Grade 3 Keeping My Body Safe Lesson Plan: Life Skills

Lesson Plan Title:

Grade 3 Life Skills Lesson Plan: Keeping My Body Safe

Materials Needed:

  • Illustrative posters or pictures
  • Flashcards with key terms
  • Whiteboard and markers
  • Worksheets
  • Storybook on body safety (if available)
  • Computer or projector for any digital resources or videos

Learning Objectives:

By the end of the lesson, students should be able to:
1. Understand the concept of personal boundaries and body safety.
2. Recognise safe and unsafe touch.
3. Identify trusted adults they can talk to if they feel unsafe.
4. Demonstrate ways to assertively say “no” to uncomfortable situations.
5. Understand the importance of body autonomy.


  1. Boundaries – The limits we set to protect ourselves.
  2. Safe Touch – Touches that make you feel comfortable and are allowed (e.g., a hug from a parent).
  3. Unsafe Touch – Touches that make you feel uncomfortable or scared.
  4. Body Autonomy – The right to control what happens to your body.
  5. Trusted Adults – Grown-ups who you can confidently talk to about your feelings and concerns.

Previous Learning:

Students have learned about general safety rules, such as road safety and playground safety. They are familiar with concepts of trusted adults and basic personal safety in different environments.

Anticipated Challenges and Solutions:

  • Challenge: Students may feel shy or uncomfortable discussing body safety.
  • Solution: Create a supportive environment and use age-appropriate language. Use storytelling and role-play to make the topic more relatable.
  • Challenge: Students may not immediately understand the concept of different types of touch.
  • Solution: Use clear, concrete examples and visual aids to provide clarity.

Beginning Activities (4 minutes):

  1. Introduction (2 minutes): Briefly talk about the importance of keeping our bodies safe and understanding what is appropriate and inappropriate behaviour.
  2. Activate Prior Knowledge (2 minutes): Ask students to recall a time when they followed a safety rule (e.g., road safety) and how it made them feel safe.

Middle Activities (32 minutes):

  1. Direct Instruction (10 minutes):
  2. Define and explain key terms using flashcards and illustrative posters.
  3. Discuss the difference between safe and unsafe touch.
  4. Explain the importance of body autonomy and the right to say “no”.
  5. List trusted adults in students’ lives like parents, teachers, or family members.

  6. Guided Practice (12 minutes):

  7. Storytime (6 minutes): Read a storybook about body safety where characters navigate different situations safely.
  8. Role-Play (6 minutes): In pairs or small groups, have students practice how to say “no” assertively and seek help from a trusted adult. Provide scenarios and guide them through appropriate responses.

  9. Independent Practice (10 minutes):

  10. Provide worksheets where students draw or write about safe touches and unsafe touches.
  11. Have students list their trusted adults and write down ways to assertively refuse uncomfortable situations using provided phrases.

End Activities (4 minutes):

  1. Exit Ticket Activity (4 minutes):
  2. Each student shares one thing they learned about keeping their body safe.
  3. Collect worksheets and briefly review a few to ensure understanding.

Assessment and Checks for Understanding:

  • Observing students’ participation during discussions and role-play.
  • Reviewing drawings and lists on worksheets to check for understanding.
  • Listening to each student’s exit ticket sharing for comprehension.

Differentiation Strategies for Diverse Learners:

  • For Visual Learners: Use plenty of pictures and visual aids.
  • For Kinesthetic Learners: Incorporate more role-playing activities.
  • For ELL (English Language Learners): Simplify language, use picture cues and provide translations if needed.
  • For Advanced Learners: Provide more complex scenarios for role-play where they solve problems with assertiveness and autonomy.

Teaching Notes:

  • Ensure stories and examples used are culturally sensitive and relevant to the students.
  • Use inclusive language and ensure every student feels their body boundaries are respected.
  • Address questions with care and reinforce the support system available to students (parents, teachers, school counsellors).
  • Be mindful of students’ backgrounds—some may have experienced trauma. Approach the topic with sensitivity, and know resources available for follow-up support.

Accessibility Considerations:

  • Ensure materials are accessible for students with visual or hearing impairments (e.g., large print texts, audio descriptions).
  • Provide extra support for students with different learning disabilities, ensuring they can participate fully in all activities.

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