Smart Choices Grades 4-6

Grades 4 ~ 6
TEACHING AND LEARNING CONNECTIONS

Activities included in this section have been developed
to meet learning expectations and skill and knowledge
development in the following curriculum:
Science and Social Studies

Language
Health and Physical Education
The Arts
Mathematics
Personal Development
Preparing students for life and work
Live Safe! Work Smart! Activity guide is designed to help you, the New Brunswick elementary school teacher, meet
curriculum expectations while you provide your students with critical health and safety skills and knowledge to live, play
and, eventually, work injury-free. Teaching health and safety to students and reinforcing safety in daily routines will make
a difference. You will prevent injuries and save lives. Students begin volunteering and some take on some paid work
while they are in elementary school. Foundational knowledge of health and safety, as early as Kindergarten, will instill
safe behaviours that will carry children through to adulthood and prepare them for safety lessons they will receive in
secondary school.
This resource was written and produced by a small team from the Ontario Ministry of Labour and the Workplace Safety
and Insurance Board, in cooperation with the Ministry of Education. To help meet specific outcomes within the New
Brunswick curriculum, WorkSafeNB has adapted the program.
ACKNOWLEDGMENT
WorkSafeNB wishes to extend a special thanks to the Ministry of Labour of Ontario for allowing us to adapt their Live
Safe! Work Smart! Program for use within New Brunswick schools. Without their contribution, this program would not
have been possible.
Queen's Printer for Ontario, *2007. Reproduced with permission.

Introduction
In this pivotal period, in Grades 4 to 6, as you know, students move from crayons to computers. Seemingly overnight,
they move into young adulthood. As they begin to think of themselves as young ladies and men, they will also be thinking
about taking on odd jobs to make some extra money or perhaps working with their parents to help out.
Its not uncommon to find youth in Grades 4 to 6 delivering flyers or newspapers, walking dogs, picking up golf balls,
cutting lawns, selling chocolate bars or starting to baby-sit to make a few extra dollars. Parents may be encouraging them
to take on these temporary jobs to start making their own money to buy the extras youth in this age group often want.
When there is a family business, like a store, deli, or construction business, parents and relatives may be having children
help out.
As a teacher, you have a special opportunity to influence positive behaviours among young students. By teaching them to
think about safety in daily activities or when planning a special event at school or home, you are preparing them for life.
This period of transition is a critical time to introduce students to some of the rules of work and safety issues that they
should think about. Even if they think they wouldnt do something that is dangerous, when an adult pays them to perform
a task, or a family member asks them, they may feel obligated to perform the task.
The Grades 4 to 6 activity guide matches safety-related curriculum expectations, but also lays an important foundation of
knowledge that will prepare students for more advanced safety concepts taught in more senior grades.
It is our hope that you will incorporate The Live Safe! Work Smart! Activity guide whenever you are
teaching students about the importance of safety in the classroom and in their lives.
Queens Printer for Ontario, *2007. Reproduced with permission.

NEW BRUNSWICK CURRICULUM LINKS
The Live Safe! Work Smart! Activity guide helps meet several New Brunswick Curriculum links.
The following outcomes can be met using this activity guide.
GRADE 4
Math
A7 compare and order decimals with and without models.

B1 add and subtract decimals involving tenths and hundredths, and whole numbers to five digits
B12 solve and create word problems involving adding and subtracting decimals (to hundredths)
D10 solve relevant problems involving millilitres and litres, grams and kilograms
F1 recognize and use a variety of methods for the collection and organization of data
F2 describe data maxima, minima, range and frequency
F3 read and interpret bar graphs, line graphs, pictographs and stem-and-leaf plots
F8 explore real-world issues of interest to students and for which data collection is necessary to determine an
answer
Health
Protecting yourself, your family and your community

A2) understand that personal behaviours and choices may affect safety of self and/or others
Science
Safety
408 show concern for their safety and that of others in carrying out activities and using materials
420 show concern for their safety and that of others in planning and carrying out activities and in choosing and
using materials
421 become aware of potential dangers
434 show concern for safety in planning, carrying out, and reviewing activities
435 become aware of the consequences of their actions
449 show concern for safety and accept the need for rules and regulations
450 be aware of the direct and indirect consequences of their actions
Sound
303-9 identify objects by thesounds they make
303-10 relate vibrations to sound production
303-11 compare how vibrations travel differently through air and a variety of solids and liquids
301-3 demonstrate and describe how the pitch and loudness of sounds can be modified
104-6 use the term decibels correctly in descriptions of sound intensity
104-1, 207-6 demonstrate processes for investigating the extent of noise pollution in their surroundings, and
work with group members to evaluate the processes used in investigating noise pollution
108-1,206-9 identify the positive and negative effects of technological devices that produce loud sounds and
identify the need for protection from loud sounds to prevent hearing loss
108-3 describe specific personal actions or products that can help reduce noise pollution
Arts
Students will be expected to use tools, materials and equipment safely and appropriately
1.4 Having completed the K-5 Personal Development and Career Planning Curriculum, each student will be
expected to understand, value, and practise responsible behaviour in the home, school, and community.
3.3 Having completed the K-5 Personal Development and Career Planning Curriculum, each student will be aware
of and value the development and maintenance of a healthy lifestyle.
English Language Arts
1. Students will be expected to speak and listen to explore, extend, clarify, and reflect on their thoughts, ideas,
feelings, and experiences.
2. Students will be expected to communicate information and ideas effectively and clearly, and to respond
personally and critically.
4. Students will be expected to select, read, and view with understanding a range of literature, information, media,
and visual texts.
5. Students will be expected to interpret, select, and combine information using a variety of strategies, resources,
and technologies.
6. Students will be expected to respond personally to a range of texts.
10. Students will be expected to use a range of strategies to develop effective writing and other ways of
representing and to enhance their clarity, precision and effectiveness.
GRADE 5
Math
A7 read and represent decimals to thousandths

A9 compare and order decimals
B1 find sums and differences involving decimals to thousandths
B8 solve and create addition and subtraction problems involving whole numbers and/or decimals
B9 solve and create multiplication and division problems involving whole
numbers and/or decimals
C2 recognize and explain the pattern in dividing by 10, 100 and 1000 and in multiplying by 0.1, 0.01 and 0.001
C3 solve problems using patterns
F1 use double bar graphs to display data
F2 use bar graphs to display and interpret data
F3 use coordinate graphs to display data
F4 create and interpret line graphs
F7 explore relevant issues for which data collection assists in reaching conclusions
Health
Protecting yourself, your family and your community

A1) describe their role in promoting safety and preventing injuries
Science
SAFETY:
using materials
LIFE SCIENCE:
104-2 demonstrate and describe processes for investigating scientific questions and solving technological
problems
206-2 compile and display data, by hand or by computer, in a variety of formats including frequency tallies,
tables, and bar graphs
302-9 describe nutritional and other requirements for maintaining a healthy body
1.4 Having completed the K-5 Personal Development and Career Planning Curriculum, each student will be
expected to understand, value, and practise responsible behaviour in the home, school, and community.
3.3 Having completed the K-5 Personal Development and Career Planning Curriculum, each student will be aware
of and value the development and maintenance of a healthy lifestyle.
and visual texts.
and technologies.
GRADE 6
Math
A5 demonstrate an understanding of the concept of percent as a ratio

