Risk: Calculate Before You Leap - Teacher Script

Introduction & Warm-Up: What's the Risk? (10 minutes)

(Teacher displays Risk Evaluation Slide Deck - Slide 1)

"Good morning, everyone! Today, we're going to dive into a super interesting topic that affects all of us every single day: risk! Have you ever thought about the risks you take, even without realizing it?"

(Teacher displays Risk Identification Warm-Up)

"To kick us off, I want you to complete the Risk Identification Warm-Up at your desks. Take about 3-4 minutes to think about some 'risks' you might encounter and jot them down. Don't overthink it, just write what comes to mind."

(Allow students to complete the warm-up. Circulate to observe their responses.)

"Alright, let's hear some of your thoughts! Who would like to share one risk they identified? What's one thing that could potentially go wrong in your day or during an activity you enjoy?"

(Facilitate a brief class discussion, writing down a few key examples on the board. Acknowledge different types of risks – physical, social, academic, etc.)

(Teacher displays Risk Evaluation Slide Deck - Slide 2)

"Fantastic! You've already started thinking like risk evaluators! Our mission today is to become 'Risk Superheroes.' By the end of this lesson, you'll be able to define risk, spot potential risks, understand how likely something is to happen and how big its impact could be, and even come up with smart ways to handle risks. This will help you make safer and smarter choices every day!"

Defining Risk: Reading & Discussion (15 minutes)

(Teacher distributes What's the Risk? Reading)

"Now, let's get a clearer understanding of what we mean by 'risk.' I'm handing out a short reading called What's the Risk? Reading. Please read it carefully. You can read it silently to yourselves, or if you prefer, you can read it in small groups of two or three."

(Allow 5-7 minutes for reading.)

"Great! Now that we've all read the text, let's discuss some of the key ideas."

(Teacher displays Risk Evaluation Slide Deck - Slide 3)

"Based on the reading and our earlier discussion, in your own words, how would you define a 'risk'? What is it?"

(Guide students to the idea that a risk is the possibility of something bad happening or a chance of something going wrong.)

(Teacher displays Risk Evaluation Slide Deck - Slide 4)

"The reading also introduced two very important ideas when we think about risks: likelihood and impact. Can someone explain what likelihood means in the context of a risk?"

(Guide students to understand likelihood as how probable or possible something is to happen.)

"And what about impact? What does that refer to?"

(Guide students to understand impact as how serious the consequences would be if the risk happened.)

"Excellent! Think of it like a weather report for your decisions. We're not just saying 'it might rain,' but 'how likely is it to rain?' and 'how bad will it be if it does rain?'"

(Teacher displays Risk Evaluation Slide Deck - Slide 5)

"Let's watch a short video now. As you watch, pay attention to how the people in the video identify and think about risks in their daily lives. Think about the 'what if' in their situations."

(Play the video: Seeing Risks in Action!)

"What did you notice in the video? Can you give an example of a risk someone faced and how they seemed to think about its likelihood or impact?"

Understanding Risk: The Risk Scenario Worksheet (15 minutes)

(Teacher distributes Risk Scenario Worksheet)

"Now it's your turn to become 'Risk Detectives'! I'm handing out the Risk Scenario Worksheet."

(Teacher displays Risk Evaluation Slide Deck - Slide 6)

"You'll work with a partner. For each scenario on the worksheet, your job is to:

1. Identify the risks: What could go wrong in this situation?
2. Assess the likelihood: How likely do you think it is to happen? (You can use words like 'very likely,' 'somewhat likely,' 'unlikely.')
3. Assess the impact: How serious would it be if it did happen? (Use words like 'minor,' 'moderate,' 'severe.')
4. Brainstorm solutions: How can you reduce or avoid that risk?"

(Teacher displays Risk Evaluation Slide Deck - Slide 7 - Example Scenario: Bike Ride)

"Let's do the first one together as an example. Imagine you're going on a bike ride with friends. It's a sunny day. What's a potential risk here?" (Elicit responses like 'falling and scraping your knee'.)

