Safety

Week 1

Note: Listening and Speaking section will be in Black and Reading and Writing section will be in Maroon colour.

The class begins with physical exercises and responding to directions given.

The topic will be introduced through poem, conversation, questions and answers, fun activities, colouring and reading alphabets.

Listening and Speaking

Daily: Total physical response/warm-up exercise (to be done before every session)

Aim: To enable the children to understand the given commands and respond correctly.  

Action Time (Commands):

  • Stand up
  • Walk two steps forward on your heels
  • Stop
  • Stand on your toes
  • Walk two steps backward
  • Stamp your feet on the ground
  • Touch the ground
  • Stand straight 

Procedure:
The activity proceeds as follows: –

Step 1:

  • The teacher first gives the commands (walk two steps forward on your heels, stop, stand on your toes, walk two steps backward, stamp your feet on the ground, touch the ground, stand straight) as he/she demonstrates. The children watch and listen. Next, the teacher gives the commands and the children perform the actions.

Step 2:

  • Divide the class into small groups.
  • Choose one child from these volunteers and ask him/her to conduct the activity. (select children who are willing to give the commands)
  • This student gives the commands and other children listen and do the actions.
  • This student volunteer returns to his/her position.
  • Conduct the activity with another student volunteer in the same manner.

Step 3:

  • The teacher gives the commands and all the children listen and do the actions.

Suggested Variation: 
The teacher can do the following for ensuring that the children do the TPR easily:

  1. Children can be made to hold onto a stable surface such as a wall, or sturdy piece of furniture for walking on their heels. 
  2. Visual cues can be placed on the floor, such as tape or markers, to indicate where the child should place their toes while standing. 
  3. If a child is unable to walk on heels or stand on toes even with support, the child may be exempted from doing this step. 

Note to the teacher: 

  1. The teacher starts the class by saying ‘hello friends’ and ensures that they repeat the greetings.
  2. The teacher begins each class with this activity. 
  3. The teacher gives clear instructions at the beginning of the class.
  4. Ensure adequate space in the classroom for the children to move to do the activity comfortably. 
  5. The teacher can slow down the commands for children who find it difficult to keep pace.

Key skill/knowledge the child will acquire: Students are able to understand and follow the given commands.  

Click and watch the video. This video is to be viewed by the teachers before the activity to understand how to conduct the activity during the class.  

Video: Warm up exercise

Refer to the ‘TPR/Warm up exercise’ Adaptations and Strategies given in the Main page of ‘Safety’ if there are any neuro-diverse children in the class.

Day 1

The teacher can introduce the topic on ‘Safety’ by emphasising the importance of being safe at home and surroundings. Then the teacher begins the topic with a poem- ‘Be Careful’.

Be Careful

In every place we go, and in everything we do, 
We must always be safe and that is so true.
If not careful, we can get hurt very bad,
That could cause pain, making us feel very sad. 

Always be alert when crossing the street, 
Look both ways before moving your feet. 
Never touch electric switches or play with matches,
You may get a shock or some burn patches. 

When playing in the park, don’t push and pull,
Pass the ball gently, always watching to your full.
Don’t rush through life, always remember to wait,  
It is better to be safe than sorry; hope you know that’s right.

When driving on a highway, follow the road signs, 
They are meant for safety, both yours and mine. 
Start early, drive slowly, reach safely is a good advice,
Pay heed to it, and practice it in life.

Follow up activity:

Answer the following: (The children will answer orally)

  1. What happens if we are not safe?
    Answer: We can get hurt and have pain.
  2. How should we cross the road?
    Answer: We must look both ways carefully before crossing the road.
  3. What should we do to be safe?
    Answer: We should follow rules.

True or False: (The children will answer orally)

  1. We must always be safe and that is true.
    Answer: True
  2. We look only to the right while crossing the street.
    Answer: False
  3. We get a shock when we touch a socket.
    Answer: True
  4. It is better to be safe than sorry.
    Answer: True

Note to the teacher:

  1. The teacher shows the poster and recites the poem and the students repeat.
  2. The teacher plays the audio of the poem and recites it a couple of times and encourages the children to recite the poem along with her/him.

Key knowledge the child will acquire: Children learn to recite the poem and understand the meaning of being safe.

Poster: Be careful

View and Download

Audio: Be careful

Refer to the ‘LSRW’ Adaptations and Strategies given in the Main page of ‘Safety’ if there are any neuro-diverse children in the class.

