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SafeRide Campaign: Promoting Safe Transportation Choices
Grade 9Health3 days
The SafeRide Campaign is a Project-Based Learning experience for ninth-grade health students aiming to create a compelling public awareness campaign about the risks and prevention of impaired driving. Students engage in activities such as researching the effects of substances on driving, analyzing case studies, and developing creative campaign strategies. The project incorporates entry events like virtual reality experiences to enhance personal connections to the topic, and it culminates in students presenting their campaigns using various media formats to promote safe driving behaviors.Impaired DrivingPublic AwarenessSubstance EffectsCampaign StrategyHealth EducationDriver SafetyLegal and Societal Regulations
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Inquiry Framework
Question Framework
Driving Question
The overarching question that guides the entire project.How can we create a compelling campaign that effectively communicates the dangers of impaired driving, the effects of various substances on driver safety, and promotes strategies to prevent such incidents while considering legal and societal regulations?Essential Questions
Supporting questions that break down major concepts.- What are the dangers associated with riding with a driver under the influence of substances such as alcohol, opioids, or marijuana?
- How do different substances affect a driver's ability to operate a vehicle safely?
- What strategies and resources are available to prevent impaired driving?
- How can public awareness campaigns effectively communicate the risks of impaired driving?
- What role do legal and societal regulations play in preventing impaired driving incidents?
Standards & Learning Goals
Learning Goals
By the end of this project, students will be able to:- Students will understand the effects of various substances on a driver's ability to operate a vehicle safely.
- Students will be able to identify and analyze the dangers associated with impaired driving and riding with impaired drivers.
- Students will develop strategies and design a campaign to communicate these dangers and promote safe driving behaviors.
- Students will evaluate legal and societal factors that influence impaired driving and integrate this understanding into their campaigns.
- Students will enhance their communication skills by presenting their campaign ideas effectively and persuasively.
Health Education Standards
1b.HS1.3
Primary
Recognize the dangers of riding with a driver who has been using alcohol, opioids, nicotine products, marijuana products, performance-enhancing substances, and other trending drugs or substances.Reason: This standard directly addresses the core objective of the project, which is to understand and communicate the dangers associated with riding with impaired drivers.
HS.4.1
Primary
Evaluate behaviors that avoid or reduce health risks to self and others.Reason: The project involves creating a campaign to promote safe driving behaviors, which directly aligns with evaluating and promoting behaviors that reduce health risks.
Common Core Standards for English Language Arts
CCSS.ELA-LITERACY.SL.9-10.4
Secondary
Present information, findings, and supporting evidence clearly, concisely, and logically.Reason: The students will need to present their campaign findings and strategies effectively, which aligns with this communication standard.
Entry Events
Events that will be used to introduce the project to studentsVirtual Reality DUI Experience
Students begin the campaign with a virtual reality experience simulating the consequences of impaired driving from both a driver's and a passenger's perspective. This immersive start not only garners immediate student interest but also sets a personal connection to the project's goals of promoting safe rides.📚
Portfolio Activities
Portfolio Activities
These activities progressively build towards your learning goals, with each submission contributing to the student's final portfolio.Activity 1
Substance Impact Investigator
Students explore and research how different substances like alcohol, opioids, nicotine, and marijuana can impair a driver's ability to operate a vehicle safely. This foundational activity sets the stage for understanding the core issues of impaired driving.Steps
Here is some basic scaffolding to help students complete the activity.1. Divide students into groups and assign each group a different substance to research.
2. Instruct students to use credible sources such as scientific articles, health websites, and government resources to gather information on how their assigned substance affects cognitive and motor functions related to driving.
3. Each group creates a presentation or infographic summarizing their findings and illustrating the impact on driver safety.
Final Product
What students will submit as the final product of the activityGroup presentations or infographics that detail how different substances impair driving abilities.Alignment
How this activity aligns with the learning objectives & standardsAligns with standard 1b.HS1.3 by helping students recognize the dangers of substance use on driving, addressing the foundational understanding of impaired driving dangers.Activity 2
Dangers on the Road – Case Study Analysis
Students analyze real-life case studies about accidents caused by impaired driving to understand the real-world implications. This activity helps students synthesize information and apply their understanding of substance impact in practical scenarios.Steps
Here is some basic scaffolding to help students complete the activity.1. Provide students with a selection of case studies involving accidents due to impaired driving.
2. Ask students to analyze each case, focusing on substances involved, consequences on health and safety, and legal outcomes.
3. Facilitate a class discussion on findings and insights gained from the case studies.
Final Product
What students will submit as the final product of the activityA written analysis of selected case studies, highlighting key insights and learning points.Alignment
How this activity aligns with the learning objectives & standardsAligns with standard HS.4.1 by evaluating real-life behaviors leading to health risks and understanding the consequences of impaired driving.Activity 3
SafeRide Campaign Strategy Workshop
Students develop innovative strategies to address impaired driving after gaining insights from substance effects and case studies. They brainstorm campaign ideas, focusing on awareness and prevention strategies.Steps
Here is some basic scaffolding to help students complete the activity.1. Arrange a brainstorming session where students discuss potential strategies to raise awareness about impaired driving and promote safe alternatives like designated drivers.
2. Encourage students to consider socio-legal factors such as laws, penalties, and cultural attitudes towards impaired driving in their strategies.
3. Students draft an outline of their campaign ideas, including target audiences, main messages, and implementation methods.
