Unit 3: Inventive Exploration
Lesson 6:
Rhythms
Number of Sessions: 2 Time Allotment: 30 minutes / session Procedure 1. Do the preliminaries. 2. Prepare the following materials: cassette or cd player; music with varying rhythms, picture of animals and mechanical objects. 3. Ask: Do you love to play and imagine things when you were younger? Have you imagined being a fairy, super hero, a pet, a flower, butterfly, plane, machine and other creatures of your creative imagination? 4. Introduce movement concepts: slow, fast, hard, and soft through the use of pictures of animals and machines. 5. Allow the pupils to listen to the music. Introduce Worksheet 21. Worksheet 21: Dramatic Rhythms Directions: Tell the pupils to work in small groups. Let them create movements in time with musical accompaniment showcasing the following: Building a house Kite flying Exploring the outer space Interpreting Cinderella, Sleeping Beauty, Superman, Spiderman 6. Ask the pupils how well they did in performing the task. Let them draw or describe their feeling. 7. Use a balloon, small ball, ribbon, fan or any other object for this activity. 1
8. Ask pupils to select one object to hold. 9. Let the class do Worksheet 22. Worksheet 22: Creative Rhythms Let the pupils make an illustration of the movements they did with the object of their choice. Ask the following: Were your movements slow or fast? Was it light or heavy? With what object do you move lightly? heavily? How did you feel about the activity? ___ Very Good ___ Good ___ Not so Good 10. Teach the song “My Bonnie Lies Over the Ocean.” Worksheet 23 - Action for My Song First Challenge: Let the pupils create their own action for the lyrics. My bonnie lies over the ocean My bonnie lies over the sea My bonnie lies over the ocean Oh bring back my bonnie to me. Bring back, bring back Oh bring back my bonnie to me. Bring back, bring back Oh bring back my bonnie to me. Second Challenge: Let the pupils get a partner and create their own lyrics. Have them change the underlined words and create their own movement afterwards. 11. Ask the pupils how they feel about the activity. 12. For assessment, let the class work on Worksheet 24. Worksheet 24: Knowledge Check Directions: Tell whether the movement is slow, fast, light, or heavy.
Turtle
Rocket
Alitaptap
2
Ballerina
UNIT 4: Games for Fitness and Fun
Lesson 7: Following Directions Number of Sessions: 2 Time Allotment: 30 minutes / session Procedure 1. Do the preliminaries. 2.
Prepare signages that are familiar to the pupils.
3.
Present the signages and ask the pupils why they need to know these signages.
4. Ask the class where these signages are usually found. 3
5. Discuss the importance of signages after they identify where these are usually found. 6. Say: You are correct when you say that following directions help in preventing untoward incidents, in organizing things and in keeping peace and order. 7. Let them do worksheet 25.
Worksheet 25: Tell Me What Directions: Let the pupils give the meaning of the following signs. 1. Color Red
STOP
8.
2.
Arrow
3,
Symbol
Yellow
Green
WARNING
GO
Divide the class into 3 to 4 equal groups for this relay. Each group will need a ball for this activity. Let them listen to your instruction. Worksheet 26: Over and Under Relay Let the players in each team stand one behind the other. The first player in each column has a ball on hand. On a signal, the first player passes ball over his / her head to the second player. The second player passes it through his / her legs to the third player who passes over, next under. The last player must hold the ball over his / her head to show that they have finished the game.
9.
Prepare wands and hoops for this activity.
Worksheet 27: Jumping Over Wands and Hoops
Directions: Let the pupils get a partner. Let them stand side by side to perform the task. Have them look at the illustration provided. 4
Have the pair hold the inside hand of partner. Together let them jump forward over the first wand then jump backward. Let them jump forward the first and second wand and then backward the second wand. Have them jump over the hula hoop, release hands and turn around facing the starting line. Let them pick up the hoop and pass under it. Let them jump over the wands to go back to the starting line.
10. Ask the pupils to answer the following: How many sets of jump were you able to do with your partner? Were you able to do it together throughout the activity? 11. Prepare ribbons and balloons for this activity. Let the pupils tackle the challenge alone or with a partner. Worksheet 28: Activities with Ribbons and Balloons ALONE: 1. Let the pupils create the following shapes with the use of a ribbon. Have them use fast and slow arm movements in doing the activity.
