School+Children

**Hidden in the dark – reflector knowledge and demonstration of the visibility of a reflector in the dark (0-6 yrs / 7-12 yrs)**
Learning objectives: The aim of the session is to demonstrate the visibility of a reflector in the dark and the need to use a reflector when walking in dark.

Learning methods: The visibility of a reflector in dark is illustrated to the pupils. This emphasizes the meaning of sense perceptions and concretizes the issue to be learned. The illustration exercise creates stimulation and invokes and maintains interest in the issue to be learned.

Required time: 30 minutes.

Learning environment: A space that can be darkened.

Description of the assignment: Soft toys, school supplies or other objects are hidden to a dark classroom or other space and reflectors are put to some of them but not all. The group has to find all the objects using flashlights in a given time (e.g. 5 minutes). In pre-primary and primary education the objects are very visible and most of them have reflectors. After looking for the objects the group answers questions about a reflector:

What helps you to be seen in dark?

What is a reflector and how does it work?

What is the right place for reflectors?

The correctness of different reflectors can be demonstrated to older pupils. For example a CE marked reflector is more visible than e.g. reflecting pins. (Liikenneturva)

**(0-6 yrs, 7-12 yrs)**
Learning objectives: The aim of this session is to illustrate the adequacy of different situations regarding traffic, both good behaviour and bad behaviour from the participants in traffic.

Learning methods: Children are shown with the puppet theatre different pieces of theatre. In these, the characters can show normal people like adults and children, interacting in traffic situations. They are shown in a form of a story, where the puppets act and the children can evaluate if they are doing right or wrong.

Required time: 30 - 45 minutes with a class group.

Learning environment: Class and chairs for the children, or outdoors.

Description of the activity: The theatre box is prepared in front of the classroom or in a place where it can be seen clearly by the audience.

In the form of a story, the narrator tells the story as in a fairy tale, in which characters will be acting and speaking loud the different situations in which they are, asking themselves loud what they can/should do or not, where children can tell them what to do in each case in an interactive way. They can also show situations in which they behave wrongly so children are shown the possible consequences of having such behaviour when being in traffic.

The aim of this activity is to involve children in it, showing them different behaviours and situations, things that are good or bad so they can start learning the difference, and start taking simple decissions depending on those. The narrator as well as the characters will ask children during the performance in order to keep their attention to the play as well as to make them think about the situations shown.

In the end there can be a part for the “morals” of the story, where the topics that have been dealt with can be summed up and/or discussed, with the participation from the teacher or adults present.

The children don’t need extra materials, just the theatre box and the puppets themselves are needed, together with small size traffic signs and vehicles for puppets to use. Depending on the age group used in this activity, the topics treated can be more simple or complicated

**Reflector box – Illustration tool for the visibility of reflector in dark (0-6 yrs, 7-12 yrs)**
Learning objectives:

The aim of the teaching session is to illustrate the visibility of a person using reflector as seen from a car. After the session each child receives a reflector and also promises to use it.

Learning methods: Children learn while playing but they do not play just for the sake of playing. Small children like to play in interaction with an adult. The adult guides this playing situation by creating the children an environment in which they play passengers of a car and each of them in turn is the driver.

Required time: 30 minutes with a group of 5 children.

Learning environment: Class and chairs for 5 children.

Description of the assignment: The reflector box is prepared according to a separate instruction sheet (the material includes a Pampers box, black cloth and reflectors). Imagine with the children a situation in which they are in a car in a dark road. Set the box in such height that a child can stand while looking into it. Give the child headlights, put him or her look through the eyeholes and put a hood around his or her head (with a timid child you can also yourself be under the hood). Ask the child to whisper what he or she sees; this way you can maintain the anticipating atmosphere among the whole group. During the first round the box includes a doll dressed in black clothes. After this you should change a doll with reflector vest to the box without the children noticing and repeat the same round. After the round discuss with the group which of the dolls was more visible.

- ask the group which of the dolls was more visible? Why?

