the I.M. Brainy Awareness and

Transcription

I.M. Brainy - R You?
Check out
www.biausa.org for
more information on
brain injury and brain
injury prevention
I.M. Brainy Awareness
and Prevention kit
brought to you by:
Dear Educator:
In the United States, injuries continue to be the leading health risk for children. According to
the Center for Disease Control, over 17,000 children (19 years of age and under) are killed
each year as a result of an injury and thousands of others are left with a permanent disability.
Of all types of injury, traumatic brain injury (TBI) continues to be the leading cause of death
and disability among children and young adults. Fortunately, the majority of all brain injuries
can be prevented, or the severity of the injury reduced, by following simple safety
precautions. The Brain Injury Association of America's I.M. Brainy Awareness and
Prevention kit was designed in an effort to reach our youngest children with a positive
introduction to safety precautions.
The National Resource Council and other authorities have demonstrated that good safety
practices have the best chance of becoming habitual if they are presented very early in life
and in an age-appropriate manner. Evidence suggests that good safety habits may also
become lifetime skills if they are presented before formal schooling begins, in the preschool
and kindergarten years. As we bring our message of brain-building, safety, and prevention to
preschoolers and work with parents, teachers, educational systems, day-care providers and
anyone whose work affects the lives of our children, we believe that the long-term impact of
our preschool program will result in fewer incidences of preventable traumatic brain injury at
all age levels.
As the leading causes of brain injury in the United States are related to transportation, the
current focus of the I.M. Brainy Awareness and Prevention kit is “being safe on the go.” The
program is to be implemented over a five-day period with daily lessons emphasizing three
high-risk transportation issues (motor vehicle safety, pedestrian safety and helmet safety).
The first lesson involves a simple introduction to the brain and the final lesson serves as an
assessment and review. The I.M. Brainy Awareness and Prevention kit includes I.M. Brainy
master activity sheets designed for children, as well as lesson goals and objectives, additional
resources, background materials and supplemental interactive lesson activities. The simple
habits presented to the students throughout the lessons, practiced consistently, can save
thousands of children's lives, millions of dollars in health care costs and untold heartache
every year.
The Brain Injury Association of America thanks you for your interest in the safety and health
of our children.
Sincerely,
Brain Injury Association of America
Getting Started
Inside this Packet:
Readers Theater -
Frequently Asked Questions:
Readers Theater frequently asked
questions, script and follow up
activities
5 lesson plans with objectives,
material lists and procedures &
detailed information regarding
brain injury safety for each lesson
subject for the educator
Additional activities for each lesson
with descriptions and material lists
5 double-sided activity sheet masters
Parent/Caregiver take-home letter
master explaining I.M. Brainy, the
program and the importance of brain
injury prevention
An educators evaluation form
Where to Start:
Introduce I.M. Brainy to the classroom.
Share with the class the activity sheet of
I.M. Brainy to color in. Discuss how the
bear may be brainy. Display colored in
sheets on bulletin board. (See additional
activities for an optional starting
activities)
Brain Injury
Information:
For additional brain injury information,
including fact sheets and detailed articles
please visit www.biausa.org.
What is Readers Theater?
Readers Theater is known as "theater of the mind" because it is uses minimal props, sets, or
costumes. In fact the script does not even have to memorized for a performance. Readers
typically read the script from a notebook. Readers Theater encourages literacy and
comprehension.
How is it a useful tool for educating children?
According to www.teachervision.com, Readers Theater is a useful tool because it gives
participants a purpose for repeated reading, leading to fluency. Internalized, such fluency
transfers to effective silent reading, as well. Readers Theater lets students apply
comprehension skills, including author's purpose, character traits, mood and theme.
Is this script age-level appropriate?
The following script is designed to be understood by students as young as preschool-age and
performed by students in the second-grade and above.
What are some options to maximize the benefit of
performing a Readers Theater script in the classroom?
The focus of the script can be tailored to current events. For example, if you wish to focus
