Child Safety

Child Safety

Illinois CTE Endorsement Area:

Human and Public Services

Teacher and Student Editions

Original Lesson Developers: Melanie LeFevre, Abbey Testin and Shawn Hoeft ILCTE Leader Amy Ponce

Converted to Format by Karen Aldworth Current Phase of Lesson: Phase 3 of 5

May, 2021

Lesson Overview:

In this lesson you will learn about the components that make up a safe environment for children from birth to adolescence. You will actively research various hazards and how they affect children in different developmental stages. A choice board activity will allow you to a select a topic for a presentation to your classmates that addresses safety issues in greater detail. You will have the opportunity to be creative when using hands-on activities throughout this lesson.

Classes or Discipline: Foundational level courses: • Intro to Family & Consumer Sciences • Child Development • Parenting

Career Cluster: •

Human Services

Illinois CTE Endorsement Area: • Human Services

Grade Level(s): •

Grades 9-12 however could be adapted for middle school.

Anticipated Days/Minutes: 4 hours

Learning Objectives:

At the conclusion of this lesson and activities, students will be able to: • Analyze how a safe environment supports cognitive, social/emotional, motor, and language development at each developmental stage. • Identify safety hazards in various settings birth to age 12. • Utilize resources to share developmentally appropriate practices regarding child safety. • Become familiar with the rules and regulations surrounding child safely. The students should already be familiar with the developmental stages and cognitive, social/emotional, motor, and language development at each developmental stage. It is not the intent to teach these, but to use their prior knowledge as a guide. Conducting this lesson will help students better understand the developmental stages.

Standards Addressed:

FCS National Standard o

•

Human Development ▪

12.2 Analyze conditions that influence human growth and development. ▪ 12.3 Analyze strategies that promote growth and development across the lifespan.

• Illinois Gateways to Opportunity Content Area B: Health, Safety and Well-Being o

Physical health, mental health and safety are the foundations for development and learning in children and youth. Professionals collaborate with families, health and other professionals to provide safe, healthy environments to foster the physical, cognitive, language and social-emotional development of children and youth. They take responsibility for providing multiple opportunities for children, youth and families to learn positive habits and decision-making skills that will ensure their health, safety and well-being.

Enduring Understandings: • Know how to create a safe environment and identify hazards for various states of development. • Know where to find reliable and current information regarding child safety.

Resources and References:

1. Computer with Internet access 2. Large index cards 3. Large chart paper to post around the room 4. Colored paper (if they chose to make a booklet or pamphlet) 5. Colored pencils, crayons, or markers 6. Other materials will vary for student students’ presentations 7. Video: •

6 TIPS FOR CHILD SAFETY: How To Keep your Child Safe (6.55)

8. Articles/Websites: •

National Resource Center For Health and Safety In Child Care and Early Education • Developmental Milestones • ADVOKids • Illinois high school student saves choking baby at restaurant (today.com) (3:43) The above article has an imbedded video illustrating the Heimlich maneuver.

Essential Employability Skills:

There are four essential employability skills •

Personal Ethic: integrity, respect, perseverance, positive attitude • Work Ethic: dependability, professionalism • Teamwork: critical thinking, effective and cooperative work • Communication: active listening, clear communication

The focus of this lesson is on critical thinking, effective and cooperative work and clear communication.

Skill How it is addressed: Critical Thinking Students will research information and critically

determine safe environments throughout various stages of development. Explore Part II: Step 4 & 5 Explore Part IV Explain #5 Students will work together in small groups to explore various safety hazards that need to be avoided throughout various stages of development. Engage: Steps 1 & 2 Explore Part II Students will communicate their findings through various activities. Explore Part I: Step 6

Effective and Cooperative Work

Clear Communication

Suggested Differentiation Strategies: • By using a Choice Board, students will have the opportunity to explore topics of interest to them in a format that meets a variety of learning styles and abilities. • Topics can be individualized or adjusted to meet the needs of student learners. • Lesson is formatted so it can be modified to meet a variety of classroom structures.

Throughout this lesson, suggested teacher notes and comments are in red.

1. Engage (20 minutes):

1. You will take a multiple-choice pre-lesson quiz on this subject. Do your best! You will find a pre/post quiz and answer key at the end of this lesson. Feel free to make your own or add additional questions. 2. Watch this video on a child safety issue that recently occurred in your area. Illinois high school student saves choking baby at restaurant (today.com) (3:43) As you watch the video, take notes on the following: The above article has an imbedded video explaining the Heimlich maneuver procedure. a. How is the intervention for a choking child different from a choking adult? b. Is there anything that would make you hesitate to intervene? Explain your hesitation. c. Are you confident enough that you could intervene as this teenager did?

d. Have you ever had to intervene to help a “choking” victim? e. Have you ever witnessed a child harmed due to a safety failure? f. How do you perform the Heimlich maneuver on yourself?

