Pedestrian Safety Lesson Plans: Kindergarten Through 3rd Grade

Colorado Department
of Transportation
Pedestrian Safety Lesson Plans:

Kindergarten through 3rd grade
Photo credits:
Sprinkle Consulting, Inc.
Joshua Lawton/Consortium Productions
http://www.worldchanging.com phott by Jay Willijaasper
Colorado Department of Transportation Safe Routes to School
Pedestrian Safety Lesson Plans
Kindergarten through 2nd Grade
INTRODUCTION
As recently as 1969 about half the school aged children in the United States walked or bicycled
to school. Today fewer than 15% of school children walk or bike to school and as much as
20-30% of morning traffic is generated by parents driving their children to school. Children are
less active today and the majority of children living within a 1/2 mile of schools are driven in
private vehicles. Obesity rates are on the rise and the cost of obesity and other health related
challenges have significant impacts on the rising cost of health care in the Unites States, not to
mention the lifestyles of our children.1 In response to these challenges, in an effort to encourage
healthy living, the Colorado Department of Transportation has developed a series of pedestrian
and bicycle safety lesson plans in support of the Colorado Safe Routes to School program.
These lesson plans, which help educators teach children about safe walking and bicycling,
introduce a variety of skills that can help children stay safe while they walk by teaching them
skills that will help them safely cross the street. Statistics show that child pedestrians are
disproportionately represented in injury crashes and that the typical factors in those crashes that
can be mitigated by education and practice.
Fifty to sixty percent of pedestrian injuries to children aged 5 to 9 are “mid-block dart-out” crash
types. Pedestrians under age 10 are over represented in crashes where contributing factors are
“ran into street,” “ran from between parked vehicles,” and “playing in street.” (Federal Highway
Administration, 1996).
HOW TO USE THESE LESSON PLANS

These lessons are based on Matlin’s theory of bottom-up or stimulous-driven processing. The
lessons break the process of crossing the street down into the individual components of the
task. The key to success with this program is to have the children actively engage in each task 1
a number of times. This repetition will help students develop the habit and build on a conceptual
understanding of what it means to cross safely.2
This curriculum is a combination of indoor and outdoor lessons that can be used together or
separately, depending on time and space available. Each lesson builds on the concepts and
skills of the previous one, and the review of the concepts and key messages is encouraged. The
outdoor lessons are the practical application of the skills learned in the indoor lessons.
RELATIONSHIP TO COLORADO ACADEMIC STANDARDS

These lessons are age appropriate, and therefore span kindergarten through second grade. The
Kindergarten lessons satisfy the following academic standard for the Kindergarten grade level
the Health and Physical Education content area:
Standard 2. Explain safe behavior as a pedestrian and with motor vehicles
1 What is Safe Routes to School: Background and Statistics; Safe Routes to School National Partnership
2 Child Pedestrian Safety Education: Applying Learning and Developmental Theories to Develop Safe Street-
Crossing Behaviors, p.12; NHTSA (2009)
Colorado Department of Transportation

Evidence Outcomes:
a. Explain safe behavior when getting on and off while riding on school buses
e. Demonstrate safe pedestrian behaviors
While all of these lessons will satisfy this standard, some of the concepts may be too advanced
for the Kindergarten age group and therefore not appropriate for this group. Lessons may be
adapted to satisfy other standards.
MATERIALS
Many of the lessons included in this section use Florida’s Safe Routes to School elementary
Traffic DVD or the WALK smart/BIKE smart DVD to introduce the concepts. The Safe Routes to
School DVD is a compendium of pedestrian traffic safety video clips. It is available by emailing
[email protected]. The WALKsmart/BIKEsmart DVD is available by emailing info@orcasinc.
com or by calling (541) 349-4845.
Where the DVDs are needed, they will be listed in the Materials section. Notes will also be
included in each section about how to adapt the lesson if the video is not available. Worksheets
and other supplementary materials will be included following each lesson.
ACKNOWLEDGEMENTS
There are a number of pedestrian and bicycle safety programs in use across the country.
Research for this project included the review of a variety of these programs. The lessons
included in this series are modelled after the Florida’s Safe Routes to School Elementary Traffic
Safety Education Program. Additional program references include the following:
Safe Routes for Kids, the Bicycle Transportation Alliance

WALKSMART/BIKESMART VERMONT!
Iowa Kids on the Move
Safe Kids Worldwide
2 Thanks also to Jenna Berman of Bike Colorado and Landon Hilliard, Boulder Valley School
District and numerous teachers and reviewers who graciously gave their time to this project.
FUNDED BY
This project was funded by the Colorado Department of Transportation and a Safe Routes to
School Grant.

LESSON LIST
Pedestrian and School Bus Safety
Lesson Title Page Indoor/Outdoor

1 What is traffic? Introduction 4 Indoor
2 What does it mean to be visible? 5 Indoor
3 Being visible 6 Indoor
4 Stopping at the edge; stopping and searching 8 Indoor
5 Crossing the street 11 Indoor
6 Visual barriers; model street crossing 13 Indoor
7 Visual barriers; model street crossing 15 Outdoor
8 Crossing intersections 16 Indoor/Outdoor
9 Parking lot safety 20 Outdoor
10 School bus safety 21 Indoor/outdoor
12 Helmet fitting 27 Indoor/Outdoor
13 Review/evaluation and certificates 27 Indoor

LESSON 1: What is traffic? Introduction
LESSON TIME: GRADE(S): KINDERGARTEN, 1ST, 2ND

10 Minutes
OBJECTIVE: To understand traffic and street dangers; to understand the
MATERIALS: importance of asking an adult to help cross the street. The majority of
None crashes and fatalities among this age group are caused by “dart outs.” By
helping students begin to understand the basic concepts of sharing spaces
TAKE HOME: with vehicles, “dart outs” and other dangerous behaviour can be minimized.
None
KEY MESSAGES: Understand all things that make up traffic and share the
same road.
VOCABULARY: traffic, ‘dart-out’, pedestrian, dangerous, hazard
ACTIVITY:
Define and discuss traffic.
Ask strudents if they walk and some reasons why.
Ask the class what might be dangerous about the street as a pedestrian.
Have a discussion about what to do if toys, pets, other children or parents
are in the street.
Ask students where to walk (sidewalk, side of street, facing traffic).
After reviewing traffic and the inherent dangers, ask students why they
should ask an adult to help and never enter the street unsupervised (even
to greet an adult in the street).
Assessmnent: Student answers should reflect an understanding of traffic

and street dangers.
4 Ask students to tell stories about their experiences with the street. You will
be surprised what they know already and can share with the class!
Review key messages

LESSON 2: What does it mean to be visible?