entirely on bicycle helmets, you may change the text to reflect more information on bicycling
safety.
Where c an I g o t o g et m ore i nformation o n R eaders T heater?
There are numerous resources available online. Some sites to consider are:
http://www.aaronshep.com/rt/, http://www.stemnet.nf.ca/CITE/langrt.htm, or
http://www.loiswalker.com/catalog/teach.html
What is brain injury?
The following script focuses on traumatic brain injury (TBI), which is an insult to the brain,
not degenerative or congenital in nature, caused by an external physical force that may
produce a diminished or altered state of consciousness, which results in an impairment of
cognitive abilities or physical functioning. It also can result in the disturbance of behavioral
or emotional functioning.
Why is it important to teach children about brain injury?
According the Centers for Disease Control and Prevention, brain injury is the leading cause of
death and disability among children and adolescents. As prevention is the only known cure
for brain injury, it is important that we educate children at a very young age to instill the
importance of taking proper safety precautions and ultimately prevent brain injury.
Readers Theater
I.M. B rainy: T he S tory o f
the New Kid
By Amanda Fuller
Story copyright © 2003 Brain Injury Association of America. Script
copyright © 2003 Brain Injury Association of America. This script may be
freely copied, shared and performed for any educational, noncommercial
purpose, except that it may not be posted online without written permission
from the Brain Injury Association of America. Formatting and editing the
script to serve needs of individual readers is acceptable, but copies may not
be distributed with text changes or deletions.
Follow U p A ctivities
After the presentation of the Readers Theater you may want
to follow up with some interactive activities. As the teacher,
please use the following activities that will work best with
your students.
1.
what they have learned. Students may gather in a
large group. The teacher should ask the students
what did they learned from the Readers Theater. To
guide the discussion, the teacher may want to ask
some of the following questions.
How can we protect our brains?
Why is it important to protect our
brains?
Tell about a time that you protected
your brain.
Why do you wear your helmet?
S t o r y : A new kid with some new ideas joins a school
and teaches his classmates about the importance of
taking safety precautions to prevent brain injury.
G e n r e : Fiction, Education, Humor
C u l t u r e : United States
T h e m e : Safety
R e a d e r s : 20 or more
R e a d e r A g e s : 8-12
Share out- Allow the students an opportunity to share
2.
Draw a picture of yourself protecting your brain.
During this activity, children may draw a picture of
themselves protecting their brains. Then the children
can share their picture with their classmates.
L e n g t h : 7 minutes
R o l e s : Narrator 1, Narrator 2, Mrs. Noggersbum, I.M.
Brainy, Scooter-Doo, Ashley-Smashly, Classmates
3.
students to bring in their helmets to school. This
can be a day of celebrating safety.
N o t e s : The gender of I.M. Brainy or the other characters
may be changed so that both males and females can
play the parts. For best effects, set up the stage as a
traditional classroom, which may be cleared by exiting a
"door" during the recess scene. Further effect may be
made by displaying a clock upside-down or placing
other out of the ordinary elements to exemplify the
backwards nature of Upside-Down Elementary School.
Stage directions are printed in italic type.
The I.M. Brainy script can be found on the following
two pages. The script may be reproduced for
participants in Readers Theater.
Bring your helmet to school day! - Encourage the
4.
Design a helmet- Each child will have the opportunity
to color and paint a cut-out helmet.
5.
Make a poster- Students will design posters
representing what they learned from the Readers
Theater. The posters may be displayed in the
classroom or around the school.
Readers Theater
I.M. Brainy: The Story of the New Kid
By Amanda Fuller
Narrator 1:
It was a day not unlike most other days at
Upside-Down Elementary school.
Narrator 2:
The sun was shining, the birds were
chirping and the students were snug in their desks
working on a lesson being taught by Mrs.
Noggersbum.
Narrator 1:
But right before recess, an announcement
was made.
Narrator 2:
The announcement would change their
lives forever.
Mrs. Noggersbum: Children, I would like to introduce you
to a new addition to our class, who has transferred
to our class from Right-Side-Up Elementary.
Please welcome I.M. Brainy.
Narrator 1:
With that, the children gathered their work
and got in line to head out for the morning's
recess and learn more about this new,
mysterious addition to their classroom.
Scotter-D
Doo (yelling): Hey Brainy! How about a little
