Teaching Techniques zyx Teaching Agricultural Health and Safety to Elementary School Students zyxw Karen zyxwvuts D. Liller zyxwvutsrq griculture represents one of the most dangerous indus- A tries in the United States,] often with machinery being the leading cause of death. Agriculture is particularly unique with respect to children and adolescents, because the workplace also can include the home environment. However, all children can encounter risk on farms or ranches, even if they only visit these settings occasionally. Recent data indicate an average of 104 deaths per year in the United States due to injuries occurring on farms for children and adolescents 19 years and younger.* Schools provide an important conduit for teaching agricultural health and safety. All children can benefit from this infor- mation, not just those living in rural settings. For elemen- tary schools to become excited about the topic, enhanced school and community involvement should be promoted. At the conclusion of this technique students will be 1. Describe the major agricultural health and safety hazards for children and adolescents in the nation, the state, and the local community. 2. Abstract information from the Internet, library sources, newspapers, and personal contacts applicable to agricultural hazards and methods of prevention. 3. Create a poster, and portions of a memory book, that demonstrate knowledge about health and safety hazards for children and adolescents. able to: 4. Explain findings from this class project to visitors. Materials and resources for this technique include access to computers and the Internet (preferably); a library, news- papers, media, and personal sources; stiff poster board, magazines, and other materials for a collage; other visuals of hazards; and writing instruments. zyxwvutsr Karen D. Liller, PhD, Associate Professor and Director of Education, Deep-South Agricultural Health and Safety Center, University zyxwvuts of South Florida, College of Public Health, 13201 Bruce B. Downs Blvd.. Tampa, FL 33612; (kliller@hsc.ustedu). This article was submitted March zyxwvutsr 9, 2001, and accepted for publication June 4, 2001. This technique works best with elementary students in grades 4-6. Discuss information on agriculture and agricul- tural hazards with students prior to the activity. This mater- ial may be incorporated into an injury preventionlhealth education lesson that focuses on dangers in the environ- ment. Part I. After receiving instruction on the role of agricul- ture in the state and local community, and the related hazards, students focus on one of the hazards discussed. They use outside sources to find information, including ways to decrease risks for children and adolescents. For example, from the “Farm Safety 4 Just Kids” web site (http://www.fs4jk.org), information can be found regarding tractor hazards. In many cases children who were victims were the extra riders on the tractors and fell off or were thrown from the tractor. To protect children from such hazards, rules such as allowing no riders on tractors must be followed. Students without access to the Internet can receive this information from “Farm Safety 4 Just Kids” with a request by phone or letter. Students may work in pairs or alone, but each group or student should choose a unique hazard. Students using computers may use a search engine, but they also should refer to the Internet sites in Figure 1 for information on farm hazards. In searching these sites, instruct students to look for fact sheets related to agriculture, children and agri- culture, and other specific information. Students also should search for information from their state’s department of agriculture and state and community cooperative exten- sion services. Encourage students to review reference books and other materials in the library and contact the sites directly for information. In addition, students should search local newspapers for reports of children’s agricultural injuries or deaths. They should note whether agricultural injuries due to the hazard are realistically portrayed on TV or in movies. Students should check local television stations or movie listings to view shows that depict events in agricultural settings. The instructor should allow students time in class for research and assist them in locating infor- mation. Part 11. While reviewing the sources from Part I, more specific information about the hazard and how if affects the Journal of School Health December 2001, Vol. 71, No. 10 495