Are Collisions And Crashes Preventable
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This document summarizes a webquest designed to teach students about preventable vehicle collisions among 15-24 year olds. The webquest guides students through analyzing statistics on collisions in their state, personalizing the data by focusing on someone they know, and researching whether the collision was preventable. Students are assessed based on the quality of their essay answering whether collisions are preventable, a formative true/false quiz, and group discussion. The webquest was evaluated positively by coworkers who felt it maintained interest, was interactive, and easy to use as a model for other projects.
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Are Collisions And Crashes Preventable
- 1. DEMONSTRATION OF A WEBQUEST DESIGNED BY GLORIA COUSINS JUNE 23, 2010 Are Collisions and Crashes Preventable?
Editor's Notes
- Good evening, This is my power point presentation of a webquest that I designed for my High School Drivers Education Class.
- My school has seen several fatalities and injuries ( permanent and temporary ) over the past few years. My research reveals that the problem is escalating for 15 to 24 year olds across the state and needs to be addressed. This project forces students to realize that they are not invincible and that collisions and crashes are preventable.
- The needs analysis is based on 2 sources: The Governor’s Office of Highway Safety which collects information on collisions and crashes from each county in the state and divides the information into age of driver, whether it was a fatality or injury, the contributing cause, the time of day it occurred, and whether it was a male or female. The 2 nd source is the results of a Pre-Diagnostic Survey of 6 questions posed to the students. All 15 students in the class responded that they had a relative or friend 15 to 24 years old that had either been killed or sustained injuries in a collision or crash in the past 4 years. The 5 causes of the collision or crash were the same 5 listed in the Governor’s statistics as being the high ranking causes. The task of this project is for students to create a 3-4 page essay about the friend or relative identified in the survey, explain how they became a statistic, compare the cause of the accident to the causes listed by the statistical report, and determine if the collision or crash was preventable.
- The Project was designed around Objectives and Standards. The Learning Objectives: Students will be able to identify the contributing causes of the collisions or crashes. Students will personalize the statistics by identifying a family member or friend between the ages of 15 to 24 years of age. Students will learn to research documents, and gather information from various sources, including interviewing parents, friends, teachers, and classmates. Students are not just writing about the accident. They are writing about the person, their academic status, any extracurricular activities, college acceptance letters they may have received, and what career plans they may have had. I also designed a Permission Slip that the students are to get signed by the parents or friends of their subject that gives them permission to use any conversations or photos in their essay. State Standards: Students will learn the importance of obeying the rules that govern the roads. Students will be able to read and understand collision and crash statistics. Students will learn to apply the information received in the classroom to the behind-the-wheel instruction received in the vehicle.
- The technology resource is a webquest designed with hyperlinks to statistical information, files, word documents, and police photos created in weebly.com. Students are to complete the assignment in 2 weeks. I have identified 3 colleagues who will test the project and give feedback. Students will be evaluated with a formative exam of 10 True/False questions that will be used to compare my students’ responses to other students in the county. Answers are scored automatically and graphs are created to show what the student’s score was and how it compared to other students’ answers. This graph will be used for research and given to the Board. A rubric has been designed to judge both quality and content of the essay. It is based on 5 criteria worth 20 points each for a total of 100 points. Students will be judged on in-depth background information, understanding of causes of collisions and crashes, comparison and ranking to statistics, explanation of how the collision or crash could have been prevented, and a description of life lessons learned.
- These are the 2 learning objectives that my students will learn after performing research, understanding the statistics, and conducting all the processes necessary to complete this project.
- I now will demonstrate my webquest. The url is http://cousi1gl.weebly.com. Students will be assessed in 3 ways. Only 1 of the 3 will reflect in a grade at this time. The other 2 (quiz in quibblo, and group discussion) are formative and will be used for research and instructional purposes. The group discussion is mentioned in process Step #5 of the webquest. We discuss permission slips collected, and if family members or friends were unwilling to sign form or give information. We also discuss the best ways to display our essays.
- I created an evaluation survey in which I describe the purpose of the survey and the main objective of the project. They were to judge the webquest on 6 items with using this criteria (1=strongly disagree, 2=disagree,3=neutral,4=agree, and 5=strongly agree.The survey was given to 3 colleagues and they agreed that the project was highly relevant. They were hooked throughout the webquest. It was easy to navigate, and they would like to use it for other projects. No suggestions for improvement were given.