bike race - if you're not chicken, that is.
(prepares to mount bicycle)
I.M. Brainy:
I'm up for a race. But first I've got to get
my helmet out of my backpack.
(pulls helmet out of backpack)
Classmates (puzzled): Your what?
I.M. Brainy:
My helmet. You all do wear helmets don't
you?
(I.M. Brainy enters and moves to the head of the classroom)
Classmates: (giggles and laughter)
Scotter-D
Doo (amused): What kind of name is I.M. Brainy?
Ashley-S
Smashly (giggling): Yeah, who's ever heard of a
name like that?
I.M. Brainy:
My name's really not that different at all,
once you get to know me - you'll see.
Mrs. Noggersbum: Now, now, kids! You may find out you
have a lot to learn from I.M. Brainy. Give him a
chance and get to know him during today's recess.
(recess bell rings; students line up at door and go outside to
the playground; Mrs. Noggersbum stays inside)
Scotter-D
Doo:
Hey, stop making excuses and get over and
race me!
I.M. Brainy:
No, seriously. Anyone who's smart knows
that you should wear a helmet anytime you ride a
bike. You see, no matter how careful you are,
something unplanned might happen and you could
hurt your brain - it's called a brain injury. A
helmet protects your brain. It has even saved
many people's lives.
(begins to pass helmet around to students)
Ashley-S
Smashley: Really? Is that why you always see
athletes wearing those funny things on their head
when they're riding bikes or even other sports like
skateboarding?
Readers Theater
I.M. Brainy:
Exactly! There are a lot of times when it's
a great idea to wear a helmet or do other things to
protect your brain.
Ashley-S
Smashley: Hey, wait a second. Now I get you're
name!
(Mrs. Noggersbum enters playground)
Scotter-D
Doo (puzzled): What other things can you do?
Mrs. Noggersbum: Children! Recess is over.
I.M. Brainy:
Classmates: (moans and sighs)
Well, you should always wear your seatbelt
in a car. You should keep all four legs of your
desk on the floor so that you don't tip over. You
should look both ways before crossing the street.
You should clean up after you've played with your
toys to make sure no one trips and falls over
them. I'm sure you can think of a lot of things
that you can do to protect your brain.
Scotter-D
Doo:
Is that why my parents don't let me run at
the swimming pool?
Ashley-S
Smashley:
And why my parents have to be
around to help me when I hold my baby brother?
I.M. Brainy:
Yes, those are all things we do to protect
our brain and the brains of people around us.
(students chatter amongst themselves)
Narrator 2:
As the students began to talk about all the
things they could do to protect their brain, they
realized that there were a lot. They also found out
that there was so much they didn't yet know about
brain injury.
I.M. Brainy:
I guess we should wait until tomorrow
before we have our race. That way we can all ask
our parents for a helmet tonight. Don't forget to
ask them the proper way to wear a helmet - that's
just as important as wearing one in the first place.
It should fit directly on the top of your head with
the chin strap tightly secured.
Scotter-D
Doo:
Sounds cool! You know, having you
around is going to be all-right. You are pretty
brainy!
(high-fives I.M. Brainy)
Mrs. Noggersbum: Please line up to come back inside.
We're going to give I.M. Brainy a chance to talk a
little bit more about himself and the school he
came from.
Scotter-D
Doo:
That's OK, Mrs. Noggersbum. We've
already learned a lot. I.M. Brainy told us about
brain injuries and why we should always wear our
helmet. He's one brainy kid.
Mrs. Noggersbum: Well, it sounds like he is a smart kid.
That's great I.M Brainy! Why don't you come
back in and share with the other classes how they
can be brainy just like you.
I.M. Brainy:
I'd love to! With the help of my new
friends of course.
(students exit stage)
Narrator 1:
I.M Brainy and his classmates visited the
other classes and even some other grades to talk
about brain injury and why you should wear a
helmet.
Narrator 2:
And the kids they talked to talked to other
kids - even kids in other schools. Before too
long, kids all over the neighborhood were wearing
their new helmets and doing other things to be
safe.
Narrator 1:
Eventually, the students in Mrs.
Noggersbum's class settled back into their seats
for another lesson and they were thankful for the
day that the new kid walked into their classroom.
The new kid named…
All (shouting): I.M. Brainy!
Lesson Plans
Basic Brain Information for Children:
Lesson 2:
Motor Vehicle Safety
Lesson 1:
Introduction to the
Brain and Injury
Prevention Measures
Brain Basics: The brain controls body and
allows us to think, learn, breathe and
remember.
Objectives:
The brain tells us we are in love our family.
By the end of the lesson, students will
be able to:
By the end of the lesson, instructors will
be able to:
The brain reminds us to get up for school in
the morning .

