Funds for Fun and Safety

K, 1, 2

The purpose of this lesson is to promote helmet safety through a fundraising activity, culminating in providing helmets to children. Learners will demonstrate using their time, talent and treasure to provide for the common good.

Instructor Notes: As one of the objectives, learners will compose a friendly letter. This template consists of the date, greeting, body, signature and salutation.

Lesson Rating 
PrintThree to Four Thirty to Forty Minute Class Periods

The learner will:

  • retell safety rules for riding bikes.
  • discuss helmet safety.
  • collect data and develop a bar graph about bike helmet use in school.
  • relate the importance of volunteerism and service to the community as civic responsibility.
  • develop the aspects of time, talent and treasure which will be needed to successfully complete the task.
  • develop a plan to raise funds to buy a helmet for each student in the school.
  • recite the five parts to a friendly letter.
  • compose a friendly letter to send to parents, grandparents and friends to promote a bakeless bake sale.
  • plan a fundraiser.
  • demonstrate how s/he will be giving of his/her time, talent or treasure for the common good.
  • Guest speaker who will display safety posters and speak at an assembly on bike safety (local police or AAA could be resources to procure a speaker).
  • Benny Goes Into Business (see Bibliographical References)
Home Connection 

The friendly letter to the parent/guardian, friends of the family, or other adult is shared and returned by the learners.

  • Asche, Frank. Good Lemonade. Franklin Watts, 1976.
  • Warner, Gertrude Changler. Benny Goes into Business. Albert Whitman & Co., 1999.
  • Consumer Product Safety Commission.


  1. Anticipatory Set: Speaker will have posters on walls around auditorium as learners assemble.

  2. Speaker will discuss bike and helmet safety with learners.

    • After the assembly, in the classroom, learners will review the previous list of bicycle rules. Then make a group poster to post in the classroom with the rules cited.
    • During the next session, have learners develop a short survey that they will take to other classrooms to collect their data for a bar graph showing the helmet habits of the student body.
    • Ask, "Do you know what a survey is?" A survey is a way to find out information from other people. It has questions about a certain subject.
    • Ask, "Do you think we could write a survey to find out how many learners wear a helmet?" Assist the learners in developing a graph from this data and talk about the results of the survey. The following survey form is suggested: BICYCLE SAFETY SURVEY Directions: Put an "X" under the Yes or No Question Yes No Do you own a bicycle helmet? Do you wear your helmet all of the time when riding your bicycle? Do you wear your bicycle helmet some of the time? I have a helmet but I almost never wear it. Do the adults in your home wear bike helmets?
    • Tell the class, "Now that we have done our research and see there is a need for all learners to have a helmet, what can we do to help them?" Discuss how the class could help every student own a helmet. Discuss the word philanthropy with the learners. Write the word on the board.
    • Ask the learners what they think philanthropy means, and then decide on the following definition: Philanthropy is the giving and sharing of time, talent, or treasure intended for the common good.
    • Discuss what the class can do to raise the number of children wearing a helmet on a regular basis. Read the book, Benny Goes into Business (see Bibliographical References). Come up with fundraising ideas. Tell the class that each of them will have to make a choice if they would like to volunteer to help with the fundraiser. Tell them they have a right to make a choice not to volunteer. Make a group list of reasons why learners might volunteer to raise money for all learners to have a helmet.
    • Ask for a show of hands as to the children that would like to volunteer to raise money for helmets. Tell the class that a community comes together and organizes when they discover a need in their community. Tell them they are a community that works together and helps each other. Tell them they have discovered a need and now they need to organize. Tell the class that one possibility could be writing a letter to parents, grandparents and friends, detailing the concept of a bakeless bake sale. Explain a bakeless bake sale to the learners and talk about why this would be a good idea. A bakeless bake sale is an event in which each participant decides how much money it would cost to bake an item for a bake sale and then come to the bake sale and purchase an item. Then the person sends this much money for the bakeless bake sale and does not have to bake or purchase an item. It is a good way for grandparents who live out of town to participate and feel connected to their grandchildren's activities. It is a way for the working parents to help out when they don't really have the time to bake. (Alternate fundraising ideas could include "Pennies for Safety" or collecting pop cans for deposit redemption.)
    • Have the learners orally cite a list of jobs they can do for the bakeless bake sale: (1) compose the letter, (2) deliver the letter to parents, grandparents and friends, (3) collect the money, (4) bring the money to school, (5) count the money, and (6) keep track of how much money has been collected and how much more money is needed to reach the goal.
    • Make a list of the goals for the project. Discuss how the learners will be safer wearing their new helmets, and how it will make their community a better place when children are safer. The learners should conclude that they are benefiting the common good and their efforts are acts of philanthropy. Review these vocabulary terms.
    • During the next session, teach the components of a friendly letter which includes five components: date, greeting, body, closing and signature. Then develop a letter to go home, inviting people to participate in a bakeless bake sale. Collect the money and count it. Decide if another fundraiser is needed. If so, see the next session.
    • During the next session, develop a letter to go home detailing a lunchtime fundraiser. This would be at a later date, after the bakeless bake sale has taken place. One suggestion would be to have each child bring pre-bagged popcorn, in sandwich-size zip lock bags, to sell to the student body on the lunch hour. Possibly, Room Mothers would volunteer to help with this project. Reflection Activities:Pre-Service Activity: Learners should draw a picture of what they believe the problem is. Examples: falls from bicycles, lack of funds; or their feelings toward safety: happy, sad or questioning faces.During reflection: Learners should record on tapes how they feel about what they are doing and what they have discovered or learned. Big posters may be placed around the room so learners can write philanthropy words they have learned from the activity and draw pictures to explain the terms.After the Activity is Completed: Learners may use a banner to describe their completed activity. They should discuss with the instructor and among themselves what were the parts of the activity that worked the best, what could be improved on and if they could recommend this to another group of learners.

