Grade 1 Keeping My Body Safe Lesson Plan: Life Skills

Lesson Plan Title:

Grade 1 Life Skills Lesson Plan: Keeping My Body Safe

Materials Needed:

  • Picture cards or flashcards showing safe and unsafe situations
  • A whiteboard and markers
  • A storybook about personal safety (e.g., “No Means No!” by Jayneen Sanders)
  • Worksheets with illustrations of scenarios
  • Colouring supplies (crayons, pencils)

Learning Objectives:

By the end of the lesson, students will be able to:
1. Identify safe and unsafe situations.
2. Understand the concept of personal boundaries.
3. Recognise the importance of saying “No” in unsafe situations.
4. Name trusted adults they can go to for help.

Vocabulary:

  1. Safe – Free from harm or danger.
  2. Unsafe – Involving danger or risk.
  3. Boundaries – Imaginary lines that set limits on how close someone can get to you or touch you.
  4. Trusted Adult – An adult whom you know well and trust to keep you safe.
  5. Consent – Saying yes or giving permission.

Previous Learning:

Students have previously learned about general hygiene practices, like washing hands and brushing teeth. This lesson will build on the idea of caring for oneself by focusing on personal safety and boundaries.

Anticipated Challenges and Solutions:

  • Challenge: Children might struggle with the concept of personal boundaries.
  • Solution: Use simple, relatable examples and interactive activities focusing on saying “No” to unwanted touch.
  • Challenge: Children may feel uncomfortable discussing topics of personal safety.
  • Solution: Create a safe, open, and supportive environment. Encourage students to share their thoughts and feelings without judgement.

Beginning Activities (4 minutes):

  1. Introduce Learning Objectives: Briefly explain what students will learn in the lesson.
  2. Warm-Up Activity: Activate prior knowledge by discussing hygiene. Ask questions like: “Who remembers why we wash our hands?” Transition to the idea of keeping our bodies safe and introduce safety as another way to take care of ourselves.

Middle Activities (32 minutes):

  1. Direct Instruction (8 minutes):
  2. Read the storybook about personal safety to the class.
  3. Discuss the key points from the book, such as recognising unsafe situations and identifying trusted adults.

  4. Guided Practice (10 minutes):

  5. Show picture cards or flashcards depicting safe and unsafe situations. Discuss each scenario with the class.
  6. Ask students to give a thumbs up for safe situations and a thumbs down for unsafe situations.

  7. Interactive Activity (10 minutes):

  8. Introduce the concept of personal boundaries through a role-playing game.
  9. Have students practice saying “No” firmly in response to different unsafe scenarios presented by the teacher.
  10. Reinforce the importance of talking to a trusted adult if they feel unsafe.

  11. Independent Practice (4 minutes):

  12. Hand out worksheets with illustrations of different scenarios.
  13. Ask students to colour the pictures depicting safe situations and cross out those depicting unsafe situations.

End Activities (4 minutes):

  1. Exit Ticket:
  2. Ask each student to name one thing they learned about keeping their body safe.
  3. Collect verbal responses to gauge understanding and address any misconceptions.

Assessment and Checks for Understanding:

  • Picture card activity (understanding safe vs. unsafe situations)
  • Role-playing game (ability to say “No” and identify trusted adults)
  • Worksheet activity (recognising safe and unsafe scenarios)
  • Exit ticket verbal responses

Differentiation Strategies for Diverse Learners:

  • Scaffolding: Use additional visual aids and simpler language for students who may struggle.
  • Extension: Provide advanced students with scenarios to discuss in more depth or create their own safety posters to present to the class.
  • Individual Support: Spend extra time with students who need more assistance during the independent practice.

Teaching Notes:

  • Keep the classroom atmosphere supportive and non-judgemental to ensure students feel comfortable participating.
  • Use inclusive language that respects all students’ backgrounds and experiences.
  • Be aware of any signs of discomfort and provide one-on-one support as needed.
  • Ensure all materials are accessible to students with disabilities. For example, provide large-print worksheets for visually impaired students.

By focusing on practical examples and interactive activities, this lesson aims to effectively teach young students about the importance of personal safety and empower them to protect themselves in various situations.