15 minutes
OBJECTIVE: To understand the need to be visible to drivers. Children don’t
MATERIALS: typically understand that bad weather and low-light conditions make it
1) Wax paper torn harder for motorists to see pedestrians.
off in 4-inch strips
(one per student) KEY MESSAGES: Drivers don’t always see pedestrians, particularly children;
bad weather can make this even more challenging for drivers.
TAKE HOME:
None VOCABULARY: traffic, pedestrian, visible, low-light
ACTIVITY:
Begin by asking students to help explain what ‘pedestrian’ means.
Answer: Someone who is walking on foot.
Ask children to think of times when they have been a pedestrian in the last
week.
Answer: Walking to school, crossing the street to go to a neighbors house,
walking to a nearby park, crossing a parking lot to get to the store, etc.
Tell students “Walking, playing and running can be fun, healthy and safe
activities if you remember some important safety tips while near roadways
and cars.”
Ask children to think about and respond with true or false to this statement:
if you can see a car, then the driver can see you.
Answer: False.
Call on a few children who correctly responded false to explain their
reasoning. 5
Tell students “Many times drivers do not see pedestrians. In fact pedestrians
are especially difficult to see at night, dawn, dusk and in bad weather. It’s
important to be VISIBLE!”
ACTIVITY: Distribute strips of wax paper and have the children hold them
up over their eyes. Have the children pretend that the wax paper is fog or
rain, and explain that neither drivers nor pedestrians can see as well in bad
weather. Ask children to note: Which things are most easily seen through
the wax paper? Examples: light from the window, bright/light colors, etc.
OPTIONAL ACTIVITY: Have several children wearing dark and light clothing
stand on opposite sides of the classroom. Ask the children to look at the
students through the wax paper and identify which they see more easily.
Review key messages.

LESSON 3: Being visible

20 minutes
OBJECTIVE: To understand how pedestrians can be most visible to drivers in
MATERIALS: low-light conditions
1) Sample of
retro-reflective KEY MESSAGES: Bright colors and retro-reflective materials make pedestrians
material: (back- more visible to drivers
pack, police/fire
fighters uniforms, VOCABULARY: traffic, pedestrian, visible, retro-reflective, dawn, dusk
athletic shoes,
sample tape from ACTIVITY:
3M, flashlight Ask for three volunteers: one in white or bright colored clothing, and two
in dark-colored clothing. The rest of the children should be ready to write
TAKE HOME: down the three safety rules for visibility as they are discovered. Perform
None these experiments to help children decide three guidelines for being most
visible to drivers.
1. Have two children walk across the front of the group, one child in light-
colored clothing and one with dark. Ask “Which one is most visible?”
Summarize the exercise with the following rule:

RULE 1: Wear white or bright-colored clothing, footwear and accessories
when walking during the day.
2. Now turn off or dim the lights and have the two children in dark-colored
clothing walk across the front of the room, but give one a flashlight to carry
and shine around the room as he/she walks. Which student is most visible?
6 Summarize the exercise with the following rule:

RULE 2: Carry a flashlight when walking at night, dawn, dusk or in bad
weather.
3. Now, have the same two children in dark-colored clothing walk across
the front of the room. One student should wear or carry clothing with
retro-reflective material as he/she walks. This time, various children in the
audience should be given the chance to hold the flashlight at eye level at
they shine it around the front of the room, simulating moving car headlights.
(it is important that the flashlight is shone from eye level to that they light
will be reflected back to the eye.) Which student is most visible?
Summarize the exercise with the following rule:

RULE 3: Wear clothing, footwear and accessories with retro-reflective
material when walking at night, dawn, dusk or in bad weather.
ACTIVITY: Have children look at their shoes, backpacks and clothing to

determine if they are wearing any retro-reflective materials. Have students
identify/model their gear.

LESSON 3: Being visible
ACTIVITY: Have students fold a piece of paper in half. On one side, have
students draw a pedestrian who might be difficult to see (wearing dark
clothing, etc.). On the other side, have children draw a pedestrian who is
properly dressed and equipped for walking at dusk (wearing light colors or
clothing, shoes and accessories with retro reflective material, and carrying
a flashlight.
Assessment: Have students share with the class about their pedestrians.

LESSON 4: Stopping at the edge; stopping and searching

1 class period
OBJECTIVE: To teach children skills necessary to be safe pedestrians by
MATERIALS: teaching the basics of crossing the street with the emphasis on stopping
1) FloridaTraffic at the edge of the street before they cross (school bus safety rules will
Safety Education be addressed in Lesson 10). This lesson begins by using mock street
DVD simulations to teach basic pedestrian skills, and then progressively applies
these skills in various traffic situations.
2)Walk Smart
Interactive DVD By the end of the lessons, it may be appropriate to have 2nd grade children
perform these skills in a real street situations. Younger students can
3)Willie the continue to build skills in an indoor or mock-crossing environment.
Whistle video
(download at It is important to note that children at this age may not be ready to cross
www.nhtsa.gov/ streets on their own. Regardless of skills, they should be encouraged to
peopple/injury/ cross the street only with the help of an adult.
willie/video/html)
KEY MESSAGES: Stop at the edge before crossing the street.
4) Computer/ DVD
player/ Projector VOCABULARY: traffic, edge, searching
and screen or
white wall ACTIVITY 1:
STOP AND SEARCH; STOPPING AT THE EDGE
5) Open space
where children This is a great activity to begin teaching children to STOP before crossing
can move around or entering the street and to look left-right-left and behind. More importantly,
it introduces them to one of the basic components of traffic safety: stopping
6) Masking tape at an edge and searching. Children must be taught to stop and think before
8 (to mark “edges” they venture out in traffic - this means stopping at an edge and looking and
on the floor) identifying traffic, not just shaking their head left-right-left.
7) Audio player DISCUSSION TOPICS & QUESTIONS FOR THE VIDEOS:

and fun music to 1. Traffic Identification:
fit audio player a. What are the children looking for?
format Answer: Traffic
TAKE HOME: b. What two things did the children do before they became a part of
None traffic?
Answer: Stopped at the edge, looked left-right-left
c. Why do you think the children should look left first and then left once
again before crossing the street?
Answer: To check for cars
d. Why should they keep looking?

