LESSON PLAN Year Four Learning Objectives/National Curriculum Links PSHE: 3a, 3b, 3e, 3g Science: Sc2 5f English:

: En1 3a, 3b, 3c, 3d; En3 9b, 9d, 10, 11, 12 What you will need Sheet of thin card, sticky tape, lolly stick and coloured markers for each child Squeezy paint and liquid soap 2 or 3 bowls of lukewarm water Blindfolds for 2 or 3 children Activities 1. Ask children to draw around one of their hands on the sheet of card. Once they have cut round the outline they should fix a lolly stick to the back and bottom so that they can hold it up easily (10 mins) 2. Gather the children together, ask them to bring their hands with them. What are hands used for? When and why is it important to wash your hands? How would you wash your hands properly? Write up the answer to the last question as a numbered list of instructions (10 mins) 3. Ask for a small number of volunteers and smear a mixture of paint and liquid soap on their hands. Blindfold the children and ask them to wash their hands as they would normally do (5 mins) 4. Remove the blindfolds and ask the children to hold up their hands. Discuss why some parts of their hands are still covered in paint. Talk about bacteria/germs and emphasise how small they are and cannot be seen. If the hand washing exercise didnt get rid of all the paint it would not have got rid of any bacteria/germs on the childrens hands either (10 mins) 5. Ask the children to wash their hands again, this time without the blindfolds. Children should be able to appreciate how thorough a hand washing needs to be to remove all the paint. They should be similarly thorough if they want to remove any bacteria/germs on their hands (5 mins) 6. In the light of what they have discovered about hand washing, are there any changes that the children need to make to their list of instructions for proper hand washing? Try to keep the number of instructions limited and the content of each instruction fairly brief (5 mins) 7. The children should write the list of instructions on the front of their hands in a clear and colourful manner (15 mins)

Additional Activities 1. Extend discussion so that children understand particular importance of washing hands properly after handling animals. 2. Extend concept of cleaning up to link with Science work on habitats and Geography work on the environment.

LESSON PLAN Year Four Learning Objectives/National Curriculum Links PSHE: 2a, 3e, 3f, 4a English: En1 3a, 3b, 3c, 3d, 3e, 10a, 10b; En2 3g

What you will need Scrap paper and pencil for each child Enough risk worksheets for every pair to have one Enlarged copy of risk worksheet for brainstorm session

Activities 1. Hand out pieces of scrap paper. Give the children 5 mins to draw someone their own age doing something risky. Once the time is up ask the children to stop drawing and, instead, write about what is happening in the picture. After 5 mins ask them to write about what makes the activity risky. Finally, after a similar interval, ask them to draw themselves in the picture what would they be doing, saying or thinking if they were there? (20 mins) 2. If some individuals are willing, look at a selection of the childrens ideas. Use this time to clarify their understanding of the terms risk and hazard (see planning framework for useful definitions). These pieces of work will also act as a useful assessment tool and you might like to repeat the activity once the block of lessons is complete to see whether understanding of concepts has improved (10 mins) 3. Hand out a worksheet to each pair of children. Ask the children to identify the level of risk involved in each of the areas described. Give each a number indicating the level of risk according to the key and write down what the risk(s) would be. (20 mins) 4. Gather the class together and look at their responses to the task. Using the enlarged version of the worksheet, discuss any differences between answers and use the opportunity to review, consolidate and extend understanding. Are some risks worth taking? Why? Is there a need for an element of risk to make some things more enjoyable? (10 mins)

Additional Activities 1. Teachers might like to create their own version of the worksheet with risky activities particularly appropriate to their class (see blank proforma). 2. Would you be prepared to take greater risks with an adult or friends than you would alone? 3. Which risks could you do something about? Which could not be altered?

Whats the Risk?

1 = no risk at all 4 = definitely risky 2 = a little risky 5 = very risky 3 = quite risky

1. Crossing the road without looking.

Being knocked down and badly injured or killed.

2. Answering a question in class.

3. Cycling without lights.

4. Jumping into deep water even though you cant swim.

5. Not brushing your teeth.

6. Playing sport.

7. Pretending to be ill.

8. Telling lies.

9. Going out without telling your parents.

10. Taking something without asking.

What's the Risk?