B1 compute products of whole numbers and decimals
B8 solve and create relevant addition, subtraction, multiplication and division problems involving decimals
B11 calculate sums and differences in relevant contexts by using the most appropriate method
C2 use patterns to explore division by 0.1, 0.01 and 0.001
D6 solve measurement problems involving length, capacity, area, volume, mass and time
F1 choose and evaluate appropriate samples for data collection
F2 identify various types of data sources
F4 use bar graphs, double bar graphs and stem-and-leaf plots to display data
F9 explore relevant issues for which data collection assists in reaching conclusions
Health
Caring for yourself, your family and your community

A1) Identify injuries that are prevalent in the community
Personal Wellness
B1) Describe the domains of wellness and identify strategies for promoting their own wellness
Science
Safety
using materials
Electricity
303-31 identify and explain the dangers of electricity at work or at play
205-9 use tools and apparatus such as batteries, bulbs, and wires in a manner that ensures personal safety and
the safety of others
106-4 describe examples of how our knowledge of the hazards of electrical shock has led to the development of
electrical safety features
1.2 Having completed the 6-8 Personal Development and Career Planning Curriculum, each student will be
expected to demonstrate the ability to assume responsibility for his/her personal behaviour.
and visual texts.
and technologies.
Activities: Grades 4-6
Arts: A Personal Development: PD

English language Arts: ELA Science: Sc
Health: H Social Studies: SS
Music Education: Mu Math: M
Outcome(s) Page
Title of Activity Purpose of Activity #
Identifying and
Solving Problems
1: Shouldering a Students explore backpack safety A: Safety; ELA: 1, 2, 4, 6; Sc: Safety; SS: Rules and responsibilities. 1
heavy burden issues and calculate the safe Gr.4: H: A2; M: A7, B1, B12, D10; PD: 1.4, 3.3;
weight for their backpacks. Gr.5: H: A1; M: A7, A9, B1, B8, B9, C2; Sc: Life Science (104-2); PD: 1.4,
3.3;
Gr.6: H: A1; M: A5, B1, B8, B11, C2, D6; PD: 1.2
2: Safe and sound Students learn the importance of A: Safety; ELA: 1, 2, 4, 6; Sc: Safety; SS: Rules and responsibilities. 5
protecting their hearing. Gr.4: H: A2; PD: 1.4, 3.3;
Gr.5: H: A1; Sc: Life Science (104-2); PD: 1.4, 3.3;
Gr.6: H: A1, B1; PD: 1.2
3: The buzz on Students examine their usage of A: Safety; ELA: 1, 2, 4, 6; Sc: Safety; SS: Rules and responsibilities. 9
electricity electricity and identify potential Gr.4: H: A2; PD: 1.4, 3.3;
hazards. Gr.5: H: A1; Sc: Life Science (104-2); PD: 1.4, 3.3;
Gr.6: H: A1, B1; PD: 1.2
4: Kitchen hazard Students identify and discuss A: Safety; ELA: 1, 2, 4, 6; Sc: Safety; SS: Rules and responsibilities. 12
hunt hazards in a restaurant kitchen. Gr.4: H: A2; PD: 1.4, 3.3;
Gr.6: H: A1, B1; PD: 1.2
5: Safety gear: five Five exercises to choose from to A: Safety; ELA: 1, 2, 4, 6; Sc: Safety; SS: Rules and responsibilities. 14
exercises teach students about safety gear. Gr.4: H: A2; PD: 1.4, 3.3;
Gr.6: H: A1, B1; PD: 1.2
Emphasis on
Literacy
Students use their creative A: Safety; ELA: 1, 2, 4, 6; Sc: Safety; SS: Rules and responsibilities. 22
6: Now showing!
talents to deliver a safety Gr.4: H: A2; PD: 1.4, 3.3;
Safety and you!
message. Gr.5: H: A1; Sc: Life Science (104-2); PD: 1.4, 3.3;
Gr.6: H: A1, B1; PD: 1.2
7: What the numbers Students analyze and graph A: Safety; ELA: 1, 2, 4, 5, 6, 10; Sc: Safety; SS: Rules and responsibilities. 23
tell us injury data or their own survey Gr.4: H: A2; M: F3; PD: 1.4, 3.3;
results. Gr.5: H: A1; Sc: Life Science (104-2, 206-2); PD: 1.4, 3.3; M: F1, F2, F3,
F4, F7;
Gr.6: H: A1, B1; M: F1, F2, F4, F9; PD: 1.2
8: Who, what, when, Students ask someone who has A: Safety; ELA: 1, 2, 4, 6, 10; Sc: Safety; SS: Rules and responsibilities. 31
where, why and had an injury six basic questions. Gr.4: H: A2; M: F1, F2, F3, F8; PD: 1.4, 3.3;
how? Gr.5: H: A1; M: F1, F2, F3, F4, F7; Sc: Life Science (104-2, 206-2);
PD: 1.4, 3.3;
Gr.6: H: A1, B1; PD: 1.2
9: Walking safely Students learn how to avoid A: Safety; ELA: 1, 2, 4, 5, 6, 10; Sc: Safety; SS: Rules and responsibilities. 32
injury while walking outdoors and Gr.4: H: A2; PD: 1.4, 3.3;
indoors. Gr.5: H: A1; PD: 1.4, 3.3;
Gr.6: H: A1, B1; PD: 1.2
Focus on
Vocabulary
10: Declare a safety Declare a safety week in your A: Safety; ELA: 1, 2, 4, 5, 6, 10; Sc: Safety; SS: Rules and responsibilities. 36
week school and choose from five ideas Gr.4: H: A2; PD: 1.4, 3.3;
for students activities. Gr.5: H: A1; PD: 1.4, 3.3;
Gr.6: H: A1, B1; PD: 1.2
11: Safety crossword Students test their knowledge of A: Safety; ELA: 1, 2, 4, 5, 6, 10; Sc: Safety; SS: Rules and responsibilities. 37
puzzle common workplace vocabulary by Gr.4: H: A2; PD: 1.4, 3.3;
completing a crossword puzzle. Gr.5: H: A1; PD: 1.4, 3.3;
Gr.6: H: A1, B1; PD: 1.2
Students find the names of safety A: Safety; ELA: 1, 2, 4, 5, 6, 10; Sc: Safety; SS: Rules and responsibilities. 39
12: Word search
gear in a word search puzzle. Gr.4: H: A2; PD: 1.4, 3.3;
puzzle: safety gear
Gr.6: H: A1, B1; PD: 1.2
13: Crack the code:

Students crack the code in this A: Safety; ELA: 1, 2, 4, 5, 6, 10; Sc: Safety; SS: Rules and responsibilities. 41
find the safety
puzzle to find a safety message. Gr.4: H: A2; PD: 1.4, 3.3;
messages
Gr.6: H: A1, B1; PD: 1.2
1
Te acher s Note
I DENTIFYING & S OLVING Activity 1: Shouldering a heavy burden

P ROBLEMS
Many students are stressing their bodies with over-stu ed backpacks. Carrying too much weight isnt good for
Evaluation
Problem solving anyone, especially those with young, developing bodies. Heavy and unstable loads on their backs can also contribute
Calculation to tripping and painful falls. While we cant select ergonomically correct backpacks for every student, they can learn to
lighten their loads and develop strategies at home and at school for carrying less weight in their packs.
G etting started
In the exercise on the following page,students use math and decision making skills to
assess their backpacks in the classroom or at home.They will determine the maximum
load they should be carrying and calculate the weight of their fully-loaded backpacks.
If their packs are too heavy they will assess what is necessary to carry and whats
optional and develop a strategy to lighten their loads.
Of course, some of your students may have medical conditions that will require them
to carry a load less than the recommended 10% of their body weight.
How can teachers help?

