Grade 1 Example

Title Caution! Dangerous Situations Ahead!
Creator: Starcher, Wanda

Revised By: Elizabeth Chapman, Dana Holstein & Kenetha Parker-Howes
Source: TLI 2009 PBL Plans
Project Idea: Students will interview community helpers, do online research with a fifth grade buddy, read and view
various other forms of media to complete an investigation of appropriate safe behaviors to exhibit, rules to
follow and safety helper to contact when in dangerous situations. Findings will be shared with
kindergarten and preschool students as our experts endeavor to keep others safe.
Entry Event: Students will enter the room with Caution Tape across the door, sirens, alarms, flashing lights, electrical cords,
medicine bottles, and other potentially dangerous items in view. Students will probably ask, What is going on?
Lead them to discover the topic of dangerous situations. (Brainstorm a list of possible dangerous situations and what
they think should be done when in those situations.)
Next Generation
Content
Standards and
Objectives
NxG ID NxG Objectives
SS.1.C.2 create scenarios and role play reflecting the use of rules and laws, their consequences
and their value within school and community.
ELA.1.R.C2.6 distinguish between information provided by pictures or other illustrations and
information provided by the words in an informational text. (CCSS RI.1.6)
21st Century
Skills
Learning Skills & Technology
Tools
Teaching Strategies Culminating
Activity
Evidence of Success
Information and
Communication
Skills:
21C.O.PK-2.1.TT5 - Student
creates text, types words and
sentences, and inserts images
using word processing
software. Student creates,
saves, prints and opens existing
files. Student uses editing
functions in word processing
software (e.g., font, boldface,
underline, font color). Student
inserts graphics that enhance the
understanding of the text.
Teacher will model creating
text, saving, printing and
opening existing files.
Completed typed and illustrated
page (section of class book).
Thinking and
Reasoning Skills:
21C.O.PK-2.2.TT3 - Student
identifies different purposes
among software applications
(e.g., puzzles, writing tools,
graphing tools, concept mapping
tools). Student selects
technology tools and software to
solve problems (e.g.,
presentation software to explain
and communicate information,
drawing or paint software to
make a picture, email software
to send messages, Internet
browser to access websites, and
word processing software to
write a story).
Students will access websites to gather
information and use word processing
software to create a page/section of our
class book showing safety rules,
procedures and equipment to use in
dangerous situations.
Completed typed page (section of class
book) Refer to Written Composition
Rubric.
Teach21 Teach21 Project Based Learning
Caution! Dangerous Situations Ahead!
First Grade First Grade
Page 1 of 6
Personal and
Workplace Skills:
21C.O.PK-2.3.LS4 - Student
knows the difference between
right and wrong, is accepting of
others in work and play groups,
and shows regard for peers and
adults within the school by
keeping work, play and public
areas clean and organized.
Students will clean up and put
materials in appropriate place when
finished working for the day.
Self-Examination Rubric
Performance
Objectives:
Know
Behavior to exhibit in dangerous situations (e.g., fire, poison, traffic, strangers, drugs)
Rules to follow in dangerous situations
Person to contact in dangerous situations
Information can be gathered from more than one source

Do
Create text
Insert graphics
Save, open and close a file
Print
Clean up work area
Demonstrate appropriate behaviors in dangerous situations
Driving Question: How can we stay safe in potentially dangerous situations?
Assessment Plan:
Major Group Products
Script for Role-Play
Presentation of Role-Play
Typed and illustrated page (section of class book) telling Safe Behaviors
to exhibit, rules to follow and community helper to contact in Dangerous
Situations
Major Individual Projects
Individual section of page(s) for class book
Props as decided upon using the Items Needed for Role-Play Planning
Sheet
Assessment and
Reflection:
Rubric(s) I Will Use: Collaboration Written Composition X
Critical Thinking & Problem
Solving
Content Knowledge
Oral Communication Other
Role Play and Content
Knowledge
Information Please
Your Opinion Please
X
Other Classroom Assessments
For Learning:
Quizzes/Tests Practice Presentations
Self-Examination X Notes
Peer Evaluation Checklists/Observations
Online Tests and Exams Concept Maps
Reflections: Survey Focus Group
Discussion Task Management Chart
Daily Reflection Log X Other - Teacher Reflection X
Page 2 of 6
Map The Product: Students will create a page (section of class book) of safe, appropriate behaviors to exhibit, rules to follow
and community member(s) to contact when in dangerous situations.

Product: Typed page (section of class book)
Knowledge and Skills Needed Already Have
Learned
Taught
Before the
Project
Taught During the Project
1. How to open Word Processing Program X
2. How to create text type sentences X
3. How to change font size and color X
4. How to insert picture or graphics X
5. How to open, save and edit text X
6. How to print material X
Resources: School-based Individuals:
Fifth Grade Buddies
School Nurse
School Counselor

Technology:
Computer
Word Processing Program
Video Camera
Tech-savvy Parent

Community:
Police Officer
DARE Officer
Firefighter
Paramedic
American Electric Power Representative or other electric company representative
Life Guard or County Parks and Recreation Director (depending upon chosen topic)

Materials:
Computers
Word Processing Program
Clip Art
Printer
Paper
Ink (black and color)
Video Camera
Film
TV or other projection device
Jump Drives/way to save student work
Various art materials to create props for role-play (glue, colored paper, poster board, oak tag, scissors,
etc.)
Written material (trade books, etc.)