The brain reminds us what our name is.
Assess students’ current knowledge
of the brain and use of basic safety
precautions.
By the end of the lesson students will
be able to:

Identify the brain.
Describe what the brain does for
their bodies.
Relate reasons for protecting their
brains.
Identify several ways of protecting
the brain from injury.
Materials:

I Have a Brain - Activity Sheet
Crayons
Procedure:
Discuss the brain with the students.
Explain that we each have a brain inside
of our head. Have students tell you
what their brain does for them. How can
we protect our brains from getting hurt?
Create a list with students regarding
various ways they can keep their brains
safe.
Distribute a copy of the “I Have a
Brain” activity sheet to each student.
Have students color the picture. Have
students identify where their brain is
located and mark it with an X.
Objectives:

Brain Weight: The human adult brain ways
approximately 3 lbs.
The brain is protected by the skull but it still
needs our help to keep it safe, that’s why we
should wear our helmet.
Discuss ways that they can stay
safe while riding in a car.
Identify the correct way to sit in a
car (sitting in safety seat, seat
belt buckled, arms and legs
inside, etc).
Materials:

Who is Sitting Correctly in Their
Seat? - Activity Sheet
Crayons
Connect the Dots Seatbelt Activity Sheet
Brain Injury Facts:

An estimated 5.3 million Americans - a little
more than 2 percent of the U.S.
population - currently live with disabilities
resulting from traumatic brain injury.
Procedure:
Every 21 seconds, one person in the U.S.
sustains a traumatic brain injury.
Centers for Disease Control.
"Traumatic Brain Injury in the United
States: A Report to Congress." www:
Centers for Disease Control, (January
16, 2001) http: www.cdc.gov/ncipc/
pub-res/tbicongress.htm.
The cost of traumatic brain injury in the
United States is estimated to be $48.3 billion
annually. Hospitalization accounts for $31.7
billion, and fatal brain injuries cost the
nation $16.6 billion each year.
Lewin –ICF. The Cost of Disorders of
the Brain Washington, DC: The
National Foundation for the Brain,
1992.
Review the brain with the students.
Review discussion from yesterday.
How can you keep your brain safe
while riding in a car? (Sit in the back
seat, sit in a booster seat, keep quiet,
etc.)
Give each child a copy of the Who is
Sitting Correctly in Their Seat? Activity Sheet. Have children choose
from the two pictures the one
representing a safe activity.
Picture #1 - Who is Sitting Correctly in
Their Seat? Discuss why booster seats
are important.
Picture #2 - Who is in the correct seat?
Discuss why seatbelts are important.
Distribute a copy of the Connect the
Dots Activity Sheet to each student.
Lesson Plans
Basic Motor Vehicle Safety Information
for Children:
Always sit in the back seat - you will be the
safest there.
Every passenger should always be buckled
up.
Never distract the driver. It is important that
the driver is able to pay attention to the road.
Lesson 3:
Pedestrian Safety
Objectives:
be able to:

