You will learn
- Name safe and unsafe behaviours.
- Say what to do near roads, fire and water.
- Say who to ask for help.
- Know a trusted adult to tell.
Version 0.2 · expanded edition · built from cited public sources Content is based on the official frameworks and sources listed under Sources and standards. No official endorsement is claimed. Written in the style of common primary school assessments. No exam result is promised.
Student lesson
- We stop, look and listen at the road.
- We stay away from fire, hot things and deep water.
- We do not take things from strangers.
- We tell a trusted adult when we feel unsafe.
Words to know
not likely to be hurt
something that can hurt you
a grown-up you know who helps keep you safe
a time when you need help quickly
1. Discover: The ball in the road
Seun’s ball rolls into the road. He wants to run after it. He stops. He looks and listens, and sees a car. He waits. Then he calls his father, who gets the ball when the road is clear. “A ball is not worth getting hurt,” says his father.
Think: Why did Seun stop?
2. Understand: Staying safe
Idea 1: At home and school
We do not touch matches, knives, hot pots or electrical sockets. We keep medicine away from children. We walk, not run, indoors. We follow school rules.
Idea 2: On the road and near water
We stop, look and listen before crossing. We hold an adult’s hand. We stay away from deep water, rivers and wells unless an adult is with us.
Idea 3: People and help
We do not go with strangers or take things from them. We know our name, our parents’ names and where we live. If we feel unsafe, we tell a trusted adult. In an emergency we shout for help and call an adult.
3. Worked examples
Example 1 (I show you): At the road
You want to cross.
- Stop.
- Look and listen.
- Cross with an adult when clear.
Answer: Stop, look, listen and cross with an adult.
Example 2 (We do it together): A stranger offers sweets
A stranger says, come with me.
- Say no.
- Run to a safe adult.
- Tell a trusted adult.
Answer: Say no and tell a trusted adult.
Example 3 (You try): Fire smell
You smell smoke.
Show the steps and answer
- Do not go near it.
- Tell an adult at once.
- Leave the room.
Answer: Tell an adult and leave the room.
Did you know?
Many places have an emergency phone number children can learn so an adult can call for help quickly.
Why this matters
Safety rules help keep children from harm and let us enjoy playing and learning.
4. Explore: Safety role-play
Act out safety situations with a friend.
- Choose a situation such as the road or a stranger.
- Act the safe choice.
- Say why it is safe.
- Make a safety card.
Think about it: what did you notice?
What did you notice? Safe choices come from thinking first.
5. Practise
Say it in a sentence
Use these starters when you talk about the lesson. Say them out loud.
- At the road I ___.
- I do not go with ___.
- I tell a trusted ___.
- I stay away from ___.
Guided practice
Question 1. What do we do at the road?
Stop, look and listen.
Question 2. Do we take things from strangers?
No.
Question 3. Who do we tell if we feel unsafe?
A trusted adult.
Independent practice
Level 1: Start
- What do we do at the road?
- Do we take things from strangers?
- Who do we tell if we feel unsafe?
- Do we play with matches?
- What is an emergency?
Level 2: Grow
- Why do we hold an adult’s hand at the road?
- Name two dangers at home.
- Why stay away from deep water?
Level 3: Stretch
- Explain what to do if you smell smoke.
- Make a safety card with three rules.
- Who is your trusted adult?
Answers are in the answer key below. Try first, then check.
6. Apply: Science in everyday life
What dangers are near your school?
Show a sample answer
Roads, water and hot places.
Another one. Tell a family member one thing from this lesson. Use the words you learned.
Show a sample answer
A clear sentence that uses at least one word from Words to know.
7. Common mistakes
Fix: Do not take things from strangers.
Fix: Matches are dangerous.
8. Lesson summary and revision card
- I can name safe and unsafe behaviours.
- I can say what to do near roads, fire and water.
- I can say who to ask for help.
- I can know a trusted adult to tell.
9. Check and master
Answer all 14 questions. You will see feedback after each one.
Your result appears here after you answer every question.
10. Key takeaways
- We stop, look and listen at the road.
- We stay away from fire, hot things and deep water.
- We do not take things from strangers.
- We tell a trusted adult when we feel unsafe.
11. Next lesson
Next lesson: What are materials. Keep going with the next idea in this course.
Exam practice
These questions are written in the style of common school and international primary assessments. Try them on your own, without looking back. Then check your answers in the marking guide. The marks are shown in brackets.
- What do we do at the road? [3 marks]
- Who do we tell if we feel unsafe? [1 mark]
- Name two dangers at home. [2 marks]
- What do we do if a stranger offers a gift? [2 marks]
- Make a safety card with three rules. [3 marks]
Total: 11 marks.
Marking guide and model answers
- Stop [1]; look [1]; listen [1]
- A trusted adult [1]
- Any two [1 each]
- Say no [1]; tell a trusted adult [1]
- Three safe rules [1 each]
Score guide: 10 to 11 = secure. 7 to 9 = nearly there, revise the parts you missed. Under 7 = work through the lesson again with a grown-up.
Printable worksheet
- What do we do at the road?
- Do we take things from strangers?
- Who do we tell if we feel unsafe?
- Do we play with matches?
- What is an emergency?
- Why do we hold an adult’s hand at the road?
- Name two dangers at home.
- Why stay away from deep water?
- Explain what to do if you smell smoke.
- Make a safety card with three rules.
Homework
Make a safety card with three rules. Share it with your family and name your trusted adult.