Answer: Because cars may approach

2. The Best Places to Cross:

a.Where are the best places to cross a street?
Answers: the cross walk, traffic light, and where the crossing guard,
policeman, or safety patrol is guiding you.
b.Where are places you shouldn’t cross?

Answer: A busy street, where there aren’t the things listed above.
ACTIVITY 1:
1. Show video and discuss issues
(Kindergarten) Traffic Safety Education Video download:“Stop and Look
with Willy Whistle” 7 minutes
(1st & 2nd Grade) Walk Smart Interactive CD™: “Where to Walk” 3:00
minutes, “How to Read Traffic Signs” 3:00 minutes
(1st & 2nd Grade) Traffic Safety Education DVD™: “Stopping at the Edge”
1:30 minutes
If no video is available, ask students about their crossing experiences, and

review the questions with them.
ACTIVITY 2:
SET UP: Lay down strips of masking tape to identify the ‘edge’ of the
sidewalk. Desks or chairs can substitute for parked cars to help explain that
the “edge” may not be at the edge of the sidewalk.
1. Demonstrate proper stop and search (left-right-left-behind) technique.

With your back to the class, point and look left, say “left”, then point and 9
look right and say “right”, then point and look left again and say “left”, then
say “clear and keep looking” as you cross the tape. To assure that students
are actually looking and not just shaking their heads left-right-left, ask them
to identify things they see when they look in that direction. You may hang
mock signs or other easily identifiable items. Always verbalize your actions,
and look and identify the signs on the wall, calling out what you see each
time.
2. Have the children practice this stop and search pattern in the same
manner at one of the “edges.”
3. Start the music, and ask the children to move around the room in the
manner you ask until the music stops. For example, have them spin,
elephant walk, crab walk, hop, walk backwards, etc.
4. When the music stops, children stop movement and stand at the edge

of a strip of tape. Talk the class through the stop and search pattern. They
should point to where they are looking and verbalize their actions. Repeat
the activity several times.
5. Once the students have learned the technique of stopping and searching,
teach them the importance of finding the proper edge. Explain that parked
cars along curbs create new edges at which they must stop.
5. Ask the students the following questions:

a. What is an edge?
Answer: a curb, road side, parked car, row of hedges, etc.
b. Why do you first look left, then right, then left again, before crossing
the street?
Answer: The closest lane of traffic is the left; you need to look for
traffic coming in both directions. Then, look left once again before
you start crossing because a car that you didn’t see before might be
coming now.
c. Why do you keep on looking as you cross the street?

Answer: Traffic is always moving and cars and trucks may come up
quickly.
d. Why is it important to stop?

Answer: It is important to remember to stop first and look
for traffic when you are chasing your toy/ball into the street because
cars may be coming from either direction.
10 e. What do you do when you see a car?

Answer: Stop, wait for car to pass, and search left-right-left again!
f. What do you do when there are parked cars or a row of hedges

blocking your view?
Answer: The cars or hedges are the edge. Look left-right-left at this
edge and cross when it is safe!
6. Repeat until the class masters the skills of stopping at their edge and
looking for traffic.
Assessment: As a class or in small groups, have students cross the street

and call out the steps.

LESSON 5: Crossing the street

1 class period
OBJECTIVE: To understand the need for crossing any street with care and
MATERIALS: caution. To become familiar with the important steps in crossing a street,
1) Masking Tape such as stopping at the curb and finding the edge, looking left, right, and left
or floor tape again before crossing, and continuing to scan for traffic while crossing.
2) Small cones BACKGROUND: Using a mock crosswalk is good way to introduce children to
(optional) the complexities of crossing the street.
3)Sidewalk chalk KEY MESSAGES: Crossing the street involves a number of important steps
(if working out- such as stopping at the curb and finding the edge, looking left, right, and left
doors) again before crossing, and continuing to scan for traffic while crossing.
TAKE HOME: SUGGESTED LOCATION FOR LESSON: This lesson should be taught in a gym or
Cyrus’ Safety other indoor space. Kindergarten age students tend to have trouble with
Maze worksheet distractions outdoors. Once students learn basics of crossing the lesson
and Traffic Signals can be performed outside on a playground or field. Depending on school
Coloring page location, familiarizing students with a midblock crosswalk location may be
appropriate.
PREPARATION: Practice crosswalk should be set up ahead of class. “Draw” a

crosswalk using masking tape, floor tape, or sidewalk chalk. Mark the ends
of the “curb” with traffic cones to make it easier for students to know where
to line up.
VOCABULARY: pedestrian; edge; crosswalk; scan; diagonal; straight; safe;

dangerous; left; right; traffic
11
ACTIVITY 1:
Complete Cyrus Safety Maze worksheet
ACTIVITY 2: Crossing safely

Assemble students to have a discussion about traffic. Use the following
discussion topics to engage students:
a. Do any of you walk places?
b. What kind of things do we need to be careful of when walking?

Answer: Cars, trucks, bicycles, trains
c. Should kindergarteners walk places by themselves?

Answer: No, you should always walk with an adult

LESSON 5: Crossing the street
d. Can any of you tell me what a crosswalk is?
e. Is it safe to think that cars will always stop for us in crosswalks?

