Physical Need: Safety

Name: Meghan Anderson Time Allotted: 35 minutes Grade Level: Kindergarten Subject: Health Materials Required: iPad Teacher Reference Page "When to tell," Stuffed animals
"Helping Ourselves Stay Safe". (2008). In Michigan Model for Health Kindergarten Curriculum. Mt. Pleasant, MI: Central Michigan University.

Michigan Content Expectations:

5.2.S Role-play what to do if a stranger at home, in a car, or on the street approaches you. 7.1.S Follow rules for safe play and safety routines.

Objectives:
The student will role-play what they should do if a stranger approaches them at home, in a car, or on the street. (Application) The student will follow rules for a lockdown and fire-drill. (Application)

Assessment:
Objective #1: Role-Play. The teacher will have a tally sheet with each students name on it and will check off that each student has participated in the role-play. Objective #2: Fire Drill and Lock Down: The teacher will have a tally sheet with each students name on it and will check off that each student was following the rules for the lockdown and fire-drill. If the student does not follow the rules, the teacher will have a further discussion with that student about the importance of following the rules. .

Instructional Procedure: 1. State Purpose and Objective of Lesson: (2 mintues) a. Review Word Wall and add Safety to the Word Wall i. Safety: to stay away from harmful things. b. Set Standard Behavior Expectations. c. Read the Objectives. Anticipatory Set: (3 minutes) a. Describe the new freedom and responsibility that comes with growing up. i. As you get older, your families will probably let you do more things things that older brothers and sister might do now. With a chance to do more things, comes the responsibility to help yourself and other people stay safe. ii. Define Responsibility and add it to the word wall.

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Responsibility: doing what you say you will do or what a trusted adult asks you to do. b. Have students list ways to stay safe. i. Has someone ever told you to remember certain things so that you will stay safe? Reach both arms toward the ceiling if you remember something someone has said. 1. Gather ideas from the students and reinforce basic safety rules and concepts. 2. You know many rules you can use to help yourself stay safe as you grow up. c. Review classroom rules or add specific safety rules if needed. ii. Who can tell me what a rule is? 1. Add Rule to the Word Wall. 2. Rule: tells you what to do or not to do to stay safe and get along with others. 3. All of us have rules to follow. Families often have similar rules, and sometimes families have rules that are different from on another. d. State the focus of the lesson: i. Today we will learn a rule to help us decide when to tell an adult about something we was or something that happened to us. 3. Instruction: (15 minutes) a. Direct Interactive Instruction: ii. Explain the rule about when to tell an adult about something using the poster, The Two Ds for Telling. 1. I want you to know an important rule about when to ask for help from an adult. 2. Display the poster, The Two Ds for Telling. Explain each of the Ds. a. Always tell an adult if something is Dangerous or Destructive. b. Something is dangerous if someone might get hurt. c. Something is destructive if something is being damaged, hurt, or ruined. ii. Identify situations that are dangerous and/or destructive. 1. "Let's see if we can think of situations that might be dangerous, destructive, or both." a. Answers: playing with poisons; drinking, eating, touching or smelling an unknown product; playing with or being near weapons or other dangerous objects; being teased or bullied; not wearing a safety belt or bike helmet; playing in or near water without an adult; trying to touch or play with an unfamiliar animal. iii. Describe the difference between tattling and telling an adult about a dangerous or destructive situation. 1. "Who can tell me what it means to tattle on someone." a. To tell an adult about something that happened to get someone in trouble. 2. "There is a big difference between tattling and telling an adult about something that is dangerous or destructive. When you tattle, you're trying to get someone in trouble as a way to hurt them. You are never a tattletale if you tell an adult about a situation you think might be dangerous or destructive." b. Modeling: (5 Minutes) i. Show students how to approach pets that are with owners using stuffed animals. ii. Identify Safe people and places iii. "Who do you think is a safe person to tell if something dangerous or destructive happens?" 1. Answers: Teacher, principal, mother, father, other relative, neighbor, etc.

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ii. "It is usually safer to tell an adult that you know. If you can't find someone you know, who could you ask for help? 1. Answer: security guard, police officer, mother with children, etc. iii. "If one of these adults isn't nearby, where do you think you could go if you think something s dangerous or destructive?" 1. Answers: home, a friend's home, a family member's house, a place of worship, a school, a library,, restaurant, store, etc. c. Guided Practice: (7 minutes) ii. Ask students to describe why situations are dangerous and/or destructive. Identify who to tell or a safe place to go. (Use the teacher reference, "When to Tell.") 1. "Lets practice deciding if situations are dangerous and/or destructive. I'll describe a situation. Quietly stand up if you think the situation is dangerous or destructive. Be ready to tell me why." 2. Select from situations on the teacher reference, "When to tell," to describe to class and have students role play. Teacher will keep a checklist of students who have already gone. 3. After students have signaled their response by standing, call on one or two to hear their responses. if the situation is dangerous or destructive, ask students who they would tell or a safe place where they would go for help."

d. Independent Practice: i. Have student go home to share with their families the two D's for telling along with describing the difference between tattling and telling an adult about a dangerous situation.

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Differentiated Consideration b. Have students explain how their senses can be used to alert them of danger. c. Have a tutor to take students for individualized role-play of dangerous situations. d. Have students take an ipad around the school and take pictures of people that are safe to tell about a dangerous or destructive situation. Closure: (Allotted Time: 3 minutes) a. Review the rule about when to tell adults, who to tell, and where to go for safety. i. "You have done a great job deciding when something is dangerous or destructive. Today we learned a new rule; The Two D's for Telling. Who can tell me what one of the two D's stands for? Who remembers what the other D stands for?" (Dangerous and Destructive) ii. "If you have an idea of who you can tell if something is dangerous or destructive, cup your hand behind your ear." (parents, security guard, teacher, principal) iii. "Where can you go if something dangerous or destructive happens." (home, school, library, neighbor's house.) References:
"Helping Ourselves Stay Safe". (2008). In Michigan Model for Health Kindergarten Curriculum. Mt. Pleasant, MI: Central Michigan University.

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