Reglas al Rescate

Learning Goals & Products

Learning Goals

Students will be able to identify safety rules for the classroom, hallway, playground, home, school, and community so they can explain how rules keep people safe.

Students will be able to follow safe play and safety routines during school and playground activities so they can make safe choices in common situations.

Students will be able to describe school rules about getting along with others so they can explain how sharing and taking turns support a fair classroom.

Students will be able to demonstrate how to ask trusted adults for help so they can solve safety problems in school and at home.

Students will be able to identify ways to stay safe when crossing streets, riding a bicycle, or playing so they can notice safe and unsafe actions in the community.

Students will be able to encourage others when they engage in safe and healthy behaviors so they can support classmates during shared practice and the Safety Walk Showcase.

Products

individual

Student Safety Investigation Notebook

Each student completes a picture-based notebook showing safety questions, rule sorts, observations from classroom and community scenarios, and simple reflections about what helps people stay safe. The notebook is used to prove individual understanding of rules, help-seeking, and safe choices.

team

Safety Walk Showcase and Rule Rangers Museum

Small teams present a guided safety walk and museum station using class charts, role-play, and props to explain how rules keep people safe and fair. Teams must share evidence from their investigations, including any different or surprising findings, and answer visitor questions with simple claims and examples.

Rubric

Mastery-Based Rubric Standards-first rubric

Category	Standard	Beginning (1)	Developing (2)	Proficient (3)	Exceeding (4)
California	K.7.1.S - Follow rules for safe play and safety routines.	I can follow safety rules for safe play and safety routines when an adult reminds me With a picture or example, I can show a safe choice and say, “This helps us stay safe.”	I can follow safety rules for safe play and safety routines most of the time I can recognize the rule in school or community pictures, act it out correctly, and say “This rule is fair because it helps us stay safe.”	I can consistently follow safety rules for safe play and safety routines in different places like the classroom, hallway, and playground I can explain why the rule is fair/protective in simple words, and help my group choose safe actions during role-play.	I can follow safety rules for safe play and safety routines independently and safely during routines and showcases I can guide others to act out rules, encourage safe choices, and demonstrate how to ask a trusted adult for help when I need it.
California	K.1.1.S - Identify safety rules for the home, the school, and the community.	I can point to safety rules pictures for home, school, and the community and show what they mean by acting them out with help I can follow simple safety routines with reminders	I can name and act out safety rules for my home, school, and community and explain if a choice is safe or needs practice I can follow rules for safe play and ask a trusted adult for help when I need it	I can independently choose and demonstrate appropriate safety rules in classroom, hallway, playground, and community situations I can explain why a rule is fair and helps us stay safe using the sentence stem, “This rule is fair because it helps us stay safe.” I can also show how to ask for help from a trusted adult during common situations.	I can confidently guide others by explaining and demonstrating safety rules across home, school, and community stations I can connect rules to safety and “getting along with others” by giving examples (sharing, taking turns, fair choices) and encouraging safe behaviors in my group I can apply safety rules to street-crossing and vehicle-related safety routines and identify what to do in an emergency by seeking help from a trusted adult.
California	K.1.6.S - Describe school rules about getting along with others.	I can name one school rule that helps people get along (like sharing or taking turns) and show it with a simple action I have practiced.	I can describe school rules about getting along with others (sharing, taking turns, using kind words) and tell why the rule helps people stay safe or fair.	I can explain why a school rule for getting along matters by saying “This rule is fair because it helps us stay safe,” and I can choose safe, fair actions during role-play and games.	I can guide my group by using school rules to get along with others during the Safety Walk Showcase, correcting myself when I make a mistake, and encouraging others to follow the rules and ask a trusted adult for help when needed.
California	K.1.8.S - Identify ways to stay safe when crossing streets, riding a bicycle, or playing.	I can point to a picture of a safety rule for crossing the street or playing and say it with help from my teacher I can match the rule to the right place (school, home, or community) when I am guided.	I can identify a safety rule for crossing the street, riding a bicycle, or playing and tell why it helps me stay safe using “This rule is fair because it helps us stay safe.” I can choose the safe option in a role-play when I have reminders from a partner or teacher.	I can follow safety routines for street crossing, bicycle or vehicle safety, and safe play during the Safety Walk and classroom practice I can explain a rule to others in my own words using the sentence stem and show safe actions in role-play without needing as much help.	I can independently demonstrate and teach safety rules for crossing streets, riding bikes/vehicles, and playing in different settings (classroom, hallway, playground, and community) I can check other students’ choices with kind reminders, encourage safe behavior, and describe what to do and who to ask for help in an emergency or unsafe situation.