Answer: No, we need to look and wait for them to stop)
f. What are some things that grownups do in their cars instead of paying
attention?
g. If a crosswalk signal says I should walk do I still need to look left-right-

left again?
Answer: Yes!
ACTIVITY 2: Crossing the street!

Assemble students at sample midblock crosswalk. Define the edge and
where students should be standing to prepare for crossing. Students should
stand near the edge but not in the street.
• Have students “check their feet” for untied shoelaces. Discuss dangers
of tripping and falling in the street.
• Instruct students to look left-right-left, discuss what they are looking

for. Ask students what they see (if outside, if inside ask what they might
expect to see) when they look left-right-left. Correct students who are
simply turning their heads or looking at the ceiling or floor.
• Discuss what to do if a car is coming. Students should learn to wait for

cars to pass and look left-right-left again to ensure the street is clear.
12 • Students should practice crossing as a group. Instruct students to

continue to scan the street for cars as they cross. Ask students why they
shouldn’t walk too slowly or run across an intersection. (re: may trip and
fall, might not make it across)
• Ask students if their neighborhoods have crosswalks. If not, ask then

what would be done differently when crossing the street.
Practice this until students can perform the crossing on their own. If
time allows or in another class period take students outside to practice
crossing either on the playground or if possible in a parking lot which has
a crosswalk painted on it. The street crossing will be more difficult with the
distractions of traffic, other students playing etc. Encouraging students to
concentrate on crossing despite distractions is important.

LESSON 6: Visual barriers & Model Street crossing (indoor)

30 minutes
OBJECTIVE: To teach children to recognize visual barriers and how these
MATERIALS: barriers can block the motorists view of pedestrians and bicyclists. Can be
Activity 1 combined with Lesson 7.
1)Traffic Safety BACKGROUND INFORMATION: Children seldom realize that just because they
Education DVD™ can see a car coming toward them, the driver doesn’t always see them.
Video: Visual barriers can be serious threats to a pedestrian, cyclist or motorist
because barriers obstruct the view. Identifying visual barriers in their own
“Visual Barriers” neighborhoods will help students remember to stay clear of them or be
(1:30 minutes) especially careful to make themselves visible to a car driver. They can
also do this by what they wear. Discuss wearing bright visible colors, retro-
“Visual Barriers/ reflective tape on heels, backpacks and jackets if they are walking at dawn,
Parking Lot” dusk or especially in the dark.
(1 minute)
This lesson uses the Traffic Safety Education DVD. If the video is not
“Unseen Humans” available, draw a street including parked cars and ask students the
(1:30 minutes) questions.
2) TV/ DVD ACTIVITY: Show the video and discuss visual barriers. Explain that
player/projector/ sometimes we have to look around an object to see what is on the other
screen side. In traffic, this could be a car, truck, bush, light pole, and so on.
TAKE HOME: Use the videos to guide the discussion.

NONE
Video: Traffic Safety Education DVD Lesson 3
3a: “Visual Barriers”™1:30 minutes
3b: “Visual Barriers/Parking Lot”™1 minute
13
3c: “Unseen Humans”™1:30 minutes
DISCUSSION TOPICS & QUESTIONS

1. Video 3a: “Visual Barriers”
a. What is a visual barrier?
Answer: Something that blocks your view of the street.
b. Why wasn’t the first edge a good place to cross the street?
Answer: Because parked cars blocker her view of the street and
blocked cars from being able to see her.
c. What is Loretta looking for?
Answer: Oncoming traffic
d. Where did she stand to look?
Answert At the edge of the sidewalk.
e. What is a second edge?
Answer: at the edge of the parked cars.

LESSON 7: Visual barriers & Model Street crossing (outdoor)
f. What blocked her view?
Answer: The parked cars
g. What did she do before she became a part of traffic?
Answer: She looked left-right-left
2. Video 3b: “Visual Barriers/Parking Lot”

a. What did you see the children do?
Answer: They stopped at the edge of the parked cars.
b. What are they looking for?
Answer: Moving vehicles
c. How did they deal with parked cars?
Answer: They moved to the edge of the parked cars and looked
for traffic
d. How did they deal with traffic?
Answer: They waited until it was safe to cross
e. Did you see any visual barriers?
Answer: Yes, the parked cars
f. Why didn’t Kim and her sister cross the street after looking for
cars?
Answer: Because a car was coming
g. Why is it important to treat a parking lot the same as a street?
Answer: Because cars drive in parking lots like they drive in
streets and may not see you.
3. Video 3c: “Unseen Humans”

a. What visual barriers did you see?
Answer: Bushes, trash cans, etc.
14
b. Could a vehicle driver see the humans?
Answer: No
c.What visual barriers do you have in your neighborhood?
Answer: Buches, trees, parked cars, trash cans, etc.
d. What would you do if you were hidden by a visual barrier?
Answer: Move out from behind the barrier to the edge where
cars can see you and you can see cars

LESSON7: Visual barriers & Model Street crossing (outdoor)
LESSON TIME: OBJECTIVE: Children will learn to recognize different street crossings, visual
20 Minutes barriers, and determine whether a crossing is safe.
BACKGROUND INFORMATION: Practicing stop and search techniques at model

MATERIALS: intersections or on barricaded streets teaches children how to make
1) Visual barriers, safe decisions when they come to a street crossing. It is important to
real or cardboard demonstrate several models because children may live in the inner-city,
(boxes, large a suburb, or in a rural environment, making their pedestrian experiences
garbage bin or unique. Make sure the children understand it is not a race; they are not
bags filled with supposed to run across the street. This is also a time to discuss and
air, bushes, fence, recognize visual barriers, and what to do when a visual barrier is present.
and car)
ACTIVITY: Model Street Crossing & Visual Barriers (Outdoor)
2) Chalk, ropes, or Outdoors in a real (sidewalk and crossing) or simulated setting.
field markers
Note: Review crossing street skills from Lesson 4, 5 and 6.
3) 6 traffic cones
ACTIVITY:
4) A group leader 1. Construct several model streets on the playground or use a barricaded
for every 8 street near the school.
children Place a cone on each station to mark a starting point. Make each street
unique with bushes or surface differences. Divide the class into several
TAKE HOME: small groups with partners and a group leader. Have them practice
None crossing the “model” street and identifying when it’s safe to cross. Have
each group demonstrate. Group leaders should guide children in making
decisions on crossing the street. (1 leader for 5-8 children).
2. Put a model crossing near the edge of a building or light pole; put
one beside a parked car so children must look around the car before
15
crossing; put one beside a tall bush or garbage can near a driveway.
3. Discuss the barriers and what made it safe or unsafe to cross.
Note: When they do left-right-left make sure they identify what they see
when they look.

