Level 3

Farm Safety

In Alberta, there are an average of 3 deaths among children and youth that happen each year as a result of injuries on the farm.¹

In rural Alberta, it is common for children to live, work, and play on the farm. Farming is an important job, but it can also be a very dangerous one.

Of the children who died, 88% were not working but were within the area where work-related activities were taking place. Farms can be hazardous, but by implementing injury prevention strategies, farms can be a wonderful place for children to live and grow.

There are things you can do to keep kids on the farm safe. Key strategies to promote farm safety among children include the following:

1. Children do not have the same strength, knowledge, experience, coordination, or control as adults. Children may not be able to fully understand the risk of the activity they are doing. Ensure children only perform activities that are within their limits. Guidelines have been developed to help parents and caregivers provide age appropriate farm work. Access the Ag Youth Work Guidelines for more information.2

a. According to the Ag Youth Work Guidelines, appropriate farm work for children ages 10-11 years may include the following:

i. Feeding hay to cattle, working with pigs and poultry
ii. Hand weeding
iii. Picking rocks

b. In order to engage in farm work, children ages 10-11 years must be able to demonstrate / have the following:

i. The ability to bend and lift safely
ii. Carry materials without physically straining
iii. Attention span long enough to complete work
iv. Recognize a hazard, problem solve, and respond appropriately
v. Maintain two-way communication with an adult

c. It is also important that children who work on the farm wear long sleeve shirts and pants made of comfortable, breathable material. Avoid loose strings, loose hair, or any other object that could pose an entanglement issue.
d. Lastly, the type of supervision for children ages 10-11 depends on the work activity the child is doing - see the specific guideline for more information. Key points for supervision include the following:

i. An adult should oversee the child’s work activities at all times
ii. Monitor children for fatigue
iii. Provide more frequent rest periods
iv. Monitor children’s work, and correct any unsafe behaviours. Always model correct behaviour

2. Safe areas for children to play in should be fenced, and free from all hazards. Hazards that can be found on farms include:

a. Water hazards such as irrigation ditches, and dams, dugouts and lagoons. Children can drown in very small amounts of water and should never play in these types of bodies of water.
b. Heavy machinery like tractors and turbines
c. Grain wagons
d. Siloes
e. Fertilizers, pesticides, and other chemicals
f. Loud noises
g. Large livestock

3. Explain to children that farm machines are not toys. Farm machines are dangerous, and children should not play on or near heavy machinery.

a. Always lock or remove the key from farm machines when not in use
b. Do not allow children as passengers on farming equipment, like mowers, tractors, all-terrain vehicles (ATVs, quads), grain wagons or truck beds

4. Visitors to the farm may not be aware of the hazards present on the farm. Ensure that they understand the hazards on the farm and that visiting children know where it is safe to play.

References

1.  Injury Prevention Centre. Agriculture-related injury deaths, hospital admissions and major trauma in Alberta. Edmonton, AB: Injury Prevention Centre; 2016

2. Agricultural Youth Work Guidelines [Internet]. Cultivate Safety. 2025. National Children's Center for Rural and Agricultural Health and Safety and National Farm Medicine Center; [cited 2025 Aug 12]. Available from: https://cultivatesafety.org/safety-guidelines-search/?category=familyyouth

GRADE 5 - Physical Education and Wellness Curriculum

ORGANIZING IDEA

Safety: A lifetime of optimal well-being is supported by prioritizing health and safety.

GUIDING QUESTION

How can responsibility lead to a desired outcome? 

LEARNING OUTCOME

Students analyze responsibility and consider the impact on well-being. 

Responsibility is being accountable for actions and decisions and accepting the results or consequences.

Safety of self and others can be enhanced through community programs, such as first aid training, and supports, including health professionals. 

Responsibility to ensure the safety of self and others includes following:

  • laws
  • rules
  • practices
  • protocols
  • digital citizenship (responsible conduct and safety)

Personal actions and decisions can affect physical, social-emotional, and financial well-being.

Responsibility includes ensuring the safety of self and others.

Reflect on how the results or consequences of personal actions and decisions can affect the wellbeing of self and others.

Identify laws, rules, practices, and protocols that support safety and well-being in a variety of contexts. 

GRADE 5 - English Language Arts and Literature Curriculum

ORGANIZING IDEA

Writing: Ideas and information can be articulated accurately and imaginatively through the use of writing processes and an understanding of the author’s craft. 

GUIDING QUESTION

How does proficient writing enhance communications skills? 

LEARNING OUTCOME

Students enhance the accuracy and artistry of expression through creative and critical thinking processes.

Research processes involve management of information, including:

  • questioning
  • gathering
  • organizing
  • recording

Sources of information can be digital or non-digital and include people such as Knowledge Keepers, Elders and spiritual leaders

Methods and tools can be used to gather and organize information, including note taking.

Research findings can be shared in a variety of digital or non-digital forms, including visual images.

Ethical use of information includes:

  • asking permission to use, share, or store information that is about, was created by, or belongs to someone else
  • citing basic information used to inform writing
  • fair and accurate representation of individuals or information

Research processes can involve examining materials or information and reaching new conclusions.

