Staying Safe and Knowing What to Do
Students learn to recognize situations that feel unsafe or wrong, name safety rules that apply to familiar settings, know what to do and who to tell when something feels unsafe, understand that safety rules are there to protect everyone, and match different types of safety concerns to the right person to tell.
Lesson Overview
What students will be able to do after this lesson: Students will be able to name at least two risky situations and explain what makes each one dangerous, state at least two safety rules and explain the specific harm each one prevents, follow an emergency drill correctly and explain why at least one step matters, choose and carry out a safe action when something feels unsafe, and tell a trusted adult about a safety concern using all four key pieces of information — what, where, when, and who.
Skill segments at a glance:
| Segment | Segment name | Primary standards |
|---|---|---|
| 1 | Spotting Risks and Knowing the Rules | RDM-SAF-2-1 · RDM-SAF-2-2 |
| 2 | Following Drills and Doing the Safe Thing | RDM-SAF-2-3 · RDM-SAF-2-4 |
| 3 | Telling a Trusted Adult the Right Way | RDM-SAF-2-5 |
Supporting standards reinforced:
| Code | Why it connects |
|---|---|
| RS-HLP-2-1 | Naming trusted adults is the same skill required when reporting a safety concern — built in L26 |
| RS-BDR-2-4 | Safety rules in a personal boundary context apply the same thinking about what keeps people safe |
| RDM-CHO-2-2 | Thinking about what will happen right away if you make an unsafe choice is the same consequence-checking skill built in L29 |
Key Vocabulary
- Risk — A chance that something could go wrong or someone could get hurt
- Safety rule — A guideline that helps prevent a specific harm from happening
- Emergency drill — A practice run for what to do in a real emergency — so everyone knows the steps before they’re needed
- Trusted adult — A grown-up you know well and can go to for help — a teacher, parent, school staff member, or other adult your family has named
- Report — Telling a trusted adult the details of a safety concern so they have enough information to help
Materials
- Whiteboard or chart paper + marker
- Optional: 4-part report graphic organizer (columns: What · Where · When · Who)
- Before the week begins: Post your unit anchor chart and I Can Statement where students can see them — you’ll reference both throughout the week.
How this lesson is structured: Each skill segment has an I Do (teacher models the skill) and a We Do (class practices together with your guidance). Independent practice lives in the practice resources that go alongside this lesson.
What Students Need Before This Lesson
- What’s inside
- What students should already be able to do
- Helpful to have in place
- 3 quick set-ups before the I Do“It’s dangerous” is not the same as naming the risk · Safety rules exist for a reason — and students should know it · A report that doesn’t have all four pieces can’t be acted on
- Rescue planIf students are significantly behind
This section opens when Grade 2 launches.
Introducing the Skill
- What’s inside
- Opening hook
- What we’re learning
- Why it matters
- Process Steps Poster — 4 steps
- Core sentence frameThe frame students use all week
This section opens when Grade 2 launches.
Spotting Risks and Knowing the Rules
- What’s inside
- I do: 4 teacher modelsClean example: naming a risk + connecting it to the rule · Wrong version → fix: “it’s dangerous” is not a risk factor · Varied scenario: a less obvious risky situation · Non-conflict scenario: a positive safety choice moment
- We do: 5 guided scenariosWith sentence frames, pacing notes and what to watch for
- Coaching in the momentWhat to say when students get stuck
This section opens when Grade 2 launches.
Following Drills and Doing the Safe Thing
- What’s inside
- I do: 4 teacher modelsClean example: fire drill steps with reasons · Wrong version → fix: following without understanding · Varied scenario: doing the safe thing when something feels wrong · Non-conflict scenario: everyday safe choice
- We do: 5 guided scenariosWith sentence frames, pacing notes and what to watch for
- Coaching in the momentWhat to say when students get stuck
This section opens when Grade 2 launches.
Telling a Trusted Adult the Right Way
- What’s inside
- I do: 4 teacher modelsClean example: a full four-part report · Wrong version → fix: a report that can’t be acted on · Varied scenario: reporting something online · Non-conflict scenario: a positive safety report
- We do: 5 guided scenariosWith sentence frames, pacing notes and what to watch for
- Coaching in the momentWhat to say when students get stuck
This section opens when Grade 2 launches.
Closing the Week
- What’s inside
- 3 partner-share roundsOne for each segment, with the frame students say together
- Closing prompt
- Land the key idea
- Connect to daily life
- Optional — Quick check-in
This section opens when Grade 2 launches.
Practice for every skill segment
Each lesson comes with independent practice — the “you do” — for each of its 3 skill segments, in print and digital.
Printable practice
Ready-to-copy practice pages for each segment.
- View and print in your browser
- Answer keys for quick checking
Digital activities
Share one link — students open it on any device, and you see their answers.
- Works on Chromebooks, tablets and phones
- Students just type their name to start
While you wait: from the SEL Resource Library
Responsible Decision-Making resources for Grade 2, ready to use today.
