School Bus Safety: Riding Cool to School
INTRODUCTION TO THE AIMS TEACHING MODULE (ATM)
Rationale . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4
Organization and Management . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5
Features . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6
INTRODUCING SCHOOL BUS SAFETY: RIDING COOL TO SCHOOL
Themes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11
Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11
Objectives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11
PREPARATION FOR VIEWING
Introduction to the Program
Introduction to Vocabulary .
Discussion Ideas . . . . . . . .
Focus . . . . . . . . . . . . . . .
Jump Right In . . . . . . . . .
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AFTER VIEWING THE PROGRAM
Suggested Activities . . . .
Vocabulary . . . . . . . . . .
Checking Comprehension
Right or Wrong? . . . . . .
True or False . . . . . . . . .
School Bus Code . . . . . .
Which Word? . . . . . . . .
Word Search . . . . . . . . .
Test . . . . . . . . . . . . . . . .
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SECTION 1
SECTION 2
SECTION 3
SECTION 4
ADDITIONAL AIMS MULTIMEDIA PROGRAMS . . . . . . . . . .27
ANSWER KEYS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .28
1
© Copyright 1999 AIMS Multimedia
All Rights Reserved. No part of this work may be reproduced or transmitted without written permission of AIMS
Multimedia with these exceptions: Persons or schools purchasing this AIMS Teaching Module may reproduce
consumable ATM pages, identified in Section 4, for student or classroom use.
AIMS Multimedia is a leading producer and distributor of educational programs serving schools and libraries for
nearly 40 years. AIMS draws upon the most up-to-date knowledge, existing and emerging technologies, and all of
the instructional and pedagogical resources available to develop and distribute educational programs
in film, videocassette, laserdisc, CD-ROM and CD-i formats.
Persons or schools interested in obtaining additional copies of this AIMS Teaching Module, please contact:
AIMS Multimedia
1-800-FOR-AIMS
1-800-367-2467
2
© Copyright 1999 AIMS Multimedia
Congratulations!
You have chosen a learning program
that will actively motivate your students
AND provide you with easily accessible
and easily manageable instructional
guidelines designed to make your
teaching role efficient and rewarding.
The AIMS Teaching Module provides
you with a video program keyed to your
classroom curriculum, instructions and
guidelines for use, plus a comprehensive teaching program containing a
wide range of activities and ideas for
interaction between all content areas.
Our authors, educators, and consultants
have written and reviewed the AIMS
Teaching Modules to align with the
Educate America Act: Goals 2000.
This ATM, with its clear definition of
manageability, both in the classroom
and beyond, allows you to tailor specific activities to meet all of your classroom needs.
3
© Copyright 1999 AIMS Multimedia
RATIONALE
In today’s classrooms, educational pedagogy is often founded on Benjamin S.
Bloom’s “Six Levels of Cognitive
Complexity.” The practical application
of Bloom’s Taxonomy is to evaluate students’ thinking skills on these levels,
from the simple to the complex:
Knowledge (rote memory skills),
Comprehension (the ability to relate or
retell), Application (the ability to apply
knowledge outside its origin), Analysis
(relating and differentiating parts of a
whole), Synthesis (relating parts to a
whole), and Evaluation (making a judgment or formulating an opinion).
The AIMS Teaching Module is designed
to facilitate these intellectual capabilities, AND to integrate classroom experiences and assimilation of learning
with the students’ life experiences, realities, and expectations. AIMS’ learner
verification studies prove that our AIMS
Teaching Modules help students to
absorb, retain, and to demonstrate ability to use new knowledge in their world.
Our educational materials are written
and designed for today’s classroom,
which incorporates a wide range of
intellectual, cultural, physical, and emotional diversities.
4
© Copyright 1999 AIMS Multimedia
ORGANIZATION AND
MANAGEMENT
To facilitate ease in classroom manageability, the AIMS Teaching Module is
organized in four sections. You are
reading Section 1, Introduction to the
Aims Teaching Module (ATM).
SECTION 2,
INTRODUCING THIS ATM
will give you the specific information
you need to integrate the program into
your classroom curriculum.
SECTION 3,
PREPARATION FOR VIEWING
provides suggestions and strategies for
motivation, language preparedness,
readiness, and focus prior to viewing
the program with your students.
SECTION 4,
AFTER VIEWING THE PROGRAM
provides suggestions for additional
activities plus an assortment of consumable assessment and extended activities,
designed to broaden comprehension of
the topic and to make connections to
other curriculum content areas.
