This sub-organizer contains the following sections:
Prescribed Learning Outcomes
Suggested Instructional Strategies
Suggested Assessment Strategies
Recommended Learning Resources

It is expected that students will:

• assess the risks associated with various unsafe situations
• propose strategies to avoid unsafe situations

To view the prescribed learning outcomes for Personal Development (Safety and Injury Prevention) in other grades click on an icon below.

SUGGESTED INSTRUCTIONAL STRATEGIES

• Have students brainstorm a list of activities or situations that include an element of risk. Ask them to classify the items on charts under headings such as Home, School, Work, Other Environments (e.g., the wilderness). Have students rate each item using an agreed-upon "danger scale."
• Invite a guest speaker (e.g., member of the community fire department or search and rescue team; physiotherapist) to discuss the consequences of risk taking and the methods of injury prevention.
• Divide the class into groups and have each group focus on one type of injury or unsafe situation, identifying options for preventing or dealing with it.
• Have students form small groups and:
  • list sports or leisure activities that require protective equipment
  • survey the student population to collect data on the use of protective equipment
  • prepare displays presenting their data and drawing conclusions
• Invite students to predict potential injuries or safety-related problems that might occur in a variety of situations (e.g., overnight camping trip) and propose coping strategies for dealing with them.
• Have students complete a self-assessment quiz that gathers information about their personal behaviour related to safety.
• Discuss with students how peer pressure influences the decision-making process in potentially unsafe situations (e.g., diving, mountain biking). Then have them role-play assertiveness skills that could protect them and others from negative peer pressure.
• Have students, individually or in groups, prepare safety or injury-prevention brochures or presentations to share with younger students.

• When assessing students' charts of high-risk activities rated on a "danger scale," note the extent to which students are able to:
  • identify both obvious and less obvious safety risks
  • accurately evaluate the risks involved in various activities
• Form small groups and ask each group to role-play a consumer panel analysing a children's toy, household appliance, or piece of sports equipment for safety. Observe the extent to which students are able to:
  • identify the appropriate safety standards for the products
  • identify the safe working features of the products
  • identify any potentially unsafe features
  • develop cautionary notes that should be included in the products' packaging
• When assessing student reports on sports or leisure activities that require protective equipment, note whether students are able to correctly:
  • describe risk factors involved in the activities
  • identify the protective equipment required
  • describe how it works
  • outline the injuries that might result and the medical treatment needed if it is not used correctly
• Have students self-assess their attention to safety issues by completing the following statements:
  • One thing I have done to prevent someone else from being hurt is __________.
  • Two things I have done to prevent injuries to myself are __________.
  • One potentially dangerous situation I saw was __________.
  • To prevent that situation from resulting in injury I __________.
  • One piece of advice I would have for others in the same situation is __________.

• Toddler Safety: What Lily Learned
• Getting Along
• Your Skin and the Sun

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