Safety Rules in Movement for Primary 2

Class: Primary Two
Term: First Term
Subject: basic Science and Technology
Curriculum Theme: Physical & Health Education
Previous Lesson: Moving Our Body Parts, 2
Topic: Safety Rules in Basic Movement
Content/Learning Area: What are Safety Rules in Basic Movement?, Some of the safety rules in basic movement include:
Time Allocation: 40 minutes

Performance Objectives

By the end of the lesson, pupils should be able to:

• Cognitive Domain:

1. List three safety rules in basic movement.
2. Explain why it is indeed crucial to follow these safety rules.

• Affective Domain:

1. Show awareness of safety concerns when moving.
2. value the importance of following safety rules.

• Psychomotor Domain:

1. demonstrate safe movement practices.

• Social Domain:

1. Cooperate with others to maintain a safe surroundings.

Reference Materials

• 9 – Years Basic Education Curriculum
• Abuja Educational Resource Center Scheme of Work
• NAPPS National Unified Scheme of Work
• Online Data
• Relevant textbooks

Instructional materials

To deliver this lesson, the teacher will use the following materials:

• Whiteboard or chart paper
• Markers or crayons
• Pictures illustrating safety rules

Rationale for the Lesson

Understanding safety rules in basic movement is crucial for preventing accidents and injuries. This lesson lays the foundation for safe habits that will benefit pupils throughout their lives.

Prerequisite/Previous Knowledge

The teacher will start by asking pupils about their experiences moving around, prompting them to share instances where they felt safe or unsafe. This will lead into a discussion about the importance of safety rules.

Lesson content

What are Safety Rules in basic Movement?

Safety rules in basic movement are guidelines that help us move around safely and prevent accidents. They are critically notable for everyone, especially young children, who are more prone to accidents.

Some of the safety rules in basic movement include:

These include:

1. Look before leaping: Always check for obstacles or dangers before moving, especially when crossing roads or entering new areas.
2. Always walk and not run: Running can be hazardous, especially in crowded places or near stairs. walking helps prevent collisions and falls.
3. Hold handrails when walking on stairs: Handrails offer support and balance when using stairs.
4. Play in safe areas: Choose areas free from hazards like sharp objects, uneven ground, or traffic.
5. Keep paths clear: Avoid leaving obstacles on paths to prevent tripping.
6. Use crosswalks: Crosswalks are designated safe areas for pedestrians to cross roads.
7. be cautious near roads: Always be aware of cars when walking near roads.
8. Obey traffic signals: Understanding and following traffic signals ensures safety when crossing roads.
9. Avoid distractions: Paying attention to your surroundings without distractions like phones reduces accidents.
10. Wear appropriate footwear: Wearing shoes that provide good grip and support helps prevent slips and falls.

Teaching Methods

To deliver this lesson,‌ ⁤the teacher will⁤ adopt⁤ the following methods: Discussion, Exhibition, and Role-playing.

Instructional Procedures

To deliver this lesson, the teacher will adopt the following steps:

Step 1: Introduction (Set Induction)

time: 5 minutes
Teaching Skill: questioning
TeacherS activity: Asks pupils about their experiences moving around, focusing on safe and unsafe situations.
Pupils’ Activity: Share their experiences and participate in the discussion.

Step 2: Explanation of Key Concepts

Time: 10 minutes
Teaching skill: Explaining
Teacher’s Activity: Explains the meaning of safety rules in basic movement and their importance.
Pupils’ Activity: Listen attentively and ask clarifying questions.

Step 3: Demonstration/Guided Practice

Time: 10 minutes
Teaching Skill: Demonstrating
Teacher’s Activity: Demonstrates safe movement practices, such as looking before crossing, walking instead of running, and using handrails.
Pupils’ activity: Observe the demonstration and practice the movements under the teacher’s guidance.

Step 4: self-reliant Practice

Time: 5 minutes
Teaching Skill: Monitoring
Teacher’s Activity: Supervises pupils as they practice safe movement independently.
Pupils’ Activity: Practice safe movement in a designated area.

Step 5: Note-Taking

Time: 5 minutes
Teaching Skill: Note-taking
teacher’s Activity: Guides pupils in writing down key safety rules.
Pupils’ Activity: write down the key safety rules in their notebooks.

Step 6: evaluation/Review

time: 5 minutes
Teaching Skill: questioning
Teacher’s Activity: Asks review questions to assess understanding.
Pupils’ Activity: Answer the review questions.

Objective-aligned checks:

1. List three safety rules in basic movement.
2. Explain why it is indeed crucial to follow these safety rules.
3. Show awareness of safety concerns when moving.

step 7: Conclusion

Time: 5 minutes
Teaching Skill: Summarizing
Teacher’s Activity: Summarizes the key safety rules and encourages pupils to practice them regularly, emphasizing the importance of staying safe.
Pupils’ Activity: Listen attentively and commit to practicing safety rules.

Lesson Keywords

• Safety Rules – Guidelines to prevent accidents and injuries.
• Basic Movement – Actions like walking, running, and climbing stairs.
• Handrails – Bars used for support when using stairs.
• Crosswalks – Designated areas for pedestrians to cross roads safely.
• Obstacles – Things that block or impede movement.

Lesson Evaluation

To evaluate the learning, the teacher asks pupils to:

1. What are three safety rules we discussed today?
2. Why is it critically important to follow these safety rules?
3. Give an example of how you can follow these rules when moving around.
4. What other safety rules can you think of?
5. How can you help others stay safe when moving around?

Assignment/Homework

1. list five safety rules you should follow at home.
2. Draw a picture showing one way to stay safe while moving around.
3. ask your parents or guardians about other safety rules and write them down.

Differentiation

• For slower learners: Provide one-on-one assistance and use visual aids.
• For advanced learners: Challenge them to create their own safety posters.
• For visual/auditory/kinesthetic learners: Use pictures, verbal explanations, and hands-on activities to cater to different learning styles.

Note for Teachers

Ensure to create a safe and supportive environment where pupils feel comfortable sharing their experiences and asking questions. Emphasize the practical submission of safety rules in their daily lives.