If your not big enough - always sit in your
car or booster seat.
Always listen to your Mom or Dad when
they are driving
Transportation Facts:
Brain and chest injuries are the most
frequent cause of death in collisions
without seatbelts.
Maryland Community and Public Heath
Administration: Motor Vehicle Safety. www.md
publichealth.org/oidp/html/mtr_facthtml. 01/26/01
Seatbelts are 57% effective in
preventing traumatic and fatal brain
injuries.
Maryland Community and Public Heath
Administration: Motor Vehicle Safety. www.md
publichealth.org/oidp/html/mtr_facthtml. 01/26/01

Discuss at least three ways to
prevent injury while crossing the
street (Cross the street with a safe
adult, cross at a crosswalk, cross
the street when the light is green,
do not run out in the middle of the
street, obey the crossing guard,
look left, right, and left again
before crossing, etc).
Identify the colors of traffic lights.
Relate the colors of traffic lights
to their appropriate traffic safety
meanings.
Materials:

Crayons
Who is Crossing the Street Safely?
- Activity Sheet
Procedure:
Discuss what being a pedestrian is with
the students. Explain that we all have
to keep safe while on the road. Have
students tell you what are some ways
they can keep safe while crossing the
street and protect our brains from getting hurt.
Create a list of the good ways to cross
the street and a list of the bad ways to
cross the street. Display in classroom.
Give each student a copy of Who is
Crossing the Street Safely? - Activity
Sheet. Have children color in sheet and
circle who is crossing the street correctly. Have students take sheets home to
show caregivers.
Pedestrian Safety for Children:
Never cross the street alone - always hold an
adults hand.
Never run across the street - always walk.
Always cross at the corner, using the
crosswalk.
Look left, right and the left again before
crossing the street.
Never play in the street, a driveway or a
parking lot.
Wear bright clothing so that drivers can see
you.
Always stop at the curb.
Traffic Lights:
Red - stop
Yellow - caution
Green - go
Pedestrian Facts:
50,000 children are struck by a vehicle each
year, often sustaining serious brain injuries.
Child Pedestrian Safety Program,
Harborview Injury Prevention
and Research Center, 1995.
Pedestrian injuries remain one of the leading
causes of unintentional injury-related death
among children.
National Safe Kids Campaign Pedestrian. http://www.safekids.
org tier2_rl.cfm?folder_id=175
(January 26, 2001)
Nearly one-third of five to nine year-olds
killed by motor vehicles are on foot. They are
hit by cars most often when playing near
home.
NHTSA, “Child Transportation
Safety Tips - Kids on the Move.”
http://www.nhtsa.dot.gov/
people/injury/childps/newtips/
tip11.html (January 26, 2001)
Lesson Plans
Lesson 4:
Sports Helmet Safety
Correct way to wear a helmet:

Objectives:
be able to:

Explain why a helmet is used.
Recognize the proper way to wear
a helmet.
Identify situations when a helmet
should be worn.
Materials:

Missing Helmet - Activity Sheet
Helmet Connect the Dots - Activity
Sheet
Design your own Helmet - Activity
Sheet
Crayons
Procedure:
Ask students how they can protect their
brains while riding their bike.
Give each child a copy of the Missing
Helmets - Activity Sheet. Give each
child a set of crayons. Have children
identify the activities that require a helmet. Ask students why these activities
require helmets. What do helmets do?
Ask students to name other activities
where helmets should be worn.
Give each child a copy of the Helmet Connect the Dots Activity Sheet. Have
students connect the dots to form a bike
helmet.
Give each child a copy of the Design
Your Own Helmet - Activity Sheet.
Have each student color and design
their own helmet. Identify face as their
own. Display.

