| Full lesson | Create for a teacher a set of content for giving a lesson, beginning with the lesson plan. Each new block of materials must begin with an H1 heading (other subheaders must be H2, H3, etc). When you describe required pictures, write those descriptions in curly brackets, for example: {A picture of a triangle} |
| Which subject | Health |
| What topic | Protective behaviours |
| What length (min) | 30 |
| What age group | Preschool / Nursery |
| Class size | 20 |
| What curriculum | |
| Include full script | |
| Check previous homework | |
| Ask some students to presents their homework | |
| Add a physical break | |
| Add group activities | |
| Include homework | |
| Show correct answers | |
| Prepare slide templates | |
| Number of slides | 5 |
| Create fill-in cards for students | |
| Create creative backup tasks for unexpected moments |
Protective Behaviours
Preschool / Nursery
Health
30 minutes
20 students
This lesson aligns with the Australian Curriculum for Health and Physical Education, focusing on personal safety and protective behaviours.
| Step Number | Step Title | Length | Details |
|---|---|---|---|
| 1 | Introduction | 5 mins | Start with a brief discussion about safety. Ask students if they know what protective behaviours are. Use simple language. |
| 2 | Story Time | 10 mins | Read a story that includes themes of safety and protective behaviours, asking questions to engage students throughout. |
| 3 | Activity – Cards Distribution | 5 mins | Hand out printable cards to each student. Explain that they will fill these during the lesson. Provide markers for them to use. |
| 4 | Activity – Filling in Cards | 5 mins | Guide students as they fill in their cards. Assist them as needed and encourage sharing what they are writing with a partner. |
| 5 | Random Check/Collection | 3 mins | Collect or randomly check the cards to see what students have filled in. Use a few as examples without putting anyone on the spot. |
| 6 | Homework Assignment | 2 mins | Explain the homework related to protective behaviours. Provide instructions on what they need to do and when to submit. |
Wrap up the lesson by reinforcing the importance of talking about feelings and safety, thanking students for participating, and distributing stickers as rewards for their engagement.
"Good morning, everyone! Today, we are going to talk about something very important: protective behaviours. Can anyone tell me what they think safety means? Yes, that’s right! Safety is about keeping ourselves safe and knowing when we might be in danger. Protective behaviours help us to do just that. Let’s explore this exciting topic together!"
"Now, I'm going to read you a story about safety. This story has some important lessons about protecting ourselves. I want you to listen carefully and think about how the characters in the story stay safe. If you have any questions while I read, feel free to raise your hand!"
[Read the story, engaging with the students by pausing to ask questions like:] "Can anyone tell me what the character did to stay safe here? That’s a great answer! Why do you think it was a good choice?"
"Fantastic listening, everyone! Now, we are going to do an activity. I have some special cards for you. Each of you will get one, and I want you to think about what we discussed today. You will use these cards to write or draw things that help keep you safe. Here are some markers for you to use too! Let me hand these out."
[Distribute the cards and markers.]
"Now that you all have your cards, I want you to start thinking about your own experiences. What makes you feel safe? Is there something that makes you feel unsafe? You can write or draw on your card. If you want, you can share your thoughts with a friend beside you while you fill in your card. Remember, I’m here to help if you have any questions!"
[Walk around the room, offering assistance and encouragement.]
"Wow, I see some wonderful ideas on your cards! Now, I’m going to collect your cards, but don’t worry, I won’t put anyone on the spot. I’ll just take a quick look to see what you’ve written. I’ll share a few examples that I find, but I won’t mention any names. This is a great way for us to learn from each other!"
[Collect the cards and glance through them.]
"Before we finish up, I have a little homework for you. I want you to go home and think of one person in your life you can talk to about staying safe. Maybe it’s a parent, a sibling, or a friend. When you talk to them, you can share what you learned today about protective behaviours. You will tell me about it in our next class! Sound good?"
"Alright, everyone, you’ve done such an amazing job today! Remember, it’s important to talk about our feelings and to know how to keep ourselves safe. I want to thank you all for participating. As a reward for your hard work, I have some stickers for you! Let’s give ourselves a round of applause!"
[Hand out stickers and encourage a positive atmosphere as the class ends.]
In your own words, define what safety means to you. Why do you think it is important?
Reflect on the story we read in class. Describe one situation from the story where a character took action to stay safe. What did they do, and why was it effective?
On your homework card, list three things that help you feel safe at home or in your community. Why do these make you feel safe?
Think about a time when you felt unsafe. What happened, and what could you have done differently to protect yourself?
Choose one person in your life (like a family member or friend) that you can talk to about protective behaviours. What questions do you plan to ask them about staying safe?
After discussing safety with someone, write a brief summary of what you talked about. What new ideas or insights did you gain from the conversation?
Illustrate a scenario where someone uses protective behaviours to stay safe. You can draw or write a short story about it.
What is one thing you learned in today’s lesson that you think is very important? How will you apply this knowledge in your daily life?
| Question | Answer |
|---|---|
| What does safety mean to you? | |
| Can you recall a moment in the story where a character stayed safe? | |
| What are some things that make you feel safe? | |
| Why do you think it’s important to talk to someone about staying safe? | |
| What is one thing you can do to protect yourself? | |
| How can sharing your feelings help you feel safer? | |
| Who is someone you could talk to about protective behaviours? | |
| Can you think of a time when you felt unsafe? What did you do about it? | |
| Why is it important to learn about protective behaviours? | |
| What did you enjoy most about today’s lesson on safety? |