Lesson 4: Why can water be dangerous?
Explaining hazards in different water settings and identifying safe actions in an emergency.
Learning objective
- To explain how to stay safe in, on and around water.
Success criteria
- I can identify hazards in different water settings.
- I can explain why these water hazards are dangerous.
- I can recognise common water safety signs.
- I can describe safe actions to take if I feel unsafe or if someone is in danger in water.
Before the lesson
This lesson includes the option to upload an image of the class’s PSHE agreement to the Presentation: PSHE agreement (see Teacher knowledge).
Watch
Watch
Lesson plan
Optional: remind the children of the PSHE agreement created in the Introductory lesson: Setting rules for RSE & PSHE lessons and recap the agreed rules. If needed, upload an image of the agreement to the Presentation: PSHE agreement.
Optional: remind the children of the PSHE agreement created in the Introductory lesson: Setting rules for RSE & PSHE lessons and recap the agreed rules. If needed, upload an image of the agreement to the Presentation: PSHE agreement.
Upload your own image on presentation mode
Explain that the children will work with a partner to recall and expand on key facts from the last lesson. Show the Presentation: Tell me more and read the two facts aloud. Allow time for a paired discussion. Encourage the children to turn each statement into a longer sentence by adding a reason, example and key vocabulary.
Presentation: Tell me more
Take feedback. The children may suggest:
“At a zebra crossing, you should stop at the kerb, look both ways and wait for the cars to stop before you cross.”
“A pelican crossing has lights. You press the button and wait for the green man, then cross safely.”
“One risk is cars not seeing you, especially if your visibility is low when it is dark.”
“Another risk is being distracted, like using a phone or listening to music when crossing the road.”
“You should always stop at the kerb, look and listen before crossing, even if there is a crossing.”
“If there is an emergency, you can call 999 and speak to the operator to get help from the emergency services.”
“Cyclists and people on scooters also need to watch for cars and pedestrians because they can cause a risk if they go too fast.”
Review the three key steps to take when making sure we are safe:
Spot the hazard.
Understand the danger.
Choose a safe action.
Pair the children and hand out a whiteboard and a pen to each pair. Show the Presentation: Water safety.
Review the three key steps to take when making sure we are safe:
Spot the hazard.
Understand the danger.
Choose a safe action.
Pair the children and hand out a whiteboard and a pen to each pair. Show the Presentation: Water safety.
Presentation: Water safety
Make presentation full-screen
Show slides 1–6. Ask each pair to write the hazards and warning signs they spot on each slide on their whiteboards. After each slide, take feedback and discuss the hazards and risks that are linked to them, ensuring that a mixture of both visible hazards such as slippery rocks or warning signs and hidden hazards such as the depth (how deep the water is) and temperature (how hot or cold the water is) are explored.
Explain that all of the examples we have seen are open water, meaning water where people might swim, which is not a swimming pool. Share that at the seaside, the tide (rising and falling of the sea level across the day) can change the water level.
Optional: show some images of open water in the local area and ask the children what hazards they can spot (see Teacher knowledge).
Upload your own image on presentation mode
Point out that every water source carries different risks, even if it looks the same as somewhere else or is somewhere we have visited before.
Show slide 7.
Ask:
What hazards or risks would you find at this swimming pool that are similar to those in the water sources we have already looked at? (Answers may include: slippery surfaces, meaning you could fall into the water or hurt yourself on the hard floor; deep water where you may not be able to touch the bottom; you cannot tell the temperature until you get in and it may be colder than you expect, which could be a shock.)
Do all swimming pools have the same hazards and risks? (No, some pools are not very deep, so you can always touch the bottom; some pools have lifeguards, but others do not.)
Click to reveal Daniel's top two tips for staying safe around water.
Remind the children that, like every other situation we look at in this unit, we do not need to be afraid of it; we just need to be prepared and follow the steps:
Spot the hazard.
Understand the danger.
Choose a safe action.
1. Explain that there are ways to stay safe in, on and around water that follow the Water Safety Code. Show the Presentation: Water safety rules.
Ask the children to stand up. Read aloud a scenario from the Resource: Hazard or not. Ask the children to wiggle their bodies if they think the situation is hazardous or sit back down if it is safe. Between each scenario, allow time for the children to explain the hazards to their partner.
Remind the children that, although they know how to stay safe in water, they should never enter the water without an adult nearby.
Give the children time to reflect on the enquiry question: Why can water be dangerous?
Wonder box
Remind the children to use the wonder box if they have any comments or questions. Explain that if they need an adult to help them, they should write their name or initials on their note.
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In this unit
Assessment – RSE & PHSE Y4: What signs help me recognise what is safe or unsafe?
Lesson 1: How can I tell if a situation is unsafe?
Lesson 2: What do I do if a situation feels unsafe?
Lesson 3: How can I stay safe around traffic?
- Current lesson
Lesson 4: Why can water be dangerous?
Lesson 5: What drugs are safe or unsafe?
Lesson 6: How can I prevent accidents?