Be sure you helmet fits well.
Adjust it to your head and make
sure it covers your forehead.
Be sure the chin strap is tight
enough to keep your helmet from
slipping forward over your face or
backward off your forehead. If
you wear your helmet too far back
it won't provide enough protection
for your forehead. Your forehead
usually hits the ground first in a
fall.
You should be able to slip only two
fingers under you chin strap.
Always buckle your chin strap.
You should not be able to move the
helmet in any direction, back-tofront or side-to-side.

If needed, helmet sizing pads can
help improve the fit.

Put you name and phone number
inside your helmet in case it gets
lost or you get in an accident.
Please see pictures to the right
Basic Bicycle and Scooter Information
for Children:
Always wear your helmet when riding a
bicycle, scooter or rollerblading and/or
rollerskating.
Always stop at a corner and look left, right
and the left again before crossing the street.
Always wear your helmet correctly. (see
pictures to the right)
Bicycle and Scooter Facts:
In the year 2000, there were almost
40,000 emergency room treated injuries
associated with scooters.
Consumer Product Safety Commission "More Scooter Information."
Proper use of helmets could reduce
brain injuries by 85%.
AAA Foundation for Traffic Safety
September/October 2000.
Statistics show that between 70% and
80% of all fatal bicycle crashes involve
brain injuries.
Bicycle Helmet Safety Institute : A
Compendium of Statistics from Various
Sources. www.bhsi.org/webdocs/
stats.htm (01/26/01)
90% of bicycle-related deaths involve
collisions with motor vehicles.
Bicycle Helmet Safety Institute : A
Compendium of Statistics from Various
Sources. www.bhsi.org/webdocs/
stats.htm (01/26/01)
Lesson Plans
Always wear your
helmet directly on top
of your head so that it
fits snuggly, and
always tighten and
fasten the chin strap
as illustrated to the
left.
x
x
x
Always wear your
helmet directly on top
of your head so that it
fits snuggly, and
always tighten and
fasten the chin strap
as illustrated to the
left.
Lesson 5:
Review/Assessment
Objectives :
By the end of the lesson, instructors will
be able to:

Assess students’ current
knowledge and use of discussed
safety precautions.
By the end of the session, students will
be able to:

