Note for teachers using this lesson plan
Before the lesson, prepare clear, child-friendly pictures or flashcards of each hazard: nails, pins, blades (e.g., a blunt plastic knife or picture of a razor), fire, broken bottles, naked electric wire, and unprescribed medicine bottles. The central idea for pupils is to identify these dangers and understand that they must *never* touch them, but instead immediately tell a trusted adult. Successful learning will be observed when pupils can point to dangerous items and verbally or non-verbally indicate “no touch” and “tell adult.”
Class: Pre-School Level 2
Term: Second Term
Week: 5
Age: 3 years
Duration: 30 minutes
Subject: Health Habits
Curriculum Theme: Health Habits
Previous Lesson: Safety, Identifying Harmful and Sharp Objects
Topic: AVOIDING NAILS, PINS, BLADES, FIRE AND OTHER HAZARDS
Subject Matter: SAFETY: Identifying and Avoiding Harmful and Sharp Objects.
Specific Objectives
By the end of the lesson, pupils should be able to:
Cognitive Domain
- Identify pictures of nails, pins, blades, fire, broken bottles, naked electric wire, and unprescribed drugs.
- State that these objects are dangerous.
Affective Domain
- Show caution when seeing pictures of dangerous objects.
- Express the importance of telling an adult when they see something dangerous.
Psychomotor Domain
- Point to dangerous objects in pictures.
- Demonstrate saying “No!” or “Don’t touch!” when shown a hazard.
Social Domain
- Participate in discussions about safety.
- Share ideas on staying safe by telling an adult.
Reference Materials
- NAPPS National Unified Teaching Scheme for Pre-School Level 2
- Early Childhood Care and Education resources
Instructional Materials
- Learning Stamps
- Story Book
- Picture Book
- Chart Posters
- Flash Cards
- Picture Charts
- Jigsaw Puzzles (can be adapted for sorting safe/unsafe pictures)
- Pictures of nails, pins, blades (e.g., razor, knife), fire, broken bottles, naked electric wire, and medicine bottles.
Rationale for the Lesson
This lesson is crucial for 3-year-olds as it teaches them to recognise common dangers in their environment. Developing this early safety awareness helps them protect themselves from harm by knowing what to avoid and, most importantly, who to tell for help.
Prerequisite/Previous Knowledge
Pupils can identify some common objects in their home and school environment. They also know how to communicate with their parents or teachers.
Lesson Content/Board Summary
AVOIDING NAILS, PINS, BLADES, FIRE AND OTHER HAZARDS
SAFETY: Identifying and Avoiding Harmful and Sharp Objects.
Dangerous Objects (Hazards)
- Nails and Pins: These are small and sharp. They can prick or cut your skin.
- Blades (Knives, Razors): These are very sharp. They can cut your skin badly.
- Fire: Fire is very hot. It can burn your skin and clothes.
- Broken Bottles: These have sharp edges. They can cut your hands and feet.
- Naked Electric Wire: This wire is dangerous. It can give you a painful electric shock.
- Unprescribed Drugs/Medicines: These are medicines not given by an adult. They can make you very sick if you take them without permission.
What to Do to Stay Safe
- Do NOT touch dangerous things.
- Stay far away from them.
- Tell an adult immediately (Mummy, Daddy, Teacher, or any trusted grown-up).
Safety Rhyme
Tune: “Twinkle, Twinkle Little Star”
Lyrics:
Sharp nail, hot fire, very scary,
Broken glass, don’t you darey.
Wires bare, and pills unknown,
Leave them all, and don’t be alone.
Tell an adult, quick and fast,
Safety first, forever last!
Actions: Shake head for “no,” point away, hug self for “scary,” point to mouth for “pills,” then point to an imaginary adult.
Watch and Learn About Safety
Key Words
- Danger – Something that can hurt you.
- Safe – Not in danger; protected.
- Sharp – Has an edge that can cut or prick.
- Hot – Has high temperature, can burn.
- Adult – A grown-up person (Mummy, Daddy, Teacher).
💡 Teacher Guide for Using This Board Summary
How to teach the content: Introduce each hazard one by one using clear pictures. Ask pupils “What is this?” and “Is it safe or dangerous?” Use simple language to explain why each item is dangerous (e.g., “Nails are sharp, they can prick you!”). Emphasize the rule: “Don’t touch! Tell an adult!”
What to show or demonstrate: Show pictures of each hazard. Demonstrate shaking your head “no” and pointing away from the picture. Role-play a simple scenario where you “find” a dangerous item and then “tell” an imaginary adult.
How to use the rhyme/song: Lead the pupils in singing the “Safety Rhyme” multiple times, encouraging them to perform the actions. The repetition helps them remember the message.
How to use the video: Introduce the video as a “safety song.” Play the video and encourage pupils to sing along and mimic the actions from the song. After watching, ask pupils to repeat the main message: “Don’t touch!” and “Tell an adult!”
What to watch for: Observe if pupils can correctly identify dangerous items in pictures and if they can demonstrate the “don’t touch” and “tell an adult” actions. Correct any misconceptions gently and reinforce the key safety messages.