Websites:
www.safetycops.com online magazine
www.kidshealth.org
www.sgcity.org

Page 3 of 6
Manage the
Process:
While students will be able to choose their safety topic, teacher will reserve the right to place individual students
with partners or within small groups to ensure success based upon individual student need. Teacher will be available
throughout the entire process facilitating learning, providing direct modeling, offering assistance and scaffolding
instruction as needed.

Step 1
Contact community helpers and arrange day for them to visit class
Contact parent volunteer to arrange day for videotaping
Make arrangements with fifth grade teacher for use of buddies
Research/locate age appropriate websites, locate additional books and materials
Get permission from parents for videoing and pictures
Copy rubrics, reflection log, skit script, items for role play, research guide and assemble or have in central
location for student access

Depending on students knowledge of computer other skills may have to be taught such as how to log
on, use a mouse to point and click, etc.

Fifth grade buddies may be used throughout this project helping students with the interviewing and
research process as well as with creating the page/section for the class book and script for role play
depending upon the time of year and ability of your first graders. My plan is to have them available to
offer assistance in each of the situations serving as an extra set of hands when needed but not actually
doing the work. They can be considered a part of the small group role-play IF the first graders need
assistance.

Step 2 Entry Event
Students will enter the room with Caution Tape across the door, sirens, alarms, flashing lights, electrical cords,
medicine bottles, etc. Students will then be asked to predict what they think were going to do or what these have in
common. Lead them to discover the topic of dangerous situations. Brainstorm a list of possible situations and what
behaviors we should exhibit. Say something like, Wow, you know a lot about being safe. Do you think there are
other ways? Other situations? Ask if they would like to help our kindergartners and preschoolers stay safe by
becoming safety experts and presenting the information to them. Continue brainstorming for possible ways to do
this, eventually leading them to researching, writing a class book to be placed in our school library and creating a
movie by videotaping their role-play of what to do when in dangerous situations.

Step 3 Preparing for the Research
After brainstorming various potentially dangerous situations students will be given an opportunity to
choose the situation they would like to research. (Limit the number for each to two students. These
students will be paired to complete the partner projects. )

Next explain to students that they will have an opportunity to listen to and interview some community
helper experts and that they will be working with fifth grade buddies to conduct on-line research of their
chosen topic. Give students an Expectation Sheet explaining what will be expected of them during this
time. (Students will have a Research Guide to guide them in obtaining the information for which they
should be searching when conducting their research.)

Prior to the safety helpers visit students will need to practice interviewing an individual. Arrange for their
fifth grade buddy to be interviewed. Although students should only use predetermined web sites, teacher
will still need to review internet safety with both first and fifth graders.

Step 4 Conducting the Research 3 - 5 sessions
All students will watch/listen to presentations done by safety helpers. Only students needing to interview a
particular individual will do so. Students should complete an entry in their Daily Reflection Log each
day.

Students will work with their fifth grade buddy to research the predetermined websites. (Fifth grade
buddies will be responsible for helping first graders type in the web address, read the text/information
found, and to save and print the information.) (Students should complete the Information Please
sheet/simplified version of a Works Cited page)

Step 5 Using the Research (5 10 sessions)
Page 4 of 6
Step 5 Using the Research (5 10 sessions)
Using the information gathered during safety presentations, interviews and websites students will create a
page or section of the class book listing safe behaviors, rules to follow and whom to contact in dangerous
situations. (Refer to Written Composition Rubric.)

Working within their small group (partners and buddies) students will write a script for a skit for a
potentially dangerous situation and what safe behaviors should be exhibited, what rules should be
followed and who should be contacted. (Refer to Script for Role-Play.) Students will also decide who is
responsible for making or bringing any props needed for their role-play. (Refer to Items Needed for
Role-Play Planning Sheet.)

Please note: It is possible to use the Script for Role-Play as the page or section for the class book.
However, it is also possible to simply have students present the book as non-fiction writing and illustrating
only about the behaviors, rules and community helper(s) to contact. This, of course, is at teacher
discretion.

Step 6 Presenting the Research 5 - 7sessions
Practice role-plays. Videotape role-plays to create movie. Preview movie. Students will assess their own
performance using the bottom section of the Role-Play Content and Knowledge Rubric. (If additional
assessment is desired, Preschool Teachers, Kindergarten Teachers and any other school personnel
viewing the movie can be asked to complete the Your Opinion Please rubric.)

Present movie, Caution!DangerAhead! to Kindergarten and Preschool. Donate class book to school
library. (Our class book will be sent to Student treasures to be bound for the library. Parents will also
have an opportunity to purchase a copy of the book and will be invited to view the movie at a different
time.)
Project Evaluation: Reflection and evaluation will be on-going as students complete Daily Reflection Log entries. Students
will also complete a Self Examination Rubric after the completion of each of their projects as well as an
End of the Project Evaluation. Teacher will complete a Teacher Reflection sheet reflecting on what
worked and what did not.
Resource Files
Uploaded
Resource Files

UP3414WS2.doc
(http://wveis.k12.wv.us/Teach21/CSO/Upload/UP3414WS2.doc)
UP3414WS3.doc
UP3414WS4.doc
UP3414WS5.doc
UP3414WS6.doc
UP3414WS7.doc
UP3414WS8.doc
UP3414WS9.doc
UP3414WS10.doc
UP3414WS11.doc
Page 5 of 6
UP3414WS12.doc
UP3414WS13.doc
UP3414WS14.doc
Page 6 of 6

Grade 1 Example

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Title Caution! Dangerous Situations Ahead!

Creator: Starcher, Wanda

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