8 5
WITH A PARTNER: 1. Let the pair hold the balloon with both hands and with their feet apart. 2. Let one partner throw it to their partner using overhead throw while the partner does the same. Variation/s: Let the pair pass the balloon using elbow to elbow; knee to knee; head to head. Ask: Were you able to do it? Did you have fun?
Lesson 8: Singing Games Number of Sessions: 2 Time Allotment: 30 minutes / session Procedure 1. Do the preliminaries. 2. Introduce the game by asking: What games do you and your friends like best? Can you recall some action songs which you and your friends enjoy? How about number games? 3. Introduce the song then the game. “Who Stole the Cookie from the Cookie Jar?” is a fun game. It may be played in school or at home with the family. Before the game starts everyone is given a number, but not in order around the circle. Worksheet 29: “Who Stole the Cookie from the Cookie Jar?” Directions: Have the pupils learn the game pattern. The leader starts a rhythmic pattern such as clap, tap thighs, clap, and tap thighs at a slow pace in the beginning. The leader says, "Who stole the cookie from the cookie jar? Again and again in the same rhythm as the clapping and tapping. The leader will start by saying "# 1 stole the cookie from the cookie jar." That person says, "Who me?" Everyone says, "Yes you!" The person says, "Couldn't be!" Everyone says, "Then who?" The person says, "I think #2 stole the cookie from the cookie jar." And on it goes. The object of the game is to keep the rhythm and the talking going, without breaks. Ask: Did you make good in the game? Have the class draw their feelings. 4. Introduce the next fun game by telling them the mechanics.
Worksheet 30: Sawsaw Suka Mahuli Taya The name literally translates to "dip into vinegar." The "it" has his / her palm open while the other players touch this with their index fingers, singing "sawsaw suka mahuli taya!" The player whose finger gets caught becomes the "it." The “it" tries to catch any player's finger at the end of the song.
5. For assessment, let the class answer Worksheet 30. Worksheet 31: Knowledge Check 6
Part I. Have the pupils color the box Green if they agree and Red if they disagree. The girl passes under the table.
For traffic signs Red means Go.
“Sawsaw Suka Mahuli Taya” tests your Memory.
Pls illustrate a traffic light with green color lighted
The sign means Pedestrian Crossing.
Ribbons can create these figures through fast motion of the arms.
8
Directions: Have the pupils create movements in time with musical accompaniment showcasing the following. Let them use movements that are slow or fast, heavy and light in a free or bounded space.
Building a house Kite flying Exploring the outer space Interpreting Cinderella, Sleeping Beauty, Superman, Spiderman
6. Ask: How well did you perform the task? Draw or describe your feeling.
7
Teacher’s Guide (Part Two)
i
TABLE OF CONTENTS (Part Two) Unit 3: MY ACTIVE SENSES……………………………… 1 Let Us Try......................................................................
1
Lesson 1: Clear Eyes...................................... .. ………
2
Lesson 2: Sharp Ears……………………………………..
6
Lesson 3: Mind Your Nose...........................................
8
Lesson 4: Tongue that Tastes......................................
10
Lesson 5: Smile Bright Healthy Mouth..........................
12
Lesson 6: Smooth Skin.................................................
18
Unit 4: I AM SAFE………………………………………….. 19 Let Us Try.......................................................................
19
Lesson 1: Please Help Me.............................................
19
Lesson 2: I Keep Safe at Home.....................................
20
Lesson 3: I Keep Safe in School...................................
23
Lesson 4: I Travel Safely...............................................
24
Lesson 5: Ouch! It Hurts!...............................................
25
Lesson 6: I Am Safe with My Pets................................
26
Lesson 7: Good Touch, Bad Touch..............................
27
Lesson 8: I Behave and I Am Safe........................... ….