Suggest students bring home a textbook
or binder only when there is a homework
Did you know?
assignment that requires them to use it. Studies show that it takes 1015 years
for ergonomic stresses to develop into
Where available, have students transport
medical issues that need attention. So,
only CD versions of textbooks.
by the time students in Grades 46 are
Suggest a backpack discovery and clean -
up day once every week or two to themselves with back, neck and other
have students go through the contents of problems.
their backpacks and eliminate unnecessary
things theyre carrying.
The handouts on pages 2 and 4 are provided

courtesy of the Ontario Chiropractic Association. Queen's Printer for Ontario, *2007. Reproduced with permission.
1
Shouldering a heavy burden
2
How much does your stuff weigh? What are you packing?
These are just averages - its best to weigh your own stuff.
Heres your assignment:
Pounds KG Step 1:
The Essentials A.Weigh yourself without the
kg/lbs
backpack:
Large textbook (each) 6.0 2.7 B. Calculate 10% of your
Small textbook (each) 2.0 0.9 body weight and write that
number down here. This is the
kg/lbs
100 page notebook (each) 0.75 0.35 maximum weight you should
carry in your backpack.
Binder with paper 1.5 0.75
Laptop computer 6.0 2.7 Step 2:
C.Weigh your backpack with
Large paperback book 1.0 0.45 all the stu you usually have in kg/lbs
it:
Sports gear 10.0 4.5 Step 3:
The Extras Put the weight of your back -
kg/lbs
pack here (C)
Running shoes 2.0 0.9 Subtract your maximum load (B)
kg/lbs
20 oz water bottle 0.25 0.68
GameBoy 0.5 0.25 Answer kg/lbs
Snacks 2.0 1.0
If you got a negative number, congratulations,your backpack isnt
Wet towel 2.0 1.0 too heavy for you.
Two drinks 2.0 1.0 If you got a positive number, like 2 or 4, that is the number of
kg or lbs you need to remove from your backpack to lighten
10 CDs 0.5 0.25 the load and make it safer for you to carry.
Live Safe! Work Smart!

1
Teachers Note
Activity 1: Shouldering a heavy burden, continued

IDENTIFYING & SOLVING
PROBLEMS Lightening backpack loads isnt the only solution towards improving stress on the back. There are various ways in which
Evaluation backpack related injuries can be prevented, including posture, type of backpacks used, and methods of packing. The
Problem solving following activities are provided for you to educate your students on ways to prevent back and neck pains resulting from
incorrect backpack habits.
G etting started
Photocopy the h andout on the following pag e and give it to your students.Use
it as the basis for a demonstration of the correct ways to use a backpack.
Bring in your own backpack if you use one or ask for a volunteer from the class.
Have the owner of the pack put in on and then do an assessment of how well
the straps have been adjusted to minimize strain on the users back.
Once the correct techniques have been established have everyone in the class
try adjusting their pack.Many students may not be using all the straps correctly
and might have the weight inside their packs distributed incorrectly.
You could ask students to look at the handout again a week or two later to see
if they have maintained good backpack habits.
3
Tips for a healthy back
4
Dont throw yourself a curve by carrying So whats the best way to carry a
the weight of the world in your pack. pack? Pack it light. Wear it right.
Got a hunch youre not That load will seem a

going to want to look like lot lighter if you pick
this. But you could, unless a pack with plenty of
you lighten your pack. compartments.
S-s-straighten up! Unless you Youve got two shoulder

want to be leaning like this straps.Wear them both. Place
all your life, lose some of the your pack on the table, and
load o your shoulder. put it on one strap at a time.
Get the lead out of your pack! Carry the heaviest items
Always bend your knees to lift. closest to your body. Use
If you dont,youll be heading your waist belt, and adjust
for back trouble. the straps.

2
Teachers Note
IDENTIFYING & SOLVING Activity 2: Safe and sound, part 1

PROBLEMS Students will learn more about hearing protection once they start working, but this is something they need to know
Identifying issues
Evaluation
about now. With the popularity of MP3 devices the danger of hearing loss among children has become a serious
Problem solving concern for health professionals. Students should be aware of the danger to their hearing in the everyday activity of
listening to music with earphones.
G etting started Listen To Your Buds is a consumer awareness campaign

The Listen toYour Buds website is an entertaining Listen To by the American Speech-Language-Hearing Association
way for your students and their parents to learn Your Buds about the potential risk of hearing loss from unsafe
about MP3 players and hearing loss.You could visit usage of personal audio technology.
the site and download, copy and hand out one of
the bookmarks that have been designed to appeal Visit www.listentoyourbuds.org to find attractive and easy -to- use resources
to young people.They provide the URL of the site. for students, parents and educators:
Students could take one of the bookmarks home
and show it to their parents so they can look at the There is a interactive game for students age six and older that helps them
site together. understand when to turn down the volume on their MP3 players.
PDFs of bookmarks and a colouring banner for children are available
for download.
For parents and educators there are videos about MP3 players and
hearing loss, loud noises and hearing loss and how the ear works.
Practical advice is provided for parents to help them protect their
children against hearing loss from MP3 players.
The site has a list of the top three things teachers can do to help their
MENU students avoid hearing loss along with a list of further resources available
for use in the classroom.
5
2
Activity 2: Safe and sound, part 2
6
PROBLEMS The learning expectations for Grades 4 to 6 require that students learn about sound, sources of sound, the
Identifying issues e ects of noise on people and how to control harmful noise. Noise and noise control are both social and
Evaluation workplace issues. This activity provides an opportunity for students to learn that exposure to harmful noise
Problem solving
levels can be controlled if we understand when its dangerous.
G etting started
The handout on the next pag e provides some basic facts about noise that your students
need to know to protect their hearing.This could form the basis of a class discussion. For more information
The exercise on page 8 called Too much noise? asks students to read a chart with The Canadian Hearing Societys website
noise levels for some common sounds (data from The Canadian Hearing Society) and provides a wealth of knowledge on topics
decide whether the individuals in the six scenarios should be using hearing protection. related to hearing.
The ability to make the right choice could help preserve their hearing in the future.
Answers: John, Susie, Edgar,Augusto
Note: Before starting this exercise you might nd it useful to try theBright Ideas. One www.chs.c a
provides a good way to help students understand the seriousness of hearing loss. The
second is a way to illustrate hands -on how hearing protection works.
SILENT CHARADES Write a number of statements on pieces of paper. Have each students select a statement
and act it out for the class. Ensure no one makes a sound.When someone thinks they know what the
B
R I person is doing, they must write it down,raise their hand and show it to the person to see if they got it
D right. The person who is doing the charade should silently indicate if they got it right or wrong. After the
I
G E activity, ask the class ho was for them not to speak during the charade. Discuss the challenges
A faced by a hearing impaired person in everyday situations.
H
T S
HEARING PROTECTIONDEMONSTRATION If you are able to purchase some ear plugs or a set of ear mu s,you
could demonstrate how to use hearing protection and have some of the students try it. Since you can
only use one set of ear plugs per person class participation will depend on your budget.
Te ache r s Note
What you need to know