5
© Copyright 1999 AIMS Multimedia
FEATURES
INTRODUCING EACH ATM
SECTION 2
Your AIMS Teaching Module is
designed to accompany a video program written and produced by some of
the world’s most credible and creative
writers and producers of educational
programming. To facilitate diversity and
flexibility in your classroom, your AIMS
Teaching Module features these components:
Themes
The Major Theme tells how this AIMS
Teaching Module is keyed into the curriculum. Related Themes offer suggestions for interaction with other
curriculum content areas, enabling
teachers to use the teaching module to
incorporate the topic into a variety of
learning areas.
Overview
The Overview provides a synopsis of
content covered in the video program.
Its purpose is to give you a summary of
the subject matter and to enhance your
introductory preparation.
Objectives
The ATM learning objectives provide
guidelines for teachers to assess what
learners can be expected to gain from
each program. After completion of the
AIMS Teaching Module, your students
will be able to demonstrate dynamic
and applied comprehension of the
topic.
6
© Copyright 1999 AIMS Multimedia
PREPARATION FOR VIEWING
Discussion Ideas
SECTION 3
In preparation for viewing the video
program, the AIMS Teaching Module
offers activity and/or discussion
ideas that you may use in any order
or combination.
Introduction To The Program
Introduction to the Program is
designed to enable students to recall
or relate prior knowledge about the
topic and to prepare them for what
they are about to learn.
AFTER VIEWING THE PROGRAM
SECTION 4
Discussion Ideas are designed to help
you assess students’ prior knowledge
about the topic and to give students a
preview of what they will learn.
Active discussion stimulates interest in
a subject and can motivate even the
most reluctant learner. Listening, as
well as speaking, is active participation. Encourage your students to participate at the rate they feel
comfortable. Model sharing personal
experiences when applicable, and
model listening to students’ ideas and
opinions.
After your students have viewed the
program, you may introduce any or
all of these activities to interact with
other curriculum content areas, provide reinforcement, assess comprehension skills, or provide hands-on
and in-depth extended study of the
topic.
Introduction To Vocabulary
Focus
Introduction to Vocabulary is a
review of language used in the program: words, phrases, usage. This
vocabulary introduction is designed to
ensure that all learners, including limited English proficiency learners, will
have full understanding of the language usage in the content of the program.
Help learners set a purpose for
watching the program with Focus,
designed to give students a focal
point for comprehension continuity.
Jump Right In
Jump Right In provides abbreviated
instructions for quick management of
the program.
7
© Copyright 1999 AIMS Multimedia
SUGGESTED
ACTIVITIES
The Suggested Activities offer ideas
for activities you can direct in the
classroom or have your students complete independently, in pairs, or in
small work groups after they have
viewed the program. To accommodate your range of classroom needs,
the activities are organized into skills
categories. Their labels will tell you
how to identify each activity and help
you correlate it into your classroom
curriculum. To help you schedule your
classroom lesson time, the AIMS
hourglass gives you an estimate of the
time each activity should require.
Some of the activities fall into these
categories:
Meeting Individual
Needs
These activities are designed to aid in
classroom continuity. Reluctant learners and learners acquiring English
will benefit from these activities
geared to enhance comprehension of
language in order to fully grasp content meaning.
M A TH
Curriculum
Connections
Critical Thinking
Critical Thinking activities are
designed to stimulate learners’ own
opinions and ideas. These activities
require students to use the thinking
process to discern fact from opinion,
consider their own problems and formulate possible solutions, draw conclusions, discuss cause and effect, or
combine what they already know
with what they have learned to make
inferences.
Cultural Diversity
Each AIMS Teaching Module has an
activity called Cultural Awareness,
Cultural Diversity, or Cultural
Exchange that encourages students to
share their backgrounds, cultures,
heritage, or knowledge of other countries, customs, and language.
Hands On
These are experimental or tactile
activities that relate directly to the
material taught in the program.Your
students will have opportunities to
make discoveries and formulate ideas
on their own, based on what they
learn in this unit.
Writing
Many of the suggested activities are
intended to integrate the content of
the ATM program into other content
areas of the classroom curriculum.
These cross-connections turn the
classroom teaching experience into a
whole learning experience.
Every AIMS Teaching Module will
contain an activity designed for students to use the writing process to
express their ideas about what they
have learned. The writing activity
may also help them to make the connection between what they are learning in this unit and how it applies to
other content areas.
8
© Copyright 1999 AIMS Multimedia
In The Newsroom
Each AIMS Teaching Module contains
a newsroom activity designed to help
students make the relationship
between what they learn in the classroom and how it applies in their
world. The purpose of In The
Newsroom is to actively involve each
class member in a whole learning
experience. Each student will have an
opportunity to perform all of the tasks
involved in production: writing,
researching, producing, directing,
and interviewing as they create their
own classroom news program.