3. Pair up with a classmate and discuss your notes on the above questions. You can use any other video(s) that you might find appropriate to lead into this child safety lesson. Facilitate a discussion with your students on any feelings of hesitancy they may have to act during an infant / child emergency and if they have confidence in using their skills during an emergency.

4. Be prepared to share your thoughts, ideas or concerns about child safety with the class. A whole class discussion is optional, depending on the time available.

2. Explore (100 minutes):

Part I 1. Use your textbook or the internet to research one of the following developmental domains. Your teacher will assign you a domain to research.

2. Now gather into a group with classmates that researched the same domain. Compare your findings and agree on a definition to share with the class. Think of some creative way to share the information so your classmates will remember it. Allow the groups to be creative in how they share their information. This could be a poster, skit, oral presentation, or video. 3. Take notes, you will want to be sure that you understand each developmental domain. Help students if they struggle with this research. You will need to reinforce these developmental domains for students to be successful with the activities in this lesson. Consider using this to get them started: 1. Watch this video that illustrates many different hazards. You only need to watch the first minute. 6 TIPS FOR CHILD SAFETY: How To Keep your Child Safe (6.55) 2. List the hazards illustrated in the video. They can watch the entire video or just the first few minutes! Help facilitate a discussion on the hazards identified in this video. Be sure students identify all the hazards seen. You will want to reinforce practices that will avoid these hazards. 3. Working in small groups (3-4) randomly draw 3 Child Development Picture Cards from your teacher’s hand. Use this link to cut out enough pictures and attach to index cards and ask each group to draw 3 cards. Be sure you have enough picture cards to cover all your classroom groups. Pictures depicting child safety hazards There are additional pictures at the end of the lesson.

Part II

4. You are going to apply what you've learned about safety hazards to each of your 3 cards.

5. For each card, identify any potential safety concerns for the age group illustrated.

6. Write your responses on the chart paper posted around the room. Be sure you clearly communicate your findings. Place chart paper around the room labeled with various age groups. Help students clearly communicate their identified hazards.

Part III

1. A Choice Board has been provided for your group.

2. Choose 3 activities from the Choice Board.

3. Think about the age group you want to focus on (infants, early childhood, middle childhood, etc.) Allow students to pick their own age group for this activity.

4. Choose items within your Choice Board activities that relate to that age group.

5. As you follow your link(s), the instructions for the activity will be provided.

6. When you complete the choice board activities, share with your classmates why you chose the specific box(es) and how safety relates to the age group you focused on. 7. When you have completed your activities, be sure that each member in your group has their name on the assignment. It will be turned into your teacher upon completion. A “Choice Board” has been provided for your use . The Choice Board is at the end of this lesson. You can arrange the board in any way you see fit for your students. As the students follow the links, they will find a variety of topics. The activities range in time from 15 minutes to 40 minutes. You have the flexibility to arrange the board to meet the needs of your students. For example, you can assign students to complete the board Tic Tac Toe style or focus their research on topics that may involve infants. You can determine if this activity will be a graded activity. 1. On the front of a large index card make a list of “why” an unsafe environment impacts physical safety, the ability to explore, development of trust, or communicating with others. You will need to provide each group with a large lined index card. 2. On the back of your index card, identify “how” child safety changes as a child grows. Identify some specific concerns for infants, toddlers, preschoolers, and middle age school children. Allow them to be creative & decorate their cards to save for future learning. Review their card information as you are rounding in the classroom.

Part IV

3. Share the information on the front & back of your index card with your class.

4. Take notes! Be sure to include any information you missed on your index card for your future reference.

3. Explain (30 minutes):

1. Write down the 6 developmental domains with the definition of each. Be sure that all students understand each developmental domain. This is an opportunity to remediate this area if necessary. See insert above in the Explore section.

2. Explain how each developmental domain is affected by an unsafe environment. Consider using a roundtable format for this discussion.

3. How does a safe environment support overall child growth & development? By sharing one example of a safe environment that will support overall child growth and development your students will demonstrate their ability to critically think.

4. Elaborate/Extend (60 minutes):

1. Your group will now choose 1 topic from the choice board. It will work better if you pick your topic from one of your original 3, however it is your choice. Encourage them to pick a topic from their group’s original 3.