about noise
Noise can come ffrom something we
e enjoy like our favourite song on the radio
being played
ayed too loud.
Damage
ge to our ea
ears depends on the volume
olume of the noise and h
how long we listen.
If you
ou are listening to music and you cantt hear someone near
nearby talking to you, the
music
usic could hu
hurt your ears.
Once you
ou lose some of your hearing
ing it will ne
never
er come ba
back.
Sound levels
l are
e measu
measured
ed in decibels (dB).
New Brunwsick llaw
w ssays
ys that bosses in facto
ffactories
actories
ies and other indust
industrial workplaces must make
sure workers
ke dontt lose their hea
hearing
ing because of noise at work.
To
o protect
otect our hea
hearing
ing ffrom noise we
e need to use hea
hearing protection like ear mu s or
ear plugs when we aree aaround
ound sounds at high llev
levels.
Its important
tant to know hohow
ow long we will be around the noise and roughly how many
o
decibels it is to decide if we need to wear protection.
7
Too much noise?
8
Circle the persons name if you think they
Common sounds Noise (dB) Notes
should be using ear plugs or ear muffs.
Jet engine 140 Painful Use the chart to make your decision.
Night club 120 Starts to hurt
Football game 117 John has a summer job at a cemetery where he
(stadium) cuts grass all da ve days a week.
Power saw 110 If you hear this for more than
Rock band one minute every day you risk Pearl is walking home from school along a
losing some of your hearing
street with heavy tr
for good.
Snowmobile 105
Susie is in a rock band and practices in her
Garbage truck 100 You shouldnt be around this
noise without protection for
basement every day.
more than 15 minutes a day.
Farm tractor 98 Edgar is helping his uncle make furniture in
Subway 90 the garage and stands beside him while he cuts
Lawnmower pieces of wood using a power saw.
Motorcycle
Electric razor 85 Hearing damage begins if Augusto got great tickets for a hip hop show
Some factories you are around the noise for 8 and now hes sitting in the front row.
hours or more in a day. Hearing
protection should be used.
Ankur rides a snowmobile once a week in the
Average city traffic 80
winter. Each trip takes her about 5 minutes.
Normal conversation 60
Refrigerator 40
Whisper 30
Normal breathing 10

3
Te ache r s Note

PROBLEMS
Activity 3: The buzz on electricity
Knowledge of electrical safety principles is critical to staying safe. Being able to identify electrical hazards and letting
Identifying issues
Analysis
people know there is a danger are basic skills that can save lives. This simple exercise provides some information
Identifying solutions about electrical hazards and asks students to apply it in their daily lives.
Sample diary:
What did you use that Did you see anything Who did you tell
Time What was done to fix the problem?
Sample
runs on electricity? dangerous? If yes, what? about it?
Too many cords plugged

7 a.m. Alarm clock My parents We moved some things to another outlet.
into one outlet
7.15 a.m. Toaster No
10 a.m. Computer Cords tangled My teacher We tidied up the cords.
G etting started
Photocopy the handouts provided on the following two pages for your students.
The rst handout has some basic information that will give students an idea of
some of the dangers associated with electricity.
The second handout is a template for an electrical safety diary. Ask your students
to record their experiences with electricity over one full day.
You might need to provide more than one copy of the template so students will
have enough room to record all of their experiences.The sample diary provides
some typical entries.
9
The buzz on electricity: three things to remember
10
1. Make sure plugs and cords are in good shape.
Dont use appliances or extension cords if the plastic covering on the wire is
broken and you can see the metal wire inside.
Dont use three -pronged plugs if one of the prongs is broken o .
Dont use cords if they are frayed, split, tangled or tied in knots.
2. Be smart with electricity.

Dont put y gers into electrical outlets.
If your bread gets stuck in a toaster, dont use a metal knife to get it out while the toaster
is plugged in!
Dont put too many plugs in an outlet. Most wall outlets are meant to have only two plugs.
Never touch a power line and never let a ladder or pole touch one.
3. Electricity and water do not mix.

Keep things that use electricity and their cords away from water.
For example, keep your hair dryer away from the sink or bathtub.
Keep things that have a battery (like an MP3 player) out of the rain.

Electrical safety diary

How many times a day do you use electricity? There could be a hazard each
time you do. Keep a diary of your use of electricity for one day right from the
time you wake up until you go to bed.
What did you use that Did you see anything Who did you tell
Time What was done to fix the problem?
runs on electricity? dangerous? If yes, what? about it?
(example) Too many cords plugged We moved some things to
Alarm clock My parents
7 a.m. into one outlet another outlet.
11
4
Activity 4: Kitchen hazard hunt
12
PROBLEMS Kitchens can be very dangerous places to work in. However, if you know the dangers and avoid them, you can
Identifying issues keep yourself safe. This activity is designed to get your students thinking about some of the things that can be
Evaluation hazardous in kitchens.
Problem solving
Pot on stove could He could hurt his back

cause steam burns. by reaching up to lift
objects.
Burners should be off if

Hot oven should not in use so no one gets
be closed. burned.
Grease on the floor is

slippery.
She could cut herself

with the knife.
Chemical containers A knife should be put

are not labelled. away when not in use.
G etting started
Photocopy and hand out the picture of the kitchen on page 13 for individual assignments, or make
a transparency of the picture and project it for a class discussion. Ask students to identify the
situations in the kitchen that can make it dangerous for the people who work there.Eight hazards are
identified on this page, but your students may find more! When they find a hazard ask them to state
what is wrong, what could happen if the hazard isnt fixed, and what needs to be done to eliminate
the danger.
Teachers Note
Try to identify as many hazards as you can in the picture below.

Why are they hazards? How can you prevent those hazards?

Source: Work Safe! University of California at Berkeley
13
5
Activity 5: Safety gear, five exercises
14
PROBLEMS Most of your students already know something about safety gear. They wear a helmet while riding a bike or
playing hockey. On the street, they see police officers with traffic vests, fire fighters with special coats and boots
Logic
Analysis and construction workers with hard hats.
Throughout the Grade 4 to 6 curriculum there are learning expectations about the importance of personal safety,
specifically about using appropriate protective equipment. Five exercises with varying degrees of difficulty are
provided so you can pick which ones suit your class and students. Exercise A is the simplest, asking students to
draw from their own experience.
Answers:
Safety gear How it protects When or where it
Exercise A: Safety gear brainstorming you is used
Rubber gloves Keep chemicals off Dishwashing and
your hands painting
G etting started Bike helmet Protects your head

from impact if you
At all times when
riding a bike
Have students take a blank piece of paper and make three fall
columns. In the first column they will list all the different types Warm clothing Keeps your body In cold weather,
of safety gear and protective equipment used at home or in warm for activities like
sports activities.In the second column they will write what the skating
safety gear does to protect them and in the third column where Boots Keep your feet In slippery
and/or when the gear is used. This activity could also be done in warm and keep you conditions in cold
small groups or as a class activity, listing the items on the board. from slipping on winter weather
snow or ice
Hockey helmet Protects your head Playing hockey
if you fall or get hit
in the head
Elbow and knee Protect you from Roller blading,
pads scrapes if you fall skateboarding
Safety glasses Protect your eyes When cutting or
from flying objects chipping wood,
pouring chemicals
Ear muffs Protect your ears In cold weather,
from frostbite while skating
Teachers Note
5
Teachers Note
IDENTIFYING & SOLVING Activity 5: Safety gear, five exercises, continued

