• Oral: Use speaking skills and strategies appropriately to communicate with different audiences for a variety of purposes.
• Writing: Generate, gather, and organize ideas and information to write for an intended purpose and audience.

• Drama: identify and apply solutions to problems presented through drama and dance, and make appropriate decisions in large and small groups.

• Appendix 1a: Anticipation Guide
• Appendix 1b: Anticipation Guide Responses
• Appendix 2: Agree/Disagree Signs
• Appendix 3a: Decision Making Model, Teacher Example
• Appendix 3b: Decision Making Model
• Appendix 4: Bike, Board, and Blade Scenarios
• Appendix 5: Exit Slips
• Appendix 6: Rules for Role Play and Rules for the Audience

Appendix 7: Assessment Role Play Checklist
Appendix 8: Peer Assessment Role Play Checklist
Appendix 9: Safety Performance/Product Achievement Chart

Students will learn safety rules associated with bike, skateboard, and inline skating safety. Students will demonstrate their knowledge through role playing in small group scenarios.

Have students complete Appendix 1a: Anticipation Guide, prior to the lesson. They should complete only the "Before" and "Personal Thoughts" sections. When the lesson is complete, have them return to the activity and complete the "After" section. When completed, discuss student's choices and changes.

• Place the agree and disagree signs in Appendix 2 on opposite walls in the classroom.
• Read the statements from Appendix 1a: Anticipation Guide.
• Have students go to the appropriate sign based on their beliefs about each statement.
• Movement tip: Ask the students to mimic a movement related to road safety (pedal a bike, roller blade) as they move around the room.
• Discuss the responses with class, using Appendix 1b, Anticipation Guide Responses, as a guide.

• Review the decision making process (Appendix 3a) with students by explaining and modeling an example.
• Divide students into small groups. Assign each group one scenario (Appendix 4) and provide copies of the decision-making model line master (Appendix 3b). Have students use the decision-making model as a guide to create a dramatic response to their scenario.
• Present the guideline for role play (Appendix 6) to students.
• Select and review with the students the assessment tools that will be used for this assignment (Appendix 7, 8, and/or 9).
• Have students present the role play to their classmates.
• Using the same format as that in the Anticipation Guide introduction, have students respond to the statements by moving from to one side of the room, or the other.
• Lead the class in a discussion around similarities and changes in their responses.