Considerations for Lesson Planning
Location: Classroom
Strand: Healthy Living
Topic: Personal Safety and Injury Prevention
Students:
- A student who uses a self-propelling wheelchair
- Consideration: Ensure that the student who uses a wheelchair can fully participate in all classroom activities, including having accessible classroom arrangements and mobility support.
- A student who has a global developmental delay who is impacted in areas such as language development, motor skills, problem-solving, and social-emotional skills
- Consideration: Ensure that the student with global developmental delays can actively engage in classroom activities in a way that aligns with their learning needs.
- Newcomer or refugee students who have recently arrived in Canada, due to migration and conflict
- Consideration: Ensure that newcomer and refugee students can fully engage in classroom activities, including understanding and expressing their thoughts, and receiving support in building language skills and navigating cultural differences.
- A student who is deaf/hard of hearing who uses hearing aids
- Consideration: Ensure that the student who is deaf or hard-of-hearing can fully participate in small group and whole group discussions, including effectively processing spoken language and communicating with others.
Supports: None
Lesson: Mapping Your Path to Safety
Lesson Overview
Through role-play and a safety plan mapping activity, students identify trusted people and supports who can assist them with injury prevention, emergencies, and emotional distress, and how to access services and supports.
Overall and Specific Expectations
D1: D1.1
Learning Goals
- We are learning to identify trusted people and support services that can help in situations involving injury prevention, emergencies, and emotional distress.
- We are learning how different people, including those with disabilities and diverse backgrounds, may experience safety challenges and how to ensure everyone has access to support.
Materials
- Access to a shared document or large board space (for example, chart paper and markers, online interactive tool)
- Lists of local services, including emergency contacts and community support organizations
- Papers or online interactive tool for the Safety Map activity
- Safety scenarios (refer to the Action section)
- Teacher Resource: Rating Scale
- Teacher Resource: Recordable Assessment Tool (Checklist)
- Writing tools (for example, pencils, pens, coloured pencils, markers)
Assessment for Learning
Use the Teacher Resource: Recordable Assessment Tool (Checklist) to observe and record student conversations and the scenarios to assess students' understanding of appropriate responses, steps to take in emergencies applying safety concepts, and trusted people and support services who can assist with injury prevention, emergencies, and emotional distress.
Minds On
Share the learning goals with the class and co-construct success criteria with students. Consider posting the success criteria in the learning space for reference throughout the lesson.
Circle of Trust
Draw three concentric circles on the board labelled "Inner Circle," "Middle Circle," and "Outer Circle." Explain to students that these circles represent the following different levels of trust:
- Inner Circle: people we trust the most and can go to for help anytime (for example, parents, guardians, close friends, a trusted teacher)
- Middle Circle: people we trust in certain situations but may not go to for everything (for example, coaches, neighbours, community leaders, school counsellors)
- Outer Circle: organizations or services that provide help but are not personally known (for example, police, helplines, social workers)
In a whole group discussion, considering the student demographics of the class, co-create a list of examples of trusted individuals and/or services (for example, a newcomer student may rely on settlement workers, a student who is deaf may use sign language interpreters or text-based crisis lines) for students to reference during the activity.
Then have students create their own concentric circles and add names or roles of people they feel they can trust for each of their circles. Consider pairing newcomer students with another student with whom they have a relationship to offer language and cultural support. Explain to students that everyone’s circles will be different, which is okay, and that this activity helps us understand where we feel safe and who we can go to for help in different situations.
Ensure all students have sufficient time to process the information and their thoughts.
Once students complete their circles, use the following teacher prompts to engage students in a whole group discussion.
Teacher Prompt: “Why is it important to have multiple sources of support?”
Student responses may include:
- "It's important to have many people to talk to because if one person is busy or not around, you can still find someone to help you."
- "Having someone who has been through similar situations can really help because they understand what you’re going through and can listen and support you."
- “Some people may not be sure how to get support, so it’s important to have multiple people that can assist them in getting the support they need.”
Teacher Prompt: “What should we do if we are unsure about who to trust?”
Student responses may include:
- "If you don't know who to trust, you should ask an adult you feel comfortable with, like a teacher or a family member, to help you figure it out."
- "If you're unsure who to trust, you could talk to a counsellor or someone you feel safe with, and they can guide you to the right person."
Action
Role-Playing
Engage students in a role-playing activity. Post short, age-appropriate real-life scenarios around the classroom related to bullying, online safety, non-consensual photo sharing, injury prevention, and emergencies. In addition, post guiding questions for each scenario for students to reference during the activity. Provide each group with a list of local services, including emergency contacts, community support organizations, mental health services, and safety procedures that can be referenced for each scenario. Consider providing the information in the language that the newcomers are conversant in to help them make connections.
