1. Say: We will play a game. It’s called Name Game. I will show you some things. Tell me where you use them. 2. Show each item and if a pupil guesses correctly, ask: Why is this helpful? Show how the item is used. Check wrong use and teach the proper way of using the object. Say: This keeps us clean. How does it keep us clean? Activity 2: Things that Keep Us Clean (5 mins.) Answer Key: 1.comb for the hair 2. Shoes for feet 3. nail clipper for nails 4. bath towel for the body 5. slipper for feet 6. soap for body Activity 3: I Keep Clean Every Day (15 mins.) Materials Needed: face towel, bath towel, basin and dipper (for each group), soap and soap dish 1. Let the pupils read the text. 2. Demonstrate the steps in making a bath. As you say each step, let the pupils repeat after you and do the actions as in a story play. This is the way I wash my hair (3 x) This is the way I wash my hair When I take a bath. This is the way I wash my face (Wash it with water) I wash my neck I wash my face. This is the way I wash my face When I take a bath. This is the way I clean my ears. (Clean only outer ear and the back of the ear using face towel with soap). This is the way I clean my armpit. (Use face towel with soap) This is the way I clean my arms. (Use face towel with soap) This is the way I clean my legs. (Use face towel with soap) This is the way I wash my feet (Use face towel with soap) This is the way I clean my body. (Use face towel with soap) 3. Go through the different parts of the body again rubbing them with the clean face towel — from ear to feet. End with rinsing the whole body with “water.” 4. Sing as you clean (10 mins.). This time, sing the song as you go through the motion of taking a bath and cleaning the body.RememberHave the pupils read the text aloud. 76
Posttest (Answer Key)A. Right or Wrong? 1. X- You will burn your tongue; warm milk is alright. 2. √ 3. √ 4. √- Clean only the outer ears with face towel. 5. √ 6. X- Brush teeth after every meal or at least twice a day. 7. X- Sweets promote tooth decay; hence brush teeth or gargle with water after eating sweets. 8. X- Cotton buds might push the earwax farther in and harden it. 9. √ 10. X- Rubbing the eyes might lead to infection, especially if the hands are dirty.B. What To Use1. Gargling -------------------- Glass of water (1-d)2. Cleaning the eyes ------- Clean handkerchief or Face towel (2-a or c)3. Cleaning the ears -------- Face towel (3-c)4. Covering a sneeze ------- Crook of the elbow (4-b)5. Brushing the teeth -------- Toothbrush (5-e)C. Self-Check The pupils’ answer to all the items should be “Every day.” If there are other answers, ask for the reasons. Take the opportunity to check misconceptions.References Anspaugh,D.J. & Ezell, G. (2012). Teaching today’s health. 9th ed. Upper Saddle River, N.J.: Pearson Education. Galvez Tan, J.Z. et al. (2009). The health curriculum in Philippine basic education. A resource book on health for teachers. Vol. 2. Manila: UNACOM Social and Human Sciences Committee. Hayes, K. (2011). First aid for a burned tongue. In about.com health disease and condition. Retrieved from http://ent.about.com/od/livingwithentdisorders/a/First-Aid-For-A-Burned- Tongue.htm Hiwatig, A.D., Cutiongco, E.C., Vicencio, E.M., Belen, J.G. Treyes, R.S. (2012). Science alive 1. Parang, Marikina: ICS. Meeks, L., Heit, P., Page, R.M. (2012). Comprehensive school health education. Totally awesome strategies for teaching health. 5th ed. NY: McGrawHill. 77
Smith, D.V. & Margolskee, R.I. (2001 March). Making sense of taste. The Scientific American, Inc. 284 (3) 32-39. Retrieved from http://science- altair.wikispaces.com/file/view/Sense+-+Making+sense+of+Taste-SciAm- 2006.pdfUmami Information Center. The discovery of umami. Retrieved from http://www.umamiinfo.com/2011/02/the-discovery-of-umami.phpWatson, S. (April 15, 2010). When do pupils's baby teeth fall out? In The American Dental Association, Oral Health Topics. Retrieved from http://dentistry.about.com/od/dentalcarebyage/f/losebabyteeth.htm 78