29
ii
Unit 3: My Active Senses
Content Standard The learner demonstrates understanding of the proper ways of taking care of the sense organs Performance Standard The learner practices good health habits and hygiene in caring for the sense organs. Overview The sense organs play an important role in making us aware of everything around us. They help us see, hear, smell, feel the things in our environment, and distinguish the quality of food we taste. The Module emphasizes good health habits and hygiene in caring for the sense organs, including the prevention of diseases and the development of self-management skills. Number of Sessions: 1 day Motivation: (10 mins.) 1. Say: Study the picture. 2. Read the sentences under the picture, and let the pupils read after you. Call attention to the picture. 3. Ask: What is the boy eating? What does he use in eating? (Point to the tongue.) What is the girl touching? What does she use to touch? (Point to the hands and skin.) What does the boy see? What does he use to see? (Point to the eyes.) What does the girl smell? What does she use to smell? (Point to the nose.) What does the boy hear? What does he use to hear? (Point to the ears.) Say: What do we call all of these? (Point to eyes, ears, nose, skin, tongue.) Introduce the words sense organs if nobody knows it. Let Us Try: (30 min.) 1. Say: Open the Learner’s Material to the activity titled My Little Helpers. Explain what the pupils need to do. If they can read already, let them answer the test; otherwise read the poem and give them a chance to draw their answers on their notebook. Answer Key 1. Eyes
2. Ears
3. Nose
4. Tongue
Lesson 1: Clear Eyes 1
5. Teeth
6. Skin
Number of Sessions: 2 Objectives At the end of the lesson the pupil should be able to: 1. demonstrate the importance of the eyes 2. demonstrate the proper ways of caring for the eyes 3. discuss how to prevent common diseases of the eyes Content Health Habits and Hygiene for the Eyes Importance of the eyes Caring for the eyes Prevention of common diseases of the eyes Background Information The eyes are organs of vision which help us see things around us. They help us distinguish qualities of food. We also see the beauty of nature through them. They are one of the best indicators of health and one of the most delicate organs of the body. Physiological changes occur in the eyes during the school-age years. By age six or seven, visual capacity should reach optimum function, usually 20/20 or 20/30 in each eye as measured by the Snellen chart. They can discriminate fine differences in the shading of colors. The peripheral vision is fully developed and the coordination of eye movements is almost perfected. Pupils must learn that good nutrition and cleanliness keep the eyes healthy. Foods rich in Vitamin A are good for our eyes. Green leafy vegetables and red, yellow, and orange fruits such as carrots, squash, and tomatoes are good sources of Vitamin A. Eggs and sweet potatoes are also good for our eyes. In general, foods good for the body are good for our eyes. Eye and vision problems can be detected during regular eye examination. The earlier the problem is detected, the higher the possibility of finding solutions, treatment, and management of the problem. You are also instrumental in detecting visual disorders by observing pupils who may frequently exhibit signs of not being able to see clearly. You can likewise detect some diseases of the eyes. Conjunctivitis or sore eye is an irritation or inflammation of the conjunctiva or the covering that lines the inside of the eyelids and the whites of the eyes. Infectious conjunctivitis, the most common form, is caused by bacterial or viral infection. It causes swelling, redness and tearing of the eyes. It is highly contagious but rarely serious, unless infection sets in. A sty (kuliti) is an inflammation of the secretory glands of the eyelids. This inflammation results from blocked glands within the eyelid. The blocked gland forms a lump that has a visible whitish or yellowish spot. If you notice either of these conditions, send the pupil to the clinic right away and inform the parents so that the pupil could be fetched. When a speck of dirt or something gets into the eyes, DO NOT RUB THE EYES. Remove the speck or object by letting clean water run down the eyes or immerse the face and blink the eyes in a basin with clean water. NEVER WIPE THE 2
INSIDE OF THE EYE. Use a clean soft cloth to clean and wipe the lids and outer part of the eyes. Emphasize to the pupil NEVER TO RUB THE EYES, as it will worsen the irritation and may damage the cornea of the eyes. Our eyes can be affected by different conditions and diseases. It is best to have eyes checked regularly by an ophthalmologist as soon as possible. The following safety rules will help keep the eyes healthy and safe: 1. Do not read too close to the reading material. a. When reading, hold the book as far as possible, about 1 to 1-1/2 feet away. b. Hold the book at a slight angle to get a better view (45 degrees to 75 degrees). 2. Do not read in dim light. a. Lighting should be bright enough to read without straining your eyes, yet, not too bright as to cause glare. When lighting is dim, there is a tendency to hold the book closer to the eyes, which might strain the eyes. b. If lighting in the room is not bright enough, use a reading light. Position the reading light close enough with its light shining from the side. Keeping the room light on reduces glare from the reading lamp. c. Do not read in moving vehicles, which makes it difficult for the eyes to focus. d. Avoid reading while lying on your back as the light from above will hit your eyes and not what you are reading. 3. Take breaks to relax your eyes. a. When reading, blink often to soothe your eyes and to avoid drying of the eyes. Take breaks. b. Rest the eyes for at least once every hour by looking far at a refreshing color, such as green, or by simply closing the eyes for a while. c. If wearing eyeglasses, remove eyeglasses once in a while to rest your eyes. 4. When watching television, avoid eye strain. a. Watch at proper viewing distance of 3.5 m (11 feet) or farther. b. Watch TV in a well-lighted room; avoid watching TV in a dark room. c. The bigger the TV screen, the farther the viewing distance should be. 5. In using computers, avoid eye strain. a. Maintain 1 to 1-1/2 feet between the eyes and the computer screen -- a distance slightly farther than normal reading distance. Sit up straight, do not slouch or crane your neck. b. Gaze should be directed downwards. Have center of the monitor positioned below eye level by 15 to 20 cm (5 to 8 inches). c. Playing computer games is particularly strenuous and playing time should be limited to 30 minutes per session. This includes handheld video games.