Examples of scenarios and guiding questions:
Scenario: A student takes a silly picture of their friend during lunch and posts it on social media. The friend is upset and didn’t know it was shared.
Guiding questions:
- Why is it important to ask permission before posting?
- What should you do if this happens to you or someone else?
Scenario: There’s a fire drill, and the elevator can’t be used. A student with limited mobility is on the second floor.
Guiding questions:
- What is the school’s plan to make sure everyone gets out safely?
- How can we make fire drills more accessible?
Scenario: A student is having an asthma attack during outdoor play and can’t speak clearly. You’re with them and need to call for help.
Guiding questions:
- What information do you give to an adult or emergency services?
- What can you do while waiting for help?
Scenario: While playing an online game, another player says, “You’re really fun to play with! What’s your name and what school do you go to?”
Guiding questions:
- What should you do or say in this situation?
- Is it safe to share personal information with someone you don’t know online?
Scenario: After school, a student is waiting to be picked up. A car pulls up and the driver waves them over, saying, “Your mom told me to come get you today.” The student doesn’t recognize the person, and there are no teachers nearby.
Guiding questions:
- What should the student do in this situation?
- Why is it important to follow your school's pickup rules?
Divide students into purposeful groups of three to four, taking into account student needs and peer relationships to support positive social interactions and build language confidence. Explain and assign the following three roles to members of each group:
- Solution Seeker: This student will present a real-life scenario.
- Solution Provider: This student will demonstrate how to respond to the scenario, such as explaining how to seek help or how to respond appropriately in the situation.
- Peer Coach: This student will support the group by keeping everyone on task, suggesting strategies, and identifying trusted people or resources that could help with the situation using the information provided.
Assign a different scenario to each group and explain that they will use the guiding questions and the student roles to facilitate a discussion about their group scenario.
Arrange the classroom to provide enough space for students to move freely during the role-playing activity, allowing them to navigate the area without obstacles. Ensure that all students are positioned in a way that they can easily observe role-play presentations and actively participate in discussions. Provide a quiet area for the group with the student who is deaf/hard of hearing to support effective communication without distractions or excessive noise.
During the activity, circulate to the groups to ensure they understand the task. Provide clarifications as needed.
When groups have had sufficient time to complete their role-play, have groups role-play their scenario for another group or invite them to share it with the class.
Use the following teacher prompts to facilitate a short whole class discussion about potential barriers to accessing help.
Teacher Prompt: “What might make it hard for someone to ask for help?”
Student responses may include:
- “They might feel embarrassed or scared to talk about what’s wrong, especially if it’s something personal or they think others won’t understand.”
- “They might not know that they are unsafe and that they can ask someone for help.”
- “They might not know who they can trust or where to go, so they stay quiet even though they need support.”
Teacher Prompt: “What if someone doesn’t speak the same language as the person helping them?”
Student responses may include:
- “They could use a translation app or point to pictures and symbols to help explain what they need, which makes it easier to communicate without words.”
- “There could be someone at school or in the community who speaks their language and can help translate or make them feel more comfortable.”
Teacher Prompt: “What if someone can’t hear an alarm or reach the phone in an emergency?”
Student responses may include:
- “There could be flashing lights or vibrating alerts with the alarm so people who can’t hear still know there’s danger.”
- “Phones or emergency buttons could be placed in spots that are easy to reach for everyone, like lower on the wall for someone who uses a wheelchair.”
Explain that some people may face language barriers, which can make it hard to explain what they need. Others may have physical challenges, like needing a building that has ramps or accessible entrances. Some students may also have different ideas about what it means to get help based on their culture or family traditions. Reiterate that the goal is to recognize these differences and find ways to make sure everyone can get the help they need.
Use the following teacher prompts to ask students to think critically and to suggest solutions to barriers to getting help.
Teacher Prompt: “How can we make sure support is available to all people, in all situations?”
Student responses may include:
- “We could have signs or instructions in different languages so everyone can understand how to get help.”
- “Support should be available online and in-person, so people can get help in a way that works best for them.”
Teacher Prompt: “How can someone with a disability reach emergency services?”
Student responses may include:
- “They could use an app that lets them text 911 instead of talking. This would help someone who is deaf, has trouble speaking, or is in a dangerous situation where they need to stay quiet.”
- “There should be alarms with lights or vibrations for people who are deaf or hard of hearing.”
Teacher Prompt: “What changes would help make it easier for everyone to feel safe and supported?”
Student responses may include:
- “We could add ramps and elevators so everyone can move around easily.”
- “Have quiet spaces at school where students can go if they need a break or feel overwhelmed. We could also have a designated prayer space so that people who need a quiet place to follow their religious practices during the day feel respected and supported.”
