Stage 2

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OUTCOMES AND OVERVIEW:

SAFE LIVING: SLS2.13: Discusses how safe practices promote personal wellbeing. SKILLS: PSS2.5: Uses a range of problem-solving strategies. DMS2.2: Makes a decision as an individual and as a group member. COS2.1: Uses a variety of ways to communicate with and within groups. VALUES AND ATTITUDES: V4: Accepts responsibility for personal and community health.

OVERVIEW:
Personal Safety: Protection Waring signals Safe/unsafe situations Organisations and networks people who can help Assertiveness (No-Go-Tell) Influences on safety choices Identifying and responding to unsafe situations Reducing/eliminating risks Secrets Bribes and threats Home and Rural Safety: Safe and unsafe places Safety with machines/appliances/animals/substances Responsibility for younger children School and Play Safety: Need for safety rules around school/playground Modelling fair and safe behaviour Road Safety: Pedestrian safety safe crossing procedures, using traffic facilities Passenger safety safe passenger behaviour Safety on wheels safe places to ride, safety equipment Water safety: Water rescue skills Safety skills water entry and exit Emergency Procedures: Recognising an injury/seeking assistance Contacting emergency services

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RATIONALE:
The aim of this unit is for children to enhance their safety and security by allowing them to recognize situations where their personal safety may be at risk, and use strategies to protect themselves. When power is used positively in relationships, individuals can support their own and others rights to respect and safety.

LINKS TO OTHER KLAS: HSIE: Our place in Australia Unit of work SCIENCE & TECHNOLOGY: Our place in Australia Unit of work,
investigation - conducting experiments, design and make, use of technology internet, computers, digital cameras, video cameras. MATHS: tables and graphing, data

LITERACY: Story writing CREATIVE ARTS: Poster design, organizing sound and performance of music,
making and performance of drama

EVALUATION:
Reflection of my own teaching:

Reflection of student learning and achievement:

Reflection of learning experiences and activities:

Reflection of resources:

Reflection of content:

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SAFE LIVING Teaching and Learning Activities

Week
3

Outcomes and Indicators

SLS2.13 PSS2.5

Teaching and Learning Activities

Personal Safety Read the story of Hansel and Gretel. Discuss feelings about being safe/unsafe. Read the story of Jack and the Beanstalk. Have students rewrite the ending. Incorporate No-Go-Tell strategies. Have students share their stories with the class and discuss their solutions and why they felt there was danger at that point of the story. Discuss how we as humans are able to sense danger. Home and Rural Safety Have students brainstorm a list of appliances used in both indoor and outdoor situations at home. Record their function, e.g. lawnmower to cut grass. Outline the potential hazards of using each appliance. Extension: Think of other things around the home/farm that can be dangerous is used inappropriately and list those on the table as well. School and Play Safety Have students interview students from a variety of classes to develop a list of injuries that have occurred at school. Describe: the type of injury, where it happened, and the reason for the injury. Analyse the data to determine whether each of the injuries could have been avoided. Create a report for the school principal that includes a list of safe practices for minimizing the risk of injury at school. OR in groups, have students examine accident locations and identify potential hazards in the school playground. Design and display safety posters about these locations and post on a safety bulletin board. Road Safety Pedestrian Safety Discuss personal experiences in the road traffic environment that have been potentially hazardous. Adopt the role of a town planner. Ask students to map out a section an imagined community (incorporating highways, laneways, unsealed roads etc), marking in potential danger spots for road crossings. Using a key, identify suitable pedestrian facilities to assist students to cross in these spots, e.g. traffic lights, overhead walkways, marked crossings. Selected children to show their town and explain why they have placed different types of road crossings in the spot they did on their map.

Resources
Story books: Hansel & Gretel Jack & the Beanstalk

Assessment
Observation of students discussion participation and understanding of ability to avoid danger from stories written. Observation of student participation and ability to analyse dangerous situations.