LESSON 8: Crossing intersections
LESSON TIME: GRADE(S): 1ST, 2ND

50 minutes
OBJECTIVE: For children to understand why it is important to look behind
MATERIALS: them or over their shoulder for on-coming traffic before crossing at an
Activity 1: intersection and to understand the complexity of the intersection. This
1) Traffic Signals lesson is made up of 4 activities.
Coloring Page
BACKGROUND INFORMATION: Children often have difficulty understanding
Activity 2: complicated traffic situations; therefore, it is especially important for children
1) TV & DVD to be taught the similarities and differences between crossing a street and
player or computer crossing at an intersection. All possible intersection scenarios should be
& projector explored with children. The messages conveyed by traffic signs and signals
must also be taught to children. Traffic signs, signals and rules were made
2) Traffic Safety up by adults for adults; children often interpret these things differently.
Education DVD For children to learn how to cross an intersection safely, they must also
“What is an understand the traffic signs, signals, and rules of the road that regulate
Intersection?” intersections.
(1:00 minutes)
“How to Cross an ACTIVITY 1: Have children color the Traffic Signals Coloring page.
Intersection”
(1:30 minutes) ACTIVITY 2:
1. Arrange field markers or rope to simulate street corners.
3) Walk Smart
Interactive CD 2. Show videos and discuss issues. Define and discuss intersections.
“Watching for Explain to the class that cars may drive up from behind at an intersection so
Cars” 3:00 we need to search there too.
minutes
3. Explain to the class that the field markers or rope are edges (like curbs)
16 4) Field markers that make up an intersection. It is also where they need to stop.
or rope
4. Demonstrate the stop and search pattern for intersections with your back
5) Music player to toward the class:
match format a) Stop at the edge.
b) Look left, right, left, and search behind and forward.
6)Tape with fun c) Cross when clear.
music d) Keep looking while crossing.
TAKE HOME: Like Lesson 1, have the children say everything aloud.
Traffic Signals
Coloring page 5. Assign or have the children choose partners.
6. Have the children practice intersection crossing to music just as they did
in Lesson 2: Activity 1

ACTIVITY TIME: OBJECTIVE: For children to practice looking behind them or over their
15 minutes shoulder for oncoming traffic before crossing at an intersection.
MATERIALS: BACKGROUND INFORMATION: Children live and play in their neighborhoods

Activity 3: where traffic is a reality. Another reality is that children are not born with the
1) 8 giant knowledge and ability to negotiate traffic; they must be taught the rules of
numbered cards the road and the proper procedures to be safe pedestrians. Using real and
secured intersections or creating realistic intersection situations for children
2) 8 traffic cones to practice will help them when they are faced with real traffic situations.
3) 2 stop signs A child’s field of vision is narrower than an adult’s. Children see things much
later than adults. They believe that because they can see a car, the car
4) Life size mock driver can see them. Practicing crossing techniques using a “real” street
intersection using with visual barriers can help children understand the importance of obeying
ropes or a line pedestrian safety rules. Parents, volunteers, and teacher aides can help
marker large field secure the area and serve as group leaders. A small intersection on school
space or black top grounds would work well for this option.
5) 4 sets of cards ACTIVITY 3:

numbered 1-8 1. Use a real but secured intersection or layout a mock intersection on
a field or black top area. Try to create one that is realistic, identifying
6) 2 assistant sidewalks, curbs, center lane, and crosswalks. Set out giant numbered
group leaders cards in a clockwise direction and cones around the perimeter of the
Barriers intersection to identify 8 destination points. See intersection diagram on
(cardboard or real) page 18.
like train cars,
cars etc. 2. Assemble children and group leaders near the model intersection and
ask these questions:
a. Where do you stand to look before crossing at an intersection?
17
Answer: At the edge
b. What are you looking for?
Answer: Traffic from both directions
c. What do you do before you become a part of traffic?
Answer: Look left-right-left and behind if at an intersection
d. Why do you look back?
Answer: Because cars might be coming form behind you
e. Why do you need to pay close attention to parked cars even though
they are not moving? What visual barriers do you see here?
Answer: Cars may not be able to see you behind parked cars
f. Name some “barriers” that would prevent you from having a clear view
of the street.
Answer: Cars, bushes, trash cans, walls
g.Where is the new edge you need to search from?
Answer: At the edge of the obstruction

3. Demonstrate the proper crossing technique.
4. Assign each group and leader to a work station. The children will coach
each other through the process of crossing the street with a visual barrier.
5. Once all the children can complete this skill well, introduce a ball to be
retrieved. The adult group leader rolls the ball into the street. A child enters
the street after stopping at the edge and searching properly for on-coming
traffic. If you are not comfortable conducting this lesson on real streets, use
mock streets.
6. Let children move to new stations to practice with different scenarios.
18

LESSON 8: Crossing intersections (outdoor)
ACTIVITYTIME: OBJECTIVE: To teach children how to apply all the skills they have learned
30 minutes throughout the pedestrian safety unit in a real traffic situation. Practicing
pedestrian safety skills in the environment to which the skills apply is an
MATERIALS: important part of the learning process. Requires a real intersection
1) 4 adult group ACTIVITY 4:

leaders 1. This is the culminating lesson for pedestrian safety lessons. Children
will have the opportunity to practice crossing at a real intersection. Secure
2) 8 giant a low traffic intersection on or around campus. Set up the giant numbered
numbered cards cards around the intersection as they are set up for the Model Intersection
(1-8) in Activity 2. Adult volunteers should stand beside the giant numbers to give
guidance and provide security.
3) Low traffic
intersection 2. This activity is conducted the same way as the Model Intersection
activity, only now the children are working in a real intersection and possibly
4)8 traffic cones negotiating with real cars and traffic signals. You may wish to secure
additional adult supervision, but avoid police assistance and blocking
the road to traffic because the goal of this lesson is to provide students
with the same real life experiences that they will face when crossing real
intersections.
19