Extended Activities
These activities provide opportunities
for students to work separately or
together to conduct further research,
explore answers to their own questions, or apply what they have
learned to other media or content
areas.
Link to the World
These activities offer ideas for connecting learners’ classroom activities
to their community and the rest of the
world.
Culminating Activity
To wrap up the unit, AIMS Teaching
Modules offer suggestions for ways to
reinforce what students have learned
and how they can use their new
knowledge to enhance their world
view.
VOCABULARY
Every ATM contains an activity that
reinforces the meaning and usage of
the vocabulary words introduced in
the program content. Students will
either read or find the definition of
each vocabulary word, then use the
word in a written sentence.
CHECKING
COMPREHENSION
Checking Comprehension is designed
to help you evaluate how well your
students understand, retain, and
recall the information presented in the
AIMS Teaching Module. Depending
on your students’ needs, you may
direct this activity to the whole group
yourself, or you may want to have
students work on the activity page
independently, in pairs, or in small
groups. Students can verify their written answers through discussion or by
viewing the video a second time. If
you choose, you can reproduce the
answers from your Answer Key or
write the answer choices in a Word
Bank for students to use. Students can
use this completed activity as a study
guide to prepare for the test.
CONSUMABLE
ACTIVITIES
The AIMS Teaching Module provides
a selection of consumable activities,
designed to specifically reinforce the
content of this learning unit.
Whenever applicable, they are
arranged in order from low to high
difficulty level, to allow a seamless
facilitation of the learning process.
You may choose to have students take
these activities home or to work on
them in the classroom independently,
in pairs or in small groups.
TEST
The AIMS Teaching Module Test permits you to assess students’ understanding of what they have learned.
The test is formatted in one of several
standard test formats to give your
students a range of experiences in
test-taking techniques. Be sure to
read, or remind students to read, the
directions carefully and to read each
answer choice before making a
selection. Use the Answer Key to
check their answers.
CHECKING
VOCABULARY
The Checking Vocabulary activity
provides the opportunity for students
to assess their knowledge of new
vocabulary with this word game or
puzzle. The format of this vocabulary
activity allows students to use the
related words and phrases in a different context.
9
© Copyright 1999 AIMS Multimedia
ADDITIONAL
AIMS MULTIMEDIA
PROGRAMS
After you have completed this AIMS
Teaching Module you may be interested
in more of the programs that AIMS
offers. This list includes several related
AIMS programs.
ADDITIONAL READING
SUGGESTIONS
AIMS offers a carefully researched list of
other resources that you and your students may find rewarding.
ANSWER KEY
Reproduces tests and work pages with
answers marked.
10
© Copyright 1999 AIMS Multimedia
School Bus Safety: Riding Cool to School
THEMES
School Bus Safety: Riding Cool to
School examines the important
responsibilities of school bus passengers. It discusses several important
rules of conduct, as well as how students should enter and leave the
bus. Courtesy is also discussed, as
well as the importance of letting the
bus driver concentrate on the road.
OVERVIEW
School Bus Safety: Riding Cool to
School covers every step of the
school bus journey, from walking to
the bus stop to leaving school at the
end of the day. Many injuries occur
each year because students fail to
use courtesy and common sense on
the bus. By learning some important
safety guidelines, students gain a
better understanding of their important role in keeping everyone on the
bus safe and comfortable.
OBJECTIVES
A To illustrate proper school bus
behavior for young passengers.
A To explain why safety rules are
so important and why they must
be followed.
A To emphasize that students must
not distract the driver.
A To discuss the responsibilities of
bus passengers to keep themselves safe, be courteous and
use common sense.
11
© Copyright 1999 AIMS Multimedia School Bus Safety: Riding Cool to School
Use this page for your individual notes about planning and/or effective ways to manage this
AIMS Teaching Module in your classroom.
Our AIMS Multimedia Educational Department welcomes your observations and comments.
Please feel free to address your correspondence to:
AIMS Multimedia
Editorial Department
9710 DeSoto Avenue
Chatsworth, California 91311-4409
12
© Copyright 1999 AIMS Multimedia School Bus Safety: Riding Cool to School
INTRODUCTION TO
THE PROGRAM
INTRODUCTION TO
VOCABULARY
Ask students if they enjoy riding on
the school bus. Do they feel safe on
the bus? Why or why not? What
types of rules might be important on
a school bus? What could happen to
students who don’t obey these rules?