- after the discussion put both dolls to the box side by side

- when the round has ended compare the view using the headlights. Confirm and explain the meaning of using a reflector

In the end of the session give each group member a reflector. Ensure one important thing. If it is you who gives the reflector to the group members make sure they also promise to use it.

__Learning objectives:__ Understanding the meaning of traffic signs and traffic lights.
 * As a sign in traffic – safe and rule abiding methods with traffic signs and traffic lights (7-12 yrs)**

__Learning methods:__ Doing is an important way to concretise teaching. When you try, practise, participate and get to know you live the reality where the objective of the learning is. The effectiveness of the concreteness is based on the learners’ own experiences and immediate feedback of their actions (learning). Concrete action is often an excellent teaching method when the learning objectives are the acquisition of skills or influencing of attitudes.

__Required time:__ 30 minutes.

__Learning environment:__ Classroom or school yard.

__Description of the assignment:__ One or more pupils of the group act as traffic signs and the rest as people in traffic. ’Traffic sign pupils’ have several traffic signs that they change. When a pupil in traffic is approaching a one with traffic sign, he or she chooses a traffic sign and raises it. The pupil in traffic tells what the sign means and how he or she should act when seeing it. It is more important to be able to tell how the sign instructs or commands to do than to just remember its name. The teacher can act as a ’traffic police’ during the assignment.

Together it can also be discussed what you should remember with a traffic sign (e.g. before you walk across a zebra crossing you should secure your safety yourself). The changing of traffic sign pupils can be done, for example, in the way that when a pupil knows how to act with the sign in question he or she can become a traffic sign pupil. The traffic signs can be gone through in the beginning. The traffic signs used in pre-primary and primary education: zebra crossing, different colours of traffic lights, sidewalk, various bicycle and pedestrian traffic routes. It is advisable that such traffic signs are chosen that the children use in their daily environment. (Liikenneturva)

**Remember or run – an assignment that connects exercise, remembering and development of reasoning (7-12 yrs)**
__Learning objectives:__ Learning of traffic signs and cooperation.

__Learning methods:__ The goal is to promote and support the whole personality of an individual through exercise. Exercise is seen as a conscious and goal oriented tool to promote and support comprehensive development and capacity as well as health. Exercise is essentially joyful, creative and experiential. One’s self-knowledge, interaction skills and understanding of the environment develop by observing and exercising and learning together. Diverse practices, physical plays and games are the basic contents. The practices can be implemented in various environments, e.g. indoors or in nature.

__Required time:__ 30 minutes.

__Learning environment:__ Gym or sports ground.

__Description of the assignment:__ A board with pictures of traffic signs is set up about 30 metres from the teacher holding a cross. Pupils go and get acquainted with the traffic signs and then run to the teacher. The teacher asks the group a question of one of the traffic signs. If the pupils cannot answer or do not remember the answer they have to go back to the traffic signs and check the answer from the picture. When the pupils have answered e.g. five questions correctly they have passed the assignment. The level of the pupils’ skills and knowledge can be taken into account in the difficulty of the questions. The older children can be asked questions that demand more observation skills, such as how many stripes are there in the zebra crossing traffic sign. In addition to the appearance of the traffic sign the pupils are asked to explain how they should act when seeing it. (Liikenneturva)

**Pedestrians and the blind spots of a truck (7-30)**
__Learning objectives:__ While driving a truck, especially in towns and city centres, there are large blind spots in a truck driver's field of vision that are hard or even impossible to observe when reversing or turning. The aim of this assignment is to teach pedestrians (from school children to young parents) about these blind spots and how hard it is for a truck driver to observe the immediate surroundings of a large vehicle.

The difficult spots when driving in reverse are the area behind the truck and the two areas behind the front corners of the cockpit. Also, at zebra crossings, the driver cannot see the pedestrians immediately in front of the truck, unless the car has special mirrors.

__Learning methods:__ Practical demonstrations of the blind spots

__Required time:__ Depends on the number of participants. With ten students, the activity will take about 30 minutes.

__Learning Environment:__ Any area where it is safe for a truck to move during the demonstration.

__Description of the assignment:__

Example 1: In the demonstration a person stands in front of the truck in a position where (s)he cannot be seen by the driver. The participants will then switch places with the driver one by one to see first-hand that it is really impossible to see the pedestrian. Also, while walking in front of a truck while crossing a street, the pedestrian also will have a limited view of the other lanes of the street.

