What do you need to know to be a safe bus rider? Create your own school bus, driver, and passengers!

• 1.

  If this is your first time to ride a school bus, what do think the trip will be like? If you have ridden the school bus, what do you remember most about riding it? What do you like to do on the bus?

• 2.

  What are the safety rules for riding on your school bus? What rules do drivers follow? Why do you think there are so many rules? Where is the Danger Zone?

• 3.

  School buses are made as safe as they can be. Look at pictures of people going to school long ago. Ask your parents about their bus experiences. What has changed?

• 4.

  To make your own school bus, cover your art area with newspapers. Paint the outside and inside of a shoe box with Crayola® Washable Paint using a Crayola Paint Brush. Dry.

• 5.

  Create passengers on your school bus with Crayola Model Magic. Shape the driver and school children. Dry overnight.

• 6.

  With Crayola Washable Markers, add details to the bus including doors, windows, wheels, and lights.

• 7.

  <B>Ask an adult to help you</B> cut out windows and doors with Crayola Scissors.

• 8.

  Climb aboard! Practice following safety rules so you get to and from school safely every time.

Standards

• LA: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
• LA: Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text.
• LA: Participate in collaborative conversations with diverse partners about grade level topics and texts with peers and adults in small and larger groups.
• LA: Participate in shared research and writing projects.
• SS: Identify roles as learned behavior patterns in group situations such as student, family member, peer play group member, or club member.
• SS: Give examples of and explain group and institutional influences such as religious beliefs, laws, and peer pressure, on people, events, and elements of culture.
• VA: Use different media, techniques, and processes to communicate ideas, experiences, and stories.
• VA: Use visual structures of art to communicate ideas.

Adaptations

• Possible classroom resources include: Social Story -Classroom Behavior and on the School Bus by Natural Learning Concepts & Jene Aviram; The Little School Bus by Carol Roth
• Students collaborate to write a set of "guided behaviors" for the bus, the hallways in school, the cafeteria, etc. Post these sets in the classroom for review and reference. Encourage students to illustrate each "guided behavior" for friends that cannot yet read.
• Working in small groups, students discuss safety on the school bus and wearing of seat belts. What is safe behavior on the bus? How might seat belts help students? What would happen if the school bus was in an accident? How would you behave?