Encourage students to share their
ideas openly, especially with children
who haven’t yet ridden the school
bus. Statistics show that nearly all
school children will ride a school bus
sometime in their lives. Emphasize
that school bus safety is an important
subject for all students.
Write the phrase “danger zone” on
the board. Ask students what the danger zone of a school bus might be.
Accept all answers and discuss the
many possibilities.
Explain that the danger zone is the
area ten feet out from every side of
the bus, including the front and back.
This area is hard for the driver to see,
and anyone standing in the danger
zone should be extra careful. Explain
that students should only be in the
danger zone when getting on and off
the bus.
FOCUS
Everyone who rides a school bus has
an important responsibility to be safe,
polite and sensible. Tell students they
are going to learn more about proper
behavior on the school bus, including
what to do at the bus stop, how to
enter the bus, how to respect the bus
driver and what to do during the ride.
DISCUSSION IDEAS
Ask students if they have ever seen
someone act foolishly on the school
bus. Did the person put themselves or
anyone else in danger? What happened? Encourage open discussion
about what students have experienced on the school bus. Both positive
and negative aspects of riding the
bus should be discussed.
13
© Copyright 1999 AIMS Multimedia School Bus Safety: Riding Cool to School
JUMP RIGHT IN
HOW TO USE THE
SCHOOL BUS SAFETY: RIDING COOL TO SCHOOL AIMS TEACHING MODULE
Preparation
A Read School Bus Safety: Riding
Cool to School
Themes,
Overview, and Objectives to
become familiar with program
content and expectations.
A Use Preparation for Viewing
suggestions to introduce the topic
to students.
Viewing SCHOOL BUS SAFETY: RIDING
COOL TO SCHOOL
After Viewing SCHOOL BUS SAFETY:
RIDING COOL TO SCHOOL
Set up viewing monitor so that all
students have a clear view.
A Select Suggested Activities that
integrate into your classroom curriculum. If applicable, gather
materials or resources.
A Depending on your classroom
size and learning range, you may
choose to have students view
A School Bus Safety: Riding Cool to
School together or in small
groups.
A Some students may benefit from
viewing the video more than one
time.
A Choose the best way for students
to work on each activity. Some
activities work best for the whole
group. Other activities are
designed for students to work
independently, in pairs, or in
small groups. Whenever possible,
encourage students to share their
work with the rest of the group.
A Duplicate the appropriate number
of
Vocabulary,
Checking
Comprehension, and consumable
activity pages for your students.
A You may choose to have students
take consumable activities home,
or complete them in the classroom, independently, or in
groups.
A Administer the Test to assess students’ comprehension of what
they have learned, and to provide
them with practice in test-taking
procedures.
A Use the Culminating Activity
as a forum for students to display,
summarize, extend, or share
what they have learned with each
other, the rest of the school, or a
local community organization.
14
© Copyright 1999 AIMS Multimedia School Bus Safety: Riding Cool to School
SUGGESTED ACTIVITIES
Connection to Art
ART
Ask students to draw a typical school bus scene. It could be something that has happened on
their bus, or something from their imagination. Does each drawing represent a safe or
unsafe activity? Place the drawings with safe activities on a wall labeled, “Safe” and the
unsafe or questionable activities on a wall labeled, “Unsafe.”
30 Minutes
Be sure to discuss the unsafe drawings with students, clearly explaining which school bus
rules are being broken.
Critical Thinking
There is a reason behind every rule, no matter how silly the rule may seem. Ask students to
think about the consequences of breaking school bus rules. What might happen if someone
placed an arm outside a school bus window? Why is it dangerous to stand close to the street
while waiting for the bus? Why should students be extra careful in the danger zone?
10 Minutes
(If an arm is placed outside a school bus window, it could strike oncoming objects. Standing
close to the street is dangerous because of passing traffic. It is important to be careful in the
danger zone because the driver cannot see students in that area.)
Connection to History
Most students probably take the bus for granted or even wish they didn’t have to ride it. But
what would it be like if there was no bus at all? Ask students to consider children who lived
before the invention of cars.
H IS TO RY
15 Minutes
How did these kids get to school? What was their journey like in rainy, cold or snowy
weather? How much earlier did they have to start to school? Do students think this would be
a good way to travel?
(Students usually walked to school, no matter how bad the weather or how far the distance.
Some children were able to ride a carriage to school, but the ride was often bumpy and
uncomfortable. Some children had to leave their homes before sunrise in order to make it to
school on time.)
15
© Copyright 1999 AIMS Multimedia School Bus Safety: Riding Cool to School
Link to the World
Ask students to think for a moment about their bus drivers. What do the drivers do before
picking up students? How do they make sure the bus is safe to operate? What other jobs are
they be responsible for? What do students think makes a good bus driver?
