CHAPTER 6 LESSON PLANS AND ACTIVITY DIRECTIONS TITLE SPACE

Chapter 6 Lesson Plans and Activity Directions

Teacher Activities

Participant Activities

6.1 Timing Lights and Turns

Time: 20 Minutes

Objectives

• The learner will be able to demonstrate searching techniques used when approaching and turning at traffic lights and consistently minimize problems with best lane position and speed control adjustments.

• The learner will demonstrate the ability to CONTROL the 4-second danger zone and the point of no return.

Changing Red Lights to Green

Begin class discussion by asking learners:

• What does “timing a light” mean?

• What are some advantages to timing a light to arrive on a green?

Have them retrieve their “a & b” cards and let them know that during the next activity they will practice timing arrival for greens.

Mental Rehearsal Activity: Captivate - Timing Traffic Lights

Launch Captivate. Guide learners through decision making principles of timing traffic lights with early detection of red lights and correct speed control choices. Observe performance, coach as needed, and give positive feedback for correct choices.

Participate in class discussion.

Retrieve a & b flash cards.

Practice timing arrival of red lights to arrive when the light is green using a & b cards as directed.

Stale Green, Solid Yellow, and Point of No Return

Ask learners:

• What is a stale green light?

• Where is the point of no return?

• What conditions might make it unsafe to stop at the last moment for a yellow traffic light?

With a tailgater - check rear zone when slowing or stopping.

On slick roadway - increases stopping distances and the point of no return - search the intersection

Mental Rehearsal Activity: Stale greens, solid yellows, and the point of no return. (Speakers are needed.)

Ask for a volunteer to read video text to the class or have learners read them aloud together. During part one, learners identify clues to tip them off that a green lights is stale or new. At the end of part one, explain what a mechanically timed traffic light is. During part two, learners are asked to use their a & b flash cards to determine if the camera car is beyond the point of no return and should proceed through the intersection or if there is space and time to stop.

Participate in class discussion.

Discover clues that are sometimes present to help drivers determine if a green light is stale or new.

Discover the difference between a red light that a driver “times” to arrive on a green and mechanically timed traffic lights.

Gain experience determining the point of no return, and choosing best speed options using a & b cards as directed.

Red Lights, Green Lights & Flashing Yellow Arrows

PPT Demonstrations: A little more information about the risks and responsibilities of turning at lights

Launch PPT and lead learners through a class discussion about the risks of turning at lights, yielding responsibilities at protected and unprotected turns, and the appropriate searching patterns to use when turning left at an unprotected turn and turning right on a red traffic light.

Participate in class discussion.

Watch videos.

Answers questions.

6.2 Precision Lane Changes

Time: 20 Minutes

Objectives

• The learner will be able to explain the sequence of procedures in changing lanes.

• The learner will be able to list the various situations which call for a lane change and be able to determine when and how a lane change is to be aborted.

You Need a Reason to Change Lanes

Instruct learners to list reasons to change lanes on sticky note and compare answers.

Think & Share Activity:

After students give their reasons for lane changes, launch video montage. It may inspire further discussion.

List reasons to change lanes and compare answers with classmates and video examples.

Participate in class discussion.

Changing Lanes with Precision

Video Demonstration: Precision Lane Changes

Launch video. Explain that moving from one lane to another “at a shallow angle” means to move one lane position at a time. You may want to illustrate this for your learners.

Be able to describe what “moving at a shallow angle” means - one lane position at a time.

Be Alert for Common Dangers!

To introduce this activity, direct learners to the last graphic on the Playbook page, and explain they are the driver of the red car. Ask:

• What problems do you see?

• How would you solve them?

Interactive PPT: Reasons to Postpone or Abort a Lane Change

Launch presentation and lead learners through the problem solving process of each scenario presented.

Participate in discussion.

Answer questions.

Solve problems.

6.3 Pedestrians and Cyclists

Time: 30 Minutes

Objectives

• The learner will be introduced to traffic laws that regulate driver interactions with pedestrians and cyclists.