Describe the functions of their
brains.
Recognize the safety measures
used to protect their brain in
specific situations.
Materials:
Crayons
Brain Safety Song - Activity Sheet
Safety Certificate
Procedure:
Ask the students:
A) What are some things that your brain
does for you?
B) How can we protect ourselves while
riding in the car?
C) What are some ways we can keep
safe when crossing the street?
D) Why do we wear helmets?
E) When should we wear helmets?
Give each student a copy of the Brain
Safety Song - activity sheet. Give each
child a set of crayons. Have students
draw a picture to illustrate each section
of the song after singing.
Distribute Safety Certificates to each
student.
Brain Safety Song
sung to the tune of Row, Row,
Row your Boat
Brain, brain in my head
Helps me think and see
Hearing, feeling, tasting,
touching
It does all this for me!
Click, click, click your belt
When you're in the car
Merrily, merrily, merrily,
merrily
Safely we go far!
Look, look, look both ways
When you cross the street
If we hold our buddy’s
hand
Our friends we’ll safely
meet!
Ride, ride, ride your bike
With your helmet on
Riding safe all day long
Safely we ride on!
Additional Activities
Getting Started:
Introduce I.M. Brainy to the classroom.
Share with the class the activity sheet of
I.M. Brainy to color in. Start discussion
with class about - what does I.M. stand for?
Create a large list and display.
Introduce Readers Theater to your
classroom. Discuss and explain what
Readers Theater is. Begin by explaining
roles and have children pick how they
would like to participate.
Lesson 1:
SONG:
Sing the first verse of the “Brain Safety
Song” (sung to the tune of Row, Row, Row
your Boat)
Hearing, feeling, tasting, touching
CIRCLE ACTIVITY:
Materials: Pre-made Jell-O “brain” mold
(Jell-O and brain mold)
Information on how to obtain a brain mold
can be found at:
www.wonderfullywacky.com/brainmold.ht
mwww.mcphee.com/bigindex/current/
10375
Procedure:
Using a Jell-O brain mold, introduce
students to the “brain.”
Allow each student to touch the “brain”
and experience what the brain feels like.
Explain that our brain is soft, like Jell-O
and sits inside our hard skull.
Open discussion about why our brain needs
to be protected and how we can protect it.
READINGS:
Read student related book(s) emphasizing
safety - here are some suggestions:
1. Rathmann, Peggy, “Officer Buckle and
Gloria”
2. Brown, Marc Tolon, “Dinosaurs,
Beware – A Safety Guide”
3. O’Brien-Palmer, Michelle, “Healthy
Me: Fun Ways to Develop Good Health
and Safety Habits: Activities for Children
5-8.”
Procedure:
Discuss safety rules with students as
discussed in the books. Distribute blank
paper to each student and have each of
them illustrate a safety rule that was
discussed.
Lesson 2:
SONG:
Review previous lessons by singing first
verse of the “Brain Safety Song” Add
additional verse:
Merrily, merrily, merrily, merrily
Safely we go far!
CIRCLE ACTIVITY:
Have children sit in a circle and go around
and say one safe thing to do in a car.
Lesson 3:
SONG:
Review previous days’ lessons by singing
first and second verse of the “Brain Safety
Song” Add today’s verse:
If we hold our buddy’s hand
Our friends we’ll safely meet!
CRAFT - MILK CARTON TRAFFIC
LIGHT:
Materials:
½ Gallon milk carton
red, green, yellow and black construction
paper
tape or glue
scissors
Procedure:
Cut off the top of the carton. Cover the
carton with black construction paper. Cut
3” circles from red, green, and yellow
construction paper. Glue the circles onto
the container. Have children identify red,
yellow and green.
Point to each color and in unison have
children yell the command associated to the
color.
Lesson 4:
SONG:
Review previous lessons by singing first
three verses of the “Brain Safety Song”
Add additional verse:
With your helmet on
Safely we ride on!
CIRCLE ACTIVITY 1:
Materials:
Bike helmet
Procedure:
Demonstrate to students how a bicycle helmet should fit. Allow students to try on the
helmet.
CIRCLE ACTIVITY 2:
Materials:
Various helmets (i.e.: bike helmet,
construction hard hat, football helmet, etc.)
Procedure:
Show students each helmet. Discuss with
students what each helmet is used for. What
do all of the helmets have in common?
How are they different?
Lesson 5:
BALL TOSS:
Materials:
Large ball
Procedure:
Stand in a circle. Teacher shouts out a
safety topic and passes the ball to one of
the students. Have the student with the ball
shout out associated safety message.
Dear Caregiver:
This week our class is learning about injury prevention through the Brain Injury
Association of America's new "I.M. Brainy" program. "I.M. Brainy" was developed
in effort to introduce preschool children to safety precautions and reinforce their
habitual use.
Each year, thousands of children die as a result of an injury and thousands more are
left with a permanent disability. Of all injuries, traumatic brain injury (TBI)
