B. Active Living / C. Movement Competence · Active, Fit and Skilful

Playing Safely: Protecting My Head and Caring for Others

B3 A1.2 A1.4About 35 minutes

Learning goals

I can follow safety rules and routines so that I and others stay safe.
I can explain what a concussion is and how to help prevent one.
I know the signs of a possible concussion and to stop, tell a grown-up and rest.
I can help keep safe a friend who has a medical condition, like asthma or an allergy.

Words to know

concussion
A brain injury that can happen when a hit to the head or body makes the brain move inside the skull.

skull
The hard bone around your brain that protects it.

helmet
A hard hat that protects your head when you bike, skate, ski, toboggan or scooter.

medical condition
A health need some people have, like asthma, a serious allergy or diabetes.

inhaler
A small puffer that some people with asthma use to help them breathe.

routine
Steps we follow the same way every time, like a safety check before playing.

Remember from Grade 1

You learned to follow safety rules, wear the right clothes and shoes, spot hazards like ice, and tell a grown-up if you bump your head.

This year you will learn why a bump to the head is so important, and how to help keep everyone safe, including friends who have special health needs.

Your amazing brain

Your brain is inside your head. It helps you think, see, move, remember and feel. A hard bone called the skull protects it.

If your head (or even your body) gets a big bump or jolt, your brain can move inside your skull. This can cause a brain injury called a concussion.

You cannot see a concussion from the outside. There may be no bump and no blood. That is why we must listen to how we feel.

Your hard skull protects your brain. A big bump or jolt can make the brain move inside the skull. That can cause a concussion, even when you can't see anything on the outside.

Signs of a possible concussion

After a hit to the head or a hard fall, you might:

have a headache or feel pressure in your head
feel dizzy or have trouble balancing
feel sick to your stomach
have blurry vision or see stars
feel confused, mixed up or forgetful
feel very tired, or more grumpy, sad or teary than usual
not like bright lights or loud noises

Signs can show up right away or later, even the next day.

If you hit your head or see a friend hit theirs: STOP playing, TELL a grown-up, and REST. Don't go back to playing that day.

Protect your head

Wear a helmet that fits for biking, scootering, skating, skiing and tobogganing.
Keep space around you. Look where you are going.
No pushing or rough play.
Toboggan feet first, on hills with no trees, roads or water at the bottom.
Follow the rules of the game.
Never hide a head bump, even if you want to keep playing.

Just for fun

Riddle: I have a hard shell and a buckle, and I keep your thinking safe. What am I?

A helmet! (A turtle has the shell, but no buckle.)

Caring for friends with medical conditions

Some people have medical conditions. They can still play and have fun. Here are some examples:

Asthma: it can be hard to breathe, especially when running or in cold air. They may use an inhaler (puffer).
Serious allergies: a food or a bee sting can make them very sick, very fast. A grown-up may carry special medicine for them.
Diabetes: they may need a snack or to check their blood sugar during activity.

How you can help:

Let them stop and rest or take their medicine. Don't tease.
Never share food unless a grown-up says it is okay.
Never touch or play with someone's medicine.
If a friend has trouble breathing, looks very sick or falls down, get a grown-up right away.

Worked example

Let's practise STOP, TELL, REST

At the park, Ella falls off the climber and bumps her head. She says, "I'm fine!" but she looks confused and says her head hurts. What should happen?

Notice the signs: confused and headache. These are signs of a possible concussion.
STOP: Ella stops playing. Her friend stays with her.
TELL: Her friend gets a grown-up right away.
REST: Ella does not go back to playing that day. A grown-up watches her and helps her see a doctor.

Even if Ella says "I'm fine", she should stop, tell a grown-up, and rest. Telling is not tattling. It is caring.

Worked example

Let's do a safety check before playing

Before tobogganing, Arjun and his dad do a safety routine. What should they check?

Clothes: warm layers, mittens, boots, hat under the helmet? ✔
Helmet: on and buckled snugly? ✔
Hill: no trees, rocks, roads, fences or open water at the bottom? ✔
Rules: go down feet first, one at a time, walk up the side of the hill, move out of the way quickly at the bottom. ✔
Friends: does anyone need an inhaler or medicine nearby? ✔

A safety routine checks clothes, equipment, the space, the rules and people's needs before you start.

Hands-on activity

Make a family safety poster

You need: paper and crayons or markers.

Pick an activity your family does: biking, skating, tobogganing, swimming or the playground.
Draw a picture of it in the middle.
Around it, draw or write 4 safety rules (for example: helmet on, look where you are going, take turns, tell a grown-up if you get hurt).
At the bottom, write STOP – TELL – REST.
Hang it by the door and do the safety check before your next outing.

Your turn

What is a concussion?

Name three signs of a possible concussion.

What are the three steps if you or a friend hits your head?

Name two activities where you should wear a helmet.

A friend with asthma needs to stop running and use their inhaler. What should you do?

Why should you never share your snack with a friend who has a serious allergy unless a grown-up says it's okay?

Do it and check: Show how you would put on and check a bike helmet.

More practice: warm-up

What hard bone protects your brain?

True or false: You can always see a concussion from the outside.

Should you go down a toboggan hill head first or feet first?

Is it okay to play with someone else's medicine?

Is telling a grown-up about a head bump tattling?

More practice: on your own

Ben bumps heads with a friend in tag. He feels a bit dizzy but wants to keep playing. What should he do and why?

Why might signs of a concussion matter the next day?

Name two rules that help prevent head injuries at the playground.

Your friend has a serious allergy. You are going to a picnic. How can you help keep them safe?

How can cold air be a problem for some friends with asthma?

Challenge

Plan a safety routine for skating at an outdoor rink. Include clothes, equipment, space, rules and people's needs.

Mia says, "If I tell, I can't play anymore, so I won't tell about my head bump." What would you tell Mia?

Why is it important that everyone, not just grown-ups, knows the signs of a concussion?

Check your understanding

Quiz

What is a concussion?

Which is a sign of a possible concussion?

You hit your head hard in a game. What do you do?

When should you wear a helmet?

A friend with asthma is coughing and having trouble breathing after running. What should you do?

Why shouldn't you share food with a friend who has a serious allergy, unless a grown-up says okay?

Which is the safest way to go down a toboggan hill?

For parents and teachers

Big idea: Grade 2 students demonstrate behaviours and routines that keep themselves and others safe, including concussion prevention, and learn to take precautions for others, including people with medical conditions.

About concussions: Ontario's Rowan's Law requires concussion awareness in school sport, and school boards have concussion procedures. A child with a suspected concussion should stop activity right away, not return that day, and be checked by a doctor. Children often under-report symptoms because they want to keep playing, so we stress that telling is caring, not tattling.

About medical conditions: Ontario schools have plans for students with anaphylaxis (Sabrina's Law), asthma (Ryan's Law) and other conditions. If your child has one, make sure the school has a current plan and that your child knows where their medication is. We keep examples general and avoid naming specific products.

How to help at home:

Make the helmet routine non-negotiable and check the fit together.
Practise STOP – TELL – REST with "what would you do if..." questions.
Talk about friends' health needs with kindness and without fear.

Common difficulties:

"I didn't bleed, so it's fine." Explain that concussions are inside and invisible.
Worry. Reassure your child that most bumps are minor; the point is simply to tell a grown-up.

Social-emotional link (strand A): seeking help as a coping skill (A1.2) and caring for others' needs (A1.4).