Farm Safety Exploration

Overview

In this lesson (lesson 12 of 20) students explore farm safety using simple talk, listening, and visual making. They create a class safety poster and practise the rules through short role-plays.

Learning intentions

Students will be able to:

• identify farm safety rules (for example: stay with an adult, wear a hat/appropriate shoes, don’t touch animals or equipment without permission)
• make a safety poster using colours, shapes, and clear drawings to show the rules
• describe how their poster helps others understand farm safety
• take turns and use friendly, clear oral language during class discussions and role-plays

Success criteria

Students can:

• tell (or point to) at least 1 farm safety rule and show it with a picture
• contribute to a safety poster panel with a drawing and a simple label or symbol
• explain to a partner how their poster picture shows the safety rule
• role-play a farm safety scenario safely using agreed actions and turn-taking

Curriculum links

• Creative Arts — CA1-VIS-01: make artworks using materials and techniques to represent subject matter and ideas; describe ways artists convey ideas in artworks
• English — EN1-OLC-01: communicate effectively using interpersonal conventions and language to extend and elaborate ideas for social and learning interactions
• Creative Arts (Drama) — CA1-DRA-01: perform simple drama to enact characters/ideas and describe how drama communicates ideas

Lesson structure (90 minutes)

1. 0–10 min · Welcome & safety talk. Teacher greets students and shows 3 picture prompts (adult, animals, equipment) while asking “What should we do to stay safe?” Students respond using gestures, single words, or short phrases with the teacher modelling turn-taking.

2. 10–25 min · Listen & learn rules. Teacher presents 4 simple farm safety rules using “Stop/Stay/Ask” actions and repeats each rule with a hand signal. Students echo the action signals, practise saying the rule with support, and point to the matching rule card.

3. 25–35 min · Shared poster plan. Teacher places a large poster paper on the table and shows where each rule picture will go. Students choose a rule to contribute (or take turns choosing), then help place a cut-out colour block or symbol starter on their poster section.

4. 35–55 min · Create safety poster artworks. Teacher demonstrates how to draw a simple safety scene (stick figure with hat; adult hand guiding; fence/“no touch” sign; closed gate; hat/shoes) and how to use colour and thick lines for visibility. Students create their poster section using crayons/markers, glue sticks, and pre-prepared symbols; they add a simple label (teacher-scribed) or a pictorial label.

5. 55–70 min · Gallery walk & describing. Teacher sets up a “look and talk” routine: “I see… / It means… / It helps because…” Students take turns showing their poster piece to the teacher/partner and describing what the picture shows using sentence starters or single-word supports.

6. 70–85 min · Role-play safety scenarios. Teacher reads 2 short scenario cards (for example: “You see a gate open” and “You want to pat an animal”). Students enact the scenario using agreed safety actions (stop, step back, look for an adult, ask permission). Teacher pauses after each role-play to ask “What safety rule did we show?” Students answer with the rule card or a short phrase.

7. 85–90 min · Quick wrap-up & exit check. Teacher collects the poster sections and revisits the 4 rule cards. Students each indicate one rule (point/symbol) to confirm learning.

Resources

• Large poster paper or butcher’s paper (sectioned into 4 panels)
• Rule picture cards (stay with adult, don’t touch animals/equipment, wear hat/shoes, ask permission/keep safe distance)
• Crayons or thick felt pens, glue sticks, safety scissors (teacher-handled if needed)
• Pre-cut picture symbols (hat, shoe, adult hand, fence, “no touch” sign)
• Scenario cards for role-play
• Name cards or turn-taking cards for students
• Optional: a hat and toy fence/gate prop for role-play

Assessment

• Observe during rule echoing: can the student match an action to a safety rule card?
• Check poster making: does the student’s drawing/symbol clearly represent a farm safety idea?
• Quick oral check during gallery walk and role-play: can students communicate “what to do” using a sentence starter, gesture, or rule card?

Differentiation

• Provide sentence starters and choice boards (“I see… / It means…”; choose Rule A or Rule B).
• Use picture-first communication: students may point, match symbols, or use one-word responses rather than full sentences.
• For support: pre-draw simple outlines (stick figure, hat) and let students colour/add the key safety symbol.
• For extension: ask students to add one extra detail to their poster (for example: closed gate + adult + hat) and describe it (“It helps because…”).