3
6. Protect the eyes from harmful effects of sunlight. a. Aside from the well-known risks of sunburn and skin cancer from the sun’s ultraviolet radiation (UV), UV can also damage the eyes, causing cataract and other eye conditions that can lead to loss of vision. b. Pupils can learn to play safely under the sun by applying sunblock on their skin and wearing sunglasses. c. Do not look directly at the sun. 7. Wear protective eye wear or safety eyeglasses when playing contact sports and protective goggles when swimming to protect the eyes from chlorine and to reduce risk of eye infections. 8. Avoid playing with toys or any object with sharp and pointed edges as these can accidentally injure the eyes, especially of infants and toddlers. 9. Sleep early and have enough rest. Day 1 Let Us Learn Activity 1: Useful Eyes (10 mins.) Materials Needed: big handkerchief or Scout neckerchief for blindfolding 1. Tell your pupils to close their eyes or tell them to blindfold each other. 2. Have the pupils pretend that they are blind. Ask: a. What can you not do? b. What will you miss seeing most? c. What do you enjoy doing most? Can you still enjoy doing it? d. What accident can happen to you? Activity 2: This is Not Funny (20 mins.) 1. Let the pupils do the activity step by step as you dictate the instructions. 2. After finishing the drawing in Box A, tell the pupils to show their seatmates what they have done. 3. Give the instructions for Box B. When they are through, let them show each other their drawings again. 4. Have the pupils compare their drawings. Ask: a. Why are your drawings different? b. Which drawing do you like better? c. Why are our eyes important? Let Us Learn (10 mins.) 1. Tell the pupils that you are going to ask them some questions. If their answer is YES they will clap their hands. If their answer is NO, they will shake their heads. Ask: 4
Do you wash your face? Do you stay long watching TV? Do you read in a moving vehicle? Do you play with pointed objects? Do you wear sunglasses under the sun?
(Yes) (No) (No) (No) (Yes)
2. Call on some pupils to explain their answers. Day 2 Activity 3: Our Wonderful Eyes (5 min.) 1. Read the text. Ask: What do we see? What do we use to see? Why are our eyes important? 2. Read the following poem with the pupils. My Wonderful Eyes By Teodora D. Conde
I have two wonderful eyes They see things clear and nice; I read where there is light. I rest them when they’re tired 3. Ask:
Who wrote the poem? What kind of eyes do I have? Why are they wonderful? Who are God’s creatures? What did God make nice? How will you care for your eyes? How will you rest your eyes? (By closing your eyes, looking at faraway objects, looking at green objects)
Activity 4: Caring for the Eyes (10 mins.) Discuss the pictures. 1. Explain that some foods best for the eyes are eggs, carrots, sweet potatoes, and green leafy vegetables, especially spinach. 2. Emphasize to the pupils that they should not rub their eyes if these feel itchy, but should wipe them with clean tissue paper, handkerchief, or a clean piece of cloth. 3. Watching TV too close to the screen and too long can strain the eyes and cause fatigue. 4. Reading in a dark room will likewise strain the eyes so the room should be adequately lighted. 5. There are many ways of resting the eyes: looking at far objects, especially green; and closing the eyes. Activity 5: Protect Your Eyes (10 mins.) 1. Reading in a moving vehicle will strain the eyes.