Evaluation

SLS2.13 DMS2.2

Small maths books (for grid) to create a table.

SLS2.13

Blank sheets of paper for interviewing classes Computer for creating a report (for one group to complete) Scrap paper for draft posters Large pieces of cardboard for posters, Pencils, texters etc Large books (either large maths or Theme) Rulers, lead pencils, coloured pencils etc

Observation of ability to describe injury incidents and ability to analyse situation and recommend a solution

SLS2.13

Marking work for an understanding of different types of crossings, where they are needed and why

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SLS2.13 COS2.1

SLS2.13 PSS2.5

SLS2.13 DMS2.2 PSS2.5

Road Safety Passenger Safety Revise safe passenger behaviours. Discuss the ways in which poor passenger behaviour can affect the safety of others, including bus and car travel. Encourage students to discuss the effect on the driver and other passengers. Determine the rights and responsibilities of both the driver and the passenger. AND/OR In groups, have students write a 30-second radio script that stresses the importance of wearing a seatbelt. Include voices, sound effects, jingles and an important slogan. Produce the radio advertisement and tape for playback. Road Safety Safety on Wheels Part 1: Explain the brain, its functions and its relationship to the skull and spinal cord. Drop an egg on a hard surface and observe the results. Have students predict what would happen if a head hit the road or concrete. Work in groups to devise methods of protecting a fresh egg that is to be dropped from a two-metre height onto a hard surface. Groups to brainstorm materials required and organize amongst themselves to bring it the next day what they need. Part 2: Students to create their devises to protect the egg while being dropped from 2 metres. Each group to conduct their experiment demonstrating to the rest of the class. Results to be written up scientifically in their books: aim, materials, method, results, evaluation, and diagrams. Remind students that it is a legal requirement for all people using wheeled toys to wear an approved helmet. AND/OR Discuss the benefits of protecting heads with helmets when cycling, roller skating or using any wheeled toys. Survey the colours of helmets owned. Tally, table, and graph the results. Discuss the most common colour and possible reasons for this. Water Safety Discuss different water environments and potential dangers/hazards. Include: bath/shower, pool (private/public), beach/rocky foreshores/rock platforms/headlands, creeks/rivers, and dams/tanks/lagoons/ponds. Discuss and identify the different types of entries into water and the reason for each one, e.g.: - wade-in entry (shallow water at edge but depth further out unknown); - slide-in entry (depth and state of bottom are unknown);

Tape recorder Cassette tape Percussion instruments

Observation of being able to creatively portray a message using only auditory methods, and the demonstration of an understanding of the importance of passenger safety Observe ability to evaluate a rule given through analysis of an experiment. Marking of childrens experiments for bookwork, creativity, and application to task

A dozen eggs Theme books Resources brought in from home Video Camera to document experiments

Small maths grid books

Marking of bookwork for the synthesis of data into a table and graph Observation of participation in class discussions

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9 cont

- stride-in entry (when hand needs to be kept above water); and - dive entry (water is clear, depth known, sufficient water for dive to be performed safely). AND Part 1: Discuss land and water safety drills and rescues. In groups decide on a method and have children organize to bring in resources to demonstrate the next day. Part 2: Have groups of students practice then demonstrate land and water safety drills and rescues. Egs of resources; towels, ropes, sticks and floating objects to help rescue swimmers having difficulty in water.

Resources brought in from home Camera to document demonstrations

Observation of ability of groups to organize themselves with resources and demonstrations

10

SLS2.13 COS2.1

Emergency Procedures Research on internet procedures for different accidents (or have children research at home as part of homework): choking, fractures, burns, bleeding, nose bleeds, shock, heat exhaustion, sunburn, poison, head injuries. In small groups, children to rehearse then perform a short skit to demonstrate the correct procedures for the above situations.

Computer room Internet (or research as a homework task) Theme books

Observation of research skills Observation of ability to communicate through demonstration their findings from the research

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