The McGruff Files: Dangerous Strangers
INTRODUCTION TO THE AIMS TEACHING MODULE (ATM)
SECTION 1
Rationale . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4
Organization and Management . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5
Features . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6
INTRODUCING THE MCGRUFF FILES: DANGEROUS STRANGERS
SECTION 2
Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11
Objectives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11
PREPARATION FOR USING THE CD-ROM PROGRAM
Introduction to the Program . . . . . . . .
Introduction to Vocabulary . . . . . . . . .
Discussion Ideas . . . . . . . . . . . . . . . .
Focus . . . . . . . . . . . . . . . . . . . . . . .
Jump Right In . . . . . . . . . . . . .
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SECTION 3
. . . . . . . . . . .13
. . . . . . . . . . .13
. . . . . . . . . . .13
. . . . . . . . . . .13
. . . . . . . . .14
AFTER USING THE CD-ROM PROGRAM
SECTION 4
Suggested Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .15
Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .17
Checking Comprehension . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .18
An A-Mazing Walk to School . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20
When I Grow Up . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21
Dot-to-Dot . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22
Which Are Good and Which Are Bad?. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23
Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24
ADDITIONAL AIMS MULTIMEDIA PROGRAMS . . . . . . . . . .27
ANSWER KEYS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .28
1
AIMS
MULTIMEDIA
© Copyright 1997 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
AIMS
MULTIMEDIA
1-800-FOR-AIMS
1-800-367-2467
AIMS TEACHING MODULE
2
WRITTEN BY
PAT DAVIES
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 CD-ROM 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 1997 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 1997 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 USING THE
CD-ROM PROGRAM
In preparation for using the CD-ROM
program, the AIMS Teaching Module
offers activity and/or discussion idea
that you may use in any order or
combination.
SECTION 4,
AFTER USING THE CD-ROM
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 1997 AIMS Multimedia
FEATURES
INTRODUCING EACH ATM
SECTION 2
Your AIMS Teaching Module is
designed to accompany a CD-ROM
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:
Overview
The Overview provides a synopsis of
content covered in the CD-ROM
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 1997 AIMS Multimedia
PREPARATION FOR VIEWING
Discussion Ideas
SECTION 3
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.
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.
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.
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
AFTER USING THE CD-ROM
PROGRAM
SECTION 4
After your students have used
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.
Jump Right In
Jump Right In provides abbreviated
instructions for quick management
of the program.
7
© Copyright 1997 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
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.
Critical Thinking
In The Newsroom
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.
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.
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
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.
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© Copyright 1997 AIMS Multimedia
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.
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© Copyright 1997 AIMS Multimedia
ADDITIONAL AIMS
MEDIA 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 1997 AIMS Multimedia
The McGruff Files: Dangerous Strangers
OVERVIEW
McGruff the Crime Dog teaches kids
how to “take a bite out of crime.” In
The McGruff Files: Dangerous
Strangers, McGruff and his nephew,
Scruff, are concerned about a
missing girl who may have been
abducted. McGruff gives his young
nephew a few tips on avoiding
dangerous strangers.
The best thing for kids to do, says
McGruff, is to be wary of strangers
and follow some common-sense
rules, such as:
• Stay away from dangerous people
and dangerous places.
• Use the buddy system when going
anywhere — go with a friend
instead of alone.
• Appear confident and be alert —
stay aware of what’s going on
around you.
• If you do have to talk to a stranger
for some reason, do not tell the
person anything about yourself or
where you live.
• Keep a safe distance between
yourself and strangers. If someone
tries to get closer, back away, yell as
loud as you can and run to a place
where there are other people and
tell them what’s happening.
OBJECTIVES
A To define “stranger” and provide
ways for students to protect
themselves from dangerous
strangers
A To show that it is okay not to talk to
strangers and that, in general,
children should not do so
A To describe and promote use of the
buddy system
A To encourage students and their
parents or caregivers to plan routes
kids can take for excursions without
adult supervision
A To promote discussion of safe
places kids can go for help and the
use of emergency code words
within families
A To explain that it’s important for
children to yell for help if they
feel threatened. Possible
embarrassment is a small price
to pay for safety
McGruff receives an e-mail message
— the little girl has been found safe.
