Grade 1 Life Skills: Keeping My Body Safe – Week 7 Term 3

Lesson Overview

This lesson focuses on teaching Grade 1 learners essential body safety concepts in an age-appropriate, sensitive manner. The lesson emphasizes recognizing safe and unsafe situations, understanding body boundaries, and knowing trusted adults to tell when feeling unsafe.

Curriculum Alignment

CAPS Content Area: Personal and Social Well-being
Specific Aims:

• Guide learners to understand personal safety and body autonomy
• Develop skills to recognize and respond to unsafe situations
• Foster trust relationships with responsible adults

Learning Outcomes:

• Learners can identify safe and unsafe situations
• Learners understand the concept of body boundaries
• Learners can name trusted adults they can talk to

Learning Objectives

By the end of this lesson, learners will be able to:

• Distinguish between safe and unsafe touches
• Understand that their body belongs to them
• Identify at least 2 trusted adults they can talk to
• Practice saying “No!” assertively when feeling uncomfortable
• Understand the importance of telling a trusted adult about unsafe situations

Key Vocabulary (Top 5 Most Important Terms)

1. Safe touch: Touches that make you feel comfortable and happy (like hugs from family)
2. Unsafe touch: Touches that make you feel uncomfortable, scared, or confused
3. Private parts: Parts of your body covered by your underwear
4. Trusted adult: A grown-up you know well and can tell anything to
5. Body boundaries: Rules about your body that help keep you safe

Previous Learning

What learners should already know:

• Basic body parts (from “My Body” topic in Term 2)
• The difference between feelings (happy, sad, scared)
• Basic safety rules (from home and school safety topics)

Connection to prior lessons:

• Builds on Term 2’s “My Body” and “Safety in the Home” topics
• Connects to ongoing discussions about feelings and emotions

Resources and Materials

• Story: “My Body Belongs to Me” by Jill Starishevsky (or similar age-appropriate book)
• Body outline worksheets
• Scenario picture cards (safe and unsafe situations)
• Green and red crayons/markers
• “My Trusted Adults” worksheet
• Flip chart paper and markers
• Simple hand mirror (optional)

Lesson Structure

Beginning (Introduction) – 10 minutes

Hook/Attention Grabber:

• Circle time discussion: “What makes you feel safe and happy at home?”
• Allow learners to share 2-3 responses

Introduction Activities:

• Sing the “Head, Shoulders, Knees and Toes” song to review body parts
• Introduce the lesson by explaining we’ll learn about keeping our bodies safe
• Establish that everyone’s body is special and belongs only to them

Middle (Main Lesson Activities) – 40 minutes

Direct Instruction:

• Read selected pages from “My Body Belongs to Me” or similar story
• Explain the difference between safe touch (hugs from family, doctor checking when sick) and unsafe touch
• Discuss the “underwear rule” – private parts are covered by underwear and are private
• Introduce the concept that if something makes them feel uncomfortable, it’s okay to say “No!”

Guided Practice:

• Complete body outline worksheet together, coloring safe touch areas green and private areas red
• Discuss trusted adults as a class and create a list on the board (parents, teachers, family members)
• Practice saying “No!” loudly and clearly together
• Role-play appropriate responses: “No, stop!” and “I’m going to tell [trusted adult]”

Independent Practice:

• Learners complete their own “My Trusted Adults” worksheet with drawings and names
• Small group activity: sort scenario cards into “safe” and “unsafe” categories
• Practice the “Tell, Tell, Tell” rule in pairs – keep telling until someone helps you

End (Conclusion) – 10 minutes

Consolidation Activity:

• Review the three important safety rules: “Say No,” “Get Away,” “Tell a Trusted Adult”
• Quick recap using the “Body Safety Chant”: “My body belongs to me, I can say no if I need to be free!”

Exit Ticket/Quick Assessment:

• Each learner draws one trusted adult they can talk to and shares with a partner
• Ask: “What will you do if someone makes you feel uncomfortable?”

Assessment and Checks for Understanding

Formative Assessment:

• Observe learners during discussions for understanding of concepts
• Check completion of body outline worksheet for accuracy
• Listen to peer conversations during pair work
• Monitor responses during scenario sorting activity

Summative Assessment:

• “My Trusted Adults” worksheet completion
• Participation in scenario sorting activity
• Demonstration of assertive “No!” response

Success Criteria:

• Learners can name at least 2 trusted adults
• Learners can identify the difference between safe and unsafe touch
• Learners can demonstrate saying “no” assertively
• Learners understand that private parts are private

Differentiation Strategies

For learners who need support:

• Use visual aids and picture cards for non-readers
• Pair with a buddy for activities
• Provide additional one-on-one explanation during independent work
• Use simple, concrete language and repeat key concepts

For advanced learners:

• Ask them to help explain concepts to peers
• Have them create additional scenarios for the class
• Encourage them to think of safety rules for different situations (home, school, playground)
• Let them be “safety helpers” during activities

For learners with barriers to learning:

• Use simple, clear language and repeat key concepts
• Provide drawings instead of written responses where needed
• Allow extra time for processing and responding
• Use tactile and visual learning approaches

Homework/Extension Activities

• Talk to a family member about who their trusted adults are at home
• Practice the safety rules with family members
• Draw a picture showing a safe situation at home
• Complete the “My Safety Team” activity with parents/caregivers

Teacher Notes and Sensitive Topic Guidelines

Key Teaching Tips:

• Emphasize that children are never in trouble for telling about uncomfortable situations
• Focus on empowerment rather than fear
• Use positive, affirming language throughout
• Be prepared to provide individual support if needed
• Follow up with parents/caregivers about the lesson content

Reflection Notes

What worked well:

• [Teacher to complete after lesson]

What could be improved:

• [Teacher to complete after lesson]

Notes for next lesson:

• [Teacher to complete after lesson – may include follow-up on concepts that need reinforcement]

Additional Resources

Recommended Books:

• “My Body Belongs to Me” by Jill Starishevsky
• “It’s My Body” by Lory Britain
• “No Means No” by Jayneen Sanders

Online Resources:

• National Child Safety Office resources (Australia)
• Body Safety Education materials
• Parent information sheets on body safety

Professional Development:

• Consider attending workshops on child protection and body safety education
• Familiarize yourself with your school’s child protection policies

---

This lesson plan is aligned with the South African CAPS curriculum for Foundation Phase Life Skills and incorporates best practices for age-appropriate body safety education.