A group discussion of how pedestrians can, through their own actions to help the truck drivers observer their surroundings: pedestrians should keep their distance from the front of the truck in order to be seen by the driver and also to give themselves better view of the street.

Example 2: Demonstrate to participants how difficult it is for a driver to observe the area behind the truck and how dangerous it is for a pedestrian to move behind a truck when it is reversing. It is also advisable to demonstrate the warning sound of a truck on a reverse gear. This activity can also include a phase where each participant sits in the cockpit to personally see how limited the view from the cockpit is. The pedestrian will move behind the truck while the participants sit in the cockpit.

Italy
** PROCADRIN Testing and piloting 7-12 ** The road safety education is viewed as the direct expression of education for active citizenship aimed at build-up proper, responsible attitudes and behaviours to replace the attraction of transgression by the pride of right behaviours on the roads, knowing that the road comes into their safety and others - Knowledge of the road and the rules of behaviour: walking on the sidewalk, crosswalks and their usage. - Knowledge of the most common and important road signs, - Develop a sense of responsibility for our actions on road safety education, - Simulation games - Route home - school: signals that we encounter (road markings and signs); The town's streets and signs; How to locate on a map the routes and the places frequented, - Route home - school: the pedestrian, cyclist, motorcyclist, driver, the traffic cops The traffic lights, three colours - three meanings - Safety belts, the use of lenses, the proper use of the phone and headset. Theatre games, comic books, nursery rhymes, group work, drawings of maps, quizzes, billboards. - Production of posters with the signals of the road; - Realization of simple theatrical masks; - - Realization of scenes in monologue or dialogue starting from small improvisations. cartoons (including recycled packaging various), colours, scissors, glue, stapler, scotch paper and anything else to work with cardboard, old newspapers, plastic bottles, elastic (to fix the masks - 20 cm per mask); Lists of wood to fix the road signs ** Preparation ** Visit the town to take some pictures of the main roads and road signs, prepare for the games and set the masks. The working program, therefore, will allow children to have a fun and interesting first approach to road safety education through the instrument playful-theatrical. Mapping of the main roads in the town where children live Inspection of space: how to divide the working areas and to structure the video shoot Inspection of the roads in the town, with photographs of street signs in the town Preparation of materials Build on the floor of the pedestrian zone with scotch paper (wrapping) for the game "//On sauve qui peut//!" Poster with the map of the town Shapes of road signs Preparation of cords for forms Check all materials needed for the workshop: paper, pencils, markers, scissors, stapler, glue, tin for the characters, the leaflets with the characters. Press photos Consider several possible drawbacks Beginning laboratory Presentations: names and years Imaginary ball game Orchestra game ** Topic of the workshop: road safety education ** What is, what's the point, how do you, in what is, we talk about it and then .we write on paper the thoughts on what each intends for road safety education - including through a sketch. Game of big city traffic: pedestrian areas and sidewalks, or "//Who can be saved//!" Route home school: on foot, by car, motorcycle, bike, alone, with a parent, with a grandfather ... which streets, squares crossed ...? each tells the others and then draws it on a sheet ... and what signals are the roads? Road signs, do you know its? There are two types: horizontal and vertical, or ...? Describe the signs together as we remember them there and then look at them closely. Round - Triangular - Square And now remember the colours. Red - Blue - White What do they mean? Prohibition - Duty - Indication - Danger Stand-ups Cartel. What do they mean? People we know or the people of the town meet all of these signals? Memories of stories in which someone driving ... made four things at once ... or do not respect the signs ... or was distracted ... What happens or can happen?! The map of the town: we apply the traffic signals on the card and then verify with the photographs. Prepare the questions to be done to the policemen. Presentation of the presents The Game of names Policeman: Who is, what does ... But the policeman is only for fines? The signs of waking in the middle of traffic. Tell the Policeman what we did yesterday. Do to policemen our questions. Construction of the scene (in groups of three or four) Choosing the road sign: we think the story told by the infringement road signs, as if they could think and speak. Writing on a paper sheet, and helping by drawing. If you find you need to fish from a can other characters and objects (vehicles and traffic signals) to be inserted in the stories. Prepare