She had run to a safe place when a
stranger made her uncomfortable.
© Copyright 1997 AIMS Multimedia The McGruff Files: Dangerous Strangers
11
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 1997 AIMS Multimedia The McGruff Files: Dangerous Strangers
INTRODUCTION TO
THE PROGRAM
INTRODUCTION TO
VOCABULARY
Bring in some magazine photos or
other illustrations of crowds of
people, some pictures of family
groups and some shots of small
groups of children. Ask students’
opinions as to whether the
individuals in the family groups know
each other, whether the children in
the small group pictures are
acquainted. Then move on to the
shots of large crowds of people —
people on city streets, in parks, in
sporting arenas. When students
voice opinions that those people
probably don’t know one another,
move on to a discussion of what a
typical stranger is and is not. End
up with the conclusion that a
stranger is simply someone we do
not know and that to someone we
haven’t met, we are all strangers.
To prepare students for using the
CD-ROM, The McGruff Files:
Dangerous Strangers, present for
review the following words in the
context of this program: buddy
system, uncomfortable, freeze,
confident, embarrassed, dangerous
strangers.
Ask students to offer their own
definitions for “stranger” and
“dangerous stranger.” Ask whether
a stranger is always a bad person.
Ask students to give examples of
adults they can turn to for help if they
believe themselves to be in danger —
such as parents, caregivers, teachers,
law enforcement officers, and youth
group leaders.
DISCUSSION IDEAS
Ask students if a stranger has ever
made them feel uncomfortable. If
students respond positively, ask a
couple of volunteers to describe such
incidents. Ask the class what they
can do to protect themselves from
strangers who might want to harm
them. Have students write their
suggestions on the chalkboard for
review after the program.
FOCUS
Request that as students experience
the program they think of places in
their neighborhood to which they
could run for help if they were
approached by a dangerous
stranger.
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© Copyright 1997 AIMS Multimedia The McGruff Files: Dangerous Strangers
JUMP RIGHT IN
HOW TO USE THE
THE MCGRUFF FILES: DANGEROUS STRANGERS AIMS TEACHING MODULE
Preparation
A Read The McGruff Files:
Dangerous Strangers Overview,
and Objectives to become
familiar with program content
and expectations.
A Use Preparation for Using
suggestions to introduce the topic
to students.
Using
After Using
DANGEROUS STRANGERS
DANGEROUS STRANGERS
A Set up the computer so that the
student can easily reach the mouse
and the keyboard.
A Load the CD-ROM into the
computer so that it is ready for
the student to begin using.
A Some students may benefit from
using the program more than one
time.
A Select Suggested Activities that
integrate into your classroom
curriculum. If applicable, gather
materials or resources.
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, Test 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.
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© Copyright 1997 AIMS Multimedia The McGruff Files: Dangerous Strangers
SUGGESTED ACTIVITIES
Connection to Physical Education
PH YS ICA
On the playground or in the gym, set up an obstacle course, with “dangers” and “safe
places” marked out. Dangers would be such things as: a street with traffic, an alleyway,
an abandoned building, or a group of unpleasant-looking strangers. Safe places would
be: a relative’s home, a school, a police or sheriff’s station, a library, a fire station, or a
store. Alert school administration in advance to avoid alarming other teachers and
classes. Then have students imagine they are being approached by a dangerous
stranger. Ask them to take turns yelling to draw attention to themselves and the stranger,
and running quickly to a safe place — avoiding other dangers along the way.
ED UC AT
L
ION
30 Minutes
Connection to Language Arts
LA NG UA
GE
AR TS
McGruff talks in the program about the need for a secret code word each family can use
for emergencies. The code word used in the program is a colorful one: “purple goldfish.”
Encourage students to use language creatively to invent some colorful, unusual code
words for their families to use. List their suggestions on the chalkboard and hold an
election for the most colorful or unusual code word or phrase. Encourage students to
draw a poster based on their own favorite code word. These may be put on classroom
walls or displayed in the corridor.