PROBLEMS
Exercise B builds on Exercise A by asking students to find out about safety gear worn while working. It will get them
Logic
Analysis thinking about what they will need to wear for different activities. They will have a chance to see and try on safety gear
Planning and that might be new to them.
organizing
Safety gear Why its important to use it

Rubber gloves To protect your hands while dishwashing, painting,
working with animals.
Exercise B: Safety gear fashion show Bike helmet Wear a helmet to protect your head. It only takes one
fall to suffer a serious head injury.
Warm clothing In cold weather you need warm clothes so you dont get
frostbite.
G etting started Boots In cold winter weather boots protect your feet and help
Have students organize a safety gear fashion show for you walk safely on icy, slippery ground.
other classes to watch.The fashion show should include Hockey helmet When playing hockey you need a helmet to protect
a variety of safety gear,including items worn at home and your head if you fall or are hit by a stick, the puck or
in sports as well as items worn on the job such as hard another player.
hats and traffic vests. While a student models a piece Elbow and knee Pads will protect you if you fall when roller blading or
of safety gear, the announcer will describe the safety pads skateboarding.
gear and why it is important. Student roles can include
Safety glasses Safety glasses protect your eyes when cutting or chip-
organizing, modeling, writing scripts and announcing.
ping wood, pouring chemicals or doing anything where
Students can bring in their own safety gear like bike there is a chance something will fly up or splash into
and hockey helmets, elbow and knee pads, ear muffs, your eyes.
and boots. Safety glasses and goggles might already Ear muffs Ear muffs keep your ears from being frostbitten if you
be available if you have tech classes or science labs in are outside in cold weather.
your school. Some gear (safety glasses, gloves) can be Hard hats On a construction site things can fall on your head.
purchased at low cost from discount or dollar stores.
Safety vests These make you visible when working around
Typical content for a script is provided on this page. Of moving cars.
course it will vary depending on the items available for Ear plugs These protect your hearing when you are around noise.
the show. Safety goggles Goggles protect your eyes if you are working with
liquids that can splash into your eyes.
15
5
Activity 5: Safety gear, five exercises, continued
16
PROBLEMS Exercise C , best suited to students in Grade 4, illustrates that di erent types of equipment are worn to protect
Logic workers on the job. This will familiarize them with workplace vocabulary as it relates to safety gear. ( Exercise E
Analysis on page 20 is a more advanced exercise with similar content, more suitable for Grade 5 and 6 students.)
Exercise C: Identify the safety gear
G etting started
Photocopy the handout on the next page
and ask your students to put the number
matching each type of safety gear into the
box beside its name.
Answers:
1. Hard hat 5. Apron
2. Hearing protection 6. Gloves
3. Safety glasses 7. Safety
4. Dust mask footwear
Te ache r s Note
Can you identify the safety gear?

Look at the picture below and try to match up the safety gear with the items the workers are wearing.
Hard hat
Apron
Dust mask
Gloves
Safety footwear
Safety glasses
Hearing
protection
17
5
Activity 5: Safety gear, five exercises, continued
18
PROBLEMS Exercise D is a great way to help students relate safety gear used at home and in sports to the safety gear
used on the job. It is probably best suited to students in Grade 4.
Logic
Analysis
E H
Exercise D: Match the gloves
G etting started
Hand out a photocopy of the next page and have students work
on thei r ow n, or mak e an over head and use i t for a c lass ac ti vi ty.
To add some complexity to the exercise, ask students why they
F
think this type of glove is used and what hazard it protects the
user from.
C
Answers:
G
D
B A
Te ache r s Note
Match the glove to the place you would wear it.
A E
B F
C G
D H
19
5
Activity 5: Safety gear: five exercises, continued
20
PROBLEMS Exercise E asks students to identify safety gear, think about who would wear it, and consider why they would
need to use the gear. This exercise will help the students make connections between safety gear and the
Logic
working world. Some of these types of gear will be used in school when doing special projects in art, science
Analysis
or technology.
Safety boots
Construction workers
Exercise E: Safety gear questionnaire
Heavy or sharp things falling on their toes
G etting started
Photocopy and distribute the handout on the next page. Safety vest
Students can work together to answer the questions on the
handout.They may need to help each other to think of the Anyone directing traffic or working
types of jobs where people would wear the various types of on a road
safety gear. Being hit by cars because drivers cant
see them
Answers:
Safety glasses
Hard hat People doing things where debris may fly
Construction workers into their eyes
Things falling on their head Injury to the eyes from flying debris
Ear muffs Firefighters hat

People working in noisy areas Firefighters
Hearing loss;ringing in the ears Things falling on their head
Teachers Note
Safety gear questionnaire

Look at the pictures and answer the questions beside each picture.
Name the safety gear: Name the safety gear:
____________________________________________ ____________________________________________
Who would wear this: Who would wear this:
____________________________________________ ____________________________________________
What does the safety gear protect them from: What does the safety gear protect them from:
____________________________________________ ____________________________________________
____________________________________________ ____________________________________________
____________________________________________ ____________________________________________
____________________________________________ ____________________________________________
____________________________________________ ____________________________________________
____________________________________________ ____________________________________________
_____________________________________________ _________________________________________
21
6
Teachers Note
Activity 6: Now showing! Safety and you!

EMPHASIS ON LITERACY
In this activity, singers, actors, movie makers and artists can all show off their talents! Every school and/or teacher has
Creativity a few rules in the classroom for the safety of students, and most students will know simple rules about safety (look both
Communication ways before crossing the street, dont stand up on tables and chairs, dont play with matches etc.). Small groups of
Understanding rules
students can present important safety messages in a skit, song, on film, or with posters.
G etting started
Students should work in groups of two or more based on the
type of presentation they will make.The singers/musicians may
be in one group and artists and actors in another. Each group
will need to think about the safety rules and/or messages they
want to communicate and develop an oral or visual presentation
for the class. The maximum times for the presentation should
be five minutes, followed by five to ten minutes for a teacher -
led classroom discussion analyzing the messages delivered and
the effec ti veness of the c ommuni c ation. Poster s c an be used as
visual aids for presentations by actors.
Presentation ideas:
Change the words of a popular song to messages about safety
(students can sing along with instruments or do karaoke).
Make a short movie or commercial about safety (make sure
students dont do anything unsafe when filming the video).
Be aTV newscaster bringing the news of the day about the need
to follow safety rules, or use an interview format.
Perform a role play of adults telling youth about safety rules.
Design a poster illustrating classroom safety rules or warning
about a hazard.
22
7
Activity 7: What the numbers tell us
23
EMPHASIS ON L ITERACY
In this activity, students will study data and pr re are two options. Option 1
Communication
Analysis asks students to analyze data from the Public Health Agency of Canada about work-related injuries to children.
Record keeping The numbers represent injuries that required treatment in emergency rooms across the country. Option 2 asks
Teamwork students to conduct a survey in their school on attitudes about safety to gather their own data for analysis.
G etting started
Option 1 Answers for Option 1:
Photocopy and hand out the tables on pages 2628 along with
the set of questions on page 29. The data in the tables comes Question 1 Graph c Parts of a structure, animals
from the Canadian Hospitals Injury Reporting and Prevention and the natural environment are the
a. 120 b. delivery
Program (CHIRPP) database on injuries to working youth most common causes of injuries to
c. delivery d. manual labour delivery workers.
from ages 517. There are many injuries su ered by working
youth,even in this age group. e. delivery Graph d Falls and acts by others or
animals are the things that happen
Have students work in groups to answer question 1 by analyz - Question 2 most often to cause injuries to delivery
ing the data in the tables. Question 2 asks students to create Sample graphs are provided on workers.
four graphs from data in the tables. The groups can decide page 24.
b. Delivering flyers and newspapers.
how they would like to split up this task and then can work
Question 3
together with the completed graphs to answer question 3. c. Wear proper footwear so you dont
a. (report on the trends in the graphs) slip or trip; dont approach an animal
Groups could present their answers to the whole class for that isnt tied up; prepare for poor
Graph a Injuries in delivery jobs
discussion. weather conditions.
decline after age 10.
Option 2 Graph b In both categories injuries Note: See page 30 for a sample
Photocopy and hand out the instructions on page 30 for increase with age, probably because answer for Option 2.
doing a survey. Its up to you how the students collect their more people work in the older age
data.They could poll the members of their class or students in categories.
other classes as well. Survey questions are provided, but they
could use their own questions instead.
The activity asks them to record responses,
trends, graph the most , and decide what
their tell them about attitudes toward safety among
their peers.
Te ache r s Note
Teachers Note
Sample graphs for Option 1:

Graph c: Injuries in delivery jobs by cause
Graph a: Injuries in delivery jobs by age
Part of structure (wall, floor, stairs)
80 Self or other person
70 Kniife, scissors
60 Food or beverage
50 Hand or cleaning tools
40 Natural environment, weather
Small appliance (toaster, fry pan)

30
Parts of vehicles
20
Large equipment (lawn mover, farm equipment)
10
Animal
0
age 5-9 age 10-13 age 14-15 age 16-17 0 10 20 30 40 50 60 70
Graph b: Injuries in two job categories by age Graph d: Injuries in delivery jobs: what happened
350 Unknown
Manual Labour
300
Clerical/Service Other cause
250
Body part or clothing caught or snagged
200
Object dropped or fell on delivery person
150
Acts by others or animals
100
Collision
50
Object or person in inappropriate location
0
age 5-9 age 10-13 age 14-15 age 16-17 Falls
Queen's Printer for Ontario, *2007. Reproduced with permission. Loss of control of object
24
A sample answer for Option 2:
25
Please note that this data is hypothetical. Your students data will Once students become aware of this they are less inclined to follow
differ, but surveys of safety-related behaviours done in colleges have the reckless minority. This is the basis of the social norms approach
found that most students are responsible in their behaviour, to a to prevention strategies. For more information on social norms, visit
greater degree than most of their peers would expect. www.socialnorms.org .
A. Seat belts. Ask the 30 people: No

Do you always wear a seat belt when youre riding
Male
in the car? Yes
Female
Category Total responses Yes No
Grade 4
Male 16 12 4
Female 14 13 1
Grade 5
Age 9
Grade 4 15 13 2
Age 10
Grade 5 15 12 3
0 5 10 15 20
Age 9 12 10 2 Note: Students would need to record the responses for questions
B and C and prepare graphs for those responses as well.
Age 10 18 15 3
Possible Interpretations of this data How could this relate to all students in the school,
Most students wear seat belts whenever they are in the car. town or city?
The boys were more likely to ignore seat belts than the girls. Most students understand that its smart to wear a seat belt when
in the car. Only a small minority break this important rule.
As students got older they were a bit more likely to ignore the rule
about wearing seat belts. As students get older they might follow the example of those who
ignore safety rules. If they realize that most students follow safety
Students in Grade 5 ignored the rule more than students in
rules they are more likely to do so as well.
Grade 4, which is consistent with the age -related data.
Teachers Note
Table 1: Number of injuries by age and type of job

Age Group
Job Type
59 1013 1415 1617 Total
Clerical/Sales 0 1 15 45 61
Delivery 7 80 49 18 147
Food preparation 0 0 30 148 178
Other service 1 17 34 92 143
Total for the four types above

8 98 128 303 529
(Clerical/Service)
Construction/Repair 0 0 7 29 36
Stocks/Stores 0 0 4 33 47
Car/Mechanical/Factory 0 2 6 24 32
Farming/Forestry 0 5 14 13 32
Other manual labour 0 7 37 148 192
T
0 14 68 247 329
(Manual Labour)
Type unknown 0 8 32 93 133
Total for all types 8 120 228 643
Source: Chronic Diseases in Canada , Fall 2005; 26(4): 107113
26
27
Table 2: Causes of injuries (ages 517)
Job Group
Direct cause of injury Clerical/ Food Manual
Delivery Unknown
Service preparation labour
Part of structure
38 62 16 57 17
r, stairs)
Self or other person 48 11 13 31 16
Knife, scissors 15 0 63 33 17
Food or beverage 11 0 18 8 9
Hand or cleaning tools 5 0 2 30 4
Natural environment, weather 26 24 1 28 4
Small appliance
4 0 26 14 5
(toaster, frying pan)
Parts of vehicles 5 6 0 17 5
Large equipment
2 0 0 31 5
(lawn mower, farm equipment)
Animals 5 56 0 8 4
Total 159 109 139 257 86

Table 3: What happened to cause an injury (ages 517)

Job Group
What happened Clerical/ Food Manual
Delivery Unknown Total
Service preparation labour
Loss of control
42 20 81 68 34 245
of objects
Falls 44 51 15 43 27 180
Object or person in
10 11 17 58 12 108
inappropriate location
Collision 37 10 25 55 23 150
Acts by others
6 45 0 1 3 55
or animals
Object dropped or
14 2 7 30 5 58
fell on individual
Body part or clothing

9 1 8 28 11 57
caught or snagged
Object knocked
12 0 10 3 5 30
over or spilled
Other events 26 10 9 29 6 80
Unknown 5 4 6 14 7 36
28
Analyze the data
29
1. Look at the information in Tables 1, 2 and 3 to answer five questions:
a. How many injuries to children 1013 years of age were recorded?
b.What is a common type of job that can result in an injury caused by an animal?
c. Injuries from falls happened most often in what type of job?
d. ries for youth aged 5 to 17?
e.There were 87 injuries to youth 13 years of age and younger who were doing one particular type of job.
What was that job?
2. Draw four graphs:

a.FromTable 1, make a bar graph to show the trends by age in injuries to youth in delivery jobs.
b. FromTable 1, make a line graph to show the trends in injuries by age for the total number of injuries in
Clerical/Service jobs and in Manual Labour jobs.
c. FromTable 2, make a bar graph or pie chart to show the causes of injuries to youth 517 years old who were
doing delivery jobs.
d. FromTable 3, make a bar graph showing the di erent things that happened to cause the 109 injuries to youth
517 years old who were doing delivery jobs.
3. Be prepared to report to the class:

a.The answer ve questions in number 1 above and the trends in the four graphs you made.
b.What types of delivery jobs do you think youth from ages 1013 are doing?
c.What are three things you can do to make a delivery job safer?