California	K.1.11.S - Demonstrate how to ask trusted adults for help.	I can name a trusted adult I would ask for help at school or in my community, like a teacher or noon duty staff I can point to the help-seeking picture/symbol when I need support.	I can demonstrate how to ask a trusted adult for help by using a simple phrase (like “Can you help me?”) I can show what I should do right then (stop, stay safe, and wait) in a school situation.	I can role-play asking a trusted adult for help in different places (classroom, hallway, playground) and explain what I need help with I can use safe body choices while I wait and respond to the adult’s guidance.	I can consistently demonstrate how to ask trusted adults for help and choose the safest next step during an emergency or unsafe moment I can clearly tell others who to ask, what to say, and why it helps us stay safe and fair.
California	K.7.2.S - Show how to cross the street safely.	I can show I know a safe way to cross by pointing to the crosswalk picture and telling what to do next (stop, look, listen, cross).	I can cross safely by stopping at the curb, looking both ways, listening for vehicles, and walking across in the crosswalk with a trusted adult nearby.	I can cross safely and explain why my choices are safe by saying, “This rule is fair because it helps us stay safe,” and I can follow the steps even when it feels tricky.	I can cross safely every time and guide a visitor by demonstrating the full routine (stop, look, listen, cross) and encouraging them with a kind reminder to ask for help if they feel unsure.
California	K.1.1 - Follow rules, such as sharing and taking turns, and know the consequences of breaking them.	I can follow simple classroom rules by sharing and taking turns when I need a reminder I can try a safe choice in a role-play and say whether it is safe or needs practice using a few words.	I can follow safety rules in the classroom, hallway, and playground by sharing, taking turns, and staying in safe areas I can explain why a rule helps us stay safe by using the sentence stem: “This rule is fair because it helps us stay safe.”	I can follow safety rules during routines and group play, even when it is hard, and I can tell what might happen if we break a rule I can communicate a fair safe choice to others, encourage safe behavior, and ask a trusted adult for help using a modeled phrase.	I can consistently follow safety rules and help my group do the right thing by using fair sharing and turn-taking I can guide others through a safety station by acting out a rule, explaining the consequence of breaking it in kid-friendly words, and demonstrating how to ask a trusted adult for help.
California	K.1.3.S - Explain ways to stay safe when riding in a bus or other vehicle.	I can point to a picture or symbol of a safety rule for riding on a bus or in a vehicle and tell you “safe” or “not safe.” I can also name one trusted adult I should listen to.	I can follow a bus/vehicle safety routine by staying seated, using a safe voice/body, and listening to the driver or teacher When I show the rule, I can say it with simple words and help someone else remember.	I can explain how I stay safe while riding in a bus or other vehicle by describing what I do (stay seated, follow directions, use safe body/voice) I can choose the safe action when I see a picture and tell why it helps keep us safe and fair.	I can demonstrate and explain bus/vehicle safety clearly by guiding others through my rule actions and using the sentence stem “This rule is fair because it helps us stay safe.” If something feels unsafe or confusing, I can ask a trusted adult for help and encourage others to follow the routine.
California	K.1.2.S - Identify emergency situations.	I can point to picture symbols of emergency situations and tell a trusted adult I need help using my words or gestures I can name one safe thing I should do when I feel something is not safe.	I can identify emergency situations at school and in my community (like when I see danger or someone needs help) and tell a trusted adult right away I can act out a simple safe choice and say why it helps keep people safe using a picture cue or sentence stem.	I can describe emergency situations and explain what I should do to stay safe, including asking a trusted adult for help During role-play, I can follow safety routines (like waiting, moving to a safe place, and using help-seeking words) and tell how my choice protects others.	I can confidently recognize emergency situations, choose the safest action, and explain my reasoning in a clear, complete way: “This rule is fair because it helps us stay safe.” I can guide others during the Safety Walk Showcase by showing how to ask trusted adults for help and encouraging safe behaviors.
California	K.8.1.M - Encourage others when they engage in safe and healthy behaviors.	I can help others be safe by doing a safe choice and using kind words when I see someone following a rule (like safe play or sharing) I can say, “That helps us stay safe,” with support from a teacher or friend.	I can encourage others to be safe by reminding them to follow a classroom, school, or playground rule using a simple sentence and a friendly tone I can explain that my safe choice is fair because it helps us stay safe.	I can encourage others to be safe by noticing when rules are being followed and telling them one specific safe action to try I can role-play or guide a partner to practice a rule, and I can say, “This rule is fair because it helps us stay safe.”	I can strongly encourage others to be safe and healthy by leading by example during safety routines, role-plays, and the Safety Walk Showcase I can help others choose safe actions, ask a trusted adult for help when needed, and explain why the rule is fair and protective using “This rule is fair because it helps us stay safe.”