LESSON9: Parking lot safety (outdoor)
LESSON TIME: GRADE(S):1ST, 2ND

30 minutes
OBJECTIVE: Small children should understand that they cannot be seen easily in
MATERIALS: parking lots and should not walk through a parking lot without taking an adult’s
1) Masking Tape hand.
or floor tape
Key messages: Children may not be easily seen in parking lots
2)Small cones
(optional) VOCABULARY: parking lot, visible
3) Sidewalk chalk Suggested Location for Lesson: School parking lot or teachers’ parking lot
(if working out-
doors) Preparation: Obtain permission from school administration to take children into
the parking lot of the school. Have a teacher aide or parent volunteer to assist
TAKE HOME: if possible in order to maintain control of the group. Put cones in parking lot to
None cordon off the section you will be in with the students.
ACTIVITY:
Trip to the Parking Lot!
Take students (and volunteers if available) out to the designated part of the lot.
Discuss what cars to when they are getting ready to move and how cars back
up (look at lights, talk about sounds that cars make, etc).
Have one adult and one student stand on one side of a car while the class is
on the other side. Discuss who you can see the easiest and why a grown up
might not see a kindergartener out when driving in a parking lot.
Assessment: Ask students how they can stay safe in parking lots.
20

LESSON 10: School bus safety (indoor/outdoor)
LESSON TIME: GRADE(S): KINDERGARTEN, 1ST, 2ND GRADE REVIEW

60 minutes OBJECTIVE: Children will learn the importance of safe and responsible
behavior while riding the school bus. There are 2 activities in this lesson.
Videos: Activity 2 modeled after Classroom Activities in School Bus and Pedestrian
• Traffic Safety Safety Education, Bulletin No. 93138.
Education DVD
(optional) BACKGROUND: Bus drivers have the tremendous responsibility of safely
1. [2nd grade] transporting children to and from school, on field trips, and to various
Safe School Bus events on a daily basis. Drivers must remain alert and attentive to the rules
Behavior 15:00 of the road, the traffic conditions around them and to the students on the
minutes (Indoor) bus. Quiet, responsible behavior on the bus is an important component of
any school bus program.
2. School Bus
Danger Zones Video: Traffic Safety Education DVD “Be Cool, Follow the Rules” 15:25 min
Street Crossing
15:00 minutes ACTIVITY 1:
(Outdoor) 1. When a school bus is not available, arrange pairs of chairs in a
straight line that to resemble the inside of a school bus, allowing space
MATERIALS: for the aisle.
Activity 1
(indoor): 2. Divide the class into two groups, one group to role play and the other
to describe what the students should do. These groups will switch roles
1) Chairs, throughout the activity.
arranged to
resemble rows of 3. Ask the first group to role play. Assign a bus driver and several
seats on a bus students to be on the bus. Assign several students to be waiting for the
bus and one to be walking to the bus stop.
2) Flash cards
4. Tell the students that the bus is picking them up for school.
21
TAKE HOME:
None 5. Ask the students who are watching the group to tell the students what
to do to get on the bus safely.
Question: The student walking to the bus sees the bus coming. What
should he/she do?
Answer: Continue to walk to the bus
Question: Is it ok to run?
Answer: No
Question: What is the right way to go to the bus stop?

Answer: To walk
(Have the student who is walking join the other students to get on the
bus.

LESSON 10: School bus safety (indoor)
Question: Where should the students stand to wait for the bus? (Ask the
students waiting for the bus to stand in the right place.)
Answer: 3 large steps away from the curb
Question: Ask the students on the bus how they should act. Should they
be rowdy? Ask them to act like they do when they ride the bus.
Have the waiting students ‘board’ the bus.

Question: How do you board the bus?
Answer: One at a time, single file, holding on to the handrail.
Question: Why is it important to be quiet and careful getting on the bus?

Answer: Because pushing or shoving can cause someone to fall or be
pushed into the pathway of a bus or a car.
Question (to all students): How do you get off the bus?
Answers: Quietly, no climbing over other students to get out, let others
ahead of you exit first, do not switch seats while others are loading or
unloading, exit the bus promptly, have your belongings ready, respect
personal space, do not tap other students on the back of the head when
exiting. Discuss other possible scenarios with students.
Question: Ask the students where they should put their bags.
Answer: Under the seat in front of them
Queston: Ask students why they need to keep the aisle clear.
Answer: To avoid tripping someone and to ensure a quick evacuation in
an emergency situation.
22
Ask students who are on the bus, to disembark. How many steps away
from the bus should they go?
Answer: 3
Tell the students who got off the bus that they need to cross the street.
Question: What should they do?
Answer: Walk 5 step in front of the bus on the sidewalk and make eye
contact with the bus driver. Wait for the signal from the bus driver to
cross.
Have the students who got off the bus walk to the right spot to cross. Ask
the student playing the bus driver to signal to the students to cross. Ask
the students to cross the street.
Ask the students watching if crossing students did it right.
Repeat various roles with students from the class to review the concepts.