Answer key and marking scheme
| Question | Expected response | Marks |
|---|---|---|
| 1. What do we do at the road? | Stop, look and listen. | 1 |
| 2. Do we take things from strangers? | No. | 1 |
| 3. Who do we tell if we feel unsafe? | A trusted adult. | 1 |
| 4. Do we play with matches? | No. | 1 |
| 5. What is an emergency? | A time we need help quickly. | 1 |
| 6. Why do we hold an adult’s hand at the road? | Cars can hurt us. | 1 |
| 7. Name two dangers at home. | Hot pots, matches, medicines or sharp things. | 1 |
| 8. Why stay away from deep water? | We can fall in and drown. | 1 |
| 9. Explain what to do if you smell smoke. | Leave and tell an adult. | 1 |
| 10. Make a safety card with three rules. | Three rules. | 1 |
| Total | 10 |
Independent practice answers. Level 1: 1 Stop, look and listen.; 2 No.; 3 A trusted adult.; 4 No.; 5 A time we need help quickly.. Level 2: 1 Cars can hurt us.; 2 Hot pots, matches, medicines or sharp things.; 3 We can fall in and drown.. Level 3: 1 Leave and tell an adult.; 2 Three rules.; 3 A parent, teacher or relative..
Quiz answers: 1 B, 2 C, 3 A, 4 B, 5 C, 6 A, 7 B, 8 C, 9 A, 10 B, 11 C, 12 A, Challenge 1 B, Challenge 2 C.
Mastery and remediation
| Objective | Bronze (Developing) | Silver (Proficient) | Gold (Advanced) |
|---|---|---|---|
| O1 Name safe and unsafe behaviours | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
| O2 Say what to do near roads, fire and water | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
| O3 Say who to ask for help | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
| O4 Know a trusted adult to tell | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
Courseversity badge thresholds (overall quiz score): Gold = 90–100%; Silver = 80–89.9%; Bronze = 70–79.9%. A badge is never a full record of progress.
If a learner struggles
- Find the misconception: “Strangers who give sweets are friends.” Do not take things from strangers.
- Explain another way: use real objects, pictures or actions first, then words.
- Show a simpler example: Say three safety rules and one trusted adult.
- Guided practice: work through one example together and let the learner try the next one.
- Reassess: use the quiz again or the worksheet.
- Move on when the learner shows Silver-level evidence independently.
For parents and guardians
In this lesson your child learns basic safety rules and who to tell when they feel unsafe. You do not need to be an expert to help.
- Practise crossing the road together.
- Ask, “Who is your trusted adult?”
- Review rules about strangers calmly.
- Ask “how do you know?” after each answer, and listen.
- Praise effort, not only right answers. Mistakes are how we learn.
- Ten to fifteen minutes a day is better than one long session.
Teacher package
1–5. Objectives, prerequisites, materials, preparation, duration
Lesson objectives. Learners will: name safe and unsafe behaviours; say what to do near roads, fire and water; say who to ask for help; know a trusted adult to tell.
Prerequisite knowledge. None. Learners should be able to look, listen and talk about what they notice.
Materials. Cards, crayons, pictures of safe and unsafe situations, chart paper. Low-resource options: use chalk or charcoal on a board or wall, drawings in the sand, and objects from the classroom instead of printed materials.
Preparation. Prepare role-play cards. Do not use real matches or sharp tools. Plan a calm tone.
Suggested duration. 45–60 minutes. It can be split into two shorter sessions.
6–9. Teaching procedure, explanation notes, guided and independent activities
Introduction (5 min). Tell the ball story and ask, “What is the safe choice?”
Explanation (10 min). Teach the safety rules.
Guided activity (10 min). Learners role-play safe choices.
Independent activity (10 min). Learners make safety cards.
Assessment and reflection (5 min). Ask each learner to say one thing they learned and how they know it.
Key questions. What is the safe choice? Who can help?
Teacher explanation notes. Start with real objects and safe, hands-on observation. Then talk about what was seen, then draw and write. Always say “how do you know?”. Keep to the safety notes, and use local, safe materials.
10–12. Differentiation, formative assessment, common misconceptions
Support. Use real objects and pictures, short sentences and a partner. Let learners point, show or draw instead of writing. Extension. Ask learners to find a new example at home and explain how they know.
Formative assessment. Listen to learners read and explain, ask “how do you know?”, and check the independent work.
Misconceptions. “Strangers who give sweets are friends.” Do not take things from strangers.
13–15. Assessment questions, answer keys, marking scheme
Use the quiz, the 11-mark exam practice and the worksheet on this page. All answers and marking guides are in the answer sections above. Re-check every answer before use.
16–19. Remediation, enrichment, homework, teacher reflection
Remediation. Say three safety rules and one trusted adult. Enrichment. Look for one new example near your home or school, draw it and explain it to someone. Homework. See above.
Teacher reflection. After teaching, record: which ideas learners understood; which misconceptions occurred; which activities worked; which learners need more practice; and what to improve next time.
Sources and standards
This lesson is based on the sources below, and no official endorsement is claimed. Reference starting points: Next Generation Science Standards, Cambridge Primary Science and the IB Primary Years Programme. Where a standard code is named, it points to the official framework.
Research used to shape this lesson. Courseversity Science curriculum, Grade 1 Unit 5, topic 10; Next Generation Science Standards, from molecules to organisms (human body and health); Cambridge Primary Science Stage 1, humans and animals; IB Primary Years Programme, who we are. These sources informed the lesson.