Pedestrian Safety for Students


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A Technology Driven Multi-Disciplinary Approach to Science and Safety
which provides students with the opportunity to make a difference

Jill Williams, P.S. 171,  New York City

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This site is dedicated to Dr. Thomas Renshaw whose generosity and support guided me through this work and reminded me and my students to . . . “Never doubt that a small group of people can change the world, in fact it’s the only thing that ever has.” …… Margaret Mead
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Introduction and Goals
Lesson 1:
Part 1
The N.Y. Times Article
Lesson 1:
Part 2
Dr. Renshaw's Presentation
Lesson 2: The Scientific Method
Lesson 3:
Our Research
Lesson 4: The Walkable Studies
Lesson 5: Collating the Data-Using Excel
Lesson 6:
Our Projects:
Presentations, a play,letters, poetry, songs and a public service announcement
Helpful Web Sites

STOP!
DID YOU KNOW. . . .?

"Pedestrian injury is only second to cancer as the leading cause of death of children between the ages of five and nine years.

LOOK!

"Pedestrian injury accounts for 31% to 61% of all admissions of children to the hospital for treatment of injuries."

HYPOTHESIZE!

"We can change these statistics with...
1. improved traffic safety education for children.
2. a public relations campaign to promote safe driving."
This is a curriculum unit that reminded me that when learning takes place, the teacher learns as much as the students. My students and I have put together a plan which we hope you'll find clear and easy to use. If I had realized at the beginning how much I was taking on, I would probably have stopped before I began! I intended to merely collaborate with a classroom teacher and integrate technology into the existing curriculum. As the computer teacher in an elementary school, I have often felt that I was working in a vacuum. What began as a "simple" Science Unit , was transformed into an amazing, wonderful and relevant journey because of two things--the enthusiasm of the students and the power of the Internet. I found myself communicating directly with university professors of physics, chemistry professors, surgeons, and directors of national programs. I sent out inquiries via e-mail, and responses poured in.

All of a sudden, as I shared this information with a class of fifth graders, we realized we were on to something. We all knew that there were safety concerns in our school community, but we didn't realize we could do something to change and improve these conditions. These experts, by being so responsive to our questions, had empowered us. We could improve our academic skills and learn new programs on the computer and make our neighborhood a little safer. Here was that rare chance to bring the "real" world into our classroom. What the students and I learned was that we could make a difference.