the masks Try our scenes The scene as if we were in a theatre! Be mindful of your attention, and how to change the way and the quality of the game when you are careful when you have not. The game is preparatory to possible simulations to train attention in the chaotic urban roads. The best way of learning is that which sees children involved firsthand experience of education. It stimulates active thinking during the game, you can accompany the children in the understanding of important issues, making them fun. The approach adopted is therefore that of the living experience at first hand, followed by a moment of confrontation and reflection. Children respond to the questions: when does the game work? When we feel involved in the game and have fun? What does this mean in concrete "be careful"? 30 minutes Classroom with the correct size in relation to the number of children: neither too broad nor too small Children are arranged in a circle. There is an imaginary ball that must circulate among the children. To throw the ball every child called by another name, looking into his eyes, accompanying his voice and the look with a gesture of the hands previously encoded. If the ball "falls", who did it fall "leaves" from the game until the end of the "game." The game is considered successful when, after many rounds, all children can remain within the circle, and therefore never exit. Train your reflexes and attention play. The exercise - which is also preparatory to a simulated road - is designed to train children in the ability to react simultaneously to the inputs given by the coach in a fun and humorous way. The exercise can also be used in times of down to regain the attention of children who, in the educational process, may be distracted. The best way of learning is that which sees children involved firsthand in the experience of education. It stimulates an active self-reflection on the margins of the game; It's possible accompany the children in the understanding of important issues, making them fun. 10 minutes Classroom with the correct size in relation to the number of children: neither too broad nor too small The teacher-coach decides the actions to do (ie: laugh, cry, clap, jump ...). The coach gives the signal to start every action with a corresponding gesture that was previously agreed. The game is to respond in time to inputs that are from time to time data. At a later stage children become their own conductors, one at a time. This game can be repeated several times during a single day to defuse moments of tension and to regain the attention of children in times slower. Simulating the difficulties encountered in urban traffic and manage a multiple focus, to handle chaotic situations and complexity. The biggest hurdle that has in the urban context, especially for pedestrians and cyclists, and to act within a complex system consisting of several interdependent elements which can create confusion and disrupt the ability of individuals to enter in context. These elements are noise, visual pollution, the speed of vehicles, the lack of clarity of the signals or the behaviour of vehicles. The exercise is designed to train in a progressive children's ability to address this complexity. The best way of learning is that which sees children involved firsthand experience of education. The game is made with different "levels" of growing difficulty. It stimulates an active reflection on the margins of game you can accompany the children in the understanding of important issues, making them fun. 40 minutes Classroom large enough for children to move freely in space and create an "saving" as many are children under one. In the classroom are designed many points of salvation, how many are children under one, broken sidewalks and parking for vehicles. Some children play the role of vehicles, other than pedestrians. Walking down the speed with which the children move into space previously determined. Children should never collide, but must try to occupy space in a more balanced way possible, avoiding the areas of salvation. At a signal from the coach (diversified for vehicles and pedestrians) vehicles / pedestrians have to: - Stop at - Stop in the nearest Salvation space - Can add additional signals and tasks to increase the level of difficulty of the exercise. Physical activities in space is tiled recreation more reflective, such as drawing and writing, to stimulate a re aware of what has been done physically, and thus have a feedback from the children. In addition, by such an additional opportunity for participation especially to those children who best express themselves with other communication techniques - such as writing and drawing -. Shall be made available to children a big roll of paper on which defendant together at once - in groups or individually - can tell helping with the design and writing the required two themes: their daily route to school from home, and the map of the town. Focusing on the details of daily routes to school (as a guide, the driver of the car, if it breaches, what's the difference between going to school on foot or by car or minibus ...) and comments from their point of view, to train