Day 2

The teacher makes the children learn the poem line by line.

Note to the teacher:

Refer to the Poster and Audio of the poem from the given Digital Assets of ‘Safety’ Week 1 Day 1.

Day 3

The teacher can continue this process until all the children are able to recite the poem confidently.

Note to the teacher:

Refer to the Poster and Audio of the poem from the given Digital Assets of ‘Safety’ Week 1 Day 1.

Day 4

Conversation Circle

Content: The teacher sits along with the students in a circle to conduct the session. (Answers may vary)

  1. What does the word safety mean to you?
  2. Think of a time when you felt safe.
  3. Can you list some safety rules that we follow in school?
  4. Who helps us feel safe at home and in school?
  5. What should you do if you see something unsafe in your surroundings?

Step 1: The teacher introduces the first question: What does the word safety mean to you?

Safety means to feel protected.

Then, the teacher asks the child sitting next to him/her, “What does the word safety mean to you?” The child can give any answer from his/her understanding and the conversation continues until all the children respond.

Step 2: The teacher introduces the next question: Think of a time when you felt safe.

I feel safe with my parents.

Then, the teacher asks the child sitting next to him/her, “Think of a time when you felt safe.” The child can give a suitable answer and the conversation continues until all the children respond.

Step 3: The teacher introduces the next question: Can you list some safety rules that we follow in school?

We walk and not run in the corridor and we listen to our teachers.

Then, the teacher asks the child sitting next to him/her, “Where should we follow safety rules?” The child says, “We should follow them at school, home, on the road, on the bus, play-ground and during festivals.”. Now, this child asks the child sitting next to him/her, “Where should we follow safety rules?” and the conversation continues until all the children ask and respond.

Step 4: The teacher introduces the next question: Why is it important to follow safety rules?

Safety rules are important instructions to avoid accidents.

Then, the teacher asks the child sitting next to him/her, “Can you list some safety rules that we follow in school?” The child responds suitably and the conversation continues until all the children respond.

Step 5: The teacher introduces the next question: What should you do if you see something unsafe in your surroundings?

I will tell a grown-up and not go near it.

Then, the teacher asks the child sitting next to him/her, “What should you do if you see something unsafe in your surroundings?” The child says, “I will inform my parents.” The conversation continues until all the children respond.

Note to the teacher:

  • The circle time continues till all get a chance to respond.     
  • If a student doesn’t know the answer the question passes to the next student.
  • There should be no chorus answers.

Key knowledge the child will acquire: Children learn about the importance of safety.

Refer to the ‘LSRW’ Adaptations and Strategies given in the Main page of ‘Safety’ if there are any neuro-diverse children in the class.

Day 5

Main Concept – Safety

Introduction –

  • The teacher will ask the children to sit down comfortably and start the session by discussing the importance of staying safe. 
  • The teacher will introduce the following safety rules at home, school, playground, roads and during festivals by making the students watch a demonstrative video. The teacher will then explain how to be safe.

Click and watch the videos. These videos are to be shown to children during the activity. When there are children with hearing impairment in the inclusive class, use the video with Indian Sign Language (ISL).

Video: Safety rules

ISL Video: Safety rules

Refer to the ‘LSRW’ Adaptations and Strategies given in the Main page of ‘Safety’ if there are any neuro-diverse children in the class.

Reading and Writing

Day 1

Learn the Keywords (every, place, everything, go, do, we, must, safe, true, not, careful, hurt, could, cause, pain, making, feel)

In every place we go, and in everything we do, 
We must always be safe and that is so true.
If not careful, we can get hurt very bad,
That could cause pain, making us feel very sad. 

Procedure:

  • The teacher writes the first part of the poem ‘Be Safe’ on the blackboard and reads it pointing word by word.
  • The teacher shows the first keyword flashcard (every) and reads the word.
  • Students will repeat the word.
  • The teacher underlines this word on the poem written on the blackboard and explains the meaning of the word in regional language.
  • Following the same process, all the remaining keywords are introduced.
  • These flashcards can be pinned on the class bulletin.
  • Then, the teacher calls one student in front to pick a keyword chit from the basket of chits.
  • The student must read the word from the chit and then point at that word on the blackboard.
  • The teacher may have to help the students read and point at the correct word.
  • This process can be repeated until all the students get a chance to pick a keyword chit from the basket.