Learners will recite bicycle safety rules and produce a group list of safety rules to post in the classroom. Learners will develop a survey and a graph showing helmet habits of student body. After learning the five components of a friendly letter and completion of a friendly letter to parents/guardians or family friends, use the following rubric: Assessment Rubric for Friendly Letter 4 points Letter contains all five components necessary for a friendly letter: date, greeting, body, closing and signature with appropriate spelling and grammar. 3 points Letter contains four of the five components necessary for a friendly letter and conforms to format rules with some accuracy of grammar and spelling. 2 points Letter contains some components necessary for a friendly letter. 1 point An attempt is made to write a friendly letter. Celebration: As a required element of Service Learning, participants should have a means to celebrate their success. Parent or community volunteers could provide real treats. Certificates and awards for participants can be made and presented in a meeting with parents and guardians.

Cross Curriculum 

None for the assembly. Fundraisers to obtain money to buy helmets.Instructor's Note: The following describes what is commonly known as a "bakeless" bake sale. It is a way for distant family members and friends to become involved with their children's activities.A "bakeless" bake sale is an event in which each participant decides how much money it would cost to bake an item for a bake sale and then come or send the funds to the bake sale. The person sends this much money for the bakeless bake sale and does not have to bake or purchase an item. It is suggested that the learners prepare thank you cards or certificates of appreciation for each contribution to the bakeless bake sale helmet fund.

Philanthropy Framework

  1. Strand PHIL.I Definitions of Philanthropy
    1. Standard DP 01. Define Philanthropy
      1. Benchmark E.1 Define philanthropy as the giving and sharing of time, talent, or treasure intended for the common good.
      2. Benchmark E.3 Recognize that citizens have a responsibility for the common good as defined by democratic principles.
    2. Standard DP 04. Operational Characteristics of Nonprofit Organizations
      1. Benchmark E.1 Describe how citizens organize in response to a need.
  2. Strand PHIL.II Philanthropy and Civil Society
    1. Standard PCS 05. Philanthropy and Government
      1. Benchmark E.7 Describe why the classroom, school, or neighborhood is a community governed by fundamental democratic principles.
  3. Strand PHIL.III Philanthropy and the Individual
    1. Standard PI 01. Reasons for Individual Philanthropy
      1. Benchmark E.1 Describe one reason why a person might give or volunteer.
  4. Strand PHIL.IV Volunteering and Service
    1. Standard VS 01. Needs Assessment
      1. Benchmark E.2 Research the need in the school, neighborhood, local community, state, nation, or world.
    2. Standard VS 03. Providing Service
      1. Benchmark E.1 Provide a needed service.
      2. Benchmark E.2 Describe the goals of the project and their impact.
      3. Benchmark E.3 Describe the task and the student role.