2. You will design a presentation to be presented to your class. Be creative & informative!

3. You will need to include the following information in your presentation.

• Safety hazards in various stages, at various ages and information on how a safe environment supports cognitive, social/emotional, motor, and language development at each developmental stage. • Include the areas of development primarily impacted. • 3-4 facts regarding this safety concern. Why is it a concern? How many children are affected? What are the risk factors? •

Describe how a safe environment supports: o Cognitive development at each stage o Social / emotional development at each stage

o Motor development at each stage o Language development at each stage

• Any IL laws pertaining to this topic (i.e. car seat laws) • Two (2) reliable sources of information for parents and caregivers • Two (2) photos, illustrations, or graphics

4. Arrange your information into an attractive presentation. It can be a booklet, a poster, a pamphlet, or a power point presentation. Allow each student group to consider a variety of formats for their presentation. Presentation should be creative, but content driven.

5. Each group will make a presentation to the class to teach them about their specific hazard. Rubric included in the Evaluate section of this lesson.

6. You will be responsible for taking notes on your classmate’s presentations.

***Additional activities if time permits or you decide to use them in this section.

• Interview with a professional in the field (Template with pre-set questions). • Create a training session for middle school babysitters. • Host a 1st Aid/CPR training session. • Assemble 1st aid kits for distribution. • Plan a car seat safety check point. • Assemble an Emergency Kit for a Child Care Center/Preschool. • Create a safety checklist for a park/playground then evaluate a park/playground in the neighborhood.

5. Evaluate:

1. Students will complete a pre/post quiz with expected improvement in individual scores. You will determine what level of learning is appropriate with your class on this quiz.

2. Students will compile relevant child safety information for a specific age group to share with the class in the Elaborate section of the lesson. The presentations can be a booklet, a poster, a pamphlet, or a power point presentation. The presentations will be assessed using the following rubric:

Your teacher may use the following rubric to evaluate your project.

Criterion

4

3

2

1

Identify the safety hazard and the developmental area that is affected by it.

The safety hazard chosen is identified and related to 2-3 of the developmental areas and child age groups.

The safety hazard chosen is identified and related to 1-2 of the developmental areas and child age groups. The safety hazard is mostly explained but misses some key information.

The safety hazard chosen is identified and related to 1 of the developmental areas and child age groups. The safety hazard is partially explained, but with a lot of key information missing Safe environment information details only 2 of the required areas of development.

The safety hazard chosen is not identified and/or not related to any developmental areas or child age groups.

The safety hazard is fully explained.

All information on the safety

The safety hazard is barely explained.

hazard is included.

How safe environments

Safe environment information details the impact on all 4 areas in development (cognitive, social/ emotional, motor and language) Pertinent state laws included and explained. 2 different information sources for caregivers are included.

Safe environment information details only 3 of the required areas of development.

Safe environment information details only 1 or none of the required areas of development.

support cognitive, social/emotional, motor and language development.

Laws and other important information for caregivers included.

Pertinent state laws included and explained. 1-2 different information sources for caregivers are included.

Pertinent state laws included and explained. 1 information source for caregivers is included.

Pertinent state laws not included and/or not explained. No information

sources for caregivers included.

Pre/Post Child Safety Quiz (Engage and Evaluate Sections)

1. Which of the following areas would be of the most concern for an infant child? a. Internet safety b. Bicycle safety c. Choking hazards d. Swimming pool safety 2. Which of the following are changes that can be made to make your environment safer? a. Keep chemical products out of reach and locked away! b. Make sure to install car seats safely! c. Have a first aid kit prepared! d. All the above are ways your environment can be made safer.

3. Which area(s) of development(s) are negatively affected by an unsafe environment? (select all that apply)

a. Physical development b. Cognitive development c. Social/emotional development d. Motor development e. Language development

4. True/False: There are laws regarding child safety topics. a. True b. False

5. What would be an example of a safety hazard when a child is playing outside? a. Playground equipment that is broken.

b. Playing outside when the temperature is 30 degrees. c. Wearing a hat and sunscreen in the summertime. d. Climbing on playground pieces that are meant to be climbed on.

6. Which of the following BEST describes what is meant by safe sleep practices ? a. How to get a good night's rest. b. Sleeping positions for children. c. How to prevent a child from suffocating while sleeping. d. Ways to get a child to go to sleep at bedtime. 7. True/False: There are online trainings that can teach me how to prevent child safety hazards. a. True b. False

8. Besides being a parent, give an example of a job title where someone would benefit from knowing child safety hazards and how to prevent them.

