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Teacher’s/Leader’s Guide for ® We buckle up! The activities below can help reinforce the material in this Know What? ® workbook when used in the classroom. Many are experiential, helping students work together to better understand issues related to riding safely in cars and to improve skills needed for success in school and life. You can also use these activities to help students meet select Common Core State Standards for English Language Arts (CCSS.ELA) and for Mathematics (CCSS.Mathematics). Correlations to specific standards are listed below each activity. Visit www.corestandards.org/ELA-Literacy and www.corestandards.org/Math to learn more. Page 2—Importance of safe riding Ask students what they think they need to do to ride safely in cars. Write their answers on the board or a large sheet of paper. After finishing the workbook, go over all the answers together. Correct any that may be wrong. Ask if students would like to add anything they learned from the workbook. Supports Speaking & Listening Standards: CCSS.ELA-Literacy.SL.K.1b CCSS.ELA-Literacy.SL.1.1b,c CCSS.ELA-Literacy.SL.2.1b,c Page 3—Buckling up You can use this page to do some math and graphing activities. Examples: Ask how many cars would have circles if all the people had safety belts on. Have students count the number of people in all the cars, then make a simple graph that shows how many are wearing safety belts and how many are not. Ask how many students always use safety seats or wear safety belts; have them make a simple graph comparing this number to the class total (you may want to repeat this after reading the whole workbook, this time asking students how many plan to always use safety seats or wear safety belts from now on). Ask students to think about whether TV, movies, magazines and other media usually show people buckled up when they are in vehicles. Ask them to pay attention to the media for 1 week. Have them report on what they see. Ask what kinds of messages the media sends about the importance of buckling up. Students may not be familiar with the wordplay in the “Buckle up for safety” answer. If needed, explain that the arrow stands for “up.” Have them try other examples. For example, the phrase “Go to bed on time” could be written without the word “on” and with “bed” on top of “time.” Supports Language Standards: CCSS.ELA-Literacy.L.K.6 CCSS.ELA-Literacy.L.1.6 CCSS.ELA-Literacy.L.2.6 Supports Speaking & Listening Standards: CCSS.ELA-Literacy.SL.K.1b CCSS.ELA-Literacy.SL.1.1b,c CCSS.ELA-Literacy.SL.2.1b,c CCSS.ELA-Literacy.SL.K.2 CCSS.ELA-Literacy.SL.1.2 CCSS.ELA-Literacy.SL.2.2 CCSS.ELA-Literacy.SL.K.4 CCSS.ELA-Literacy.SL.1.4 CCSS.ELA-Literacy.SL.2.4 CCSS.ELA-Literacy.SL.K.6 CCSS.ELA-Literacy.SL.1.6 CCSS.ELA-Literacy.SL.2.6 Supports Writing Standards: CCSS.ELA-Literacy.W.K.7 CCSS.ELA-Literacy.W.1.7 CCSS.ELA-Literacy.W.2.7 Please read: Talk to a professional! This guide is not a substitute for the advice of a qualified expert. Follow your organization’s policies and regulations (for example, those that apply to parental notification and consent) when using these activities. 2017 Edition ©2001 Channing Bete Company, Inc. All rights reserved. (08-17-B) Channing Bete Company, One Community Place, South Deerfield, MA 01373 • 20D-0117 To reorder call (800) 628-7733 or visit www.channing-bete.com and ask for item number PS98561 C O M P A N Y Channin ®