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ERIC Number: ED203988
Record Type: RIE
Publication Date: 1973
Pages: 229
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
Interdisciplinary Traffic Safety Instructional System: Series V.
Maryland State Dept. of Education, Baltimore.
Intended to train fifth grade students in safe conduct on the school bus, on bicycles, in autos and in the school environment and to develop their perceptual skills as pedestrians amid traffic and under hazardous conditions at school, this curriculum provides directions and materials for approximately 130 safety learning activities. Safety concepts and skills are taught through activities from various curriculum areas, including art, language arts, math, reading, science, and social studies. Research projects for students and lessons focused on sound and hearing are included. Close to half of the curriculum consists of lesson material for developing perceptual skills of pedestrians. While the remaining four safety content areas (school bus, bicycle, auto passenger and school environment pedestrian safety) are more briefly developed, some emphasis is given to auto passenger safety activities. The curriculum materials can be used either selectively or in sequence. Additional features of the curriculum are (1) approximately 45 masters that can be reproduced for classroom use; (2) a cross reference list enabling the teacher to select activities in terms of safety area, integrated subjects, type of activity and/or type of skill taught; (3) a bibliography citing films and filmstrips, teacher preparation books and materials, games and books for children, and curriculum and instructional materials; (4) a list of resource persons, and (5) learning activities and film evaluation forms. (Author/RH)
Publication Type: Guides - Classroom - Learner
Education Level: N/A
Audience: N/A
Language: English
Sponsor: National Highway Traffic Safety Administration (DOT), Washington, DC.; Maryland State Dept. of Transportation, Baltimore.
Authoring Institution: Maryland State Dept. of Education, Baltimore.
Identifiers: N/A
Note: For other documents in this series, see PS 012 151-158.