B. Active Living / C. Movement Competence · Active Living and Movement: Fit, Safe and Game SmartSafety Leader: Spotting Risks, Responding and Supporting Recovery
B3 A1.6 A1.4 A1.1About 40 minutes
Learning goals- I can judge how risky an activity is by thinking about how likely and how serious an injury would be.
- I can make changes before and during activity so I and others stay safe, including to lower the risk of concussion.
- I can respond correctly when someone might be hurt or might have a concussion.
- I can support a friend who is recovering from a concussion or injury.
Words to know
hazard
Something that could cause harm, like a slippery floor or a tree root on a field.
risk
The chance that someone could get hurt, and how badly.
likelihood
How likely something is to happen.
severity
How serious an injury would be if it happened.
concussion
A brain injury caused by a hit to the head, face or neck, or a hit to the body that makes the head move quickly.
return to learn / return to activity
Step-by-step plans for going back to school and to physical activity after a concussion, guided by a doctor or nurse practitioner.
safety leader
Someone who notices hazards, speaks up, and helps others play safely.
Remember from earlier grades
In Grade 4 you learned what a concussion is and how to respond: Stop, Tell, Check, Return. In Grade 5 you learned five ways to help prevent concussions and injuries (rules, equipment, space, skills, behaviour), what helmets can and can't do, about Rowan's Law, and how to stay safe from sun, heat, poor air, insects and cold.
This year you will think like a safety leader: judging how risky something is, making it safer, and knowing how to help when someone is hurt, and while they recover.
Is it worth the risk?
Almost every fun activity has some risk. Tobogganing, biking, climbing trees, playing hockey. We don't want to stop doing them! Instead, safety leaders ask two questions:
- How likely is it that someone gets hurt? (likelihood)
- How bad would the injury be? (severity)
Then they make changes to bring the risk down.
| Less serious (a scrape, a bruise) | More serious (a broken bone, a concussion) |
|---|
| Less likely | Low risk. Play, but stay alert. | Medium risk. Plan carefully: gear, rules, space. |
| More likely | Medium risk. Make changes to lower the chance. | High risk. Change it a lot or don't do it. |
Be a safety leader: before, during, after
Before:
- Check the space: holes, rocks, ice, glass, tree roots, walls and fences too close, traffic.
- Check the gear: right size, in good condition, worn properly. A bike helmet should sit level and low on the forehead, with straps snug.
- Check the weather: heat, cold, UV, lightning, air quality.
- Agree on rules that protect people: no hits to the head, sticks low, tag below the shoulders.
During:
- Heads up and call for the ball ("Mine!").
- Speak up kindly when something is unsafe: "Let's move away from the fence."
- Adjust when things change: it gets dark, the ground gets slippery, younger kids join in.
After:
- Put equipment away so no one trips.
- Tell a grown-up about any injury or anything that broke.
When someone might be hurt
If someone falls or gets hit and might be hurt:
- Stop the activity.
- Don't move someone who might have a serious injury (head, neck or back), unless they are in danger where they are.
- Get a grown-up right away. If it looks serious and no grown-up is nearby, call 911 or have someone call.
- Stay with them and be calm and kind.
When someone might have a concussion
Signs can show up right away or hours later. Watch for: headache, dizziness, feeling sick, being confused or dazed, trouble with balance, blurry vision, being bothered by light or noise, acting differently, or not remembering what happened. Most concussions happen without being knocked out.
- They should stop and not return to activity that day, even if they say they feel fine.
- A grown-up should know, and they should be checked by a doctor or nurse practitioner.
- They shouldn't be left alone at first; a grown-up should keep an eye on them.
Supporting recovery
Getting better after a concussion happens step by step. Usually a person goes back to learning first, with changes like shorter days or fewer screens, then to light activity, then more, and only returns to full sports or contact activities when a doctor or nurse practitioner says it's okay.
Recovering can be frustrating and lonely. A good friend:
- includes them in other ways: keeping score, being the coach, watching the game, hanging out quietly,
- doesn't pressure them to play before they're cleared ("Come on, you look fine!"),
- is patient if they're tired, grumpy or need quiet,
- tells a grown-up if they see them doing activities they're not cleared for, or if symptoms get worse.
Managing feelings in the moment
When someone gets hurt, it's normal to feel scared or panicky. Take one slow breath, then act: stop, get help, stay calm. And if you are the one who got hit, it can feel embarrassing to stop. Remember: telling someone is the brave and smart choice.
Joke breakWhat did the bike helmet say to the head?
"Don’t worry, I’ve got you covered!" (It can only keep that promise if it sits level and low on your forehead with the straps snug.)
Worked exampleLet's run a safety check
Your family wants to play driveway hockey with a tennis ball. Find the hazards and lower the risk.
- Space hazards: the street (cars), a parked car, the garage door, an icy patch. Change: play only in the driveway, away from the street, with a grown-up watching; move nets so no one shoots toward the car or windows; salt or avoid the icy patch.
- Gear: sticks in good shape, running shoes with grip, gloves in winter. A helmet with a face mask for anyone playing goalie.
- Rules: sticks below the waist, no body contact, no slapshots, call "car!" and stop if a car comes near.
- Behaviour: play in control, include the younger cousins with a softer ball and a smaller net.
- Judge the risk: after these changes, injuries are less likely and less serious, so the risk goes from medium-high to low.
Move play away from the street, stop for cars, keep sticks low, no contact, check the ice, and adapt for younger players. The game is still fun, with much lower risk.
Worked exampleLet's decide what to do
During tag at the park, Aiden and Mei bump heads. Mei says, "I'm fine!" but she looks dazed and keeps asking what the score is. What should the group do?
- Notice the signs: looking dazed and asking the same question can be signs of a concussion.