the sense of observation and critical view of the normal daily activities. The tools of writing and drawing are - especially in this age group7-12 - those that children use more willingly. Through drawing and writing the child lives, looks like a mirror. It 'important that there is a time of receipt by the adult, a positive and constructive comment on the work. 40-60 minutes Classroom with the correct size in relation to the number of children: neither too broad nor too small Shall be made available to children a big roll of paper on a large rectangular table respondent upon which all together at once - in groups or individually and arranged around the table - can tell with the design and writing the required theme: their daily routes for go to school from home. Children are given maximum freedom of expression, and there is no specific time pressure to meet: everyone must be enabled to finish your drawing / story and feel satisfied with its implementation. Stimulate the curiosity and the sense of observation on the place where you live. Check the visual memory of children and their ability to recognize elements of the urban context. The tools of writing and drawing are - especially in this age group 7-12 - those that children use more willingly. Through drawing and writing the child repeats the home environment and daily lives. It 'important that there is a time of receipt by the adult, a positive and constructive comment on the work. 40-60 minutes Classroom with the correct size in relation to the number of children: neither too broad nor too small Shall be made available to children a big roll of paper on a large rectangular table respondent upon which all together at once - in groups or individually and arranged around the table - can tell with the design and writing the required theme: the representation of the neighbour-hood or the area where you live. Children are given maximum freedom of expression, and there is no specific time pressure to meet: everyone must be enabled to finish your drawing / story and feel satisfied with its implementation.
 * Objectives to be achieved: **
 * Planned activities: **
 * Materials **
 * 2 days PROGRAM **
 * First Day **
 * Second day **
 * Physical activities (games in space) - Self-Reflexive activity (writing and drawing) **
 * Second day **
 * Attention and self-reflexive activity (7-12) **
 * Imaginary ball game: **
 * ** learning objectives: **
 * ** learning methods: **
 * ** required time: **
 * ** learning environment: **
 * ** description of the activity: **
 * Orchestra Game (7-12) **
 * ** learning objectives: **
 * ** learning methods: **
 * ** required time: **
 * ** learning environment: **
 * ** description of activity: **
 * "On Sauve qui peut (Game of the four cantons - version of the big city traffic) (7-12) **
 * ** learning objectives: **
 * ** learning methods: **
 * ** required time: **
 * ** learning environment: **
 * ** description of the activity: **
 * Physical activities (games in space) - self-reflexive activity (writing and drawing) (7-12) **
 * Writing and drawing **
 * Path House - School (7-12) **
 * ** learning objectives: **
 * ** learning methods: **
 * ** required time: **
 * ** learning environment: **
 * ** description of the activity: **
 * Map of the city or neighbour-hood (7-12) **
 * ** learning objectives: **
 * ** learning methods: **
 * ** required time: **
 * ** learning environment: **
 * ** description of the activity: **

Occur between the children the knowledge of traffic signs starting from geometric shapes and colours. Stimulate curiosity and sense of observation to the place where you live. Check the visual memory of children and their ability to recognize elements of the urban context. Stimulate children's imagination and creativity at the service of educational activities. The hand labour actives in the children a new mode of knowledge, more concrete. The instrument is used to activate play in children a process of "interpretation" that makes them by hand and touching first-hand the subject matter. 180 minutes Classroom with the correct size in relation to the number of children: neither too broad nor too small Prompted the children to draw some geometric principal figures, as circle, square, rectangle and triangle. Then the children are shown images of traffic signs and they are asked to be identified (such as geometric shape first, then as a signal and its meaning). Later the children will have to choose a road sign and realized with each of the card, supervised by the coach. This signal becomes the "character" (and rudimentary costume) of the child, which will build a real history of the signal will be the protagonist. The various histories of the signals are then staged by the children, organized by groups or individually. And better teamwork. Children are given maximum freedom of expression, and there is no specific time pressure to meet: everyone must be enabled to finish his drawing / story and feel satisfied with its implementation.
 * Road Signs (7-12) **
 * ** learning objectives: **
 * ** Learning methods **
 * ** Required time **
 * ** Learning environment **
 * ** Description of the activity **