Daniel Morcombe Child Safety Curriculum
/Prep–Year 2
Lesson: Recognise – Safetyclues (2 of 9)
Australian Curriculum: Health and Physical Education
Content descriptions
/Personal, social and community health
Foundation Year
Being healthy, safe and active
Identify people and demonstrate protectivebehaviours that help keep them safe and healthy(ACPPS003)Contributing to healthy and active communities
Identify actions that promote health, safety and wellbeing(ACPPS006)
Year 1 and 2 band
Being healthy, safe and active
Practise strategies they can use when they need help with a task, problem or situation(ACPPS017)Note:The Daniel Morcombe Child Safety Curriculum has been aligned to the DRAFT Australian Curriculum: Health and Physical Education (Version 6.0). Teachers should ensure they check the alignment of the Daniel Morcombe Child Safety Curriculum with the final version of the Australian Curriculum: Health and Physical Education when it is released by the Australian Curriculum, Assessment and Reporting Authority.
Australian Curriculum:Personal and social capability / Level 1(Foundation Year)
Self-management
Become confident, resilient and adaptable
•identify situations that feel safe or unsafe, approaching new situations with confidence.
Level 2 (Years 1 and 2)
Social management
Develop leadership skills
•discuss ways in which they can take responsibility for their own actions.
Lesson objectives
/ Students will:•review the meaning of recognise, safe and unsafe
•use LOOK, SOUND and SMELL clues to help recognise unsafe situations.
Evidence of learning
/ The student can:•assess the safety of a situation using ‘LOOK’, ‘SOUND’ and ’SMELL’ safety clues.
Resources
/Digital
•Storm scene – Interactive White Board (IWB) image depicting unsafe situations (or print hard copy to use as flash card)•Train, beach, car and pool scenes - Interactive White Board (IWB) images depicting unsafe situations (or print hard copy to use as flash cards)
•Scenario chart
•Signs
•Signs worksheet
•Unfinished sentences worksheet
•Drawing unfinished sentences worksheet
•Safety clues: sound files
•Postcard:recognise (colour or black and white)
•A4 Poster: recognise (colour or black and white)
Find and prepare
•A3 Poster: Recognise, react, report•Book:Little Monkey’s One Safe Place by Richard Edwards
(ISBN 9781845075798)
If you are unable to access the nominated text for this lesson, a list of alternate safety themed books can be located in:Safety Resourcesfor Teachers: Prep–Year 2.
Disclaimer of liability and non-endorsement for third party materials
These materials include references (including internet URLs) to related materials owned by third parties as examples only. The content of the related materials is not created, controlled or approved by the State of Queensland and no responsibility is taken for the consequences of viewing or using such content. A reference to related materials does not constitute endorsement, non-endorsement or support by the State of Queensland for the information, products, services or persons associated with the related materials.
Learning area specific language(metalanguage)
/ Clue, look (see), sound (hear), smell, recognise, react, report, safe, unsafeTeaching and learning sequence
Opening the lesson
/Review
Review group guidelines with the class.Review the A3Poster: Recognise, react, report.
Review the terms; ‘recognise’, ‘safe’ and ‘unsafe’.
Provide students with an opportunity to share their knowledge from the previous lesson. If the students created a class safety book from the previous lesson, use examples to reinforce what being safe means.
Objectives
Introduce students to this lesson objective/s.Students will be able to:
•recognise safe and unsafe situations using ‘LOOK’, ‘SOUND’ and ‘SMELL’ clues.
Focus questions
Does it LOOK safe? (something we can see, e.g. red person flashing at lights)Does it SOUND safe? (something we can hear, e.g. alarm)
Does it SMELL safe? (something we can smell, e.g. burnt toast)
Introduction
Inform students that we can use what we ‘see’, what we ‘hear’ and what we ‘smell’ to help keep us safe. For example, the red person flashing on the traffic light, a fire alarm or burning toast, are all cluesto help keep us safe. Today we will continue to use the clues around us to help keep us safe.Remind students that if they are unsafe or feel unsafe, it is a good idea to talk with an adult. Adults help to keep us safe.
Body of lesson
Teaching strategies usedInteractive teaching: focus questions wholeclass discussion cooperative learning
Indirect learning: inquiry-based learning /
Discussion: Is it safe?
Brainstorm with students what clues they can use to help them recogniseif a situation is safe or unsafe (e.g. other people around, good lighting, loud angry voices, strange smell).Display the A4 Poster:recognisein a relevant location, e.g. IWB or print a copy of the poster and read them to students:
•Does it LOOK safe?
•Does it SOUND safe?
•Does it SMELL safe?
Discuss with the students how each of these questions can help us recognise if we are safe or unsafe.
Discussion: Does it LOOK safe?
Focus questions
How do we decide what LOOKS safe?Can you see anything that is a danger, or could hurt you? (riding a bicycle without a helmet)
Is there a danger of being hurt or harmed? (swimming in a creek when there is a ‘no swimming’ sign means that there is a danger and you could be hurt if you swim there)
Discussion: Does it SOUND safe?
Focus questions
How do we decide what SOUNDS safe?Does the sound give you a clue that you could be hurt or harmed? (noise of people fighting, glass breaking)
Does the sound alert you to danger? (An alarm is ringing in the school. This warns you that there may be a fire or a lockdown. You need to follow the directions of your teacher.)
Discussion: Does it SMELL safe?
Focus questions
How do we decide what SMELLS safe?Is there a smell that is odd or strange? (The milk you pour in your glass smells odd. This may tell us the milk is sour and not safe for drinking.)
