WL.03

STANDARDS

K-2.2.1.2: Identify how rules promote safety and that following rules can prevent injuries.
K-2.2.2.9: Identify community helpers and describe their role in keeping communities safe.
K-2.2.7.2.0: Explain what to do in an emergency at home or school (e.g. what to do if someone is choking or if there is a fire). Travels demonstrating low, middle and high levels.
K-2.2.1.6: Describe safety hazards, including those related to fire, water, dangerous objects and how to seek help in these situations.
S2.E1.1(a): Travels demonstrating a variety of relationships with objects (over, under, around and through).
S2.E3.1(a): Differentiates between slow and fast speeds.

REQUIRED KNOWLEDGE AND EXTENSIONS

PRIOR KNOWLEDGE

Students should have already been introduced to locomotor and non-locomotor skills in the unit on movement basics. Students should already have an understanding of movement concepts including levels and pathways based on kindergarten standards.  It is also recommended that students already understand what it means to be safe based on the unit Rules of Play, the first unit of the year based on the physical education scope and sequence.

PLACEMENT

BEFORE

Prior to the Cornerstone, there is nothing a teacher should have already taught. Based on the HPE scope and sequence rules of play, movement basics and healthy ways to express needs should be taught the first month of school. This Cornerstone will serve as a great lesson extension of rules of play and a great introduction to movement basics.

DURING

1. Identify how rules keep people safe.
2. Evacuate safely in the event of an emergency.
3. Identify community helpers in an event of an emergency.
4. Develop locomotor and non-locomotor skills.

AFTER

Following the Cornerstone, students will be able to apply the movement safety skills they have learned to everyday life. These skills should encourage students to move safely in a variety of ways in and out of an emergency, as well as understand how to follow rules and procedures in order to stay safe. Within the classroom students will become better thinkers and communicators as they will have a better understanding of how to identify community helpers and responsible adults in case of an emergency.

PLANNING

PLANNING

The Cornerstone will occur over a 2 day span in order to ensure students have a clear understanding of how to safe in case of an emergency, as well as enough time to practice evacuation skills. During the first day of the unit students will learn about community helpers to seek out in case of an emergency. In addition, students will be able to demonstrate locomotor and non-locomotor skills in order to move safely and efficiently during an emergency. Throughout the unit there will be multiple opportunities for group discussions, turn and talks, and graphic

INSTRUCTIONAL APPROACH

Organizers that will deepen student understanding of key concepts. To conclude the unit on the second and final day will consist of students applying skills learned in the previous lesson in order to complete an obstacle course while being assess by the teacher and peers.

BACKGROUND INFORMATION

The key concepts of this Cornerstone is to ensure that students have the ability to help keep their families safe.  Students should understand how to identify and community helpers and responsible adults in case of an emergency.  Students will practice locomotor and non-locomotor as well as move in various pathway and direction avoiding obstacles. This Cornerstone will promote in-depth discussions that will encourage students to be more aware of their surroundings and begin brainstorming about evacuation routes and ways to stay safe. These discussions may lead to lesson extensions and collaboration with other teachers within your organization.