30 Minutes
In The Newsroom
Invite a representative of your local law enforcement’s crime prevention bureau to give a
talk about dangerous strangers and how students can protect themselves. Determine in
advance that the officer would be willing to be “interviewed” by student reporters.
Prepare the students by telling them they are to take on the roles of reporters for a
program called Crime Prevention Newswatch. Ask them to take written notes, or pay
special attention, during the officer’s presentation. Have teams of two, or small groups
interview the officer with one or two questions each. Following their interview, ask
students to work within their teams to put together a news report on how children can
protect themselves from a dangerous stranger. Within each group, one student should
write the commentary for their news report while others create drawings to illustrate it
and another member serves as anchorperson to present the group’s report to the class. If
video equipment is available, you may wish to tape their newscasts for “rebroadcast” at
a later time.
60 Minutes
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© Copyright 1997 AIMS Multimedia
The McGruff Files: Dangerous Strangers
Writing
Tell students to prepare an outline and rough draft for a story, STRANGER ON THE
SIDEWALK, about a child approached by a dangerous stranger and the things the child
did to avoid danger and arrive at a safe place. Encourage the class to think about how
this student would have prepared him/herself in advance by planning safe routes with
parents or caregivers, by knowing what kind of adults to turn to for help, safe places to
go to for help, and what to do if a stranger tried to get close to them. Have students
begin the writing process by making an outline of their ideas, then writing a rough draft.
30 Minutes
Critical Thinking
Some dangerous strangers try to trick kids into coming with them by offering a bribe —
sometimes it’s even one of the kid’s own possessions that the adult has taken. Ask
students to imagine a stranger is asking them to go somewhere in exchange for returning
their baseball glove/jacket/radio or other possession. The student wants the item back
and may be afraid their parents/caregiver will be angry at them if it is lost. What
would they do? How would they explain to their parent/caregiver what had happened?
How do they think their parent/caregiver would react? What is more important —
trying to get the item back and putting themselves at risk — or having to explain its loss?
Remind students they can always get a new jacket/radio or other possession even if it’s
not right away. None of their possessions are worth putting themselves in danger.
20 Minutes
Writing
If learners have not already done so, have them revise and edit their STRANGER ON
THE SIDEWALK papers, then write the final drafts. Have them include drawings to
illustrate the story.
20 Minutes
Culminating Activity
Have students form groups and work together to write, then perform skits. Give them
these guidelines and tell them to use their imaginations to write their plots.
Setting: a residential street, near an alleyway and vacant lot with a school, store, police
station, or Aunt Sue’s house a short distance away.
60 Minutes
Characters: a student, a stranger who approaches the student, plus a teacher, a police
officer, a shopkeeper, or Aunt Sue.
Give students time to prepare their skits. Have each group perform their skit for the
class, the whole school or for a community organization.
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© Copyright 1997 AIMS Multimedia The McGruff Files: Dangerous Strangers
Name
VOCABULARY
The vocabulary words listed below are from The McGruff Files: Dangerouus Stangers. Read each word and its definition.
Then write a sentence using the vocabulary word in the space provided.
1. buddy system: going places with one or more other kids, for safety and for fun
____________________________________________________________________________________________________
2. stranger: a person you do not know
____________________________________________________________________________________________________
3. uncomfortable: a feeling of unease or awkwardness
____________________________________________________________________________________________________
4. freeze: to be unable to move because you are afraid; to become motionless
____________________________________________________________________________________________________
5. confident: self-assured; believing in yourself
____________________________________________________________________________________________________
6. embarrassed: feeling awkward because you think you have done something silly
____________________________________________________________________________________________________
7. alert: watching and knowing what is going on around you
____________________________________________________________________________________________________
8. route: the streets you walk along to go somewhere (for example, you might walk down Oak Street to State Street and
then take State Street over to Spruce Avenue on your way to school)
____________________________________________________________________________________________________
9. secret code word: a word or phrase you agree on with your family; anyone your family sends to pick you up must
know this code word. If they cannot tell you the code word, you know that your parent or caregiver did not send them.
