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|Project Title: ||Playground Safety|
|School Year: ||2006|
|School - District:||Bennett - Leominster|
|Contact Name:||Catherine Laursen|
|Content-Area(s):||Comprehensive Health, English Language Arts|
|Community Need:||Public Safety|
|Brief Description of SL Project: |
The students in this classroom wanted to change the playground for the better (a more safe and pleasant place to play). The teacher decided to teach a playground safety unit. The school nurse came to talk to students about playground safety. Students brainstormed ideas for playground safety rules, made a list, and paired them with visuals. Students then made a class book illustrating them following each of the rules. Students then traveled to other classrooms teaching their peers the rules. Lastly signs were made to post on the playgrounds of each of the three early childhood schools that pair the words of the rules along with the visuals.
|The Community Need the Project is Meeting:|
To make the playground a safer place for students to play with the use of a set of student-generated rules for safe playground practices.
|Service Component: |
To advocate safe play and encourage the school community to be more contientious of safety while playing on the playground.
|Connections with Massachusetts Curriculum Frameworks: |
This project addresses issues covered in Health Curriculum, for example, Comprehensive Health standard 9.3, “Describe personal responsibility for reducing hazards and avoiding accidents” or standard 9.6, “Follow universal precautions for all first aid involving any blood and other body fluids.” This project also addresses elements of English Language Arts’ strands 3.1, “Give oral presentations about personal experiences or interests, using clear enunciation and adequate volume” and 3.2, “Maintain focus on the topic.”
Discussion and observation determined that the students understood and could demonstrate the safety rules. Teachers used students’ drawings to judge their ability to represent an idea in a picture. Through observation of the students teaching their peers, the teacher could note their ability to convey their ideas in an oral presentation.
|How Youth Voice Helps Shape Project:|
Students can have a voice in this project when suggesting playground rules and by deciding which classrooms to visit for their presentations.
|Student Reflection Component: |
· A class book depicting themselves following a playground rule.
· Re-teaching the information they have learned to their peers.
|Community Partners Involved: |
The school nurse as well as other classrooms that benefited from the safety tutorial.
|Demonstration/Celebration of Students' Work: |
On June 15th, there will be a sign unveiling ceremony at the Bennett School Playground. Students from Mrs. Laursen's class and their parents are invited to attend, along with members of the community and all students and teachers from the school. After the ceremony refreshments will be served and pictures will be taken for the local paper and school website.
|Evaluation of Project’s Impact:|
This project may be evaluated by watching for marked improvement of the behavior on the playground. Students can assess improvement by conducting interviews with students and staff, for example, or by observing and graphing playground infractions at recess.
|Challenges/Solutions Identified by District:|
· Children couldn't agree upon which rules are the most important (to put on the sign) so role playing was done, discussions about keeping people safe, and some rules were combined into one.
· Some children were afraid to go to other classrooms to teach the rules to their peers. They practiced in front of familiar peers and staff, took a tour of the other classrooms when they were unoccupied, and met the other teachers beforehand in a familiar setting (the classroom and on the playground).
* NOTE: This project summary was written by the district/community. Any text in italics was added or modified by the Department (ESE). Most of these projects were supported with Learn & Serve America funds distributed through the ESE.