• The learner will demonstrate the ability to interact with pedestrians and cyclists in a lawful and courteous manner.

Pedestrians are Everywhere

Discussion: Ask learners to share what types of close encounters they may have had or wittnessed with a pedestrian, and where they may find a pedestrian failing to use crosswalks or drivers failing to yield. Reinforce the need to be patient and courteous.

Video: Teen Crosswalk Sting

Launch video. Lead discussion.

Remember it only takes a few seconds for a pedestrian to cross a roadway, and motorists have a legal and moral obligation to yield.

Do You have to Yield?

Video: Traffic Myth - Pedestrians

Show video. Be ready to pause if more discussion or clarification time is needed.

Become aware of yielding regulations and laws regarding pedestrians.

What’s the Law?

Ask learners to explain the difference between the yielding requirements for driver’s waiting to turn at a traffic light as compared to non-traffic light controlled intersections.

Explain yielding laws at different intersections.

So Here’s the Bottom Line

Mental Rehearsal Activity: Interacting with pedestrians

Launch video and help learners to use Zone Control searching and space management principles to interact with pedestrians in a variety of scenarios. Be ready to pause video to give learners time to describe where they would search and what actions they should take.

Practice solving problems in several different scenarios.

Ask and answer questions.

A Popular Mode of Recreation and Transportation

Video Demonstration: Be on the lookout…

Launch video and lead discussion. Again remind learners of the need to be courteous, patient, and vigelent - cyclists have the same responsibilities as motorists, but many cyclists break the law, and all can be difficult to see at times.

Watch video.

Discover another reason to use active searching techniques.

Participate in class discussion.

Line-of-Sight Problems

If they have not already done so, have students list some elements of the car and the driving environment that could block their view of a pedestrian or cyclist (e.g., door and window posts, rear-view mirror, passengers, etc.)

List elements of a vehicle and the environment that could block your view of pedestrians or cyclists.

Four Common Driver Errors

Discussion: Ask learners to define or describe a Right Hook, Left Hook, Curb Cut, and Dooring, and how to prevent each. Direct them to the glossary if needed.

Launch Ghost Bike Video

Increase awareness of common driver errors around bikes and how to prevent them.

Get motivated.

Space Management

Mental Rehearsal Activity: Interacting with cyclists

Launch video and help learners use Zone Control searching and space management principles to interact safely with cyclists in a variety of scenarios. Be ready to pause video to give learners time to describe where they would search and what actions they should take.

Practice solving problems in several different scenarios.

Ask and answer questions.

6.4 Distracted Driving

Time: 20 Minutes

Objective

• The learner will be able to identify various distractions one may encounter or create, explain the negative effects of those distractions on the driving task, and explain the need for distraction-free driving.

Ticket to Concept 6.4

Lead class through a self or peer evaluation of responses to questions using Ticket to Concept 6.4 Key. Allow students to keep for future reference.

Evaluate responses to E-Ticket 6.4. Save for future use.

Attention Blindness

Begin this lesson by asking learners to give some examples of “attention blindness” caused by distractions. They may have personal experiences they would like to share.

Launch a short AT&T video from the play button located on the first illustration of the page.

Ask learners to explain North Dakota cell phone use laws and requirements. Clear up any misconceptions they may have.

(See Chapter 6 Overview for specific information.)

Share personal experiences of “attention blindness” caused by a distracted driver they may have ridden with.

Get motivated.

Describe North Dakota cell phone use laws.

Can Drivers Multitask?

Rehearsal Activity: UK Think Driving Challenge

Direct learners to have a writing utensil and scratch paper available for this activity. Launch video and be sure learners understand activity directions. At the end of the video, discuss results and reiterate the need to avoid/prevent driving while “multitasking.”

Attempt to perform multiple activities while driving in a simulated situation:

• Listen and respond to phone conversation

• Count pedestrian points

• Keep track of the numbers

• Fail miserably :>)

Brainstorm Types of Distractions

Have learners review paragraph 3 of the Playbook page, repeating the directions to come up with as many different types of distractions as they can. The hidden prize is a built-in distraction (see activity directions below for more information). Once they’ve found the prize, re-focus their attention on brainstorming.