Teaching Methods/Instructional Techniques
- Play-based Learning
- Demonstration
- Guided Practice
- Songs and Rhymes
- Picture Talk
- Question and Answer
- Repetition
- Practical Activity
Instructional Procedures
Step 1: Introduction
Time: 3 minutes
Teaching Skill: Engagement/Recall
Teacher’s Activity: The teacher greets the pupils and sings a short “Good Morning” song. The teacher then asks pupils if they know anything that can hurt them (e.g., falling down, a hot stove). This introduces the idea of danger.
Pupils’ Activity: Pupils respond to greetings, sing along, and share simple ideas about things that can hurt.
Learning Point: Pupils are engaged and begin to think about things that can cause harm.
Step 2: Identifying Sharp Hazards
Time: 5 minutes
Teaching Skill: Identification/Explanation
Teacher’s Activity: The teacher shows pictures of nails, pins, and blades one by one. For each, the teacher asks, “What is this?” and “Is it safe or dangerous?” The teacher explains simply why they are dangerous (e.g., “Nails are sharp, they can prick you!”).
Pupils’ Activity: Pupils name the objects (if they know them), say “dangerous,” and shake their heads “no” for touching.
Learning Point: Pupils recognise and understand the danger of sharp objects.
Step 3: Identifying Other Hazards
Time: 5 minutes
Teaching Skill: Visual Recognition/Verbal Warning
Teacher’s Activity: The teacher continues by showing pictures of fire, broken bottles, naked electric wire, and unprescribed medicine bottles. For each, the teacher explains the danger (e.g., “Fire is hot, it can burn you!”). The teacher repeatedly says, “Don’t touch! Stay away!”
Pupils’ Activity: Pupils listen attentively, point to the pictures, and repeat “Don’t touch! Stay away!”
Learning Point: Pupils learn about other common household hazards and the initial response to them.
Step 4: Practising Safety Actions
Time: 5 minutes
Teaching Skill: Demonstration/Role-play
Teacher’s Activity: The teacher demonstrates the correct actions: staying away from a dangerous object and immediately telling an adult. The teacher role-plays a simple scenario, pretending to find a dangerous item and then “telling” an imaginary Mummy or Teacher.
Pupils’ Activity: Pupils imitate the teacher’s actions, practising staying away and saying “Tell an adult!”
Learning Point: Pupils learn and practice appropriate responses to danger, focusing on seeking adult help.
Step 5: Rhyme and Video Reinforcement
Time: 5 minutes
Teaching Skill: Auditory/Visual Learning
Teacher’s Activity: The teacher leads the pupils in singing the “Safety Rhyme” with actions several times. Then, the teacher introduces and plays the “Don’t Touch! A Safety Song for Kids” video.
Pupils’ Activity: Pupils sing along to the rhyme and perform actions. They watch the video and try to sing along or mimic the actions.
Learning Point: Safety messages are reinforced through engaging songs and visual media, aiding retention.
Step 6: Guided Practice with Pictures
Time: 3 minutes
Teaching Skill: Application/Sorting
Teacher’s Activity: The teacher lays out a mix of pictures, some showing dangerous objects and some showing safe, everyday objects (e.g., a ball, a toy). The teacher asks pupils to point only to the pictures of dangerous objects.
Pupils’ Activity: Pupils point to the dangerous pictures as identified by the teacher.
Learning Point: Pupils apply their knowledge to identify hazards from a selection of items.
Step 7: Evaluation/Review
Time: 4–5 minutes
Teaching Skill: Questioning/Assessment
Teacher’s Activity: The teacher checks pupils’ understanding through short questions and practical tasks.
- Show me a picture of something sharp.
- What should you do if you see fire?
- Who should you tell if you find a dangerous object?
- Say “Don’t touch!”
Pupils’ Activity: Pupils respond orally and demonstrate the required skill where appropriate.
Learning Point: Pupils demonstrate understanding of the lesson.
Step 8: Conclusion
Time: 1 minute
Teaching Skill: Summarisation/Encouragement
Teacher’s Activity: The teacher praises the pupils for learning about safety. The teacher reminds them to always be careful, never touch dangerous things, and always tell an adult.
Pupils’ Activity: Pupils listen and say “Yes, teacher!”
Learning Point: Consolidate learning and encourage pupils to practice safety habits.
Lesson Keywords
- Danger – Something that can hurt you.
- Safe – Not in danger; protected.
- Sharp – Has an edge that can cut or prick.
- Hot – Has high temperature, can burn.
- Adult – A grown-up person (Mummy, Daddy, Teacher).
Differentiation
Support: For pupils who are struggling, provide larger and clearer pictures of the hazards. Offer fewer choices when asking them to identify dangerous objects. Use hand-over-hand guidance to help them point to items. Repeat instructions and key phrases slowly and clearly.
Extension: Encourage advanced pupils to name another dangerous thing they might have seen at home. Ask them to explain in their own simple words *why* a particular object is dangerous, beyond just saying “it’s sharp” or “it’s hot.”
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