Answer Key

Answers: 1 c 2 d 3 select all

4 a 5 a 6 c 7 a 8 varies - teacher, nurse, first responders, doctor, social worker, babysitter, camp counselor, day care teacher, etc.

Child Safety Choice Board – Explore Part II

Water Safety

Choking Hazards

Transportation

1st Aid Kits/Emergency Preparedness

Internet Safety

Safe Sleep

MAKE A COPY: 1st Aid Kits/Emergency Preparedness

MAKE A COPY: Internet Safety

MAKE A COPY: Safe Sleep

Poisoning

Outdoor Safety

Head Trauma

EXPLORE Part II Step #3

Child Development Picture Cards or use the link in Explore section for more pictures!

Cut out these pictures or some of your own to paste onto index cards to use for the student activity in the EXPLORE Section.

Notes:

All ILCTE lessons are vetted by: Curriculum Leader, Dr. Brad Christensen.

To see a review of this lesson by previous users, please click here.

We invite users of this lesson to click here to leave follow up information and rating.

We would like to publish pictures/videos of your students using this lesson. Please send to Rod McQuality at: rdmcqua@ilstu.edu. By sending pictures, you have met all picture/video release for your school.

Download Word/Google Document:

Download as Google Doc or Word Doc. When open, click “open with” Google Docs. If you want in a Word Doc: click “file”, “download”, Microsoft Word and you will have in original PDF format.

Child Safety

Student Edition

Lesson Overview:

In this lesson you will learn about the components that make up a safe environment for children from birth to adolescence. You will actively research various hazards and how they affect children in different developmental stages. A choice board activity will allow you to a select a topic for a presentation to your classmates that addresses safety issues in greater detail. You will have the opportunity to be creative when using hands-on activities throughout this lesson. Learning Objectives: At the conclusion of this lesson and activities, students will be able to: • Analyze how a safe environment supports cognitive, social/emotional, motor, and language development at each developmental stage. • Identify safety hazards in various settings birth to age 12. • Utilize resources to share developmentally appropriate practices regarding child safety. Become familiar with the rules and regulations surrounding child safely.

Enduring Understandings:

1. Computer with Internet access 2. Large index cards 3. Large chart paper to post around the room 4. Colored paper (if they chose to make a booklet or pamphlet) 5. Colored pencils, crayons, or markers 6. Other materials will vary for student students’ presentations 7. Video: •

6 TIPS FOR CHILD SAFETY: How To Keep your Child Safe (6.55)

8. Articles/Websites: •

National Resource Center For Health and Safety In Child Care and Early Education • Developmental Milestones • ADVOKids • Illinois high school student saves choking baby at restaurant (today.com) (3:43) The above article has an imbedded video illustrating the Heimlich maneuver.

Essential Employability Skills:

There are four essential employability skills •

Personal Ethic: integrity, respect, perseverance, positive attitude • Work Ethic: dependability, professionalism • Teamwork: critical thinking, effective and cooperative work • Communication: active listening, clear communication

The focus of this lesson is on critical thinking, effective and cooperative work and clear communication.

Skill How it is addressed: Critical Thinking Students will research information and critically

determine safe environments throughout various stages of development. Explore Part II: Step 4 & 5 Explore Part IV Explain #5 Students will work together in small groups to explore various safety hazards that need to be avoided throughout various stages of development. Engage: Steps 1 & 2 Explore Part II Students will communicate their findings through various activities. Explore Part I: Step 6

Effective and Cooperative Work

Clear Communication

1. Engage:

1. You will take a multiple-choice pre-lesson quiz on this subject. Do your best!

2. Watch this video on a child safety issue that recently occurred in your area. Illinois high school student saves choking baby at restaurant (today.com) (3:43) As you watch the video, take notes on the following: a. How is the intervention for a choking child different from a choking adult? b. Is there anything that would make you hesitate to intervene? Explain your hesitation. c. Are you confident enough that you could intervene as this teenager did?

d. Have you ever had to intervene to help a “choking” victim? e. Have you ever witnessed a child harmed due to a safety failure? f. How do you perform the Heimlich maneuver on yourself?

3. Pair up with a classmate and discuss your notes on the above questions.

4. Be prepared to share your thoughts, ideas or concerns about child safety with the class.

2. Explore:

Part I 1. Use your textbook or the internet to research one of the following developmental domains. Your teacher will assign you a domain to research.

2. Now gather into a group with classmates that researched the same domain. Compare your findings and agree on a definition to share with the class. Think of some creative way to share the information so your classmates will remember it.