Remind learners that people don’t multitask, but rather focus on one thing at a time. Reiterate the need to focus on driving while driving.

Brainstorm with classmates different types of distractions while being distracted by another task. (Find the hidden prize.)

So What Will You Do?

Choose Your Own Future Activity: Cell Phones

If time allows, launch Captivate and give learners the opportunity to think through different choices and possible outcomes related to cell phone use.

Participate in choose your own future activity.

Think various choices through to possible outcomes.

6.5 Back-in Parking Maneuvers

Time: 30 Minutes

Objectives

• The learner will be introduced to behaviors common to back-in angle parking, parallel parking, and back-in perpendicular parking maneuvers.

• The learner will be able to demonstrate the key steps for backing into a 90-degree parking space.

Back to Your Advantage

Have learners get into pairs and come up with a list of advantages of backing into parking spaces and share their ideas with the class.

Partner with a classmate and list advantages of back-in parking compared to head-in parking.

Shared Elements

Ask learners:

• What elements do these three parking maneuver have in commom?

• Ask for volunteers to demonstrate each.

Video Demonstrations: Back-in Parking Maneuvers

Launch one video at a time from the play buttons located on graphic examples:

• Back-in Angle Parking - explain that some communities provide these spaces and others do not. (Providers may or may not include this maneuver in their in-car lessons.)

• Back-in Perpendicular Parking – explain that the next in-car lesson will include this maneuver.

• Parallel Parking - this maneuver is included in the curriculum in-car lesson 8. (Let your learners know if your program requires this maneuver be performed during in-car lesson.)

Explain and demonstrate the common elements of these three parking maneuvers.

Watch video demonstrations.

Conduct Model Roadway Activity 6.5 Back-in Parking

Choose one parking maneuver (whichever maneuver(s) are scheduled for the next in-car lesson), or more if you have the time. Work in groups of 2 (or 3). Direct learners to supervise and perform one behavior at a time in the sequence listed on the roadway sheet. Observe their performances, coach as needed, give positive feedback. See activity directions below for more specific information on how to conduct the activity.

Work in groups. Use the information on the model roadway sheet and the model car to practice proper sequence of behaviors needed to perform back-in parking maneuver(s) as instructed.

6.6 Attitudes and Emotions & Chapter 6 Exit Exam

Time: 60 Minutes

Objectives

• The learner will identify effects and influence of attitude and emotions on the ability to operate a vehicle, identify the risks associated with driving, and explain how attitudes and emotions affect the driving task.

• The learner will complete Chapter 6 Exit Exam with a minimum score of 80%.

FYI Consider this:

Class Discussion: If they have not already done so, direct learners to the FYI section of this concept and ask them to identify which emotions may have a negative effect on the driver or others.

Identify and discuss emotions that could have a negative effect on drivers, their passengers, or other users.

Participate in class discussion.

Angry Drivers - Don’t Engage - Chill Out

Ask learners:

• What should you do if confronted by an angry driver?

• How can you help ensure your actions will not evoke strong emotions from others?

Concept Videos:

If time permits and you are so inclinded, launch video(s) of your choice from the play buttons located on each graphic.

• Road Rage: WTSC - 10 min. Education and information

• Motor Mania: Walt Disney - 6 min. Mr. Walker becomes Mr. Wheeler

• I Respect the Road: PSA - .50 sec. Children repeat behaviors they’ve learn from adult drivers.

Explain the proper actions to take if confronted with an angry driver.

Describe ways to avoid provoking other roadway users.

Watch video(s) and participate in discussions as instructed.

Chapter 6 Exit Exam

Administer exam, collect and correct.

Learners take chapter 6 exit exam.

Assign and Wrap Up

• Read Playbook Chapter 7

• Ticket to Concept 7.3

Estimated Time: 3 Hours

6.4 Distractions - Activity Directions

6.5 Back-in Parking Maneuvers - Activity Directions