Write to inform, explain, describe, or report for a variety of purposes and audiences.

Narrow research questions to determine a clear, well-defined topic.

Develop a main idea or topic supported by facts, details, examples, and explanations.

Evaluate the validity and reliability of information and sources.

Select a variety of relevant sources to inform writing.

Summarize and organize ideas gained from multiple sources using a variety of methods or tools.

Access and use information ethically.

GRADE 6 - Physical Education and Wellness Curriculum

ORGANIZING IDEA

Safety: A lifetime of optimal well-being is supported by prioritizing health and safety.

GUIDING QUESTION

In what ways might risk influence the outcome of an action? 

LEARNING OUTCOME

Students examine risk and identify the factors that influence action. 

Risk is the overall assessment and identification of hazards related to personal safety and vulnerability.

Short-term and long-term risk can be managed or reduced through planning, rehearsal, and evaluation.

Aspects of life impacted by risk include: 

  • mental health
  • physical well-being
  • safety

Measured risks can be taken in stages and are more likely when individuals feel safe, respected, and trusted. 

Risk can lead to an increased likelihood of complications in various contexts.

Risk has potential to positively or negatively impact several aspects of life.

Discuss how feelings associated with risk taking affect actions and decisions.

Describe consequences that may result from risk taking in various contexts. 

Reflect on the positive and negative impacts of risk taking in a variety of contexts.

GRADE 6 - English Language Arts and Literature Curriculum

ORGANIZING IDEA

Writing: Ideas and information can be articulated accurately and imaginatively through the use of writing processes and an understanding of the author’s craft. 

GUIDING QUESTION

How is precise writing influenced by ongoing craft and process development? 

LEARNING OUTCOME

Students create texts that reflect personal voice and style through creative and critical thinking processes.

Research processes involve management of information, including:

  • questioning
  • gathering
  • organizing
  • recording

Research processes can involve accessing information from multiple digital or non-digital sources.

Information can be gathered and organized using a variety of methods and tools.

Ethical use of information includes:

  • asking permission to use, share, or store information that is about, was created by, or belongs to someone else
  • citing basic information used to inform writing
  • fair and accurate representation of individuals or information

Research processes can support systematic and objective management and sharing of information.

Write to inform, explain, describe, or report for a variety of purposes and audiences.

Narrow research questions to determine a clear, well-defined topic.

Support the main idea or topic with relevant facts details, examples, and explanations from multiple sources.

Summarize and organize ideas gained from multiple sources using a variety of methods or tools.

Analyze the validity and reliability of information and sources.

Access and use information ethically.

Learning Objectives

  1. Identify farm-related work activities the student can perform safely.
  2. Identify skills and requirements needed to perform agricultural tasks safely.
  3. Identify hazards that can be present on the farm.

Key Messages

  • If you are not clear about doing something safely, ask an adult.
  • Wear the appropriate clothing and gear to protect yourself. This could include hearing protection, eye protection, high visibility clothing, gloves, boots, and a hat.
  • Ensure visitors to your farm understand the hazards.

Required Materials / Teacher Preparation

  1. The Alberta Agriculture, Forestry and Rural Economic Development Ministry provides a free manual on how to plan a farm safety day camp. The day camp is an interactive and rewarding opportunity to teach children about the importance of farm safety. A complete manual on how to plan your day camp, including a timeline, presenter notes, itinerary, caregiver letter, and activities, is available at: https://www1.agric.gov.ab.ca/$Department/deptdocs.nsf/all/aet11862/$FILE/Planning-a-Farm-Safety-Daycamp.pdf
  2. For the in-class activity, set up a computer, projector, and screen, and load the game ‘Splat’ onto the whiteboard / SMART board.
  3. Access to a computer / Chromebooks and the Ag Youth Worker Guidelines.
  4. Copies of the 5 dangers on a farm worksheet for each student.
  5. Young Farmer Worker Learnings video.
  6. Copy of the Ag Youth Worker Worksheet for each student or a group of students.
  7. Copies of the What would you do cryptogram worksheet for each student.

Time Required to Teach Lesson

  • The Alberta Farm Safety Day Camp comprises the entire school day.
  • In-class lesson - approximately 30-45 minutes.

Safety Considerations

  • None.

Activities

1. If presenting a Farm Safety Day Camp, students will participate in a number of activities. Different stations should be set up for children to rotate through, which could include a chemical display, magnetic storyboard, gravity flow grain wagon, hand signal display, helmet display, hazard hunt, and hearing display.

2. For the in-class activity, set up a computer, projector, and screen, and load the game "Splat" onto the whiteboard / SMART board.

a. Divide the class into 5 groups, one for each character in the game. Have children go through each of the categories and answer the farm safety questions.
b. Categories include electricity, runover / rollover, animal safety, entanglement, chemical safety, drowning (including grain), hearing safety, ATV safety, and general safety.

i. Be sure to read the correct answer and review each farm safety rule before moving on to the next question.

3. Have the class split up into groups and complete the following 5 dangers on a farm worksheet where they have to conduct some research to find the answers using the Internet; access to computers or Chromebooks is required. Then have the groups come back and share what they found out.

