Plan for Students’ Learning

Planner’s Name: Dani Huver

Topic: Health & Safety Title of Lesson: Am I Safe? Grade Level: 1st

Academic Standards for Lesson:

10.1.1.D1.: Distinguish between healthy and unhealthy behaviors.
10.3.1.A1.: Recognize safe and unsafe practices.
10.3.1.B1.: Recognize emergency situations and discuss appropriate responses.

Essential Question:
How does understanding the importance of rules keep me safe?

Objectives:
Objective 1: Student will differentiate between appropriate and inappropriate behaviors.
Objective 2: Student will describe how to react to an unsafe environment.

Learning Activities:

Introduction/Activation Strategy:

Ask the child if they have ever been in a situation where they weren’t sure
of what to do? Mention that sometimes, when people don’t know what to do, they
can get hurt. Ask if they also felt this way when they had no rules to keep them
safe. Think-Pair-Share.

Instructional Strategies/Learning Tasks:

1. Model/Explicit Instruction:

Yesterday we read the nursery rhyme Humpty Dumpty and acted out the event
that occurred. Can you tell me what happened in the story? Why do you think
Humpty Dumpty fell? Was he being safe? Why or why not? What do you think
would help Humpty Dumpty from falling and getting hurt? How could Humpty
Dumpty get help?

Check for Understanding - The student will be given a graphic organizer to assist
in brainstorming and separating their thoughts. The teacher will monitor to ensure
each question is answered adequately.

2. Guided Practice:

We will then collaboratively problem solve in thinking of why Humpty Dumpty’s

behavior was unsafe. This will be followed by creating a list of rules to keep
Humpty Dumpty protected.
 Teacher Role – Explain that Humpty Dumpty’s behavior was unsafe because he
was setting himself up to get hurt and could have hurt others nearby. He needed
a list of rules to prevent his behavior or to help him when the unsafe behavior
occurred. Scaffold the list of rules by writing five suggested ideas with blanks in
each rule. The blanks will each represent a key component of the rule. For
example: “If in danger, I should call ____ for help.” Explain why this is someone
the child can trust.

Student Role – Respond to teacher instruction by filling in blanks of the rules.

3. Independent Practice: Once all of the rules are complete, the student will practice
remembering them by covering key components and repeating the rules orally.

4. Closure: The teacher can use this time to recap on good and bad behavior, why
rules are needed, and who to trust. Build teacher-student trust through a closure
activity where the teacher models journaling her thoughts as well as practicing
listing the rules and then puts it in a safe place – a box. The student can then do
the same activity. This allows the student to see that it is okay to express their
concerns (which gives the teacher insight to home life, progress in class, etc.)
and know that it will be safe in the box away from their peers.

Assessment: Formative or Summative:

1. Formative Assessment (process): The student will be monitored during explicit

instruction (filling out the graphic organizer) and during independent practice
(accurately remembering safety rules and demonstrating reasoning).

2. Summative Assessment (product): The journal will be assessed to ensure that

the student can list and describe safety as well as voice their distresses.

Materials/Resources/Technology:

Humpty Dumpty, graphic organizer, paper, pencil