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Drinking and driving

The Reaper and Alcohol – Activities for the advanced classes of Elementary School (E and F)

Drinking and driving

     1. Group project

Starting from the cartoon about the reaper and alcohol, we discuss the sketch with the children (what they see, what feelings does the cartoon excite, what is the first thought that comes to their mind etc.)

After a discussion of about 15 minutes, we divide the children into two big groups and we ask from each group to create (after a discussion and brainstorming) on an A3 cardboard the “driver’s menu”. The first group undertakes to record, draw and paint on the board everything contained in the menu of a good driver (e.g. seatbelt, civility, Code observance) while the other group undertakes to record, draw and paint all that is prohibited to be on that good driver’s “menu” (alcohol, incivility, excessive speed etc.).

At the end of the project, the spokespersons of the two groups present their menus and analyze the views and thoughts of the members of their group. The menus are displayed at a visible part of the class or are reduced and distributed to their parents –drivers.

Suggested project duration: 1 teaching hour

 

      2. Individual project

Continuing the previous project and after a discussion about the impacts of drinking and driving (the teacher can present handouts of the Road Traffic Police about the alcohol percentage and the imposed penalties as well as data concerning the accidents rate caused by drinking), the children are asked to become little journalists and take an interview from some driver they know (from a relative or a friend).

These are the questions they should pose:

  1. Have you ever driven your car after having been drinking?
  2. How did you feel? Were you certain about your road behavior?
  3. Have you ever received a penalty (after a police control) for driving and drinking?
  4. If yes, do you remember what kind and how many drinks you have taken? (glasses)
  5. How were you feeling after this event? Would you do something like this again?
  6. Have you ever had an accident because of alcohol?
  7. If yes, was it a serious one? How did you feel after this unpleasant experience?

The students will record the questions and answers on a sheet together with the data of the interviewed (age, gender) but without mentioning his/her name or capacity and they will present them in class. After the reading of some interviews (or all of them), we can discuss our conclusions or make suggestions.

Suggested project duration: 1 teaching hour

 

   3.  Group project

Taking the Easter holidays as a starting point and linking the Arts course to the specific sketch and to the previous projects, we divide the children into groups of 2 persons and we ask them to create on a coloured canson cardboard (A4 – folded) a greeting card for drivers.

The elements we suggest for every group to use on its card are:

Road – red eggs – candle – drink – vehicle – ribbon

In order to make each card, the children can use some of the above elements or none. The message of the card however should concern alcohol.

The groups are asked to write Easter greetings on the inside part of the card, as well as advice for a safe driving, focusing on the avoidance of drinking and driving.

At the end of the project, each group will present its card in class and will analyze the thoughts that led to its creation, its messages and the way they worked.

If there is time and the necessary materials, we ask from the groups to make 5 copies of their cards at least and we set a date before the Easter holidays in order to distribute them (with the help of the responsible teacher) to parents-drivers that will park their car for a while outside our school for this specific day.

Suggested project duration: 2 teaching hours