LESSON 10: School bus safety (indoor)
MATERIALS: ACTIVITY 2:
Activity 2 Read the following statements to the students. Have them give a
(indoor): thumbs up when the children are behaving and a thumbs down when
None they are misbehaving.
The bus door is closed, and the bus is leaving for school. In the back,
two boys start throwing paper at each other. THUMBS DOWN
A girl sitting behind the bus driver turns around and yells loudly to her
friend in the back of the bus. THUMBS DOWN
Two boys sirring next to each other are talking loudly. The bus comes
to a stop,and the boys quit talking for a moment so the driver can listen
for other cars. THUMBS UP
A girl with a saxaphone for her band lesson places the saxophone case
under the seat before the bus begins to move. THUMBS UP
The bus stops at a railway crossing. Three friends in the back of the
bus keep yelling and laughing loudly. THUMBS DOWN
A boy sees his best friend poking his penciil into the seat, so he starts
doing the same thing. THUMBS DOWN
Another boy sees the two boys poking their pencils into the bus seat
and asks them to stop. THUMBS UP
A boy cleaning out his book bag thows paper onto the floor of the bus.
THUMBS DOWN 23
A girl see her best friend sitting a few rows in front of her. While the
bus is moving, the girl gets up from her seat to go sit next to her friend.
THUMBS DOWN
A boy gets off the bus and immediately runs across the street to meet
his friend. THUMBS DOWN
A girl gets off the bus, stands on the curb and waits for the driver’s
signal to cross the road. THUMBS UP
ASSESSMENT: Ask students to describe the steps to get on the school

bus.

LESSON 10: School bus safety (outdoor)
LESSON TIME: ACTIVITY 2: School Bus Danger Zones Street Crossing (Outdoor)
30 minutes
OBJECTIVE: To teach children the four danger zones around a school bus, the
Video: Traffic importance of staying in the bus driver’s line of vision, and how to cross in
Safety Education front of a school bus.
DVD
School Bus Video: Traffic Safety Education DVD
Safety- “Visual Lesson 5: School Bus Safety- “Visual Barriers/ School Bus” 1:30 minutes
Barriers/ School
Bus” BACKGROUND:
(1:30 minutes) A school bus acts as a visual barrier for the bus driver, students and
vehicles stopped in front of, or behind, a school bus. When children enter
Activity 2 or exit a school bus, it is important for them to stop at the edge, move 5
(outdoor): big steps (10 feet) in front of the bus for the bus driver to have constant
1) School bus view of them, stop at the new edge in front of the bus, look left-right-left,
and driver, when wait for all traffic to stop and continue to look while crossing. Observing all
possible these rules is important when a school bus is involved. Children killed in
school bus related crashes most often are the result of either an overtaking
2) 8 cones or bean and passing vehicle or the bus driver’s inability to see the child. Teaching
bags or chalk children safe school bus loading, unloading, and street crossing practices
can save a child’s life.
3) Poster board
with bus drawing Discussion Topics & Questions:
and danger zones a. How far do you move away from the bus when you get off?
highlighted Answer: 3 big steps
b. Why is it important to walk five (5) big steps (10 feet) away from the
4) When a front of the bus before crossing?
school bus is not Answer: To be able to be seen by the bus driver
24 possible: Chairs
c. What second edge do Sam and his sister stop at before crossing the
street?
5) Large
Answer: The bus
cardboard box
d. The 10 foot rule - How far do you move away from the bus before
TAKE HOME: becoming a part of traffic?
None Answer: 10 feet
e.Discuss the importance of stopping at the edge of bus.
ACTIVITY:
1. Show the video and discuss the questions.
2. If available, the bus should be parked on a street on the school

grounds so the children can practice getting on the bus, dismounting the
bus and crossing the street.

3. If a bus is not available, arrange chairs like the inside of a school bus,
including the driver’s seat. Use a large cardboard box to place at the front of
the bus, in front of the bus driver.
Cut out a section of the box to resemble the front bus window. This will then
work as your bus.
4. In either situation, it is important to mark the school bus danger zones using
traffic cones, bean bags or chalk. See illustration below.
5. Gather the class and go over the proper procedures for getting on the
bus. First explain that they should never stoop to pick up something that has 25
dropped near a school bus. Next demonstrate the activity. Stand 10 feet (5
big steps) away from the edge of the road. When the school bus has stopped
completely and the stop bar is out, walk to the edge of the road. When the bus
driver motions, continue to carefully step on to the bus. See illustration below.
10 feet (5 big steps)

Children practice the procedure in pairs until everyone is on the bus.

Then everyone gets off the bus and stands 3 big steps (5 feet) away
from the bus door while the teacher discusses the proper procedures for
bus dismounting and crossing the street.
7. Demonstrate the proper dismounting and crossing procedure. Get

straight off the bus, take 3 big steps (5 feet) away from the bus, then
take 5 big steps (10 feet) to the front of the bus and stop. Search left-
right-left to make sure traffic has stopped behind the bus. When it is
clear and the bus driver signals it is OK to cross, move to the edge of the
curb, continue searching, then walk to the edge of the bus and stop and
search for traffic. When the road is clear or traffic is completely stopped,
cross the street while continuing to search for traffic. See illustration
below.
New edge
5 big steps = 10 feet
3 big steps = 5 feet

26

LESSON11: Helmets fitting (optional)
LESSON TIME: GRADE(S): KINDERGARTEN, 1ST, 2ND (REVIEW)

30 minutes
OBJECTIVES: Learn the proper way to wear a helmet. Bicycle helmets have
MATERIALS: been proven to prevent a large percentage of traumatic brain injuries when
1) Size small worn correctly.
helmets
VOCABULARY: traffic, intersection, helmet
KEY MESSAGES: Always wear a properly fitting helmet when riding your
TAKE HOME: bicycle.
Helmet Fit Guide
Your students may be riding bicycles, kick scooters, or tricycles. Knowing
how to properly wear a helmet is important to keep them safe for a variety
of activities. This exercise will show them the steps to take to fit their
helmets corredtly.
Activity: Helmet Fit

Using the helmet fit guide on the following pages instruct students to try on
helmets. Check each student for proper fit.
27
Reduced cost helmets are available at www.prorider.com/cns. Additional

resources may be available. Contact the Safe Routes to School
Coordinator at [email protected]

LESSON 12: Review/evaulation and certificates

30 minutes
ACTIVITIES:
MATERIALS: 1. Evaluation 10:00 minutes (Indoor)
None (For 1st and 2nd Grade)
TAKE HOME: 2. Student and Parent Safety Pledge 20:00 minutes (Indoor)
Student and
Parent Safety ACTIVITY DESCRIPTION:
Pledge For kindergarten and first grade this works well as a teacher review given
orally. For second graders, hand out the Evaluation Forms. This can also
be done as a group question and answer session. An awards ceremony
can be a great way to celebrate student achievement. It is important that
the children know how important the information they learned will be for the
rest of their life! Great job, everyone!
*Evaluation Form Answers: 1.Yes 2.Yes 3.No 4.No 5.Yes 6.No 7.No 8.Yes
Name _____________________________ Grade _________
1. What should you always to before crossing the street?