Unit 4: I Am SafeContent Standard The learner demonstrates understanding of safe and responsible behavior tolessen risk and prevent injuries in day to day living.Performance Standard The learner demonstrates safe behavior in daily activities.Overview The unit focuses on knowing personal information necessary to enable thepupils to ask for help when they need it. It likewise deals with practices to promotesafety at home, in school, in the road, with animals, and with other people. The unitalso includes first aid for small wounds and appropriate response to harmful orthreatening situations and protection against violent or unwanted behaviors of otherpeople.MotivationNumber of Days: 1Introduction: (10 min) 1. Call pupils’ attention to the picture on the first page of the Unit 4 of the LM. 2. Ask: Who are in the picture? What places do you see? Are the places safe? Why do you say so? How can you be safe at home? in school? in a vehicle? with pets? other people?Day 1 Let Us Try: (30 min) A. Let the pupils read the directions orally. Explain what the directions say. Answer Key: scissors, knife, insecticide, medicines, blade, poison B. Let the pupils read the directions orally. Explain what they will do. Answer Key: Colored boxes--1, 6, 7, 8 C. Let the pupils read the directions orally. Explain what they will do. Answer Key: 2, 3, 6, 8Lesson 1: Please Help MeNumber of Sessions: 1Objectives At the end of the lesson, the pupil should be able to: 1. identify appropriate persons to ask for assistance 2. assess when to give necessary personal information, such as name and addressContent Safety Education 79
People whom we can ask for help Personal Information Sharing personal informationBackground Information Personal information is any information that uniquely identifies an individual.This is used to determine basic details about a pupil and her / his family and how tocontact them in case of emergency. This also entails the details of a pupil’sresidence and the people she / he is closely (if not family) related to. Personalinformation may include: 1. Name 2. Address 3. Telephone Number 4. Age 5. Birthday 6. Parents’ names, work and contact details 7. Person to contact in case of emergency Knowing the helpers of the community on the other hand, also helps a pupilbecome safe. Community helpers (such as nurse, policeman, teacher, soldier, etc.)are people whom the pupil can trust with her/his personal information and who canhelp her / him, in case of stressful situations, such as getting lost or meeting anaccident. Moreover, relatives, close friends, neighbors, and classmates may also betrusted and asked for help. These people may know the pupil at a personal level andwill not harm her / him. Let Us Learn All texts shall be read by the pupils, who by this time already know how to read. Activity 1: Oh No! (5 min.) 1. Read the poem to the pupils. Let them read the poem after you. Ask the following questions: Where did Mother and pupil go? What did Mother buy? What happened to the pupil? Why did that happen? Would you do the same? How would you feel being lost? What would you do? 2. Call on two pupils to pantomime the poem as the class reads it. Let the pupils show what they would do afterwards. They can be allowed to talk during this last part. Activity 2: I Trust You (10 min.) 1. Call attention to the pictures. Ask: Who are in the pictures? 2. Say: You are lost. Look at the pictures. Ask: Who will you ask for help? 80
Answer Key: security guard, store owner, policeman, sales clerk Activity 3: I Can Help You (10 min.) 1. Call attention to the pictures. Ask: Who are these people? Can we ask them for help? Why can they help us? Say: Let us learn about them. 2. Call on a pupil to pretend s/he is a character in the picture. Let her / him do an action depicting the character and ask, “Who am I?”. Let the other pupils guess who is being portrayed. Activity 4: My ID (10 min.) 1. Say: Now we know who can help us. But how can they help us? 2. Call pupils attention to the identification (ID) card. Explain the importance of listing personal information. 3. Give the activity as an assignment and ask the pupils to let their parents fill in the blanks. Remember (5 min.) 1. Read the points to remember after Activity 4. 2. Ask: Who can we ask for help? Elicit responses from the pupil. End by saying: We should always stay safe.Lesson 2: I Keep Safe at HomeNumber of Sessions: 1Objectives At the end of the lesson, the pupil should be able to: 1. identify things at home that may cause fire, accidents and injuries 2. follow rules at home, in school, while riding a vehicle, during fire and other disasterContent Safety Education Things at home that may cause fire, accidents, and injuries Safety rules to prevent fire, accidents and injuries 81