4. Show the class the Young Farmer Worker Learnings video. Explain to the class that there are many chores to do on a farm to keep it working, and all members of the family can help out. Explain that there are guidelines that make suggestions about what chores are appropriate for kids aged 7 to 16. They are called Ag Youth Worker Guidelines. Kids should help with chores and activities that are age-appropriate. To prevent injuries on a farm kids should:

a. Be supervised by an adult
b. Always work in a safe place
c. Have the right training
d. Always wears the right safety gear
e. Not operate farm machinery (e.g., tractors) until 16 years old
f. Have a way to call for help (e.g., cell phone)

i. Distribute the Ag Youth Worker Worksheet to each student, or group of students, in the class and using computers or Chromebooks have them answer the questions using the Ag Youth Worker Guidelines.

Class Discussion Questions

Have each student complete the What would you do cryptogram that outlines what to do if they are asked to work on a piece of farm machinery they have never used before... or ask the question to the class and discuss.

Let's Review

Today we learned about farm safety and injury prevention.

Farm Safety

Are you ready to review what we learned? Complete the following short-answer questions:

 

1. List at least three hazards that are commonly found on the farm. Describe why it is important to play only in safe, fenced areas.

2. What are some requirements children should have in place to help with agricultural tasks safely?

3. What are two tasks on the farm that a child 11 years old, or older, can help with safely?

ANSWER KEY:

  1. Answers can include any three of the following: turbines, tractors, livestock, grain mills, pesticides and fertilizers, siloes, and irrigation ditches and dams, vehicles, open water. It is important to only play in safe, fenced areas to reduce exposure to these hazards that may cause serious injury.
  2. Children helping on a farm should be supervised by an adult; Always work in a safe place; Have the right training; Wear the right safety gear; Not operate farm machinery (e.g., tractors) until 16 years old; Have a way to call for help (e.g. cell phone); and should follow the guidelines for their age category.
  3. Working with pigs or poultry; bending, weeding, climbing, composting, feeding hay to livestock, walking behind a tractor, feeding milk to calves, lifting, harvesting vegetables, picking rocks, working in a greenhouse.

Home Connections

Send a letter home to caregivers informing them their child will be learning about farm safety. If the child lives in a rural community, encourage caregivers to do a farm safety tour with their children.

A sample letter is provided below.

Community Connections

Invite a representative from a local community health centre, public health centre, or health promotion facilitator to come and present to the class on the importance of farm safety.

For more specific information on farm safety, contact the Heartland Training and Support Hub (formerly the Alberta Farm Safety Centre), who have representatives based across the province who can provide physical and virtual farm safety presentations.

Sample Letter

(may be printed on school letterhead or used as a template for SchoolZone / SeeSaw)

Dear Parent / Caregiver,

Today our class learned about the importance of farm safety and injury prevention.

If you live in a rural or agricultural community or visit a farm, there are things you can do as a parent / caregiver to help keep your child safe on the farm. The following strategies are things that you can do on the farm to help keep your child injury-free:

  1. If you work on a farm, complete a farm safety assessment. Tour the farm and look for hazards, and remove or modify any identified hazard to prevent farm-related injuries.
  2. If you live on a farm, clearly define spaces that are for work, and safe spaces that are for play. Safe areas for children to play in should be fenced, and free from all hazards.
  3. Children do not have the same strength, knowledge, experience, coordination, and control as adults. Children may not be able to fully understand the risk of the activity they are doing. Ensure children only perform activities that are within their limits.

a. Please refer to the Ag Youth Work Guidelines to determine which activities are age-appropriate for your child to perform on the farm. The Ag Youth Work Guidelines can be found at:
https://cultivatesafety.org/safety-guidelines-search/?category=familyyouth

b. More information can be found on MyHealthAlberta at:
https://myhealth.alberta.ca/Alberta/Pages/keeping-your-child-safe-on-a-farm.aspx

By using these strategies, you can help teach your child to remain free from injury so that they can live and work on the farm safely.

 

Sincerely,

[Insert Teacher Name Here]

Additional Resources

Agriculture for Life:
https://www.agricultureforlife.ca

AgSafe Alberta:
https://www.agsafeab.ca

Heartland Training and Support Hub (formerly the Alberta Farm Safety Centre):
https://www.heartlandsupport.ca/

MyHealthAlberta. (2020). Farm Safety for Children.
https://myhealth.alberta.ca/Alberta/Pages/keeping-your-child-safe-on-a-farm.aspx

National Children’s Center for Rural and Agriculture Safety. (2017). Child development and working in agriculture.
https://cultivatesafety.org/resourcesearch/?view=r-130

National Children’s Center for Rural and Agriculture Safety. (2022). Cultivate safety.
https://cultivatesafety.org/work

National Children’s Centre for Rural and Agriculture Safety. Cultivate Safety, Ag Youth Work Guidelines.
https://cultivatesafety.org/safety-guidelines-search/?category=familyyouth

National Children’s Center for Rural and Agriculture Safety. (2020). Principles of child development associated with play (Ages 6 mos - 10 yrs).
https://cultivatesafety.org/wp-content/uploads/2020/08/Child-Development-and-Play.pdf

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