Name the Danger

Lesson Plan

Grade(s): 1 Unit: We Stay Safe!

Lesson: 2 of 5

H&PE Curriculum Expectations

2019 H&PE Curriculum Expectations: A1.4, A1.5, A1.6, D2.4, D3.1

Materials
12 Index cards with scenarios recorded on them

Teacher Resource: Anecdotal Recording Chart

Learning Goals
We are learning about actions we can take to keep ourselves safe at home and school including asking
for help.

We are learning about potential risks and how to avoid injuries at home, in our community, outdoors,
and when online.

Overall Assessment
Using an Anecdotal Recording Chart, observe and note students’ application of motivation, self-awareness,
and critical thinking skills and their knowledge of how to stay safe and avoid injuries in various situations.

Minds-On
Share the learning goals with the class and co-construct success criteria with students. Consider posting the
success criteria in the learning space for reference throughout the lesson.

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Use the following prompts to lead a large-group discussion.

Teacher prompt: “What do you do to stay safe and avoid injuries at home and when online?”

Student responses:

“I only take medicine if my parents/guardians/caregivers give it to me.”

“I make sure an adult is with me when I’m doing things in the kitchen. I do not use a knife or other
sharp tools on my own. I don’t touch cleaning products that are marked with danger symbols.”

“I follow household rules about being online and using devices.”

“I only use the sites or apps that a parent or trusted adult has set up for me.”

Teacher prompt: “There are many different safety rules all around. Turn to the person next to you. Share a
safety rule for playing outdoors.”

Wait for an appropriate amount of time and then choose a pair of students to share their ideas.

Student responses:

“I need to wear a hat and sunscreen to stay safe outdoors.”

“I wear a helmet* when I ride my bike or tobogganing.”

“I never swim alone.”

“I cross the street only at a traffic light / crosswalk / corner. I look carefully both ways to make sure no
cars are coming before crossing. I make sure that the drivers can see me, and that I am not hidden by
bushes or cars.”

Action
Prior to the activity, record each of the scenarios below on an index card using text or graphics as
appropriate.

Have students form groups of 2–3. Give each group one index card with one of the following scenarios
written on it. Have groups look at / read their scenario and identify what is happening in the picture/text, then
explain what they would do in that situation.

After an appropriate amount of time, have groups return their first card and allow a different group
representative to select another card. Continue the activity as time permits.

Once groups have had an opportunity to respond to some of the scenarios, explain each scenario and have
groups share their responses. Student responses may include any of the following:

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Scenario: “You find matches on the floor at home. What do you do?”

Response: “Give them to an adult right away. Do not play with them.”

Scenario: “You see toys on the stairs at home. What do you do?”

Response: “Pick them up and put them away. Tell your parents. Do not leave them there.”

Scenario: “Your sister starts to ride her bike without her helmet on. What do you do?

Response: “Shout, ‘Stop!’ and tell your parents. Tell her it is not safe.”

Scenario: “Your neighbour smokes in her car when taking you and your friend to swimming lessons.
What do you do?”

Response: “Ask her to stop. Tell another trusted adult.”

Scenario: “You see pills on the table at a friend’s house. What do you do?”

Response: “Do not touch them. Tell your friend’s parent(s)/guardian(s).”

Scenario: “You are very hot and think about the swimming pool in your neighbour’s backyard. The
gate is open. What do you do?”

Response: “Do not go in. Never go swimming without an adult.”

Scenario: “Your ball goes into the road. What do you do?”

Response: “Go get an adult to help. Never chase a ball into the road.”

Scenario: “The stove is on. What do you do?”

Response: “Tell an adult. Do not try to turn it off, and never touch hot surfaces.”

Scenario: “You are in your kitchen and you see a bottle of liquid on the counter with symbols on it.”

Response: “I don’t touch it because it could be something to clean with and the symbols mean it is
dangerous.”

Scenario: “You go to the beach with your family on a hot and sunny day. What do you do?

Response: “Wear sunscreen and a hat and bring lots of water.”

Scenario: “Your baby brother starts to put stickers in his mouth. What do you do?”

Response: “Tell an adult right away. Take them away from him. He could choke.”

Scenario: “Your friend wants you to open up an application on a computer. What do you do?”

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 Response: “I shouldn’t open it until I ask an adult if it is ok. I follow rules about being online and using
devices.”

Scenario: “You notice that a new student at school is opening a chocolate bar that contains peanuts.
There is a boy in your class with an allergy to nuts. What do you do?”

Response: “Tell the new student that there are students at the school who are allergic. Tell the student
to put the chocolate bar in her or his backpack and to wash her or his hands right away. And tell a
member of the school staff.”

Scenario: “Your babysitter is often vaping when they are taking care of you. What do you do?”

Response: “Ask them to stop. Tell a trusted adult.”

Consolidation
Review the learning goals and co-constructed success criteria. Have students work with a partner to identify
what those goals look liked and sounded like during class.

Using the Thumbs-Up Strategy, have students self-assess their ability to achieve the lesson Learning Goals.

Notes to Teachers
Regarding helmets: It is important for students and parents to understand that helmets are designed primarily
to prevent injury to the skull and that there is no current evidence that they prevent concussion. Helmets do
not stop the brain from moving within the skull. (Extracted from Ontario Ministry of Education. (2019). The
Ontario Curriculum, Grades 1–8: Health and Physical Education, page 109 .)

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