- Stop: Mei should stop playing and not return today, even though she says she's fine.
- Tell: Get a grown-up right away. Aiden should be checked too.
- Stay with her: Someone stays with Mei until a grown-up comes.
- Check: A grown-up should get her checked by a doctor or nurse practitioner.
Stop the game, keep Mei out for the rest of the day, get a grown-up right away, stay with her, and make sure she is checked by a doctor or nurse practitioner.
Hands-on activityBe the safety leader
You need: paper, a pencil and a grown-up.
- Choose a place where you play (your yard, a park, a driveway, a rink, a toboggan hill).
- Walk around it with a grown-up and list every hazard you see.
- For each hazard, decide on the risk grid: likelihood (less/more) and severity (less/more serious).
- Write one change for each hazard to lower the risk.
- Make a safety poster of 5 rules for that place to post by the door or share with friends.
- Role-play with your grown-up: one of you "bumps heads" and the other practises the steps: stop, get a grown-up, stay with them.
Safety: Don't touch broken glass or sharp objects; point them out to your grown-up.
Your turn
1What two things do you think about to judge risk?
Likelihood (how likely) and severity (how serious).
2A game of tag beside a busy road. Low, medium or high risk? Why?
High. Getting hit by a car is serious, and running near a road makes it more likely. Move far away from the road.
3Name two things to check before playing.
Any two: the space, the gear, the weather, the rules.
4Can someone have a concussion without being knocked out?
Yes. Most concussions happen without being knocked out.
5Name three signs of a possible concussion.
Any three: headache, dizziness, feeling sick, confusion, looking dazed, balance problems, blurry vision, bothered by light or noise, acting differently, memory problems.
6Should someone who might have a concussion go back into the game if they say they feel fine?
No. They should stop and not return to activity that day, and be checked by a doctor or nurse practitioner.
7Give one way to include a friend who is recovering from a concussion.
Examples: scorekeeper, coach, watching and cheering, a quiet activity together. Don't pressure them to play.
More practice: warm-up
Something that could cause harm.
How serious an injury would be.
3Who should check someone with a possible concussion?
A doctor or nurse practitioner.
4What number do you call in an emergency in Canada?
5Name one piece of gear for biking.
A helmet (also: lights or reflectors for visibility).
More practice: on your own
1Tobogganing: list three changes that lower the risk.
Any three: choose a gentle hill with a long flat area at the bottom, away from roads, trees and fences, go feet first, sit up, wear a helmet, one at a time, walk up the side, go with a grown-up.
2A friend says, "You should still play, you look fine." You were hit in the head an hour ago and have a headache. What do you say and do?
Example: "I have a headache after that hit. I need to sit out and tell a grown-up." Then tell a grown-up and don't play.
3Why shouldn't you move someone who might have a neck or back injury?
Moving them could make the injury worse. Keep them still unless they are in danger, and get help.
4Your little brother wants to play hockey with you and your friends. What changes could make it safer?
Examples: a softer ball, no slapshots, sticks low, no contact, a smaller area, more grown-up supervision, a helmet. Look for changes that lower both likelihood and severity.
5Why might a friend recovering from a concussion feel frustrated or lonely?
They can't do their usual activities, may feel tired or have headaches, and may miss their friends and teams. Being included in other ways helps.
Challenge
1Rate this on the risk grid and improve it: climbing a tall tree near a rocky path, alone.
High risk: falling is fairly likely for a tall climb, the rocks make injury more serious, and being alone means no one can get help. Changes: a lower tree or climbing structure, a grown-up nearby, a soft surface below, three points of contact, never climb alone.
2Explain why prevention (before) is just as important as response (after) for concussions.
Responding well helps someone recover, but a concussion is still a brain injury. Prevention (rules, gear, space, skills, behaviour) means fewer people get hurt at all. Both are needed.
3A teammate returned to soccer one day after a concussion, without seeing a doctor. What could go wrong, and what should happen instead?
If the brain hasn't healed, symptoms can get worse and recovery longer, and another hit could be very serious. Instead: get checked by a doctor or nurse practitioner, follow a step-by-step return to learning and activity, and play only when cleared.
Quiz
1. Which two things help you judge risk?
2. Which is the highest risk?
3. Your friend bumps heads and looks dazed. What should happen first?
4. Which statement about concussions is true?
5. Who decides when someone can return to full sports after a concussion?
6. Which is a good way to support a friend recovering from a concussion?
Big idea: Grade 6 students take responsibility for their own safety and the safety of others, including lowering the risk of concussion. Building on prevention (Grade 5) and Stop, Tell, Check, Return (Grade 4), this lesson adds risk assessment (likelihood × severity), responding when someone might be hurt, and supporting recovery.
How to help at home:
- Do a hazard walk together at a place your child plays.
- Let your child lead a safety check before family activities (helmet fit, space, weather).
- Practise what to say if they or a friend gets hurt.
Common difficulties:
- Thinking safety means not having fun. The goal is lowering risk so the fun can continue.
- Peer pressure to keep playing. Practise the words: "I need to sit out and tell a grown-up."
- Believing you must be knocked out to have a concussion. Most concussions do not involve loss of consciousness.
About concussions: In Ontario, Rowan's Law and school board procedures guide concussion awareness, removal from activity and gradual return. A child with a suspected concussion should stop right away, not return to activity that day, and be assessed by a medical doctor or nurse practitioner. Seek emergency care (call 911) for worsening headache, repeated vomiting, seizures, severe neck pain, increasing confusion or loss of consciousness.
Social-emotional learning: Judging risk builds critical thinking (A1.6); speaking up kindly and supporting friends builds healthy relationships (A1.4); staying calm in an emergency builds emotion management (A1.1).