Background Information Safety is the condition of being protected against any physical, social, financial,political, emotional, occupational, psychological and other types of failure, damage,error, accidents, and harm. Safety can be defined simply as the state of being safe.Hence, home safety is the state of being safe at home or eliminating any possibleaccident or act that may lead to accident or injury at home. Safety is not only aconcern for pupils but also for adults, because accidents can happen to anyoneregardless of age. These are some of the accidents that happen at home: 1. Poisoning due to ingestion of medicine, alcohol, insecticides, detergent, cologne / perfume, cleaning agent, etc. 2. Slips / fall due to wet floor and large stairs 3. Fire due to candles left lit, faulty electrical wiring or gas tank left open 4. Cuts, lacerations, or punctures caused by sharp objects Let Us Learn Read and explain instructions in every activity. Activity 1: No Fire, Please! (15 min.) 1. Ask: Have you ever seen a house burning? Let the pupils share experiences. Ask: Why did the house burn? 2. Say that there are many things that cause fire and other accidents at home. 3. Tell them to read the directions for the activity. Let them do the activity. 4. After drawing tell the pupils to stand, and without talking to go around and show each other what they drew. 5. After a while, call on pupils to pick one thing s/he drew and to answer the following questions written on the board: What did you draw? How does it cause fire? Activity 2: Breaking News (15 min.) 1. Read the news to the pupils. Ask: What does the news say will happen? How long will it last? What do you need to prepare? What will you do during a brownout? 2. Call attention to the pictures on the same page. Ask if they have experienced looking after a candle lit in the middle of a brownout. Let them choose which of the two is dangerous. Ask why. 3. Answer Key: Cross the picture of pupil playing with candle. 4. Let the pupils read the text. Activity 3: Oops! No Touch! (10 min.) 82
1. Ask: What other things can harm you at home? Answers: slippery floor, poison, sharp things, etc.2. Let the pupils read the text. Say: Remember things that cause accidents.3. Let them do the activity. Ask why s/he chose the items. Accept answers that are justifiable. Read the reminders that follow.Answer Key thumbtacks detergent medicines sharp knife scissors wet floor insect spray alcoholRemember (5 min) 1. Read the points to remember after Activity 3.2. Ask: How can we avoid accidents at home? Elicit responses from the pupils. End by saying: Let us always stay safe. Keep away from harmful things.Lesson 3: I Keep Safe in SchoolNumber of Sessions: 1Objectives At the end of the lesson the pupil should be able to: 1. identify places and things in school where accidents may happen. 2. list people in school whom they can ask for help. 3. demonstrate practices that may prevent accidents and injuries in school.Content Safety Education Possible causes of accidents in school School personnel Preventing accidents and injuries in schoolBackground Information School safety does not only refer to the prevention of accidents and injuries butalso to the absence of incidences of harassment, bullying, violence, and substanceuse and abuse. School practices and procedures that promote safety include theholding of announced and unannounced fire drills at least twice a year.Common Hazards in School 1. Built Environment - refers to buildings, structures, and other infrastructure in the school 2. Chemicals and hazardous substances - identification of chemical and hazardous substances in school 83
3. School Activities - includes risks that need to be carefully managed to ensure the safety of all pupils, teachers, parents, staff and other participants involved in the activity 4. Dust - from roads, chalk, construction, _____ room that must be regulated 5. Electrical equipment and machinery - needs to be maintained and serviced appropriately and used according to safe operating procedures 6. Infection Control - safe disposal of garbage and toxic substances 7. Noise - control measures to prevent noise 8. High places - prevention of falls 9. Playgrounds and outdoor areas - require systems to minimize the risk of injury and presence of an authority in these areas to supervise activitiesPersons to ask for help In case of accidents and / or injuries in school 1. School doctor, nurse, or clinic teacher 2. Teacher 3. Principal 4. Security guard, policeman, or Barangay Tanod 5. Janitors, school staff, or personnelBasic Rules for School Safety 1. Learn the school's emergency procedures - emergency plans and phone numbers 2. Know travel routes to and from the school - familiarization of exit and entry points in times of emergency 3. Know and follow school security and safety measures 4. Talk about safety. Be specific. Explain what to do in case of emergency / danger. 