____________________________________________________________________________________________________
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© Copyright 1997 AIMS Multimedia The McGruff Files: Dangerous Strangers
Name
CHECKING COMPREHENSION
Read the story below and circle the best answer to fill in each blank.
To walk safely to school you should use (1) _____. If you are late, it is (2) _____ to use a shortcut like an
alley or vacant lot. A stranger is (3) _____. It is (4) _____ to talk to strangers. It’s (5) _____ to accept a
ride from a stranger (6) _____. If your parent or caregiver sends someone you do not know to pick you
up from school, that person has to be able to tell you (7) _____. When you are going out somewhere,
it’s important to work out a route in advance with your parents and to let them know the names and phone
numbers of the people you’ll be with so that (8) _____. If a stranger approaches you, always keep (9)
_____ between yourself and them. If a stranger keeps coming toward you or tries to touch you, you
should (10) _____. Some adults you should tell if a stranger makes you uncomfortable might be (11)
_____. Some places you should NOT go if you think someone is following you are (12) _____. Safe
places you should go to if a stranger frightens you or makes you uncomfortable are (13) _____.
(1) A. hiking shoes; B. the buddy system; C. rollerblades
(2) A. okay; B. not okay
(3) A. someone you do not know; B. an okay person; C. a dangerous person
(4) A. polite; B. not a good idea; C. against the law
(5) A. dangerous and NOT okay; B. okay
(6) A. if he or she seems nice; B. if he or she has a neat car; C. under any circumstances — unless
he/she can prove your parent/caregiver sent them by telling you the family’s secret code word
(7) A. your family’s secret code word; B. your name; C. your shoe size
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© Copyright 1997 AIMS Multimedia The McGruff Files: Dangerous Strangers
Name
CHECKING COMPREHENSION (CONTINUED)
(8) A. they can find you if they need to; B. they won’t worry; C. both of the above
(9) A. your buddy; B. about twelve inches; C. a safe distance
(10) A. ask them politely to leave you alone; B. yell as loud as you can and run away to a safe place;
C. start crying so they will feel sorry for you and go away
(11) A. parents or caregivers; B. teacher or counselor; C. police or sheriff; D. all the above
(12) A. an alley; B. a vacant lot; C. an empty building; D. all the above
(13) A. a home your parent/caregiver has agreed is a safe place; B. a police/fire/sheriff’s station;
C. a store where you can get an employee’s assistance;
D. a school where you can get an adult’s assistance; E. all the above
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© Copyright 1997 AIMS Multimedia The McGruff Files: Dangerous Strangers
Name
AN A-MAZING WALK TO SCHOOL
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© Copyright 1997 AIMS Multimedia The McGruff Files: Dangerous Strangers
Name
WHEN I GROW UP
I will learn to avoid dangers — protect myself from dangerous strangers — because I’ve got plans for
when I grow up! I’m going to be ....
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© Copyright 1997 AIMS Multimedia The McGruff Files: Dangerous Strangers
Name
DOT-TO-DOT
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© Copyright 1997 AIMS Multimedia The McGruff Files: Dangerous Strangers
Name
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© Copyright 1997 AIMS Multimedia The McGruff Files: Dangerous Strangers
Name
TEST
Check the box next to the correct answer.
1. When you are going somewhere without adult supervision, before leaving home it’s a good idea to:
q
feed the goldfish
q
plan with your parent/caregiver the route you will take
q
clean up your room
q
do your homework
2. A stranger is:
q
someone you do not know
q
a bad person
q
a good person
q
someone who is very tall
3. What is the buddy system and how does it work?
q
It’s how the librarian checks out books for you and it tells you when the books have to be
returned.
q
It’s how flower buds turn into fruit, like apples.
q
It’s when everybody is friends with everybody else.
q
It’s going places with a friend instead of going alone; having someone else along is more fun
and safer too.