10 Minutes
(Drivers must check a bus thoroughly to make sure it is safe. They must be sure to have
enough gas in the bus before starting their route. Also, they must make sure that the bus is
kept clean. If anything is left on the bus, the driver must return it to the rightful owner. A
good bus driver is careful, alert, helpful and friendly.)
Writing
Ask students to write a paragraph describing how they feel about the school bus. Do they
like or dislike riding on the bus? What do they normally do during the ride? Who do they
talk to? What is their bus driver like?
30 Minutes
Ask children who don’t ride the bus to write about their method of transportation. Who
brings them to school? Do they enjoy the ride? Would they like riding the school bus
instead? Why or why not?
Extended Activity (15 minutes)
Divide students into groups according to their school bus numbers, placing students with the
same bus number in the same group. On the board, write the most important school bus
rules discussed in the unit. Ask each group to work together to make a list of SCHOOL BUS
RULES.
Encourage students to share the task of copying down the rules in their best handwriting.
Members of each group may also choose to decorate the list with drawings or a colorful
border. When the students are done, laminate each list. Encourage groups to ask their bus
drivers if the lists can be displayed on the bus.
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© Copyright 1999 AIMS Multimedia School Bus Safety: Riding Cool to School
15 Minutes
Cultural Exchange (15 minutes)
Not all children have access to school buses. Some towns don’t even have roads for buses to
travel on. Ask students to think about kids in other parts of the world. What are some ways
that these kids might travel to school?
15 Minutes
(Some ride streetcars, subways or trains. Others ride horses, camels or donkeys. Many children walk to school, while those living in cold climates often ski. Still others go to school in
their own homes or villages.)
Meeting Individual Needs
Ask students to make sentences using each of the following words or phrases.
bus driver
bus stop
danger zone
handrail
safety rules
20 Minutes
Culminating Activity
Divide students into cooperative pairs and ask them to role play the following situations.
bus driver and noisy passenger
two students waiting for the bus to arrive
two students getting on the bus
passenger shouting to another passenger
passenger trying to bring something large onto the bus and bus driver
bus driver and student who drops a book under the bus
45 Minutes
17
© Copyright 1999 AIMS Multimedia School Bus Safety: Riding Cool to School
Name
VOCABULARY
The following terms are from School Bus Safety: Riding Cool to School. Fill in the number of each
term next to its closest definition.
1.
2.
3.
4.
curb
danger zone
driver
handrail
5. normal voice
6. rules
7. single file
8. traffic sounds
___
things that must be obeyed to keep us safe
___
fire truck, police car and ambulance sirens
___
thing to hold when getting on the bus
___
what you should have when talking on the bus
___
person you should obey while on the bus
___
kind of line you should be in when the bus comes
___
edge of the road or street
___
area around the bus where the driver cannot see you
18
© Copyright 1999 AIMS Multimedia School Bus Safety: Riding Cool to School
Name
CHECKING COMPREHENSION
Read the following sentences and circle the letter of the word that best fills each blank.
When you ride the school bus, you have the responsibility to follow ____(1) ____ rules. Always
get to the ____(2) ____ a few minutes before the bus does. That way, you won’ t be late. Form a
____(3) ____ line and don’t push. Hold the ____(4) ____ when climbing up the stairs of the bus.
Find a ____(5) ____ quickly. Talk in a ____(6) ____ voice and don’t play the radio. Stay seated
until the bus comes to a complete ____(7) ____ and the driver says it’s okay to leave. Keep your
hands and head ____(8) ____ the bus at all times. When getting on or off the bus, stay out of the
____(9) ____ zone. If you drop something under the bus, ask the driver for ____(10) ____ .
1. A. no
B. safety
C. homework
D. silly
6. A. normal
B. loud
C. funny
D. quick
2. A. bus stop
B. school
C. road
D. park
7. A. turn
B. intersection
C. stop
D. circle
3. A. double file
B. noisy
C. single file
D. crowded
8. A. outside
B. underneath
C. inside
D. on top of
4. A. danger zone
B. parking lot
C. driver
D. handrail
9. A. safe
B. danger
C. driver
D. handrail
5. A. best friend
B. seat
C. radio
D. window
10. A. help
B. money
C. a ride
D. the key
19
© Copyright 1999 AIMS Multimedia School Bus Safety: Riding Cool to School
Name
RIGHT OR WRONG
Next to each right thing, write the word “RIGHT.” Next to each wrong thing, write the word
“WRONG.”
