Grade 4 Life Skills: Personal Safety and Body Safety – Week 8 Term 3

1. Body Boundaries

The invisible lines around our bodies that define what touches are appropriate and inappropriate

2. Trusted Adult

A grown-up who cares about you and whom you can talk to when you need help or feel unsafe

3. Safe Touch

Touches that are appropriate, wanted, and make you feel comfortable (like hugs from family)

4. Unsafe Touch

Touches that are inappropriate, unwanted, or make you feel uncomfortable or confused

5. Personal Safety

The practices and knowledge that help keep your body, mind, and feelings protected from harm

Hook Activity:

Circle time discussion: “What makes you feel safe and happy at home?” Allow learners to share 2-3 responses, creating a positive, safe atmosphere.

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 ground rules: speak respectfully, listen to others, ask questions if confused

Direct Instruction (15 minutes):

• Read selected pages from “My Body Belongs to Me” or similar age-appropriate 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 of body boundaries using simple language

Guided Practice (15 minutes):

• 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
• Practice saying “No!” loudly and clearly together
• Role-play appropriate responses to uncomfortable situations

Independent Practice (10 minutes):

• 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

Consolidation Activity:

Review the three important safety rules: “Say No,” “Get Away,” “Tell a Trusted Adult”

Exit Ticket:

Each learner draws one trusted adult they can talk to and shares with a partner

📝 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 participation in role-play activities

📋 Summative Assessment

• “My Trusted Adults” worksheet completion
• Participation in scenario sorting activity
• Demonstration of safety rules through role-play

🤝 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
• Provide leadership roles in group discussions

♿ For learners with barriers:

• Use simple, clear language and repeat key concepts
• Provide drawings instead of written responses where needed
• Allow extra time for processing and responding
• Use multi-sensory approaches (visual, auditory, kinesthetic)

✅ What worked well:

[To be completed after lesson – note learner engagement, understanding, participation levels]

🔧 What could be improved:

[To be completed after lesson – identify areas for improvement in delivery or activities]

📝 Notes for next lesson:

[To be completed after lesson – may include follow-up on concepts that need reinforcement or extension activities]