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© Copyright 1997 AIMS Multimedia The McGruff Files: Dangerous Strangers
Name
4. When is it okay to accept a ride from a stranger?
q
it’s raining
q
if they seem nice
q
only if they tell you your family’s secret code word
q
if they offer you a present
5. It is a good idea for you and your parents/caregivers to decide on a secret code word. Who
should YOU tell the code word to?
q
the kids at school
q
a stranger
q
no one
q
your dog
6. If a stranger frightens you or makes you feel uncomfortable, what should you do?
q
quickly go away from that person and tell a trusted adult about what happened
q
stay where you are and ignore the person so they will go away
q
cry — the person will feel sorry for you and leave you alone
q
talk to the person
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© Copyright 1997 AIMS Multimedia The McGruff Files: Dangerous Strangers
Name
7. If a stranger tries to come up close to you or to touch you, what do you do?
q
yell as loud as you can, back away and run to a safe place where there are other people; tell
them what happened
q
ask the person if they want to buy some cookies
q
tell them you have the measles so they will go away
q
freeze — if you stand very still they will leave you alone
8. What should you tell a stranger about yourself if they ask questions?
q
your name
q
your address
q
where you are going
q
nothing - it’s okay NOT to talk to the person and you should never tell anything about yourself—
not your name, address, not where you are going — nothing at all
9. What is okay to take from a stranger if they offer it to you?
q
candy
q
circus tickets
q
nothing
q
a puppy
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© Copyright 1997 AIMS Multimedia The McGruff Files: Dangerous Strangers
ADDITIONAL AIMS MULTIMEDIA PROGRAMS
If you and your students enjoyed The McGruff Files: Dangerous Strangers, you will also enjoy:
McGruff’s Self-Care Alert
McGruff on Halloween
McGruff on Self-Protection: Preventing Child Abuse and Neglect
McGruff’s Guide to Personal Safety
McGruff on Gun Safety
Staying Home Alone
Critter Jitters
It’s OK to Tell
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© Copyright 1997 AIMS Multimedia The McGruff Files: Dangerous Strangers
ANSWER KEY for page 17
VOCABULARY
The vocabulary words listed below are from The McGruff Files: Dangerous Strangers. Read each word and its definition.
Then write a sentence using the vocabulary word in the space provided.
1. buddy system: going places with one or more other kids, for safety and for fun
ANSWERS MAY VARY
____________________________________________________________________________________________________
2. stranger: a person you do not know
____________________________________________________________________________________________________
3. uncomfortable: a feeling of unease or awkwardness
____________________________________________________________________________________________________
4. freeze: to be unable to move because you are afraid; to become motionless
____________________________________________________________________________________________________
5. confident: self-assured; believing in yourself
____________________________________________________________________________________________________
6. embarrassed: feeling awkward because you think you have done something silly
____________________________________________________________________________________________________
7. alert: watching and knowing what is going on around you
____________________________________________________________________________________________________
8. route: the streets you walk along to go somewhere (for example, you might walk down Oak Street to State Street and
then take State Street over to Spruce Avenue on your way to school)
____________________________________________________________________________________________________
9. secret code word: a word or phrase you agree on with your family; anyone your family sends to pick you up must
know this code word. If they cannot tell you the code word, you know that your parent or caregiver did not send them.
____________________________________________________________________________________________________
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© Copyright 1997 AIMS Multimedia The McGruff Files: Dangerous Strangers
ANSWER KEY for page 18
CHECKING COMPREHENSION
Read the story below and circle the best answer to fill in each blank.
To walk safely to school you should use (1) _____. If you are late, it is (2) _____ to use a shortcut like
an alley or vacant lot. A stranger is (3) _____. It is (4) _____ to talk to strangers. It’s (5) _____ to accept
a ride from a stranger (6) _____.
If your parent or caregiver sends someone you do not know to pick
you up from school, that person has to be able to tell you (7) _____. When you are going out somewhere,
it’s important to work out a route in advance with your parents and to let them know the names and phone
numbers of the people you’ll be with so that (8) _____. If a stranger approaches you, always keep (9)
_____ between yourself and them. If a stranger keeps coming toward you or tries to touch you, you should
(10) _____. Some adults you should tell if a stranger makes you uncomfortable might be (11) _____.
