Location: Classroom

No. of participants:  All students in a class

Organisation: Students in a standing circle 

Materials: None

Game description:

Start the game with all the students and teacher forming a standing circle. 

The teacher starts the game by saying the name of a body part. The student next to him/her (it doesn't matter if they're left or right) will place their hand on the body part the teacher says and name another body part and the next student will place their hand on the named body part and so on, until everyone has named a body part and placed a named body part. You mustn't repeat body parts, whoever does it, loses and leaves the game.

Show a YouTube video of the bottom of the sea with relaxing music. 

Ask each student to sit in their seat in the classroom, watch the fish move and relax, then close their eyes and imagine themselves as a little fish swimming calmly and peacefully at the bottom of the sea.

Talk to the class about what they have watched and heard.

In the end of the lesson students will be able to:

• Identify situations and behaviours that pose risks to individual and collective health and safety in different contexts - at home, on the street, at school and in the aquatic environment.
• Identify situations and behaviours that risk individual and collective health and safety.
• Recognize risk behaviours for individual and collective health and safety in different contexts - home, street, car and aquatic environment - and propose appropriate protection measures.
• Understand the importance of body safety in different environments, developing awareness of how to stay safe at home, on the street and in the aquatic environment.

Resources:

• Printed images showing different scenarios (house, street, car, water);
• Computer with speakers;
• Internet access;

Preparation :

• Random name roulette
• Access a free online tool in advance to enter the names of the students so that they can take part in the various dynamic activities.
• Identifying dangers, observing important signs and what to look out for and how to do it.

Approach the different places that students usually stay, such as their homes, the car, the street and the water.

Introduce the concept of body safety, explaining that there are dangers in each place/environment and that we need to follow instructions to keep our bodies safe in each environment.  We need to be able to identify certain signs that indicate dangerous situations and rules.

• To raise awareness of what is being learned, encourage learning based on concrete situations that are close to the students;
• Active/experiential learning that allows students to develop increasingly important instrumental skills for understanding, explaining and acting on the environment in a conscious and creative way;
• Learning that takes into account the diverse starting points and learning rhythms of students, their interests and needs and the characteristics of the environment;
• Learning that values themes and/or generating questions arising from observation of the reality that is close to the students and that enables them to problematize and investigate;
• Cooperative and collaborative learning - Work carried out in cooperation and collaboration in groups and pairs;
• New technologies as a way of learning/consolidating content.

Mother tongue- Select relevant information according to the listening objectives and record them using different techniques. Speak clearly and articulate words appropriately;

Art Education - Engaging in dialogue about what they see and feel, in order to construct multiple discourses and readings of reality(ies); Transforming acquired knowledge into new ways of appreciating the world, by comparing images and/or objects.

Physical Education - Provide formative activities which, in all situations, create opportunities to:

- Cooperate with teammates in the pursuit of personal and group success;

- Apply the rules of participation agreed in the class;

- Be autonomous when carrying out tasks;

Citizenship and Development - Sustainable Development; Environmental Education.

All the steps in exploring the topic are understandable for students with specific needs with cognitive abilities. The lesson does not include lengthy written explanations. The role of the support or special education teacher is to help the students in the target group if they are unable to carry out any of the tasks or steps, or if they feel disorientated in understanding something that may be asked of them.

Identifying and manipulating and handling materials, taking part in games, exploring content by visualising images, etc. are usually well accepted and meet the interests and needs of most students.

Risky behaviour

Body safety

1^st step - Large group

Start the lesson by talking to the students about risky behaviours.

2^nd step - Large group

Show an interactive powerpoint (Appendix 1) in which the students participate according to the questions and challenges on the topic, representing different environments: the house, the street, the 

the car and the beach, which the teacher will place on the images with the symbols.

Then he /she confirms if the answers given by the students are correct or not.

3^rd step - Individual /  Large Group

Explore some dangers using printed cards with signs and images of when we are at home, in the street or on the beach (Appendix 2). At the front, in the classroom, there is a table with a set of face down pictures spread randomly. The teacher should allow each student to pick up an image and show it to their classmates, so that everyone can see it.  The student with the picture should try to explain what it means. The rest of the classmates listen and then say whether their colleague is correct or not. Whenever necessary the class  should help to clarify the meaning of the pictures and they should also  say what precautions should be taken to protect themselves.

In order to make this activity more attractive, use the digital  tool  https://spinthewheel.io (by inserting the name of each student) to sort out the students who are coming at front to identify/describe the content and explain the meaning of the pictures by inserting the name of each student.

In order to lead students to reflect about what they have been learning and to check their comprehension on the subject, ask  every student collaboration so that everyone can participate and carry  out an interactive Wordwall activity with 2 games:; Safety on the street and in the car; Safety at  the beach and at home

Game 1: Safety on the street and in the car https://wordwall.net/resource/75978408

Game 2:  Safety at at home and  the beach https://wordwall.net/resource/75978497

Then at the end of the lesson ask the students the following questions:

What was your favourite activity?

- Energising activity

- Relaxing activity;

- Large group activities;

- Individual activities;

- Interactive activities - WordWall

Appendix 1: https://sen-power.eu/atividades1/digital/864/Appendix 1.pptx

Appendix 2: https://sen-power.eu/atividades1/pdf/864_Appendix 2.pdf

Digital tool: https://spinthewheel.io

Game 1: https://wordwall.net/resource/75978408

Game 2: https://wordwall.net/resource/75978497