Skip to main content

Safety Posters


I always start the year talking about safety. One of my first right hand assignments is a safety poster. This past year I also had students make safety posters for the classroom. They turned out great and stayed up the whole year (you can never go wrong with safety posters in the classroom :)
I like student work much better then store bought posters and whenever I am observed one of the expectations is that we have student work posted. Having these posters up serves as both a reminder to "be safe" and as a check off on my teacher observation forms.
Don't have room? See if you can hang them from the ceiling. Use a large sheet of construction paper and glue one child's poster on one side and another child's on the other....that way if they start to "spin" you always have a safety poster showing. You can also tape them on cabinets or use them as a boarder high up on the wall (just have students write/draw big so that it can be read from ground level).
The funniest poster this year (and remember I teach fourth grade) was a No Drinking in the Lab poster where the child featured a Miller Light beer bottle. It had me laughing so hard that it was featured in the center of all my posters.

Comments

Chelsea said…
I love the idea about the students creating posters to hang in the classroom of safety! What other ideas do you use to teach safety?

Popular posts from this blog

Weathering, Erosion, and Deposition Activity

I saw this activity at a science conference years ago and haven't had a chance to use it in a classroom until this week (mainly because I didn't teach weathering, erosion, and deposition). It is a great way to reinforce the definition of the weathering, erosion, and deposition in a highly kinesthetic manner. Basically you break the students up into groups of three. One group is "Weathering" another group is "Erosion" and the third group is "Deposition". Add tape to the back because you are going to stick them to the forehead of the children in each group. The "weathering" students get a sheet of paper that is their "rock" they will be breaking down. At the start of the activity the "weathering" students will start ripping tiny pieces of their "rock" and handing it to the "erosion" students. The "erosion" students will be running their tiny piece of "rock&

Picture of the Day - Activity

I attended a training class and a science coach shared an activity that he does with his students to help them differentiate between observations, inferences, and predictions. He puts a picture on the interactive white board as a warm up (he gets the pictures from a variety of sources but uses National Geographic's Picture of the Day a lot). The picture above is from the National Geographic site. He has the students make five observations. Then he makes the students make five inferences. Finally he has the students make five predictions. He does this every day and it really drives home the difference between those three key inquiry vocabulary terms. I've done this activity with both my sixth and fourth grade science classes and the students really got into it and became proficient at telling me the difference between those terms.

Rock Cycle Activity

Today I got to spend the day with a 3rd grade science teacher doing a rock cycle activity. She had asked for help a couple of weekends ago to find some engaging rock cycle activities for her students. I quickly did a Pinterest search and came up with a link to a middle school blog where they featured a fun looking rock cycle station activity. That website took me to the originating activity site - Illinois State Museum Geology Online and their Ride the Rock Cycle activity . I read through it and felt it was doable for third graders (although I was a little nervous about the cartooning). I offered my help and we put together the activity. The kids did it WONDERFULLY. It was one of those lesson you wish was observed (but of course never is :) They are on an alternating science schedule so she only had two of the four classes today but it was a good sampling of children. She had one class that had a high portion of struggling learners and the second class had a high