Some places you should NOT go if you think someone is following you are (12) _____ Safe places you
should go to if a stranger frightens you or makes you uncomfortable are (13) _____.
1. A. hiking shoes; B. the buddy system; C. rollerblades
2. A. okay; B. not okay
3. A. someone you do not know; B. an okay person; C. a dangerous person
4. A. polite; B. not a good idea; C. against the law
5. A. dangerous and NOT okay; B. okay
6. A. if he or she seems nice; B. if he or she has a neat car; C. under any circumstances — unless
he/she can prove your parent/caregiver sent them by telling you the family’s secret code word
7. A. your family’s secret code word; B. your name; C. your shoe size
8. A. they can find you if they need to; B. they won’t worry; C. both of the above
9. A. your buddy; B. about twelve inches; C. a safe distance
10. A. ask them politely to leave you alone; B. yell as loud as you can and run away to a safe place;
C. start crying so they will feel sorry for you and go away
11. A. parents or caregivers; B. teacher or counselor; C. police or sheriff; D. all the above
12. A. an alley; B. a vacant lot; C. an empty building; D. all the above
13. A. a home your parent/caregiver has agreed is a safe place; B. a police/fire/sheriff’s station;
C. a store where you can get an employee’s assistance;
D. a school where you can get an adult’s assistance; E. all the above
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© Copyright 1997 AIMS Multimedia The McGruff Files: Dangerous Strangers
ANSWER KEY for page 20
AN A-MAZING WALK TO SCHOOL
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© Copyright 1997 AIMS Multimedia The McGruff Files: Dangerous Strangers
ANSWER KEY for page 22
DOT-TO-DOT
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© Copyright 1997 AIMS Multimedia The McGruff Files: Dangerous Strangers
ANSWER KEY for page 24
TEST
Check the box next to the correct answer.
1. When you are going somewhere without adult supervision, before leaving home it’s a good idea to:
q
feed the goldfish
q
clean up your room
q
do your homework
q
P plan with your parent/caregiver the route you will take
2. A stranger is:
q
P someone you do not know
q
a bad person
q
a good person
q
someone who is very tall
3. What is the buddy system and how does it work?
q
It’s how the librarian checks out books for you and it tells you when the books have to be
returned.
q
It’s how flower buds turn into fruit, like apples.
q
It’s when everybody is friends with everybody else.
q
PIt’s going places with a friend instead of going alone; having someone else along is more fun
and safer too.
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© Copyright 1997 AIMS Multimedia The McGruff Files: Dangerous Strangers
4. When is it okay to accept a ride from a stranger?
q
it’s raining
q
if they seem nice
q
P only if they tell you your family’s secret code word
q
if they offer you a present
5. It is a good idea for you and your parents/caregivers to decide on a secret code word.
Who should YOU tell the code word to?
q
the kids at school
q
a stranger
q
P no one
q
your dog
6. If a stranger frightens you or makes you feel uncomfortable, what should you do?
q
P quickly go away from that person and tell a trusted adult about what happened
q
stay where you are and ignore the person so they will go away
q
cry — the person will feel sorry for you and leave you alone
q
talk to the person
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© Copyright 1997 AIMS Multimedia The McGruff Files: Dangerous Strangers
7. If a stranger tries to come up close to you or to touch you, what do you do?
q
Pyell as loud as you can, back away and run to a safe place where there are other
people; tell them what happened
q
ask the person if they want to buy some cookies
q
tell them you have the measles so they will go away
q
freeze — if you stand very still they will leave you alone
8. What should you tell a stranger about yourself if they ask questions?
q
your name
q
your address
q
where you are going
q
Pnothing - it’s okay NOT to talk to the person and you should never tell anything
about yourself — not your name, address, not where you are going — nothing
at all
9. What is okay to take from a stranger if they offer it to you?
q
candy
q
circus tickets
q
a puppy
q
Pnothing
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© Copyright 1997 AIMS Multimedia The McGruff Files: Dangerous Strangers