1 = no risk at all 4 = definitely risky 2 = a little risky 5 = very risky 3 = quite risky

LESSON PLAN Year Four Learning Objectives/National Curriculum Links PSHE: 2a, 3e English: En1 3a, 3b, 3c, 3d, 3e; En3 9b, 9c, 9d, 11, 12 What you will need Enlarged version of risk assessment worksheet and broad coloured markers Worksheet and coloured pencils for each child

Activities 1. Think back to the last lesson. What is a risk? What is a hazard? Consolidate understanding using definitions provided in planning framework (5 mins) 2. Use enlarged version of first worksheet to introduce the children to the concept of risk assessment. The definition of risk assessment provided in the planning framework might help with this. Ask the children to think of an everyday activity that might present some risks. If no suggestions are forthcoming make some of your own eg making a cup of tea, cleaning out the rabbit etc (5 mins) 3. Use whatever activity you are risk assessing to complete the title on the worksheet eg Risk Assessment of Making a Cup of Tea. Encourage the children to think about all the possible hazards that might be a part of this activity, eg filling kettle scald, electric shock, boiling water scald, and list them down the first column of the table. Go on to complete the remaining columns for each hazard identified (20 mins) 4. There are precautions that we should make a part of our daily routines to stop accidents happening. Fires cause the most serious accidents in our homes. At night we are unlikely to realise that a fire has started unless we have a smoke alarm. Smoke alarms do a great job in preventing death or serious injury from fire but they cannot stop fires happening in the first place. What could we make a part of our nightly routine to prevent fires from starting in our homes? Brainstorm and write up suggestions (5 mins) 5. Using the second worksheet, children should design a poster to illustrate to other children what they need to do at night to make sure their home is safe (20 mins) 6. Gather children together to look at posters. Review main points that emerged in brainstorm. Did anyone have any new suggestions? (5 mins)

Additional Activities NB See following page for the nightly routine advised by the fire service.

Last Thing at Night

You are more likely to be killed or injured in a fire during the night get used to checking your home before you go to bed.

The things to check are: Switch off and unplug any appliances you are not using or Switch off and unplug any appliances you are not using or are not designed to be left on continuously, eg VCRs or are not designed to be left on continuously, eg VCRs or freezers freezers Check that the cooker is turned Check the cooker is turned off off Dont leave washing machines or tumble dryers on Dont leave washing machines or tumble dryers on Turn off heaters and put up fire guards Turn heaters off and put up fire guards Put out candles and cigarettes properly Put out candles and cigarettes properly Close inside doors Close inside doors Make sure that door and window keys are in the agreed Make sure that door and window keys are in the agreed place place

Risk Assessment of_________________________

Hazard

Who is at risk?

Anything already making it safer?

Risk

Anything that can be done to make it even safer?

LESSON PLAN Year Four Learning Objectives/National Curriculum Links PSHE: 3e, 3f English: En1 3a, 3b, 3c, 3d, 3e; En3 10, 11, 12

What you will need Worksheet for each group Scrap paper for additional notes if necessary

Activities 1. Peer pressure is not usually overt force or pressure, but is more likely taking a lead from someone else/going along with the group/doing what others do. Although we all now have a better idea about how to keep ourselves safe at home, it is sometimes difficult to do the right thing if others want to do something else (5 mins) 2. Discuss the first scenario on the worksheet with the whole class: - What is wrong with this? - What are the risks? - What could happen? (5 mins) 3. Why might people go along with it? - Too embarrassed to say anything - Dont want to spoil the fun - Dont want to be bossy (10 mins)

4. What could they do or say? - Thats dangerous I dont want to take a risk - Lets check with an adult just to be safe - Stand up for yourself but be polite, rather than bossy, aggressive or rude (10 mins) 5. Ask the children to work in small groups to discuss the other scenarios on the worksheet. Write these questions on the board to guide their discussion. What is wrong with this? What are the risks? What could happen? Why might people go along with it? What could they do or say? Group members should take turns to make notes on their answers to these questions for each scenario (20 mins) 6. After about 20 minutes bring the class back together. Choose one scenario and ask for suggestions about how to deal with it from the different groups. Emphasise and reinforce safety issues and assertive responses (10 mins)

Additional Activities 1. Use the theme of behaving responsibly for a class assembly. This would be a good opportunity to address issues of peer pressure as well as a chance to disseminate safety messages.

Home Safety Scenarios

For each of the scenarios, discuss and make notes of the answers to these questions: What is wrong with this? What are the risks? What could happen? Why might people go along with it? What could they do or say?

1. A group of friends are playing at one familys house. Some of them suggest lighting a fire in the garden using matches they have seen in the kitchen. 2. A group of friends are playing computer games in the bedroom of one person. One of them uses an asthma inhaler and some of the others ask if they can try it. 3. A brother and sister are making breakfast in bed for their Mums birthday. They have been told never to use the kettle but the older sister is keen to make Mum a hot cup of tea. 4. Two friends have been left alone at one familys house while Dad goes to pick up a younger brother. They have a bar of chocolate that is difficult to break and share so one of them suggests using a sharp knife. 5. A group of friends are playing upstairs in one familys house. Some of them say it would be fun to use a tray to slide down the stairs like a toboggan.