1. ___________________ Pedro brings a radio on the bus, but does not turn it on.
2. ___________________ At the bus stop, some kids stand five feet from the curb.
3. ___________________ Lisa runs quickly to catch the school bus.
4. ___________________ Karl puts his hand out of the school bus window.
5. ___________________ Tonya helps a smaller kid up the bus stairs.
6. ___________________ Lucy drops her scarf under the bus and picks it up.
7. ___________________ Maria changes seats while the bus is moving.
8. ___________________ Bill waits for the driver to excuse him before he stands up.
20
© Copyright 1999 AIMS Multimedia School Bus Safety: Riding Cool to School
Name
TRUE OR FALSE
Color the shapes with true statements GREEN and the shapes with false statements PURPLE.
You should stand in the
road so the bus driver
can see you.
You should not change
seats while the bus is
moving.
It’s okay to put your hands out of
the bus window.
You should be at
the bus stop at least
five minutes early.
The bus driver will
wait for you after
school.
You should always listen to what
your bus driver says.
21
© Copyright 1999 AIMS Multimedia School Bus Safety: Riding Cool to School
Name
SCHOOL BUS CODE
Use this secret code to finish each sentence below.
1
2
3
4
5
6
=
=
=
=
=
=
A
B
C
E
G
H
7=I
8=K
9=L
10 = M
11 = N
12 = O
13
14
15
16
17
18
=
=
=
=
=
=
P
R
S
T
U
W
1. Riding the bus can be cool when you remember the ________________ .
14-17-9-4-15
2. Always climb the bus ________________ one at a time.
15-16-1-7-14-15
3. Your driver won’t move the bus until everyone has a ________________ .
15-4-1-16
4. ________________ things inside the bus is very dangerous.
16-6-14-12-18-7-10-5
5. The school bus is a good place to read a _____________ .
2-12-12-8
6. It is easier to find your bus when you know its ________________ .
11-17-10-2-4-14
22
© Copyright 1999 AIMS Multimedia School Bus Safety: Riding Cool to School
Name
WHICH WORD?
Choose the best word for each sentence and write it in the blank.
1. On the school bus, you should always obey the _________________________ .
(DRIVER/TEACHER)
2. Don’t get on the bus until it has _________________________ .
(SLOWED DOWN/STOPPED)
3. Talk in a normal voice so the driver can hear _________________________ sounds.
(SCHOOL/TRAFFIC)
4. The school bus is not a place for _________________________ objects.
(LARGE/SMALL)
5. If you miss the bus, it’s a good idea to know your _________________________ .
(BIRTHDAY/ADDRESS)
6. When riding on the bus, always stay in your _________________________ .
(NEIGHBORHOOD/SEAT)
23
© Copyright 1999 AIMS Multimedia School Bus Safety: Riding Cool to School
Name
WORD SEARCH
The following words can be found in the maze below. The letters may be arranged horizontally,
vertically, diagonally or backward.
bus
curb
danger
driver
handrail
quiet
rules
safety
stop
street
B
A
Q
E
O
M
P
D
E
R
U
J
H
A
N
D
R
A
I
L
S
Q
H
B
S
I
B
N
I
Q
J
U
C
M
I
L
D
G
B
D
C
I
A
S
T
R
E
E
T
R
H
E
E
D
S
L
G
R
T
I
S
T
F
S
A
F
E
T
Y
V
T
P
L
M
N
K
A
D
G
E
O
C
U
R
B
N
J
K
K
R
P
M
C
G
O
R
U
L
E
S
24
© Copyright 1999 AIMS Multimedia School Bus Safety: Riding Cool to School
Name
TEST
Circle the phrase which best answers each question.
1. When should you start following school bus rules?
•
•
•
•
when
when
when
when
you
you
you
you
leave your home
get on the bus
get off the bus
get to school
2. When should you get to your school bus stop?
•
•
•
•
when the bus gets there
five minutes before the bus gets there
one hour before the bus gets there
it doesn’t matter
3. What should you do when you see the bus?
• yell for the driver
• push to be first in line
• get in a single file line
• stand in the street
4. How should you talk on the bus?
•
•
•
•
in a loud voice
you shouldn’t talk at all
in a normal voice
by shouting at the driver
5. What does the driver need to hear?
•
•
•
•
loud talking
music on the radio
traffic sounds
the school bell
25
© Copyright 1999 AIMS Multimedia School Bus Safety: Riding Cool to School
Name
TEST (CONTINUED)