5. Inform school staff about health and emotional concerns - for example: allergies, physical disability, bullying, and accidents 6. Monitor and supervise pupils’ common areas such as corridors, canteen, and playground 7. Encourage pupils to take responsibility 8. Promote compliance with school rules 9. Conduct school preparedness drills (intruder alerts, weather, and fire)Let Us Learn Let the pupils read the directions for every activity. Be sure to explain whatthey don’t understand. Activity 1: Where is this? (15 min.) 1. Read the directions. Answer with the pupils. For every place in school, ask the following: What do you usually do here? What should you NOT do here? Ask: Is it a safe place? Why? Can it be an unsafe place? How? Answer Key: Classroom Garden Playground Canteen 84
Activity 2: Match My Work (10 min.)1. A bad thing happens to you in school. Ask: Who will help you? Do you know the people in school?2. Call attention to the pictures.3. Read the directions. Answer with the pupils. Tell the name of each person in school. (For example, “Our school doctor is Dr. Reyes. Do you know him?) For every correct answer, ask: What does this person do? Where can you find him / her?4. Review the answers. 2-nurse 3-janitor Answer Key: 1-teacher 5-doctor 4-security guardActivity 3: Star Pupils (10 min.)1. Ask: Are you a star pupil? Why do you say so?2. Let the pupils read the directions. Discuss the answers with the pupil.3. Ask: Who is a star pupil? How does a star pupil act? Answer Key: 2, 3, 5, 6,Remember (5 min.)1. Read the points to remember after Activity 3. Ask: How can you avoid accidents in school? End by telling them to finish the sentence: To be safe I will_____________.”Lesson 4: I Travel SafelyNumber of Sessions: 1Objectives At the end of the lesson the pupil should be able to practice safety rules when riding a vehicle.Content Safety Education Road safety Staying safe in a moving vehicle 85
Background Information Vehicular safety is achieved through proper behavior and observance of rulesand guidelines when riding a vehicle.Staying safe inside a bus 1. Be careful getting in the bus Bags and backpacks can get caught in a door or around a seat. You may fall from the bus door. 2. Hold to the rails. 3. Stay on your seats. Understand the importance of staying in your seat while the bus is moving. Running around the bus or climbing on seats can distract the driver. Do not extend your hands or head outside the window.Staying safe when riding a motorcycle / bicycle 1. Always wear a helmet. Helmets protect you from head injuries. Pick bright or fluorescent colors . Choose a helmet that is well ventilated. Helmets must be adjusted to fit correctly.Staying safe in a car 1. Always wear your seatbelt. The distance of your travel should NEVER dictate if you'll wear a seatbelt or not. Wear the seatbelt correctly. The lap (lower) part should be sitting low and tight across the upper part of your hips. It should never go across the upper half of your belly. The shoulder part should fit snugly across your chest and shoulder, not under your arm or across your neck or face. Never share seatbelts. 2. Get in the back. Kids ages 13 years old or younger should be sitting at the back where there is less chance of hitting and impact and protection when the airbag deploys. Airbags are designed to protect adult body type. Do not play or shout inside the vehicle. Let Us Learn Directions for every activity shall be read by the pupils. Explain anything they don’t understand very well. Activity 1: A Wonderful Trip (15 min.) 1. Ask: Have you gone on a field trip? 2. Call the attention to the picture for the activity. Ask these questions: What mode of transportation are the pupils riding? What are they doing? Where are they going? 86
