Grade by Grade
B. Active Living / C. Movement Competence · Moving and Playing Safely

Playing Safely

B3 A1About 30 minutes
Learning goals
  • I can follow safety rules so that I and others stay safe when we play.
  • I can use equipment the right way and wear the right clothes and shoes.
  • I can spot dangers around me, like ice, wet floors or things in the way.
  • I know to stop and tell a grown-up if I bump my head or get hurt.

Words to know

safety
Being careful so that nobody gets hurt.
personal space
The bubble of space around your body that nobody else is in.
boundary
The edge of the play area. You stay inside it.
equipment
The things we use to play, like balls, hoops, skipping ropes and helmets.
hazard
Something that could hurt you, like an icy patch, a wet floor or a toy left on the ground.
concussion
A brain injury that can happen when the head is bumped or shaken hard. Always tell a grown-up if you hit your head.

Safety first, then fun!

Imagine a gym full of children running in all directions with their eyes closed. 🙈 Ouch! Bumps everywhere!

Games are only fun when everyone is safe. Today you will learn how to keep yourself and others safe while you play.

Safe players...

  1. Listen to the instructions and the stop signal (like a whistle or "Freeze!").
  2. Look where they are going, with heads up.
  3. Stay in their own personal space and keep their hands and feet to themselves.
  4. Stay inside the boundaries of the play area.
  5. Use equipment the right way, like rolling a ball, not throwing it at someone's face.
  6. Wear the right clothes: running shoes that are done up, no dangling jewellery, and a helmet for biking, scootering and skating.
  7. Tell a grown-up right away if someone gets hurt.
boundary of the play areamy spacemy space
Each child has a personal space bubble, like a hula hoop around them, inside the boundary of the play area.

Look out for hazards

A hazard is something around you that could hurt you. Before you play, look around:

  • Is the floor wet or slippery? Is there ice on the playground?
  • Are there toys, backpacks or sticks lying where people will run?
  • Is it very hot and sunny? Wear a hat and sunscreen and drink water.
  • Is it very cold? Wear a hat, mittens and warm layers.
  • Is there a wall or fence close to where you will run?

If you see a hazard, tell a grown-up or move it away if it is safe to do so.

Protect your head

Your brain is very important. Your head needs care.

  • Wear a helmet for biking, scootering, skateboarding and skating.
  • Don't push others, and play gently.
  • If you bump your head, stop playing and tell a grown-up right away, even if you feel okay. A grown-up needs to check you.
  • If you see someone else bump their head, tell a grown-up.
Worked example

Let's spot the hazards

At the playground in March, Zoe sees: an icy patch by the slide, a skipping rope lying on the ground, her friend riding a scooter without a helmet, and her own shoelace undone. What should she do?

  1. Icy patch: walk around it, and tell the teacher on duty so others stay safe.
  2. Skipping rope on the ground: pick it up and put it away so no one trips.
  3. No helmet: remind her friend kindly, "You need a helmet on a scooter!" and tell a grown-up if the friend doesn't listen.
  4. Her shoelace: stop and tie it (or ask for help) before running.

Zoe found 4 hazards. She walked around the ice and told a grown-up, tidied the rope, kindly spoke up about the helmet and tied her shoe. She kept herself and others safe.

slippery!helmetlaces loose!Icy patchWalk around itand tell a grown-up.Rope on groundPut it away sono one trips.No helmetKindly remind:helmet on a scooter!Untied shoelaceStop and tie itbefore you run.
The 4 hazards Zoe found at the playground, and how she made each one safe.
Worked example

Let's practise speaking up

During a game, Omar falls and hits his head on the floor. He says, "I'm fine, let's keep playing!" What is the safe thing to do?

  1. Stop the game for Omar.
  2. Tell a grown-up right away, even though Omar says he feels fine.
  3. Wait for the grown-up to check him. Omar should not go back to playing until a grown-up says it is okay.

Stop, tell a grown-up and let them check Omar. A head bump must always be checked by a grown-up.

Just for fun

Knock, knock!

Who's there?

Lettuce.

Lettuce who?

Lettuce check the play area for hazards before we play! 🥬

Hands-on activity

Make a safe play space at home

You need: a grown-up, some space indoors or outdoors, a hula hoop or a skipping rope (or a towel).

  1. With a grown-up, walk around your play space and find hazards: toys on the floor, a slippery rug, sharp corners.
  2. Fix what you can (put toys away, move the rug).
  3. Put the hoop, rope or towel on the floor. Stand in it. This is your personal space.
  4. Play Freeze!: dance when the music is on, and freeze like a statue the moment it stops. Stay in your space!
  5. Then try moving around the room without touching anything or anyone, with your eyes up.

Your turn

1

What does personal space mean?

2

Name two safety rules for playing in the gym.

3

You see a puddle on the gym floor. What should you do?

4

When should you wear a helmet?

5

You bump your head on the slide. You feel okay. What should you do?

6

Why should you look up when you run?

7

Do it and check: Play Freeze! with music for 2 minutes.

More practice: warm-up

1

Is it safe to wear flip-flops for running games?

2

A ball rolls away from your game. A friend is close by. Is it safe to throw it hard at your friend's face?

3

What should you do when you hear the stop signal?

4

Is a backpack lying on the field a hazard?

5

What should you wear when it is very sunny?

More practice: on your own

1

Ben runs outside the boundary to chase a ball into the parking lot. Why is this not safe?

2

It is −15°C and snowy. Name two things you should wear to play outside.

3

Your friend is crying after falling off the monkey bars. What do you do?

4

Why do we wait our turn on the slide?

5

Name one hazard you might find on a winter playground.

Challenge

1

You are setting up a game of tag in your backyard. Name three things you would check first.

2

Why do you need to tell a grown-up about a head bump even if your friend says "I'm fine"?

3

Make up one new safety rule for your class's skipping-rope time, and say why it helps.

Check your understanding

Quiz

1.

What should you do if you hit your head while playing?

2.

Which is a hazard in the gym?

3.

What are the best shoes for gym class?

4.

Why do we stay in our personal space?

5.

When should you wear a helmet?

6.

What should you do when you hear the stop signal?

For parents and teachers

Big idea: Grade 1 students learn behaviours and procedures that keep themselves and others safe during activity, including using equipment properly, wearing suitable clothing, noticing environmental hazards (ice, wet floors, heat, objects in the way) and lessening the risk of concussion.

About concussion: At this age the message is simple: protect your head, wear a helmet for wheels and skating, and always tell an adult about a head bump. If your child hits their head, watch for signs such as headache, dizziness, nausea, unusual sleepiness, confusion or changes in behaviour, and see a doctor if you are concerned. Children should not return to play until an adult says it is safe.

How to help at home:

  • Do a quick "hazard hunt" before backyard games.
  • Make helmets a non-negotiable family rule.
  • Practise a stop signal ("Freeze!") during play so your child responds instantly.

Common difficulties: forgetting to look up while running, not wanting to stop a game to report an injury, and feeling that telling an adult is "tattling". Explain: telling to keep someone safe is always the right thing.

This lesson also builds social-emotional skills (strand A): communicating clearly and asking for help.