6. What if you have a large object that won’t fit on the bus?
•
•
•
•
put it on top of the bus
put it out an open window
don’t take it on the bus
ask the driver to hold it
7. What is the danger zone?
•
•
•
•
the
the
the
the
bus stairs
area ten feet from any side of the bus
parking lot
bus stop
8. What should you do if something falls under the bus?
•
•
•
•
ask the driver for help
get it quickly
ask a friend to get it
leave it under the bus
9. When should you stand up to get off the bus?
•
•
•
•
when
when
when
when
you see your house
your friends get up
the bus stops and the driver says it’s okay
the bus slows down
10. What is the wrong way to get off the bus?
•
•
•
•
walking slowly
waiting for the driver to excuse you
letting people in front go first
pushing to be the first one out
26
© Copyright 1999 AIMS Multimedia School Bus Safety: Riding Cool to School
ADDITIONAL AIMS MULTIMEDIA PROGRAMS
You and your students might also enjoy these other AIMS Multimedia programs:
Riding Your School Bus Safely
27
© Copyright 1999 AIMS Multimedia School Bus Safety: Riding Cool to School
ANSWER KEY for page 18
VOCABULARY
The following terms are from School Bus Safety: Riding Cool to School. Fill in the number of each
term next to its closest definition.
1.
2.
3.
4.
curb
danger zone
driver
handrail
5. normal voice
6. rules
7. single file
8. traffic sounds
6
___
things that must be obeyed to keep us safe
8
___
fire truck, police car and ambulance sirens
4
___
thing to hold when getting on the bus
5
___
what you should have when talking on the bus
3
___
person you should obey while on the bus
7
___
kind of line you should be in when the bus comes
1
___
edge of the road or street
2
___
area around the bus where the driver cannot see you
28
© Copyright 1999 AIMS Multimedia School Bus Safety: Riding Cool to School
ANSWER KEY for page 19
CHECKING COMPREHENSION
Read the following sentences and circle the letter of the word that best fills each blank.
When you ride the school bus, you have the responsibility to follow ____(1) ____ rules. Always
get to the ____(2) ____ a few minutes before the bus does. That way, you won’ t be late. Form a
____(3) ____ line and don’t push. Hold the ____(4) ____ when climbing up the stairs of the bus.
Find a ____(5) ____ quickly. Talk in a ____(6) ____ voice and don’t play the radio. Stay seated
until the bus comes to a complete ____(7) ____ and the driver says it’s okay to leave. Keep your
hands and head ____(8) ____ the bus at all times. When getting on or off the bus, stay out of the
____(9) ____ zone. If you drop something under the bus, ask the driver for ____(10) ____ .
1. A. no
B. safety
C. homework
D. silly
6. A. normal
B. loud
C. funny
D. quick
2. A. bus stop
B. school
C. road
D. park
7. A. turn
B. intersection
C. stop
D. circle
3. A. double file
B. noisy
C. single file
D. crowded
8. A. outside
B. underneath
C. inside
D. on top of
4. A. danger zone
B. parking lot
C. driver
D. handrail
9. A. safe
B. danger
C. driver
D. handrail
5. A. best friend
B. seat
C. radio
D. window
10. A. help
B. money
C. a ride
D. the key
29
© Copyright 1999 AIMS Multimedia School Bus Safety: Riding Cool to School
ANSWER KEY for page 20
RIGHT OR WRONG
Next to each right thing, write the word “RIGHT.” Next to each wrong thing, write the word
“WRONG.”
RIGHT
1. ___________________
Pedro brings a radio on the bus, but does not turn it on.
RIGHT
2. ___________________
At the bus stop, some kids stand five feet from the curb.
WRONG
3. ___________________
Lisa runs quickly to catch the school bus.
WRONG
4. ___________________
Karl puts his hand out of the school bus window.
RIGHT
5. ___________________
Tonya helps a smaller kid up the bus stairs.
WRONG
6. ___________________
Lucy drops her scarf under the bus and picks it up.
WRONG
7. ___________________
Maria changes seats while the bus is moving.
RIGHT
8. ___________________
Bill waits for the driver to excuse him before he stands up.
30
© Copyright 1999 AIMS Multimedia School Bus Safety: Riding Cool to School
ANSWER KEY for page 21
TRUE OR FALSE
Color the shapes with true statements GREEN and the shapes with false statements PURPLE.
You should stand in the
road so the bus driver
can see you.
You should not change
seats while the bus is
moving.
(PURPLE)
(GREEN)
The bus driver will
wait for you after
school.
It’s okay to put your hands out of
the bus window.
(PURPLE)
(GREEN)
You should be at
the bus stop at least
five minutes early.
(PURPLE)
You should always listen to what
your bus driver says.