"How likely is that to happen?" (Discuss factors like speed, terrain, experience.)

"What would be the impact?" (A scrape, maybe a bruise – usually minor.)

"And what could be a solution?" (Wear a helmet and knee pads, ride carefully, stay on paved paths.)

"Alright, you've got the idea! Work with your partner. You have about 10 minutes for this activity. I'll be walking around to help if you have questions."

(Allow students to work. Circulate and provide support. After 10 minutes, bring the class back together.)

"Let's quickly share some of your findings. For Scenario 2, who wants to share a risk they identified and a solution? How about Scenario 3?"

(Facilitate a brief sharing session, highlighting diverse perspectives on risks and solutions.)

Interactive Game: Risk Assessment Game (10 minutes)

(Teacher displays Risk Evaluation Slide Deck - Slide 8)

"Awesome work, everyone! Now, for a bit of a challenge – we're going to play the 'Risk Assessment Challenge' using our Risk Assessment Game Cards!"

"I'll divide you into small teams. Each team will get a set of Risk Assessment Game Cards. Your task is to discuss each risk on the cards with your team and decide its likelihood (how likely it is) and its impact (how serious it would be). Then, you'll place the card on the correct spot on your table or a designated area – for example, 'High Likelihood, Low Impact' or 'Low Likelihood, High Impact.' Be ready to explain your choices!"

(Divide students into teams, distribute game cards, and explain the physical setup for placing cards. Give them about 5-7 minutes for the game.)

"Time's up! Let's hear from each team. Team A, pick one card and tell us where you placed it and why. Team B?"

(Facilitate a quick debrief, reinforcing the concepts of likelihood and impact through the game examples.)

Application & Extension: Risk Busters Activity (5 minutes)

(Teacher displays Risk Evaluation Slide Deck - Slide 9)

"You've been doing a fantastic job identifying and assessing risks. Now, for your next mission, you'll become 'Risk Busters'!"

"I'm giving you the My Safe Choices Project Guide. This project is your chance to apply everything you've learned today to a real-life activity you do. It could be anything: walking to school, playing a video game, helping with chores, or even planning a sleepover. You'll identify potential risks, evaluate them using likelihood and impact, and then come up with solutions to make that activity safer. You can present your plan creatively – a poster, a short presentation, a comic strip, whatever you choose!"

"We'll also use this Project Rubric to help you understand how your project will be assessed. This project will be due next [Day of Week, e.g., Friday]."

(Briefly go over the main points of the project guide and rubric. Clarify any questions.)

Assessment & Reflection: Quiz & Cool Down (5 minutes)

(Teacher distributes Risk Evaluation Quiz and Risk Reflection Cool-Down)

"To see what you've learned, please complete this short Risk Evaluation Quiz. This will help me understand what concepts we've mastered and what we might need to revisit."

(Allow 3 minutes for the quiz.)

"As you finish the quiz, please also complete the Risk Reflection Cool-Down. This is your chance to summarize your learning and think about how you'll use these skills."

(Collect quizzes and cool-downs.)

"Fantastic work today, future risk evaluators! Remember, risks are everywhere, but we now have the tools to calculate before we leap. You are now equipped to be more aware and safer in your daily lives! See you next time!"

Risk Scenario Worksheet: Risk Detectives!

Name: _________________________ Date: _________________________

Instructions: Work with a partner to become a Risk Detective! For each scenario below, identify the potential risks, assess their likelihood (how likely it is to happen) and impact (how serious it would be), and then brainstorm smart solutions to reduce or avoid the risks.

Scenario 1: Playing Outside After Dark

You and your friends are playing hide-and-seek in your neighborhood. It starts to get dark, but you want to keep playing.

• Potential Risks:
  
  
  
• Likelihood (Very Likely, Somewhat Likely, Unlikely):
  
  
  
• Impact (Minor, Moderate, Severe):
  
  
  
• Smart Solutions:
  
  
  
  
  
  

Scenario 2: Unsupervised Cooking

Your parents are out, and you decide you want to make yourself some popcorn on the stove, even though you haven't been taught how to use the stove by yourself.