Consolidation
Safety Map
Have students create a Safety Map to identify trusted people and services they can turn to for help in different situations, such as at home, school, in the community, or online. The map should include a range of trusted individuals (for example, family members, teachers, school counsellors, community organizations). The goal is to empower students to recognize the resources available to them when they need support.
The Safety Map can be done either on paper or digitally, depending on what best suits the needs of students. Explain they can use drawings, images, or symbols to represent different people and places. For example, a heart can be drawn to represent a loved one like a parent or sibling. A speech bubble could be used for a counsellor, or a hospital cross could be used for someone in the medical field. Students can be creative and choose drawings, images, or symbols to help them remember who or what each one represents. They can also use text to create their Safety Map.
Remind students of the list of trusted individuals and services from the Minds On activity, which they can reference for guidance during the activity.
Divide students into purposeful groups of three to four, taking into account student needs and peer relationships to support positive social interactions and build language confidence. Have students share their Safety Map with their groups and explain the people and places they would turn to for help in different situations, and how they would reach them (for example, phone numbers, websites, community centres). Encourage students to point out similarities to their maps, such as shared symbols, trusted people, or support services. Group members can provide suggestions for additional supports or strategies to strengthen each other’s maps.
CRRP Strategies Embedded in the Lesson
Components of this lesson are designed to ensure that the student who uses a wheelchair can fully participate in all classroom activities, including having accessible classroom arrangements and mobility support.
- Classroom space is fully accessible by arranging desks and activity areas to accommodate the student with mobility aids, ensuring free movement throughout the space.
- Seating is arranged to accommodate the wheelchair and facilitate eye contact, ensuring that student is comfortable and able to engage in the activities, including group discussions or contribution of ideas to the safety plan.
- Classroom space is allocated to groups to ensure that the student using the mobility aids is able to communicate and fully participate in the role-play scenarios.
- Authentic scenarios are incorporated that demonstrate how all learners, including those with mobility challenges, can access emergency services and procedures, ensuring that students with different abilities can fully participate in emergency protocols and safety procedures.
Components of this lesson are designed to ensure that the student with global developmental delays can actively engage in classroom activities in a way that aligns with their learning needs.
- Instructions are simplified by breaking tasks into small, manageable steps and providing visual aids, such as diagrams or demonstrations, to reinforce understanding of safety.
- Visual aids like handouts, pictures, or diagrams are used to help connect abstract concepts related to personal safety to concrete examples, ensuring clear understanding of the material.
- Individualized or small group support is provided to ensure understanding of key concepts, allowing the student to participate meaningfully in activities and discussions.
- Hands-on activities like role-playing scenarios are incorporated, in addition to demonstrations, which allow the student to actively engage with the material and practise skills related to safety and support services.
- Flexible participation options are offered (for example, verbal responses, drawings, role-playing, written answers) to give the student the opportunity to engage in ways that align with their strengths, preferences, and comfort levels.
Components of this lesson are designed to ensure that newcomer and refugee students can fully engage in classroom activities, including understanding and expressing their thoughts, and receiving support in building language skills and navigating cultural differences.
- Students are provided with access to detailed information about local services, including emergency contacts, community support organizations, mental health services, and safety procedures.
- Translated materials, bilingual support, visual aids, and teacher guidance are provided for key concepts about personal safety and community resources to ensure students fully understand the content.
- Visual aids, simplified language, and culturally relevant examples are used to explain personal safety concepts in ways that resonate with students' unique cultural backgrounds.
- A buddy system is implemented with a peer who can offer language and cultural support, helping bridge gaps in understanding and emotional adjustment.
- Students are given extra time to process and engage in discussions about personal safety, ensuring they feel comfortable asking questions and participating at their own pace.
- Students are encouraged to share their experiences and perspectives about how personal safety is approached in their countries of origin, fostering cultural exchange and enhancing the lesson's inclusivity.
Components of this lesson are designed to ensure that the student who is deaf/hard-of-hearing can fully participate in small groups and whole group discussions, including effectively processing spoken language and communicating with others.
- Written instructions and visual aids are used to supplement spoken language for all lesson content, ensuring the student has full access to information.
- The student is provided with extra time for processing verbal information and responding during both individual and group activities, ensuring they can engage fully in discussions.
- Visual communication tools (for example, gesture-based explanations or visual prompts) are used to ensure understanding of instructions and classroom discussions.
- Classroom seating is arranged to facilitate lip-reading or visual communication, placing the student in a position where they can clearly see the speaker and any visual aids.
- Authentic solutions are incorporated that address how all learners can access emergency services and procedures, such as how individuals with different abilities call 911 or how emergency alarms and services are made accessible to all students. This ensures full participation in emergency procedures and safety protocols for every learner.