Is the smell making me feel unwell? (A gas pipe broken by the workers outside. Close the window to stop it coming in. Tell an adult.)
Discussion: Ignoring clues
Explain to students that they may recognise a situation is not safe, but not always be able to change it, e.g. parent driving while talking on the mobile phone.Focus questions
What might happen if we ignore the safety clues?Obtain feedback from students about what might happen if we ignore safety clues (risk of harm or injury, damage). Review ‘rules’ and how they are important for keeping us safe.
Activity: Storm scenario
Show students flash card/IWB picture of storm scene with lightning.Ask students to look for the clues in the picture that might warn them that it is unsafe. Scaffolded questioning may be required to elicit the information.
For example, what might you hear (and then see/smell) during a thunderstorm that would warn us that it’s not safe?
The ‘Scenario chart’ (see resources for link) can be used to record student suggestions in each category and for ongoing vocabulary referral.
Affirm student responses that identify:
•LOOK responses that helped them recognise it wasn’t safe, e.g. fallen power line
•SOUND responses. Explain that with a picture we cannot hear but we canguess possible sounds, e.g. thunder, heavy rain or crashing debris, to make safety assessment
•SMELL responses. Explain that with a picture, we cannot smell but we may see something that might suggest there is a smell clue.For example, there may be a gas leak or fire started as a result of the storm. If you did SMELL something odd it could warn you that you are unsafe.
Ask: ‘Are we breaking a rule if we go outside in a storm?’Reiterate that breaking a rule can put us at risk of harm or injury.
Focus question
Are there any other rules you need to think about in a storm? (picking up fallen power lines, staying away from drains, not sheltering under trees) (Year 2 extension)Consolidation activities
Teaching strategies usedDirect teaching:
explicit teaching
focus question
Interactive teaching: wholeclass discussion /
Activity: Safety rotation
Divide class into groups where practicable and rotate through the activities. Provide an explanation and demonstrate each activity prior to starting rotations. Please note: If preferred, these tasks may be done as a whole class activity rather than group work, depending on the needs of the students.Task 1
Provide the four flash cards, ‘train, beach, car and pool scenes’ (or IWB pictures). Encourage students to search for safety clues (LOOK, SOUND, and SMELL) to help them decide if the situation is safe or unsafe. Capable Year 1 and 2 students may record answers on a Safe/Unsafe T bar chart.•train station (yellow safety line, boom gate operating, person crossing, pushing/shoving children on platform, someone smoking, approaching train)
•beach scene (swimming outside safety flags, swimming conditions sign, no hat or sun shirt, life saver, unsupervised children)
•car (no seat belt, limbs protruding, child on knees, driver on mobile)
•pool (open safety gate, unsupervised children in pool, resuscitation sign broken, no sun protection clothing on, running near pool, doing back flip into pool).
Flash cards appropriate to your environment can be substituted, e.g. fire evacuation in bush, farmyard machinery.
Task 2
Distribute ‘Signs worksheet’ to students. Students interpret the meaning of the signs based on prior knowledge and visual clues. Teacher may elect to display ‘Signs’ on IWB and use for group activity discussion.Task 3
Play the ‘Safety clues: sound files’ resource and ask students to discuss what clues the sound gives them (smoke detector, whistles, train station boom gate, car horn, emergency vehicle, dog growling).At the completion of all rotations, invite students to share and discuss their findings.
Activity: Unfinished sentences
‘Unfinished Sentences’ worksheet can be used as a written/drawn or verbal evaluation of what students have understood, e.g. An example of a SOUND clue is …………… (substitute with LOOK and SMELL).Activity: Story
Read Little Monkey’s One Safe Place (Edwards) to the class.Focus questions
What clues did Little Monkey use to know that it was not safe? (LOOK and SOUND clues — snake hissing and chasing; crocodile snapping and chasing; growling and glaring eyes)Where was Little Monkey’s one safe place? (in the arms of his mother)
Activity: Community walk
Take the class for a walk in the community to recognise safe and unsafe signs and situations, e.g. zebra crossing, people on bicycles wearing helmets.Activity: Discussion starters
This can be used as an extension activity to further discuss rules. Questions 1, 2 and 3 are particularly suitable for Prep to Year 1 students.Use the following questions to facilitate discussion about rules.
- What is the purpose of having rules?
- Do rules keep you safe all the time? (indicate that accidents can still happen)
- Is it okay to break rules to get safe? (Yes, e.g. smashing a window to escape from a fire, yelling for help, hurting someone to escape an unsafe situation, saying ‘no’ to an adult if they are hurting us)
Closing the lesson
/Safety clues
Say:Today we have talked about clues that can help to keep us safe. By using the clues around us we can recognise if a situation is safe or unsafe. Refer to recognise on the A3 Poster: Recognise, react, report and remind students of the meaning.
In the next lesson we will investigate how the clues our bodymight give us can help us recognise if a situation is safe or unsafe.
Remind students that if they are unsafe or feel unsafe, it is a good idea to talk with an adult. Adults help to keep us safe.
Teacher note
/ Students take home, Postcard: recognise to share with parents. This informs parents about what students have discussed in class and encourages continued conversation about safety in the home.
The Daniel Morcombe Child Safety Curriculum is licensed by the State of Queensland (Department of Education, Training and Employment) under aCreative Commons Attribution 4.0 International License, with the exception of third party content which is used by permission and separately acknowledged.
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Daniel Morcombe Child Safety Curriculum
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