• Potential Risks:
  
  
  
• Likelihood (Very Likely, Somewhat Likely, Unlikely):
  
  
  
• Impact (Minor, Moderate, Severe):
  
  
  
• Smart Solutions:
  
  
  
  
  
  

Scenario 3: Sharing Personal Information Online

You are chatting with a new friend you met in an online game. They ask for your full name, address, and what school you go to.

• Potential Risks:
  
  
  
• Likelihood (Very Likely, Somewhat Likely, Unlikely):
  
  
  
• Impact (Minor, Moderate, Severe):
  
  
  
• Smart Solutions:
  
  
  
  
  
  

Scenario 4: Rushing to Finish Homework

You have a big project due tomorrow, and you waited until the last minute to start. You feel stressed and tired, but you want to finish it tonight.

• Potential Risks:
  
  
  
• Likelihood (Very Likely, Somewhat Likely, Unlikely):
  
  
  
• Impact (Minor, Moderate, Severe):
  
  
  
• Smart Solutions:
  
  
  
  
  
  

Scenario 5: Crossing the Street without Looking

You are in a hurry to catch up with your friends on the other side of a busy street. You see them and start to run across without looking both ways.

• Potential Risks:
  
  
  
• Likelihood (Very Likely, Somewhat Likely, Unlikely):
  
  
  
• Impact (Minor, Moderate, Severe):
  
  
  
• Smart Solutions:
  
  
  
  
  
  

What's the Risk? Understanding Our World

Have you ever heard someone say, "Don't take that risk!" or "It's not worth the risk"? What do they mean? In simple terms, a risk is the possibility of something bad happening. It's like the chance that something you don't want to happen actually does happen. Risks are a natural part of life, and we all face them every single day, whether we realize it or not.

Risks Are Everywhere!

Think about it:

• When you walk to school, there's a risk you might trip and fall.
• When you play a video game, there's a risk you might lose a level.
• When you try a new food, there's a risk you might not like it.
• When you talk to a new person, there's a risk they might not want to be friends.

Not all risks are super serious, and some are even fun to take (like trying a new trick on your bike). But it's important to learn how to think about them so we can make smart choices.

Two Big Questions About Risk: Likelihood and Impact

When we're trying to understand a risk, there are two main questions we should ask ourselves:

1. How likely is it to happen? (Likelihood)

   • This question is about probability. Is the bad thing very likely to happen? Somewhat likely? Or unlikely to happen?
   • For example, if you walk on a perfectly smooth sidewalk, tripping is unlikely. But if you're running on a rocky path in the dark, tripping is much more likely.

2. How bad would it be if it did happen? (Impact)

   • This question is about the consequences. If the bad thing occurs, how serious would it be? Would it be minor (like a small scrape)? Moderate (like breaking a toy)? Or severe (like a serious injury or getting lost)?
   • For example, if you spill water on the table, the impact is usually minor – just a wipe. But if you spill water on a plugged-in electronic device, the impact could be severe – it could break the device or even cause a dangerous electrical problem.

Why Does This Matter?

Understanding likelihood and impact helps us evaluate risks. It's like being a detective for your own safety and well-being. By asking these questions, you can:

• Make safer choices: If a risk has a high likelihood and a severe impact, you'll know to avoid it or take strong steps to prevent it.
• Be prepared: If you know a risk is possible, you can think ahead about what you would do if it happened.
• Feel more in control: When you understand risks, you don't have to be scared of them. You can be smart and confident!

Learning to evaluate risks is a powerful life skill. It helps you navigate the world around you with more awareness and make decisions that lead to positive outcomes. So, next time you're about to do something, pause and ask yourself: "What's the risk? How likely is it? And what would the impact be?" Your brain is your best tool for staying safe and making smart choices!

Risk: Calculate Before You Leap - Class Discussion

Instructions: Participate actively in a class discussion about risk. Share your thoughts, listen to your classmates, and be ready to explain your reasoning.

