research process.
Outcome 4.S.8 Demonstrate skills of oral, written and visual literacy.

ICT

Outcome P6 2.1 select and use the technology appropriate to a given communication situation.
Outcome C5 2.1 retrieve data from available storage devices, such as a shared folder, to which a group has contributed.
Outcome C5 2.2 record group brainstorming, planning and sharing of ideas by using technology.
Outcome C5 2.3 extend the scope of a project beyond classroom collaboration by using communication technologies, such as the telephone and email.
Outcome F3 2.3 use appropriate communication language and etiquette.

Health

Outcome R-6.9 make decisions cooperatively; e.g. apply a consensus building process in group decision making.

Additional Teacher Resources

Videos

  • News Writing (511750)
    (***Available through CBE Video Loan Pool)

Books

  • Mick Harte was Here
    (***Available through CBE library and Calgary Public Library)

Websites

It Won't Happen To Me... Will it?

Introduction

Inquiry activities can easily be tied to students’ novel readings. Rather than asking content or knowledge questions about a story, inquiry projects focus on students making connections between characters or events in the novel and their own life. This project addresses the question, “Does my wearing or not wearing a helmet affect people other than myself? How significant can this effect be?” Discussion is also an important part of inquiry. Through discussion students are able to express and refine their thoughts and feelings. It also makes them aware that others may view the topic differently than they do, and encourages them to find resources to support their point of view (which leads to authentic research).

Project Description

Wearing or not wearing a helmet can have an impact on people other than the person wearing one. Mick Harte Was Here is a story that deals with how a bicycle accident affects a young boy's family, friends and community.

Read: Mick Harte Was Here

This can be done as a class, individually or in groups.

After reading the novel get into groups or go to the discussion room called Mick Harte.

Use the following questions to guide your discussion:

  1. How did you feel when you read the first two pages of this book? Did it prepare you for the rest of the book?
  2. Why do you think the author started her book like this?
  3. How did you feel about Phoebe? Did she act in a believable way?
  4. What about Zoe? Was she a good friend? Why?
  5. Do you think this is a realistic story? Why?
  6. At the end of her book, Barbara Park wrote this note,

“Head injury is the main cause of death in fatal bicycle crashes. Researchers tell us that if all bicyclists wore helmets, as many as one death every day and one head injury every four minutes could be prevented. I urge all of you who do not wear bike helmets to please reconsider your decision. Today. Please. It’s your life.”

Has reading this book changed how you feel about wearing a bike helmet? Why?

  1. Why do people not wear bike helmets? Is there a good way to make everyone wear helmets?
  2. If you could speak to Barbara Park about this book, what would you say?

Evaluation

See Assessment and Evaluation for pre-made rubrics or links for creating your own.

Curriculum Connections

English Language Arts
General Outcome 1

Students will listen, speak, read, write, view and represent to explore thoughts, ideas, feelings and experiences.

1.1 Discover and explore
1.2 Clarify and extend

General Outcome 2

Students will listen, speak, read, write, view and represent to comprehend and respond personally and critically to oral, print and other media texts.

2.4 Create original text

General Outcome 5

Students will listen, speak, read, write, view and represent to respect, support and collaborate with others.

5.1 Respect others and strengthen community
5.2 Work within a group

Social Studies (new)

Outcome 4.S.1 Develop skills of critical thinking and creative thinking.
Outcome 4.S.4 Demonstrate skills of decision making and problem solving.
Outcome 4.S.5 Demonstrate skills of cooperation, conflict resolution and consensus building.
Outcome 4.S.7 Apply the research process.
Outcome 4.S.8 Demonstrate skills of oral, written and visual literacy.

ICT

Outcome P6 2.1 select and use the technology appropriate to a given communication situation.

Health

Outcome R-6.9 make decisions cooperatively; e.g., apply a consensus building process in group decision making.

Additional Teacher Resources

Videos

  • Together We Learn (503847)
    A teacher resource video on group work in a class setting
  • Teaching: Searching As A Process (511775)
    (***Available through CBE Video Loan Pool)

Books

  • Mick Harte was Here by Barbara Parks
    (***Available through CBE library and the Calgary Public Library)

Websites