3. Take notes, you will want to be sure that you understand each developmental domain.

Part II

1. Watch this video that illustrates many different hazards. You only need to watch the first minute. 6 TIPS FOR CHILD SAFETY: How To Keep your Child Safe (6.55)

2. List the hazards illustrated in the video.

3. Working in small groups (3-4) randomly draw 3 Child Development Picture Cards from your teacher’s hand.

4. You are going to apply what you've learned about safety hazards to each of your 3 cards.

5. For each card, identify any potential safety concerns for the age group illustrated.

6. Write your responses on the chart paper posted around the room. Be sure you clearly communicate your findings.

Part III

1. A Choice Board has been provided for your group.

2. Choose 3 activities from the Choice Board.

3. Think about the age group you want to focus on (infants, early childhood, middle childhood, etc.)

4. Choose items within your Choice Board activities that relate to that age group.

5. As you follow your link(s), the instructions for the activity will be provided.

6. When you complete the choice board activities, share with your classmates why you chose the specific box(es) and how safety relates to the age group you focused on. 7. When you have completed your activities, be sure that each member in your group has their name on the assignment. It will be turned into your teacher upon completion

Part IV

1. On the front of a large index card make a list of “why” an unsafe environment impacts physical safety, the ability to explore, development of trust, or communicating with others.

2. On the back of your index card, identify “how” child safety changes as a child grows. Identify some specific concerns for infants, toddlers, preschoolers, and middle age school children.

3. Share the information on the front & back of your index card with your class.

4. Take notes! Be sure to include any information you missed on your index card for your future reference.

3. Explain:

1. Write down the 6 developmental domains with the definition of each.

2. Explain how each developmental domain is affected by an unsafe environment.

3. How does a safe environment support overall child growth & development?

4. Elaborate/Extend (60 minutes):

1. Your group will now choose 1 topic from the choice board. It will work better if you pick your topic from one of your original 3, however it is your choice.

2. You will design a presentation to be presented to your class. Be creative & informative!

3. You will need to include the following information in your presentation.

• Safety hazards in various stages, at various ages and information on how a safe environment supports cognitive, social/emotional, motor, and language development at each developmental stage. • Include the areas of development primarily impacted. • 3-4 facts regarding this safety concern. Why is it a concern? How many children are affected? What are the risk factors? •

Describe how a safe environment supports: o Cognitive development at each stage o Social / emotional development at each stage

o Motor development at each stage o Language development at each stage

• Any IL laws pertaining to this topic (i.e. car seat laws) • Two (2) reliable sources of information for parents and caregivers • Two (2) photos, illustrations, or graphics

4. Arrange your information into an attractive presentation. It can be a booklet, a poster, a pamphlet, or a power point presentation.

5. Each group will make a presentation to the class to teach them about their specific hazard.

6. You will be responsible for taking notes on your classmate’s presentations.

5. Evaluate:

1. Students will complete a pre/post quiz with expected improvement in individual scores.

2. Students will compile relevant child safety information for a specific age group to share with the class in the Elaborate section of the lesson. The presentations can be a booklet, a poster, a pamphlet, or a power point presentation. The presentations will be assessed using the following rubric:

Your teacher may use the following rubric to evaluate your project.

Criterion

4

3

2

1

Identify the safety hazard and the developmental area that is affected by it.

The safety hazard chosen is identified and related to 2-3 of the developmental areas and child age groups.

The safety hazard chosen is identified and related to 1-2 of the developmental areas and child age groups. The safety hazard is mostly explained but misses some key information.

The safety hazard chosen is identified and related to 1 of the developmental areas and child age groups. The safety hazard is partially explained, but with a lot of key information missing Safe environment information details only 2 of the required areas of development.

The safety hazard chosen is not identified and/or not related to any developmental areas or child age groups.

The safety hazard is fully explained.

All information on the safety

The safety hazard is barely explained.

hazard is included.

How safe environments

Safe environment information details the impact on all 4 areas in development (cognitive, social/ emotional, motor and language)

Safe environment information details only 3 of the required areas of development.

Safe environment information details only 1 or none of the required areas of development.

support cognitive, social/emotional, motor and language development.

Laws and other important information for caregivers included.

Pertinent state laws included and

Pertinent state laws included and explained.

Pertinent state laws included and explained. 1 information source for caregivers is included.

Pertinent state laws not included and/or not explained. No

explained. 2 different

1-2 different information sources for caregivers are included.

information sources for caregivers are included.

information sources for caregivers included.