Where is the first stop? Where will they go last? What time will they get home? How can they travel safely? Activity 2: Let’s Drive (10 min.) 1. Ask: How do you go to school? (For those who ride): What do you ride? 2. Call attention to the pictures. Ask them if they recognize the vehicles. Read the directions. Answer together. Activity 3: Is it Okay? (10 min.) 1. Ask: How do you ride a vehicle? What should you do? What should you NOT do? 2. Call attention to the pictures. Let the pupils read the directions. Let the pupil answer independently in their notebook. Answer Key: Nos. 1, 2, 4, 8 Remember (5 min.) Let the pupils read the points to remember. Ask: How can we be safe in a vehicle?Lesson 5: Ouch! It Hurts!Number of Sessions: 1Objectives At the end of the lesson the pupil should be able to: 1. identify things and actions that can cause wounds 2. practice first aid for small wounds by washing with soap and waterContent Safety Education Basic first-aid for small woundsBackground Information A wound is an injury that typically causes a break in the skin (Gilbert, 2011).There are different types of wound: 1. Laceration is an open wound caused by sharp trauma to the skin. 2. Abrasion happens when the skin is scraped or worn away. 3. Avulsion is full-thickness loss of skin in a specific area. 4. Puncture happens when the skin is penetrated with a sharp object. 5. Bite wounds consist of punctures and lacerations usually from animals; these have high risk of infection. 6. Amputation happens when a part of the body is totally detached or removed. 87
Let Us Learn Let the pupils read the text and directions. Be sure to explain when the pupils do not understand them well. Activity 1: Oh No! I’m Hurt! (15 min.) 1. Call attention to the picture. Ask the pupil to describe the picture. 2. Tell the pupils that you will read a poem to them. Read the poem and ask them to track the words. Ask these questions after: Why did the boy go out? What did he do? What happened while as he ran? Has this happened to you? What did you do? Did you clean your wound? Activity 2: That’s Sharp! (5 min.) 1. Ask: Have you been wounded before? What caused your wound? 2. Say: Some things can hurt you. What things can hurt you? Some actions can hurt you. What actions can hurt you? 3. Call attention to the pictures. Tell the pupils to read the directions. Let them answer the exercise independently. Answer Key: Nos. 1,4,5,8 Activity 3: Let’s Clean It! (15 min.) Materials Needed: tap water or basin with water, dipper, face towel, mild soap, and red marking pen (to mark small wound) 1. Ask: What will you do with a wound? Say: You should clean your wound. 2. Follow these steps in cleaning a wound. Read the steps one-by-one and demonstrate. Call on some pupils to demonstrate the steps. Remember: (5 min.) 1. Let the pupils read the points to remember. Ask: What causes wounds? How do we clean a wound? How can we avoid being hurt? 2. End by asking: What did you learn about wounds?Lesson 6: I am Safe with My PetsNumber of Sessions: 1Objectives At the end of the lesson the pupil should be able to: 1. identify which animals can be harmful 2. explain how these animals can hurt them 3. practice safety with stray or strange animalsContent Safety Education 88
Safety with Stray or Strange AnimalsBackground Information The main health risk to pupils associated with other animals includes infections.(The Royal Pupils’s Hospital Safety Centre, 2008). These infections can be causedby: Bites and scratches Handling of birds Eating food that has been infected by animal fecesHow to avoid animal-related injuries 1. Do not play with the pets without the supervision of an older relative/ person. 2. Make sure to pick the right breed of animal/pet. 3. Avoid petting stray or strange animals. 4. Do not approach the pet when it is sleeping or eating. 5. Do not play with pets that you do not know. 6. Do not tease pets.Let Us Learn Let the pupils read the directions for the activities. Facilitate discussions butelicit many and varied responses.Activity 1: Listen to Me (15 min.)1. Ask: Who has pet(s)? Let the pupils share experiences with their pets. Ask these questions: What is your pet? Where did it come from? What do you do with your pet? Does your pet get angry? When does it get angry? What does it do? How do you care for your pet?2. Call attention to the pictures. Read the directions. Answer together with the pupils.Answer Key: 1. Dog 2. Car 3. Pig 4. GoatActivity 2: Hello My Friend! (15 min.) Materials Needed: puppet head of the animals or finger puppets1. Call attention to the pictures. Ask: Who are the animals? Listen to what they are saying.2. Simulate the voice of each animal as you read the dialogue. You can also wear / show puppets of the animals’ heads as you say the dialogue. Let the pupils repeat the dialogue as you say it.3. After an animal has “spoken”, ask: 89
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