(GREEN)
31
© Copyright 1999 AIMS Multimedia School Bus Safety: Riding Cool to School
ANSWER KEY for page 22
SCHOOL BUS CODE
Use this secret code to finish each sentence below.
1
2
3
4
5
6
=
=
=
=
=
=
A
B
C
E
G
H
7=I
8=K
9=L
10 = M
11 = N
12 = O
13
14
15
16
17
18
=
=
=
=
=
=
P
R
S
T
U
W
rules
1. Riding the bus can be cool when you remember the ________________
.
14-17-9-4-15
stairs
2. Always climb the bus ________________
one at a time.
15-16-1-7-14-15
seat
3. Your driver won’t move the bus until everyone has a ________________
.
15-4-1-16
Thowing
4. ________________
things inside the bus is very dangerous.
16-6-14-12-18-7-10-5
book
5. The school bus is a good place to read a _____________
.
2-12-12-8
number
6. It is easier to find your bus when you know its ________________
.
11-17-10-2-4-14
32
© Copyright 1999 AIMS Multimedia School Bus Safety: Riding Cool to School
ANSWER KEY for page 23
WHICH WORD?
Choose the best word for each sentence and write it in the blank.
TEACHER
1. On the school bus, you should always obey the _________________________ .
(DRIVER/TEACHER)
STOPPED
2. Don’t get on the bus until it has _________________________ .
(SLOWED DOWN/STOPPED)
TRAFFIC
3. Talk in a normal voice so the driver can hear _________________________
sounds.
(SCHOOL/TRAFFIC)
LARGE
4. The school bus is not a place for _________________________ objects.
(LARGE/SMALL)
ADDRESS
5. If you miss the bus, it’s a good idea to know your _________________________ .
(BIRTHDAY/ADDRESS)
SEAT
6. When riding on the bus, always stay in your _________________________ .
(NEIGHBORHOOD/SEAT)
33
© Copyright 1999 AIMS Multimedia School Bus Safety: Riding Cool to School
ANSWER KEY for page 24
WORD SEARCH
The following words can be found in the maze below. The letters may be arranged horizontally,
vertically, diagonally or backward.
bus
curb
danger
driver
handrail
quiet
rules
safety
stop
street
B
A
Q
E
O
M
P
D
E
R
U
J
H
A
N
D
R
A
I
L
S
Q
H
B
S
I
B
N
I
Q
J
U
C
M
I
L
D
G
B
D
C
I
A
S
T
R
E
E
T
R
H
E
E
D
S
L
G
R
T
I
S
T
F
S
A
F
E
T
Y
V
T
P
L
M
N
K
A
D
G
E
O
C
U
R
B
N
J
K
K
R
P
M
C
G
O
R
U
L
E
S
34
© Copyright 1999 AIMS Multimedia School Bus Safety: Riding Cool to School
ANSWER KEY for page 25
TEST
Circle the phrase which best answers each question.
1. When should you start following school bus rules?
•
•
•
•
when
when
when
when
you
you
you
you
leave your home
get on the bus
get off the bus
get to school
2. When should you get to your school bus stop?
•
•
•
•
when the bus gets there
five minutes before the bus gets there
one hour before the bus gets there
it doesn’t matter
3. What should you do when you see the bus?
• yell for the driver
• push to be first in line
• get in a single file line
• stand in the street
4. How should you talk on the bus?
•
•
•
•
in a loud voice
you shouldn’t talk at all
in a normal voice
by shouting at the driver
5. What does the driver need to hear?
•
•
•
•
loud talking
music on the radio
traffic sounds
the school bell
35
© Copyright 1999 AIMS Multimedia School Bus Safety: Riding Cool to School
ANSWER KEY for page 26
TEST (CONTINUED)
6. What if you have a large object that won’t fit on the bus?
•
•
•
•
put it on top of the bus
put it out an open window
don’t take it on the bus
ask the driver to hold it
7. What is the danger zone?
•
•
•
•
the
the
the
the
bus stairs
area ten feet from any side of the bus
parking lot
bus stop
8. What should you do if something falls under the bus?
•
•
•
•
ask the driver for help
get it quickly
ask a friend to get it
leave it under the bus
9. When should you stand up to get off the bus?
•
•
•
•
when
when
when
when
you see your house
your friends get up
the bus stops and the driver says it’s okay
the bus slows down
10. What is the wrong way to get off the bus?
•
•
•
•
walking slowly
waiting for the driver to excuse you
letting people in front go first
pushing to be the first one out
36
© Copyright 1999 AIMS Multimedia School Bus Safety: Riding Cool to School