Survey!
Choose the set of questions you will ask them
Conduct a survey about attitudes about safety: from the following three choices:
1. Poll 30 students in your school. A. Seat belts. Ask the 30 people:

- Do you always wear a seat belt when youre riding in the car?
2. Record their age,grade, and mark down if they are - Do your parents or other adults you drive with always wear a
male or female. seat belt when in the car?
- Should everyone wear a seat belt when in a car?
3. Ask them the questions in either A, B or C or
B. Dangerous actions. Ask the 30 people:
create your own questions.
- If someone asked you to do something that you thought was
dangerous, would you do it?
4. Record their responses.
- If someone gave you $20.00 to do something that you thought
was dangerous, would you do it?
5. Note thr rom the answers you
collected. - If there are safety rules, should you always follow them?
C. Crossing the street. Ask the 30 people:

6. Put the data for y graphs.You might - Do you make sure that people younger than you cross the
need one graph for each question. street safely?
- Have you ever crossed the street without looking both ways or
7. Explain how y relate to all crossed the street in the middle of the road rather than going to
students in Grades 4 to 8 in your school, town or the corner?
city. - Should everyone always cross the street safely?
30
8
Activity 8: Who, what, when, where, why and how?
31
EMPHASIS ON LITERACY
Your students can put their inquiring minds to work in this short activity. They will ask six basic questions of
Inquiry someone who has been injured, including an important question about what could have been done to prevent the
Oral communication
injury from happening. Students will learn that there really are no accidents. Most often, when someone is injured
Reporting
something could have been done to keep it from happening.
Example:
Who did it happen to? Mom
?
What happened? She fell down the stairs and sprained
her wrist.
Where did it happen? At home.
When did it happen? Two years ago.
Why did it happen? Mom was in a hurry. She was carrying

laundry down the stairs. One piece of
laundry fell out of the basket and she
slipped on it. That made her fall down
the stairs.
How do you think Slowing down and being more careful.

this could have been
prevented?
G etting started
This activity can be done in pairs in class.Ask students to interview each other to ask about an injury that happened to
them or someone they know.Alternatively,this could be a homework assignment where students ask a family member
or friend about an injury they experienced.They should take notes while doing the interview and record the results.
Teachers Note
9
Te acher s Note
EMPHASIS ON L ITERACY Activity 9: Walking safely

Identifying hazards This activity will help students develop important life skills. Being able to spot a dangerous situation and do
Communication something about it is a life skill that will serve them well now and in the future. It can prevent needless injuries.
Problem solving
There are two parts to this exercise: a review of an information sheet for students on pedestrian safety outdoors,
which should be a refresher from lessons theyve learned at home and at school, and an activity to identify
hazards and protect pedestrians indoors.
G etting started
Distribute the handouts on the following three pages. Go over the twelve safety tips on the hand -
out called Safe walking outdoors.You could have a di erent student read each rule aloud for the
class. Ask students if they have seen things while walking that werent safe.
You can assign Safe walking indoors as an in -school activity or a take -home assignment.In either
case, students will be looking for hazardous things that can cause people to slip or trip and
will write down what they did to help prevent someone from getting hurt in that dangerous
situation.
That may include telling their parents,or a teacher,picking up the mess on the themselves,
etc.Filling out a form will require them to express what they saw and did in short form,but in a
way that others can clearly understand.
For additional resources about pedestrian

safety and lots of great free resources
about keeping kids safe, check out:
Safe Kids Canada:
www.sickkids.ca/safekidscanad a
32
Safe walking outdoors
33
Did you know that every year in Canada more than 4,000 children are hit by motor vehicles while playing outdoors or
walking to school, to visit friends, to sports activities or to a neighbourhood shop? Children who are ve to nine years
old are the most likely to be injured, but youth 10 to 14 years old are also frequently injured when walking.
Here are some things you can do to prevent injuries:
Cross railway tracks only at the designated crossing. If a train goes

Help children age nine and under cross the road safely.
by, always look both ways to make sure another train isnt coming.
Cross only at intersections, never in the middle of the street

Wear light-coloured clothing and backpacks with
or between parked cars. Sometimes drivers cant see you until
r
it is too late.
re you cross the street. Follow road safety signs, like walk. Even if there is a walk sign,
Look to the left, the right and then to the left again and listen for
re you cross the street. sure it has stopped.
Before walking in front of a stopped car, look the driver in the eye to Be extra careful at intersections where there is no stop sign
make sure the driver knows youre there.
Always stop at driveways, alleys and areas without curbs to make

Watch out for cars coming out of driveways.
sure there is no car coming.
If there is a crossing guard, follow their instructions. They

Use sidewalks. If there ar ar
might not see.
For more on pedestrian safety visit Safe Kids Canada at www.sickkids.ca

Safe walking indoors

Many injuries to pedestrians happen when drivers dont see the person who is walking. What about indoors? Many
people slip and fall and are injured because of dangers inside buildings. You can do this exercise at school or at home or
even when you are visiting a community centre, arena or store. Find situations that can injure people walking indoors and
write down what you saw, where you saw it and what you did to prevent someone from getting hurt.
What I saw What I did to prevent

Where I saw it
that was unsafe someone from getting hurt
Slippery oors (wet, slippery surfaces)
Tripping hazards (toys, shoes and boots and other items in the area where people walk)
34
35
Safe walking indoors, continued
What I saw What I did do to prevent
Where I saw it
that was unsafe someone from getting hurt
Unsafe oors (torn carpeting, broken tiles, etc.)
Improper footwear (socks or slippers without rubber soles they can slide on the oor and people can get hurt if something
falls on their feet)
Other

10
Activity 10: Declare a safety week
36
FOCUS ON VOCABULARY
Leadership Although safety must be a concern every day, declaring a safety week will give your students the opportunity
Communication to play an active part in making the school a safe environment. The underlying concept is that all parties in the
Problem solving
Vocabulary school play a part in keeping it safe but that people in authority, in this case the principal, have the ultimate
Creativity responsibility for safety. These activities will help students create awareness of safety among their peers and
will also give them a chance to report safety concerns to the principal.
G etting started
Choose one or more of the five activities for your students duringsafety week.
Have students make safety posters to display throughout the Have students do a safety tour of the classroom, school and/or
1 school. Suggested themes: 4 playground, noting any dangerous situations they see. These may
include: broken pavement in sidewalks, slippery floors, people
- report dangerous situations you see
standing on desks, etc. They should create a simple, three -column
- watch out for slippery floors table to note the hazard, what could happen to someone if the
- dont do things you think are dangerous hazard stayed the same, and what should be done to correct the
situation. These could be collected and presented by the class to
- dont climb on chairs and tables use a ladder the principal.
- protect yourself wear safety gear.
5 Have students write a safety song using a well -known tune. The
During an assembly have students give safety tips to song can be sung in an assembly or performed when visiting
2 other students: other classrooms. The song should have a message about different
types of safety hazards and what you need to do to stay safe.
- always wear a bike helmet
- buckle up when in the car
This activity is a great way for your students to:
- dont touch chemicals
be leaders and set safety standards for other students
- tell your teacher or parents about dangerous things you see
reinforce the safety words theyve learned
- clean up messes on the floor so someone else doesnt slip or trip. practice identifying and solving problems
learn to be advocates
practice reporting dangerous situations to people in authority.
3 Post a word wall of safety words students have learned.
Teachers Note
11
Teachers Note
FOCUS ON VOCABULARY Activity 11: Safety crossword puzzle