Note to the teacher:

  • The teacher must keep the required materials ready. 
    • The keywords flashcards.
    • A basket with several small chits with one keyword written in each chit.

Key skill/knowledge the child will acquire: Students learn new vocabulary to enhance reading and comprehension skills.

Alphabet card: Keywords

View and Download

Refer to the ‘LSRW’ and ‘Activity’ Adaptations and Strategies given in the Main page of ‘Safety’ if there are any neuro-diverse children in the class.

Day 2

Learn the Keywords (always, be, alert, crossing, street, both, before, moving, your, never, touch, electric, sockets, matches, shock, burn, patches)

Always be alert when crossing the street, 
Look both ways before moving your feet. 
Never touch electric switches or play with matches,
You may get a shock or some burn patches. 

Procedure:

  • The teacher writes the second part of the poem and reads it pointing word by word.
  • Following the same procedure as the previous day, the teacher introduces a few more keywords from the poem.

Key skill/knowledge the child will acquire: Students learn new vocabulary to enhance reading and comprehension skills.

Refer to the ‘Keywords’ flashcards given in the Day 1 Week 2 of ‘Safety’ Reading and Writing section.

Refer to the ‘LSRW’ Adaptations and Strategies given in the Main page of ‘Safety’ if there are any neuro-diverse children in the class.

Day 3

Learn the Keywords (when, don’t, park, push, shove, ball, throw, gently, watching, rush, through, life, remember, to, pause, better, sorry, hope, know)

When playing in the park, don’t push and pull,
Pass the ball gently, always watching to your full.
Don’t rush through life, always remember to wait,  
It is better to be safe than sorry; hope you know that’s right.

Procedure:

  • The teacher writes the next part of the poem and reads it pointing word by word.
  • Following the same procedure as the previous day, the teacher introduces a few more keywords from the poem.

Key skill/knowledge the child will acquire: Students learn new vocabulary to enhance reading and comprehension skills.

Refer to the ‘Keywords’ flashcards given in the Day 1 Week 2 of ‘Safety’ Reading and Writing section.

Refer to the ‘LSRW’ Adaptations and Strategies given in the Main page of ‘Safety’ if there are any neuro-diverse children in the class.

Day 4

Learn the Keywords (when, driving, highway, follow, road, signs, meant, safety, both, mine, start, early, slowly, reach, advice, pay, heed, motto, life)

When driving on a highway, follow all the road signs. 
They are meant for safety, both yours and mine. 
Start early, drive slowly, reach safely is a good advice,
Pay heed to it, and practice it in life.

Procedure:

  • The teacher writes the next part of the poem and reads it pointing word by word.
  •  Following the same procedure as the previous day, the teacher introduces a few more keywords from the poem.
  • The teacher must keep the required materials ready. 

Key skill/knowledge the child will acquire: Students learn new vocabulary to enhance reading and comprehension skills.

Refer to the ‘Keywords’ flashcards given in the Day 1 Week 2 of ‘Safety’ Reading and Writing section.

Refer to the ‘LSRW’ Adaptations and Strategies given in the Main page of ‘Safety’ if there are any neuro-diverse children in the class.

Day 5

Find the Words

Procedure:

  • The students listen to the audio of the poem ‘Be Careful’.
  • The students recite the poem by looking at the poster.
  • The teacher distributes the worksheet ‘Find the words and underline them’.
  • The teacher calls out a few keywords from the poem and students must underline these words in the worksheets.
  • The teacher can help the students find these words by pointing at those words on the poster. 

Note to the teacher:
The teacher must keep the materials ready.

Key skill/knowledge the child will acquire: Students learn new vocabulary to enhance reading and comprehension skills.

Worksheet: Find the words and underline them

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Worksheet: Find the words and underline them (Enlarged)

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Refer to the ‘Be Careful’ poem audio and poster from Day 1 Week 1 of ‘Safety’ Reading and Writing section.

Refer to the ‘LSRW’ Adaptations and Strategies given in the Main page of ‘Safety’ if there are any neuro-diverse children in the class.

Teacher Resource Document

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Source and Attribution of images
All images used in the above Assets and Aids are originally created.
This digital material has been developed by the Sri Sathya Sai Vidya Vahini Inclusive Education Project, a unit of Sri Sathya Sai Central Trust, Prasanthi Nilayam, as a collaborative offering in the service of our nation.