Discussion Prompts:

1. What is one new thing you learned about risk today? How has your understanding of risk changed?
   
   
   
   
   
   
   

2. Can you think of a time when you or someone you know took a risk without thinking about the likelihood or impact? What happened?
   
   
   
   
   
   
   

3. Why is it important to think about both the likelihood and impact of a risk, and not just one or the other?
   
   
   
   
   
   
   

4. What are some everyday activities you do where evaluating risks could help you make a safer choice? (Think about playing, going to school, using technology, etc.)
   
   
   
   
   
   
   

5. How can talking about risks with friends or family help you make better decisions?
   
   
   
   
   
   
   

6. Imagine you have a friend who always rushes into things without thinking about the dangers. What advice would you give them about evaluating risks?
   
   
   
   
   
   
   
   
   
   
   
   

7. Is taking any risk always a bad thing? Can some risks have positive outcomes? Explain your thinking.
   
   
   
   
   
   
   
   
   
   
   
   

Risk Busters! Your Personal Safety Plan

Name: _________________________ Date: _________________________

Mission: Be a Risk Buster!

In this activity, you will choose a real-life activity you do regularly. Your mission is to become a Risk Buster by identifying potential risks, evaluating their likelihood and impact, and then creating a plan to reduce or avoid those risks. You can present your findings creatively! This activity will help you apply what you've learned about risk evaluation to your own life.

Part 1: Choose Your Activity

Think about an activity you do often. It could be:

• Walking to school or a friend's house
• Playing a sport or game (e.g., soccer, video games)
• Using the internet or social media
• Helping with chores around the house
• Making a snack or simple meal
• Any other daily activity!

My Chosen Activity: ____________________________________________________________________

Why did you choose this activity? What makes it interesting to evaluate for risks?

Part 2: Identify and Evaluate Risks

Now, think about your chosen activity. What could go wrong? For each potential risk, describe it, and then assess its likelihood and impact.

Risk 1:

• What is the risk?
  
  
  
• Likelihood (Very Likely, Somewhat Likely, Unlikely):
  
  
  
• Impact (Minor, Moderate, Severe):
  
  
  

Risk 2:

• What is the risk?
  
  
  
• Likelihood (Very Likely, Somewhat Likely, Unlikely):
  
  
  
• Impact (Minor, Moderate, Severe):
  
  
  

Risk 3 (Optional - if you can think of more!):

• What is the risk?
  
  
  
• Likelihood (Very Likely, Somewhat Likely, Unlikely):
  
  
  
• Impact (Minor, Moderate, Severe):
  
  
  

Part 3: Brainstorm Solutions - Your Safety Plan!

For each risk you identified, brainstorm at least one smart solution. How can you reduce the likelihood of the risk happening, or lessen its impact if it does happen?

For Risk 1:

• Solution(s):
  
  
  
  
  
  

For Risk 2:

• Solution(s):
  
  
  
  
  
  

For Risk 3 (Optional):

• Solution(s):
  
  
  
  
  
  

Part 4: Present Your Plan (Creative Component)

Now, it's time to share your

Risk Assessment Game Cards

Instructions: Cut out each of the cards below. With your team, discuss each scenario and decide its likelihood (Very Likely, Somewhat Likely, Unlikely) and its impact (Minor, Moderate, Severe). Place the card in the appropriate section on your team's designated game board (e.g., a simple 3x3 grid drawn on paper).

Game Cards (Cut Along the Dotted Lines)

Card 1: Riding Your Bike Without a Helmet

Scenario: You decide to ride your bike to a friend's house, but you leave your helmet at home.

Card 2: Talking to Strangers Online

Scenario: Someone you don't know asks you for your full name and where you live in an online game.

Card 3: Eating Candy Before Dinner

Scenario: You sneak a few pieces of candy right before your family sits down for dinner.

Card 4: Forgetting Your Homework

Scenario: You leave your completed math homework at home by accident and it's due today.

Card 5: Walking Alone at Night

Scenario: You decide to walk home alone from a friend's house late at night.