Final Product
What students will submit as the final product of the activityDrafts of campaign strategies that creatively address and promote safe driving behaviors.Alignment
How this activity aligns with the learning objectives & standardsSupports standard HS.4.1 by promoting behaviors that reduce health risks and encouraging strategic thinking in public health campaigns.Activity 4
Campaign Creation & Presentation
Students create their final SafeRide campaign materials such as videos, posters, or social media posts. They then present these campaigns to the class, reinforcing learning and communication skills.Steps
Here is some basic scaffolding to help students complete the activity.1. Based on earlier drafts, students develop complete campaign materials, utilizing various media forms to convey their message.
2. Guide students in refining their messaging to be clear, concise, and persuasive.
3. Hold a presentation day where students share their campaigns with peers, receiving feedback and discussing the effectiveness of their approaches.
Final Product
What students will submit as the final product of the activityA complete SafeRide campaign package including materials in multiple formats, ready to be shared with a broader audience.Alignment
How this activity aligns with the learning objectives & standardsMeets CCSS.ELA-LITERACY.SL.9-10.4 by requiring students to present findings clearly and persuasively, enhancing communication and presentation skills.🏆
Rubric & Reflection
Portfolio Rubric
Grading criteria for assessing the overall project portfolioSafeRide Campaign Evaluation Rubric
Category 1
Substance Impact Research
Assessment of students' research on the effects of substances on driver impairment, including content accuracy and presentation clarity.Criterion 1
Research Accuracy and Depth
Evaluates the comprehensiveness and accuracy of information gathered about substance impacts on driving.
Exemplary
4 PointsResearch is thorough and includes multiple credible sources, providing a sophisticated, detailed account of substance impacts on driving.
Proficient
3 PointsResearch is accurate and based on credible sources, providing a clear understanding of substance impacts on driving.
Developing
2 PointsResearch is somewhat accurate with limited sources, showing a basic understanding of substance impacts on driving.
Beginning
1 PointsResearch lacks accuracy with few or unreliable sources, showing minimal understanding of substance impacts on driving.
Criterion 2
Presentation Clarity
Measures the clarity and effectiveness of presentations or infographics in communicating research findings.
Exemplary
4 PointsPresentation is exceptionally clear and engaging, effectively conveying research findings with high professionalism.
Proficient
3 PointsPresentation clearly communicates research findings and is professionally put together.
Developing
2 PointsPresentation communicates research findings with some clarity but lacks engagement or completeness.
Beginning
1 PointsPresentation is unclear and does not effectively communicate research findings.
Category 2
Case Study Analysis
Evaluates students' ability to analyze real-world incidents of impaired driving, focusing on their analytical and reflective skills.Criterion 1
Analytical Insight
Assesses students' ability to dissect case studies, evaluate causes and consequences, and derive insights.
Exemplary
4 PointsAnalysis displays exceptional insight and understanding of the causes and consequences of impaired driving incidents, integrating multiple perspectives.
Proficient
3 PointsAnalysis demonstrates clear understanding of impaired driving incidents with thoughtful reflections.
Developing
2 PointsAnalysis shows some understanding of impaired driving incidents with basic reflections.
Beginning
1 PointsAnalysis lacks depth and does not clearly address impaired driving incidents effectively.
Category 3
Campaign Strategy Development
Assesses the creativity, feasibility, and strategic thinking in students' campaign design to promote safe riding alternatives.Criterion 1
Strategic and Creative Thinking
Evaluates students' originality and strategic planning in campaign development.
Exemplary
4 PointsCampaign demonstrates exceptional creativity and strategic sophistication, offering innovative and feasible solutions to impaired driving.
Proficient
3 PointsCampaign is creative and strategically sound, providing clear solutions to promote safe driving.
Developing
2 PointsCampaign shows some creativity and planning, though solutions may be basic or partially developed.
Beginning
1 PointsCampaign lacks creativity and effective strategic planning, providing unclear solutions.
Category 4
Communication and Presentation
Measures effectiveness in communicating and presenting campaign materials to peers, considering clarity, persuasion, and engagement.Criterion 1
Presentation Skill and Engagement
Assesses the effectiveness of communication and presentation skills in delivering campaign messages to an audience.
Exemplary
4 PointsPresentation is clear, highly engaging, and persuasive, showcasing excellent communication and presentation skills.
Proficient
3 PointsPresentation is clear and engaging, displaying strong communication skills.
Developing
2 PointsPresentation is somewhat engaging and communicates ideas with basic clarity.
Beginning
1 PointsPresentation lacks engagement and clarity, struggling to effectively communicate ideas.
Reflection Prompts
End-of-project reflection questions to get students to think about their learningQuestion 1
Reflect on the most surprising or impactful thing you learned about the effects of substances on driving through the Substance Impact Investigator activity.
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Required
Question 2
On a scale from 1 to 5, how effectively do you feel your group communicated the dangers of impaired driving in your campaign?
Scale
Required
Question 3
Which strategies discussed during the SafeRide Campaign Strategy Workshop do you think would be most effective in addressing impaired driving, and why?
Multiple choice
Required
Options
Designated Driver Programs
Public Service Announcements
Interactive Workshops
Social Media Campaigns
Question 4
Considering the case studies analyzed in 'Dangers on the Road,' what is one legal or societal change you think could help reduce impaired driving incidents?
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Optional
Question 5
How do you envision using the skills learned in this project (research, analysis, and campaign creation) in your future academic or professional endeavors?
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Required