continues to be a leading cause of death and disability among young children. The
good news is that by following simple safety precautions the majority of brain
injuries can be prevented. For example: helmets can prevent 85% of bicycle-related
brain injuries and the universal use of bicycle helmets could prevent one death every
day and one brain injury every four minutes.
This week our classroom activities will focus on transportation related issues,
specifically motor vehicle safety, pedestrian safety, and bicycle helmet safety. As
your child's caregiver, you can support this program by reinforcing safety
precautions in your own home. Wear a helmet when you ride with your child. Show
them that safety is important at all ages.
Information on Brain Injury
Resource List
Brain Injury Prevention Information
1)
2)
3)
4)
Brain Injury Association of America: www.biausa.org
SafeUSA: www.cdc.gov/safeusa - Keyword Search: Brain Injury
Children's Safety Network: www.childrenssafetynetwork.org
ThinkFirst: www.thinkfirst.org
Sites for Safety on the Go
1)
2)
3)
4)
5)
6)
SafeUSA www.cdc.gov/safeusa - “Safe on Move” under Safety Guides
National SafeKids Campaign: www.safekids.org
National Highway Traffic Safety Administration: www.nhtsa.gov
National Safety Council: www.nsc.org
American Academy of Pediatrics: www.aap.org
Children's Hospital of Pittsburgh Prevention site: www.chp.edu/besafe - this
Credits
Written by:
Rachel Egner
Amanda Fuller
Tina Radenberg
Edited by:
Chris Fuller
Catherine Sebold
site offers many activities from cartoons to games, puzzles, fact sheets and tip sheets on many
areas related to child safety, from biking to toys.
7)
Bike Safety from the Department of Health, California:
www.dhs.cahwnet.gov - Keyword Search: Head Injury This site offers basic
information on fitting a helmet correctly in both English and Spanish. It also offers a numerous
fact sheets, on prevention information.
General Fun Activities for Prevention
1)
2)
3)
www.links4kids.co.uk/fungames: This site offers links to over 50 sites with all types
of activities for children.
www.bam.gov: A site developed by the Centers for Disease Control (CDC) with a focus on
healthy kids.
www.prevnet.org/gameroom: A site developed by the West Virginia Resource Center.
Many Games and online activities
4)
www.westmetrofire.org/kids: A few games and links to other sites available from this
5)
www.nfpa.org/riskwatch: This site produced by the National Fire Prevention Association
website as well. Also check out their short but good helmet checklist.
has some fun online safety games to play for children. Links to other neat sites as well.
Free Resources for Teachers and Parents
1)
2)
3)
www.ed.gov/pubs/parents/preschool
www.ed.gov/pubs/parents/hyc.html
www.thinks.com: an online games spot, with both educational and fun games available.
Basic Brain Information
1)
faculty.washington.edu/chudler/neurok.html: This site has a little bit of everything.
From basic information to more complex ideas, all things brain are covered here.
Illustrations by:
Rebecca Mosher
Tina Radenberg
I.M. Brainy - R You?
Check out
www.biausa.org for
more information on
brain injury and brain
injury prevention
I.M. Brainy Awareness
and Prevention kit
brought to you by:
Activity
Sheets
Color Me In!
I.M. Brainy Activity Sheet
.
.
www.biausa.org
Activity sheets can be duplicated and disseminated. Permission is not granted to change this activity sheet in any way without prior permission from
the Brain Injury Association of America.  2003
Connect the Dots
Directions: Connect the dots to find a surprise!
1
start/
end
5
2
4
18
3
6
7
8
17
9
16
10
15
14
11
13
.
12
.
www.biausa.org
Who is Sitting in Their Seat Correctly?
Directions: Color in sheet and circle who is sitting their seat correctly.
.
.
www.biausa.org
Who is Crossing the Street Safely?
Directions: Color in sheet and circle who is crossing the street correctly.
.
.
www.biausa.org
Activity sheets can be duplicated and disseminated. Permission is not granted to change this activity sheet in any way without prior permission from the Brain Injury Association of America.  2003
Missing Helmets
Directions: Identify the activities that require a helmet, and draw a helmet on that person. Color in picture.
.
.
www.biausa.org
Activity sheets can be duplicated and disseminated. Permission is not granted to change this activity sheet in any way without prior permission from the Brain Injury Association of America.  2003
Design Your Own Helmet
.
.
www.biausa.org
Connect the Dots
Directions: Connect the dots and find a surprise!
.
.
www.biausa.org
Brain Safety Song
Directions: Draw a picture to represent each section of the song.
sung to the tune of Row, Row, Row your Boat
Hearing, feeling, tasting, touching
Merrily, merrily, merrily, merrily
Safely we go far!
If we hold our buddy’s hand
Our friends we’ll safely meet!
With your helmet on
Safely we ride on!
.
.
www.biausa.org
Safety Certificate of Excellence
Awarded to:
Great Work!