Card 6: Not Washing Your Hands

Scenario: You eat your lunch without washing your hands after playing outside.

Card 7: Sharing a Toy

Scenario: You let a friend borrow your favorite toy for the afternoon.

Card 8: Not Studying for a Test

Scenario: You have a big science test tomorrow, but you decide to play video games instead of studying.

Card 9: Trying a New Sport

Scenario: You join a new sports team and try out a sport you've never played before.

Card 10: Leaving a Door Unlocked

Scenario: You accidentally leave the front door unlocked when you leave for school.

Answer Key: Risk Evaluation Quiz and Test

Risk Evaluation Quiz Answers

1. What is the definition of risk?

   • Correct Answer: The possibility of something bad happening
   • Reasoning: The definition of risk focuses on the chance or potential for an undesirable event.

2. If a risk is very likely to happen, what does that mean?

   • Correct Answer: It has a high chance of happening
   • Reasoning: Likelihood refers specifically to the probability or chance of an event occurring.

3. If the impact of a risk is severe, what does that mean?

   • Correct Answer: The consequences are very serious
   • Reasoning: Impact describes the gravity or seriousness of the outcome if the risk materializes.

4. Give an example of a risk you might face when crossing a busy street. Describe its likelihood and impact.

   • Example Answer: A risk when crossing a busy street is being hit by a car. The likelihood could be moderate if you look both ways, but high if you don't. The impact would be severe, as it could lead to serious injury.
   • Reasoning: Students should identify a clear risk, and then explain how likelihood (probability) and impact (severity of consequences) apply to their example.

5. Which of these is a good strategy for managing risks?

   • Correct Answer: Think about how to reduce or avoid them
   • Reasoning: Effective risk management involves proactive strategies to lessen the chance of a risk occurring or to minimize its negative effects.

Risk Evaluation Test Answers

1. What is a risk?

   • Correct Answer: The possibility of something bad happening
   • Reasoning: Reinforces the fundamental definition of risk.

2. When you evaluate risk, likelihood means:

   • Correct Answer: How probable it is that something will happen
   • Reasoning: Tests understanding of the term 'likelihood' as probability.

3. When you evaluate risk, impact means:

   • Correct Answer: How serious the consequences would be if the risk happened
   • Reasoning: Tests understanding of the term 'impact' as severity.

4. Describe a situation where you had to evaluate a risk. What was the risk, what was its likelihood and impact, and what did you do?

   • Example Answer: Once, I wanted to climb a really tall tree. The risk was falling and breaking my arm. The likelihood felt low because I'm a good climber, but the impact would be severe. My parents told me not to, so I decided to climb a smaller tree instead. I reduced the risk by choosing a safer alternative.
   • Reasoning: Students should provide a personal anecdote, clearly identifying a risk, assessing its likelihood and impact (even if implicitly), and describing their decision or action related to managing that risk.

5. You are playing tag in the classroom and someone trips over a backpack. What is the impact of this risk?

   • Correct Answer: Someone gets hurt and the teacher gets upset
   • Reasoning: This question requires students to identify the direct negative consequences (impact) of the described scenario.

6. Imagine you want to ride your scooter without a helmet. What are the potential risks, and what are the likelihood and impact of those risks? What would be a smart decision?

   • Example Answer: A potential risk is falling and hitting my head, which could cause a serious head injury or concussion. The likelihood is moderate to high, especially if I'm riding fast or on uneven ground. The impact would be severe. A smart decision would be to always wear a helmet to protect my head.
   • Reasoning: Students should articulate the specific risk, analyze both likelihood and impact, and then propose a sensible risk mitigation strategy.

7. Which of these is the BEST strategy to reduce a risk?

   • Correct Answer: Think about ways to prevent the bad thing from happening or make it less serious
   • Reasoning: This choice directly addresses the proactive nature of risk reduction, encompassing both prevention and mitigation.

My Safe Choices Project Guide

Name: _________________________ Date: _________________________

Mission: Be a Real-Life Risk Evaluator!