Answer: Stop and search “left-right-left” before crossing the street
2. Why is it important to keep looking and listening for cars as you cross
the street?
Answer: Because they might approach while you are crossing
3. Is it safe to cross the street between two parked cars? If not, why?
28 Answer: Yes, but move out to the new “edge” and look left-right-left
Answer: Because on-coming cars might not see you
4. Is the edge of the sidewalk always the best place to stop and search for
cars before crossing the street?
Answer: YES but…
When might it not be?
Answer: where there are visual barriers blocking your view
5. Can car drivers see you better if you are wearing bright colored clothes?
Answer: Yes
6. If a crossing signal starts flashing “don’t walk” when you are in the
middle of crossing the street, should you go back to where you started?
Answer: NO but…
What should you do?
Answer: Continue crossing the street with care

7. Is it easy for car drivers to see children on small bikes?

Answer: NO
Why not?
Answer: Because bicycles are smaller than cars and drivers might not see
them
8. Should you stop at the edge of the school bus to search for cars before
crossing the street?
YES!
29

Pedestrian/School Bus Safety Evaluation
Name _____________________________ Grade _________
1. What should you always to before crossing the street?
2. Why is it important to keep looking and listening for cars as you cross the street?
3. Is it safe to cross the street between two parked cars? If not, why?
4. Is the edge of the sidewalk always the best place to stop and search for cars before
crossing the street?
5. Can car drivers see you better if you are wearing bright colored clothes?
30 6. If a crossing signal starts flashing “don’t walk” when you are in the middle of
crossing the street, should you go back to where you started?
7. Is it easy for car drivers to see children on small bikes?
8. Should you stop at the edge of the school bus to search for cars before crossing
the street?

STUDENT AND PARENT SAFETY PLEDGE
I promise to always:
1. Stop, look left, right, and left again and wait for traffic to pass
before I cross the street.
2. Listen to the bus driver and all his or her safety rules.
3. Stay 5 giant steps away from the street when I’m waiting for a bus.
4. Wear a bike helmet every time I ride my bike.
5. Wear light, bright colors and reflective markers so I can be seen walking and riding in
the dark.
6. Be predictable when I am a part of traffic.
7. Always follow traffic safety rules and encourage my friends to also.
X_________________________________
Student Signature
31
X_________________________________
Parent Signature

Pedestrian Safety Lesson Plans: Kindergarten Through 3rd Grade

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Colorado Department

Pedestrian Safety Lesson Plans:

HOW TO USE THESE LESSON PLANS

RELATIONSHIP TO COLORADO ACADEMIC STANDARDS

Standard 2. Explain safe behavior as a pedestrian and with motor vehicles

Colorado Department of Transportation

Safe Routes for Kids, the Bicycle Transportation Alliance

Colorado Department of Transportation

Lesson Title Page Indoor/Outdoor

Colorado Department of Transportation

LESSON TIME: GRADE(S): KINDERGARTEN, 1ST, 2ND

VOCABULARY: traffic, ‘dart-out’, pedestrian, dangerous, hazard

Assessmnent: Student answers should reflect an understanding of traffic

Review key messages

Colorado Department of Transportation

LESSON TIME: GRADE(S): KINDERGARTEN, 1ST, 2ND

Review key messages.

Colorado Department of Transportation

LESSON TIME: GRADE(S): KINDERGARTEN, 1ST, 2ND

Summarize the exercise with the following rule:

6 Summarize the exercise with the following rule:

Summarize the exercise with the following rule:

ACTIVITY: Have children look at their shoes, backpacks and clothing to

Colorado Department of Transportation

Review key messages.

Colorado Department of Transportation

LESSON TIME: GRADE(S): KINDERGARTEN, 1ST, 2ND

7) Audio player DISCUSSION TOPICS & QUESTIONS FOR THE VIDEOS:

d. Why should they keep looking?

Colorado Department of Transportation

2. The Best Places to Cross:

b.Where are places you shouldn’t cross?

If no video is available, ask students about their crossing experiences, and

1. Demonstrate proper stop and search (left-right-left-behind) technique.

Colorado Department of Transportation

5. Ask the students the following questions:

c. Why do you keep on looking as you cross the street?

d. Why is it important to stop?

10 e. What do you do when you see a car?

f. What do you do when there are parked cars or a row of hedges

Assessment: As a class or in small groups, have students cross the street

Review key messages.

Colorado Department of Transportation

LESSON TIME: GRADE(S): KINDERGARTEN, 1ST, 2ND

PREPARATION: Practice crosswalk should be set up ahead of class. “Draw” a

VOCABULARY: pedestrian; edge; crosswalk; scan; diagonal; straight; safe;

ACTIVITY 2: Crossing safely

a. Do any of you walk places?

b. What kind of things do we need to be careful of when walking?

c. Should kindergarteners walk places by themselves?

Colorado Department of Transportation

d. Can any of you tell me what a crosswalk is?

e. Is it safe to think that cars will always stop for us in crosswalks?

g. If a crosswalk signal says I should walk do I still need to look left-right-

ACTIVITY 2: Crossing the street!

• Instruct students to look left-right-left, discuss what they are looking

• Discuss what to do if a car is coming. Students should learn to wait for

12 • Students should practice crossing as a group. Instruct students to

• Ask students if their neighborhoods have crosswalks. If not, ask then

Name _____________________ Grade _

Name _____________________ Grade _