Farm Safety Rules

Overview

In this lesson, students learn simple farm safety rules and why they matter. They then role-play safety scenarios to show how safe choices can prevent hurt.

Learning intentions

• Students will identify simple safety rules used on farms.
• Students will describe how to stay safe around animals, machinery, tools and fences.
• Students will participate in role-play to practise safe decisions.
• Students will reflect on what helped them stay safe during scenarios.

Success criteria

• I can name at least 2 farm safety rules.
• I can tell one safe choice for a farm situation (for example, “Stop and ask”).
• I can role-play safely using actions that match the rules.
• I can explain how my choice helps keep people safe.

Curriculum links

• EN1-CWT-01: Students plan, create and revise short written texts using vocabulary, text features and sentence structure (creating a simple safety rule sentence).
• CA1-DRA-01: Students make and perform drama by enacting characters and ideas and describing how drama communicates messages (role-play safety scenarios).
• EN1-OLC-01: Students communicate effectively in learning interactions by using appropriate language to explain safety choices (turn-and-talk, sharing ideas).

Lesson structure (60 minutes)

1. 0–5 min · Welcome and hook. Teacher shows a picture prompt of a farm (or draws one quickly) and asks, “What helps people stay safe on farms?” Students share quick ideas with a partner.

2. 5–15 min · Mini lesson: Farm safety basics. Teacher introduces 4–5 age-appropriate safety rules with gestures and a simple chart:

• Stop and listen (when an adult says “Stop”).
• Ask first (before touching tools or getting near animals).
• Stay behind barriers/fences.
• Wear safe clothing (for example, closed shoes/hat) and use gloves if needed (where appropriate).
• Walk, not run, in farm work areas. Students repeat the rules using teacher-led call-and-response.

3. 15–25 min · Guided practice: Sort and decide. Teacher places two large signs: “Safe choice” and “Not safe choice”. Reads short scenarios aloud (e.g., “Riley runs near a gate”; “Mia asks an adult before feeding an animal”; “Theo touches a tool left out”). Students place matching picture cards (or do a “thumbs up/down”) and explain one reason. Teacher checks understanding by asking, “What should Riley do instead?”

4. 25–35 min · Planning for role-play (short and supported). Teacher models a role-play plan using a sentence frame on the board:

• “I will ____ because ____.” Examples: “I will stop and ask because tools can hurt people.” Students choose one scenario card and practise saying their safety sentence with a partner.

5. 35–45 min · First role-play rehearsals (small groups). Teacher assigns groups of 3–4. Each group gets one scenario card and role cards (Adult/Student/Animal/Helper as needed). Students rehearse for 3 minutes using only simple actions and clear “stop/ask” behaviours; teacher circulates, prompting rule language (“What is the safe choice?”).

6. 45–55 min · Perform and respond. Teacher selects 3 groups to perform while the class watches using a simple focus question: “Which safety rule is being shown?” After each performance, teacher asks performers: “What rule did you use?” and classmates respond with one sentence.

7. 55–60 min · Quick written check (or mark-making). Teacher provides sentence starters for students:

• “On a farm, it is safe to ____.”
• “I should ____ to stay safe.” Students complete one sentence in their workbook (or on a provided strip if handwriting support is needed). Collect for assessment.

Resources

• Farm safety picture cards (animals, tools, machinery, fences/gates, adults nearby)
• “Safe choice / Not safe choice” signs
• Scenario cards for role-play (one clear safety issue per card)
• Sentence starter strips or workbook templates
• Simple props for role-play (toy tool, gate sign, safety vest/hat, cardboard fence)
• Group roles cards (optional) and timer
• Teacher chart of farm safety rules with icons/gestures

Assessment

• Observation checklist during sorts and role-plays: can students name a safety rule and match it to a scenario.
• Targeted questioning: “What should they do instead?” and “How does that keep people safe?”
• Exit sentence: identify whether students can produce a clear safe choice using the sentence starters.

Differentiation

• Support: provide sentence frames, picture choices, and a small word bank (stop, ask, fence, safe, walk). Offer pre-marked response strips for the exit task.
• Support for role-play: allow students to demonstrate with gestures only (no speaking) if needed, or use single-word responses (“Stop!” “Ask!”).
• Extension: challenge students to add a second detail (“I will stay behind the fence because the animal might bite.”).
• EAL/SEN considerations: rehearse key phrases chorally before role-play; use visuals and consistent gestures for each rule; pair students strategically for turn-and-talk.