In this project, you will apply everything you've learned about risk evaluation to a real-life activity that you do. Your mission is to create a Personal Safety Plan by identifying potential risks, evaluating their likelihood and impact, and then creating a plan to reduce or avoid those risks. You will also present your findings creatively!

Part 1: Choose Your Activity

Think about an activity you do often. It could be:

• Walking to school or a friend's house
• Playing a sport or game (e.g., soccer, video games)
• Using the internet or social media
• Helping with chores around the house
• Making a snack or simple meal
• Any other daily activity!

My Chosen Activity: ____________________________________________________________________

Why did you choose this activity? What makes it interesting to evaluate for risks?

Part 2: Identify and Evaluate Risks

Now, think about your chosen activity. What could go wrong? For each potential risk, describe it, and then assess its likelihood and impact. Remember, likelihood is how probable it is to happen, and impact is how serious it would be.

Risk 1:

• What is the potential risk?
  
  
  
• Likelihood (Very Likely, Somewhat Likely, Unlikely):
  
  
  
• Impact (Minor, Moderate, Severe):
  
  
  

Risk 2:

• What is the potential risk?
  
  
  
• Likelihood (Very Likely, Somewhat Likely, Unlikely):
  
  
  
• Impact (Minor, Moderate, Severe):
  
  
  

Risk 3 (Optional - if you can think of more!):

• What is the potential risk?
  
  
  
• Likelihood (Very Likely, Somewhat Likely, Unlikely):
  
  
  
• Impact (Minor, Moderate, Severe):
  
  
  

Part 3: Brainstorm Solutions - Your Safety Plan!

For each risk you identified, brainstorm at least one smart solution. How can you reduce the likelihood of the risk happening, or lessen its impact if it does happen? These are your Risk Buster strategies!

For Risk 1:

• Solution(s):
  
  
  
  
  
  

For Risk 2:

• Solution(s):
  
  
  
  
  
  

For Risk 3 (Optional):

• Solution(s):
  
  
  
  
  
  

Part 4: Present Your Plan (Creative Component)

Now, it's time to share your Personal Safety Plan! Choose ONE of the following creative ways to present your findings to the class or a small group. Your presentation should clearly show:

• Your chosen activity
• The risks you identified, including their likelihood and impact
• Your smart solutions (Risk Buster strategies)

Choose one:

• Poster: Create a colorful and informative poster with drawings, diagrams, and text.
• Short Presentation: Give a 2-3 minute verbal presentation using notes or a few slides.
• Comic Strip: Draw a comic strip that tells a story about the risks and your solutions.
• Short Skit: Perform a very short skit with a partner (if approved) demonstrating the risks and solutions.
• Other Idea? (Ask your teacher for approval!)

Be creative and have fun becoming a Risk Evaluator!

My Safe Choices Project Rubric

Student Name: _________________________
Date: _________________________

Teacher Comments:

Risk Identification Warm-Up: What Could Go Wrong?

Name: _________________________ Date: _________________________

Instructions: Think about your day so far, or an activity you enjoy (like playing a game, walking to school, or helping at home). In the boxes below, write down any potential risks you can think of related to those activities. A risk is simply something bad that could happen.

Don't worry about being perfect, just write down what comes to mind! We will share these as a class.

My Potential Risks:

Think about:

• What could cause someone to get hurt?
• What could lead to something getting broken or lost?
• What could make someone feel upset or sad?
• What could go wrong with a plan?

Risk Reflection Cool-Down: Smart Choices!

Name: _________________________ Date: _________________________

Instructions: Take a few minutes to reflect on what you learned about risk evaluation today. Answer the questions honestly.

1. What is the most important thing you learned about evaluating risks today?
   
   
   
   
   
   
   

2. In your own words, explain the difference between likelihood and impact when thinking about a risk.
   
   
   
   
   
   
   

3. How will you use what you learned today to make a safer or smarter decision in your own life this week? Give a specific example.
   
   
   
   
   
   
   
   
   
   
   
   

4. What is one question you still have about risks or making safe choices?