Problem solving This activity asks students to complete a crossword puzzle of things associated with workplace and everyday
Workplace safety. This would make a good review exercise after other activities in this chapter have been completed.
vocabulary
Alternatively, it could be a way to see what students already know about safety.
11
B
10 14
H U R T G
9
V L L
3 8 13
D G O G G L E S O
2 5
B A C K P A C K L Y A V
N O U F E
12
G V N G E R M S
E E T T
6
R R U L E S Y
O E
4 7
U W A T E R G etting started
1 Photocopy and hand out the crossword on the next
W A S H S page. Students could try it individually or in groups.
K Queen's Printer for Ontario, *2007. Reproduced with permission.
37
Safety crossword puzzle
38
Down
Fill in the crossword using the clues below.
3. Hazardous
5.What you do to your mouth when you sneeze or cough 11
7.What you do if you have a question
9. Someone who helps other people and works without pay
11. Someone who picks on someone else 10 14
13. ___________ gear is what you wear to protect yourself from dangers
14.These protect your hands when you are working with food and chemicals
9
3 8 13
2 5
12
Across
1.What you do to your hands if they are dirty
4 7 2. This should never be more than ten percent of your body
weight
1 4.This will cause a dangerous shock when mixed with electricity
6.Things that should be followed in order to stay safe
8. What you wear when you swim and also protects your eyes
when working
10.You can get _________ if you dont follow safety rules
12. These can make you sick and are transmitted by humans,
pets and dirty needles

12
Te acher s Note
FOCUS ON VOCABULARY Activity 12: Word search puzzle: safety gear

Vocabulary This word search puzzle will test students knowledge of the names of common safety gear. It would make
Logic a great review after completion of any of the safety gear activities in this chapter.
Problem solving
Answers:
D U S V S S C E T A H D R A H D Z T E N
U U B E E T A A D C A R R K P L S E A R
G etting started X F S V L R O Z N M J Z H E K E S N R W
Photocopy and hand out the word
search puzzle on the next page and ask N O O T M G Y O E O L N C B V I Q R P C
students to
safety gear.
the names of di erent
A L R U M Y G Z B F R L M Y E H Q I L B
This could be done as an individual G G F H Q A L O Z Y N O T V N S X A U P
assignment or as a group activity. L F X Q E V S V G V T E X V L E L H G C
Be sure students read the instructions
carefully.The words they will can be
S M E J D H D K T N F E S H V C S C S M
read forwards, backwards or diagonally. C O V E R A L L S A Q R F M B A F G X I
A G A P R O N A S X N F W A K F D A S M
S E S S A L G Y T E F A S J S G M X D E
G C L U X V J B I D A P M O C L C Q K D
H M W C R V O D P G C I Q N L C J L N M
39
Word search puzzle: safety gear
40
Find and circle the following words. Words can be read forwards, backwards, or diagonally.
Apron Earplugs Hard hat Dust mask
Earmuffs Goggles Safety vest Face shield
Gloves Safety boots Coveralls Hair net
Safety glasses

13
Te acher s Note
FOCUS ON VOCABULARY Activity 13: Crack the code: find the safety messages
Vocabulary By solving two puzzles, students will uncover safety messages and be reminded that they need to follow safety rules.
Logic The word ask is included because being ready to ask questions about their safety is key to avoiding injuries. If
Problem solving students remember only one thing about safety, that should be to stop and ask for help if they dont understand how
to do something safely.
Answers:
G etting started
Photocopy and hand out the next page, which has two puzzles for
your students to solve.
1. K N O W Y O U R
The rst is a cryptogram that asks students to use the alpha - R I G H T S A S K
numeric code to uncover a safety message.
The second puzzle asks students to use their analytical skills and S A Y N O
knowledge of vocabulary to unscramble a second safety message.
S T A Y S A F E
B E S M A R T
B E S A F E
2. F O L L O W
T H E
S A F E T Y
R U L E S A T
H O M E A N D
S C H O O L
41
42
Crack the code: find the safety messages
Follow the directions for the two puzzles below and crack
the code to discover important safety messages .
1. Write the correct letters over the numbers in the puzzle 2. Put the letters below each column
boxes to reveal a safety message. in the puzzle box.The two letters
from column one are entered to
1 =A 2=B 3=C 4 =D 5=E 6=F 7=G
show you how the puzzle works.
8=H 9=I 10 = J 11 = K 12 = L 13 = M 14 = N
15 = O 16 = P 17 = Q 18 = R 19 = S 20 =T 21 = U
22 = V 23 = W 24 = X 25 =Y 26 = Z
R
11 14 15 23 25 15 21 18 H
18 9 7 8 20 19 1 19 11
19 1 25 14 15 T F
19 20 1 25 19 1 6 5 U M E O Y
O A H S O W
2 5 19 13 1 18 20 S L L E O N
H F C H E T L T
2 5 19 1 6 5 R S O E L A A D


Smart Choices Grades 4-6

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Grades 4 ~ 6

TEACHING AND LEARNING CONNECTIONS

Science and Social Studies

Queen's Printer for Ontario, *2007. Reproduced with permission.

Queens Printer for Ontario, *2007. Reproduced with permission.

A7 compare and order decimals with and without models.

Protecting yourself, your family and your community

English Language Arts

A7 read and represent decimals to thousandths

Protecting yourself, your family and your community

A5 demonstrate an understanding of the concept of percent as a ratio

Caring for yourself, your family and your community

English Language Arts

Arts: A Personal Development: PD

13: Crack the code:

I DENTIFYING & S OLVING Activity 1: Shouldering a heavy burden

How can teachers help?

The handouts on pages 2 and 4 are provided

Live Safe! Work Smart!

Activity 1: Shouldering a heavy burden, continued

Queen's Printer for Ontario, *2007. Reproduced with permission.

Got a hunch youre not That load will seem a

S-s-straighten up! Unless you Youve got two shoulder

Live Safe! Work Smart!

IDENTIFYING & SOLVING Activity 2: Safe and sound, part 1

G etting started Listen To Your Buds is a consumer awareness campaign

Queen's Printer for Ontario, *2007. Reproduced with permission.

What you need to know

Live Safe! Work Smart!

IDENTIFYING & SOLVING

Too many cords plugged

7.15 a.m. Toaster No

10 a.m. Computer Cords tangled My teacher We tidied up the cords.

2. Be smart with electricity.

3. Electricity and water do not mix.

Live Safe! Work Smart!

Electrical safety diary

Queen's Printer for Ontario, *2007. Reproduced with permission.

Pot on stove could He could hurt his back

Burners should be off if

Grease on the floor is

She could cut herself

Chemical containers A knife should be put

Try to identify as many hazards as you can in the picture below.

Queen's Printer for Ontario, *2007. Reproduced with permission.

G etting started Bike helmet Protects your head

IDENTIFYING & SOLVING Activity 5: Safety gear, five exercises, continued

Safety gear Why its important to use it

Queen's Printer for Ontario, *2007. Reproduced with permission.

Exercise C: Identify the safety gear

Can you identify the safety gear?

Match the glove to the place you would wear it.

Queen's Printer for Ontario, *2007. Reproduced with permission.

Ear muffs Firefighters hat

Safety gear questionnaire

Name the safety gear: Name the safety gear:

Name the safety gear: Name the safety gear:

Name the safety gear: Name the safety gear:

Activity 6: Now showing! Safety and you!

Sample graphs for Option 1:

80 Self or other person

50 Hand or cleaning tools

40 Natural environment, weather

Small appliance (toaster, fry pan)