|
 |
|
The Got 2B Safe! Awards Program recognizes those teachers with the greatest commitment to teaching child safety. Since 2005, nearly 4,000 teachers from across the country have submitted essays and lesson plans on how they implement the Got 2B Safe! Four Rules of Safety into their classrooms. To date, 20 Grand Prize winners and nearly 400 first prize winners have been recognized. Grand prize winners receive full classroom makeovers, while other winners receive gift certificates for school supplies. Learn about their stories below.
|
| |
 |
Jennifer Atkinson
Metz, TX
The Got 2B Safe! program is simple and clear enough for my 1st grade students to learn easily.
The four rules allow for effortless integration and flexibility to suit the needs of any class of students. When teaching young students, you must engage in repetitive but varied experiences when learning concepts that will expand as students grow in their understanding.
I would incorporate the four Got 2B Safe!rules throughout the school year.
I would focus on building comprehension through different projects so my students were comfortable and knowledgeable about when and how to use these rules.
I would have students:
- Engage in daily discussion of the
- Illustrate pictures for a classroom display
- Compose a song and dance
- Apply the rules to seasonal safety
- Use writing as a creative tool to explore the rules (writing about a time that you used a rule, presenting a scenario and having students record a response,composing poems)
- Produce books that can be shared with others
- Design safety posters that explain the importance of the rules
- Role-play situations so students can practice finding their own voice to speak out if they’re ever in a dangerous situation
- Compose a play
- Share in a class discussion about the safety rules with law enforcement and firefighters.
By having several lessons that make my own students “teachers” of the Got 2B Safe! rules, they will gain a deeper understanding that will help them make quick decisions when needed.
|
|
|
