Staying Safe Everyday

Curriculum Alignment

Learning Area: Health and Physical Education
Strand: Personal Health and Development – Safety Management
Curriculum Level: Level 1 – New Zealand Curriculum
Key Competency Integration:

• Thinking – critically reflecting on safety scenarios
• Managing Self – practising calm and considered responses
• Participating and Contributing – working together to plan safe responses
  Te Ao Māori Value: Manaakitanga – caring for and protecting others

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WALT (We Are Learning To):

• Identify different types of emergencies (earthquake, fire, flood, storm).
• Know how to stay safe in various emergency situations.
• Perform basic responses during fires and earthquakes.
• Recognise fire dangers and safety signs.
• Work together to create a fire escape plan.
• Know what to do if our clothing catches on fire.

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Success Criteria

By the end of the lesson, students will be able to:

✅ Name and describe at least three emergency situations (e.g. earthquake, fire, storm).
✅ Participate in role-play safety drills for earthquakes ("Drop, Cover, Hold") and fires ("Get Down, Get Low, Get Out").
✅ Demonstrate "Stop, Drop and Roll" correctly.
✅ Identify at least 2 safety signs and explain what they mean.
✅ Contribute to a class fire escape map.
✅ Suggest one safe meeting place during an emergency.

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Duration

Total Time: 45 minutes
Students: 17 Year 1 learners

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Resources Needed

• Emergency signs flashcards (e.g. exit, fire, flood)
• Large paper + markers for collaborative fire escape map
• Soft floor space for movement-based drills
• Sound effects or bell (for earthquake/fire simulation sounds)
• Class whiteboard
• "Emergency Teddy" – a class puppet to ask questions to or demonstrate safety with
• Visual prompt cards with action words (DROP, COVER, HOLD, etc.)
• A4 worksheet: “Match the Sign” activity
• Timer

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Lesson Breakdown

1. Mihi and Lesson Introduction (5 mins)

• Begin with a short karakia and class greeting.
• Introduce our Emergency Expert for the day: “Emergency Teddy”.
• WALT is introduced on the board:
  "WALT keep ourselves and others safe in emergencies."
• Ask ākonga: “What do you think an emergency is?” (Wait for hands. Draw ideas on the whiteboard using simple icons).

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2. What is an Emergency? (7 mins)

Activity: "Name That Emergency!"

• The teacher holds up illustrated picture cards — one at a time (fire, earthquake, flood, storm).
• Ākonga do an action/motion for each (e.g. wiggle for earthquake, wave arms for flood).
• Facilitate brief kōrero with visuals:
  • What would you hear?
  • How does it make you feel?
  • What would you do?

Differentiation:

• Use large images with simple symbols for ELL and neurodiverse learners.
• Use signs and Makaton for understanding keyword actions.

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3. Fire and Earthquake Procedures (10 mins)

Activity: Safety Drills – Role Play Stations

Part 1: Earthquake – “Drop, Cover, Hold”

• Run through it slowly with actions.
• Use prompts on the board and countdown with a timer.
• Practice 2 times with class callouts.

Part 2: Fire – “Get Down, Get Low, Get Out”

• Use couch/table to simulate low smoke environment.
• Have students crawl as a team to “safety spots”.

Extension Activity (if time):

• Ask students: "Where could we go in a fire at school?" Prompt where safe outdoor meet-up points might be.

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4. Stop, Drop & Roll (5 mins)

Activity:

• Model the sequence using Emergency Teddy.
• Students practise in groups of 3 (taking turns to pretend clothes are "on fire").

Visuals: Use 3 large images with each word step – "STOP", "DROP", "ROLL".

Safety Reminder: We don’t test this for real – pretend only.

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5. Safety Sign Blitz (5 mins)

Activity: Match the Sign

• Show printed images: Exit Sign, Fire Alarm, Flood Warning, No Entry.
• Students turn to a buddy and guess: “What does this sign mean?”
• Then complete a short worksheet to match signs to meanings (4 signs with emoji-style meanings).

Differentiation:

• Allow oral options to explain signs rather than writing.
• Provide word banks for ākonga who need extra support.

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6. Make a Fire Escape Map (8 mins)

• Facilitate discussion: “If there was a fire, where could we go from our classroom?”
• On butcher paper, draw an outline of the classroom.
• Call volunteers to add windows, doors, and meeting place outside.
• Invite ākonga to draw a line from classroom to exit to meeting spot.

Extension:

• Label paths with “EXIT” and arrows.
• Add "danger zones" that need to be avoided (e.g. kitchen).

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7. Review & Whakarāpopoto (5 mins)

• Sit on the mat, bring Emergency Teddy back.
• Rapid review questions:
  • What do we do in an earthquake?
  • Why are floods dangerous?
  • What does the EXIT sign mean?
  • What should you do if you see or smell smoke?

WALT Revisited: Ask students to self-assess:
👍 I can show how to stay safe in emergencies
🤔 I need a little more practise
👎 I don’t understand yet

Optional Exit Pass: Teacher asks each child before they leave, “What is one thing you now know to do in a fire or emergency?”

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Differentiation Strategies

• Use visuals, role play and symbols to support understanding.
• Pair bilingual students to interpret key terms in their first language.
• Create a "quiet space" just off-mat if drills are overwhelming.
• Use peers as learning buddies for kinaesthetic and collaborative tasks.
• Record audio instructions for replay by ELL learners.

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Extension Opportunities

• Create an Emergency Kit Checklist at home with parents.
• Design their own safety sign using markers.
• Write (or dictate) a mini “What to do in a...” booklet tied to Te Ao Māori values (e.g. manaakitanga in storm safety).

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Teacher Reflection Prompts:

• Who showed leadership during drills?
• Did all children actively participate and feel safe?
• Which signs or actions need further reinforcement?
• Can this learning connect with home-based safety planning with whānau?

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Aroha and safety go hand in hand — nurturing preparedness from this age sets a lifetime of resilience. Tū māia, tamariki mā! 🌿