5
2. Playing with a knife or any pointed object might cause injury if the eyes are accidentally pierced. 3. Rubbing the eyes with dirty fingers might cause infection. 4. Looking directly at the sun can cause many ultraviolet (UV)-related illnesses, such as cataracts and corneal degeneration because the sun emits UV rays that might be absorbed directly by the eyes, Activity 6: Sick Eyes (15 mins.) 1. Tell the pupils to study the picture of a child with sore eyes and another with a sty. 2. Ask: What’s wrong with the eyes? Why do they look like that? Who has had sore eyes? What is a “sore eye”? How did you get it? How did you get well? How can you prevent sore eyes? 3. Call attention to the picture of a child with sty. Repeat the questions above but this time ask about sty. Remember Let the pupils read the rules on care for the eyes. Then call on pupils to explain them. Tell the pupils to draw eyes on the mask. Ask how they will keep their eyes healthy.
Lesson 2: Sharp Ears Number of Sessions: 1 Objectives At the end of the lesson, the pupil should be able to: 1. demonstrate the functions of the ears 2. explain healthy ways to protect the ears 3. demonstrate good habits for healthy ears
6
Content Health Habits and Hygiene Care of the Ears Background Information Our ears help us hear the sounds around us, both music and noise. Our ears are also important to maintain our sense of balance; they also help us speak. In fact, those who have serious hearing problems have difficulty in learning to talk, as well as in understanding others talk. Our ears are then very important in gaining information and learning; thus taking care of our ears is vital for our health. We have to protect our ears from dangerous stimuli, such as loud blowing of horns, yelling, shouting and tuning of radio/ TV to full volume. We should not blow or shout at another’s ears. Exposure to loud sounds in vehicles, headphones and other equipment must be avoided. Volume must only be kept at a safe level. Our outer ears must be cleaned regularly using soft clean cloth or face towel. We should not clean our ears with hairpins, matchsticks, pencils, ball pens, cotton buds, or any sharp objects. Using cotton buds in cleaning our ears is not advisable because the bud might push the earwax farther in and cause hardened earwax or impacted cerumen. Our inner ears have the natural earwax that traps dirt and foreign objects from getting into our ears. We should not insert any object into the ear canal that might puncture the ear drum and cause infection. After taking a bath or swimming, it is very important to dry our ears with the corner of a clean face towel. Earplugs can protect our ears during swimming and from exposure to loud noise. One out of every ten people has hearing loss (Meeks, L., Heit, P., & Page, R., 2012). Causes of hearing difficulty and loss include premature birth, birth defects, and exposure to drugs, infections, injuries and loud noise. A physician should be consulted immediately for ear problems. Let Us Learn Activity 1: Can You Hear Me? (5 mins.) 1. Tell the pupils to cover their ears well with their hands. 2. Call on a pupil to come to the front and say something or recite a poem. 3. Call on a pupil to repeat what the first pupil said. 4. Ask: Why can’t you repeat what was said? How are our ears important? Activity 2: What’s in the Box? (5 mins.) Materials Needed: 3 boxes with objects inside which makes different sounds when shaken 1. Show some closed boxes to the pupils.
7
2. Say: There is something inside each box. Guess what is in the box. You can shake the box. Listen well to the sound. 3
Call on volunteers to guess the content of any box they choose.
4
Ask: What’s in the box? How did you know? What helped you guess?
Activity 3: Sound Check (10 mins.) 1. Ask: What things make pleasant sounds? What things make unpleasant sounds? What do we call some unpleasant sounds? Answer Key: Pleasant sounds: 2, 5, 6, and 7 Unpleasant sounds: 1, 3, 4, 8, and 9 Activity 4: Let’s Care For Our Ears (10 mins.) 1. Read the rules and let the pupils read after you, if they cannot read yet, discuss the rules. 2. Let the pupils read each rule and have them raise their hands if they are following it and to put their thumbs down if not. Activity 5: For Ears or Not Read the instruction and let the pupils do it in their notebook. Assignment: Be ready for ear inspection the following day.
Lesson 3: Mind your Nose Number of Sessions: 1 Objectives At the end of lesson, the pupils should be able to: 1. explain the importance of the nose 2. demonstrate proper ways of caring for the nose Content Health Habits and Hygiene Care of the Nose Background Information Our nose helps us in breathing and in smelling. We inhale and exhale through our nose. It also aids our speech and sense of taste. Inside our nose are tiny hair-like cilia and mucus that warm, moisten and filter air that passes through it. Allergies and the common cold may cause problems by producing too much mucus. If severe, this may lead to sinus infection, or even ear infection. Nose picking may also cause the 8
thin skin membrane inside the nose to break, which may lead to bleeding or infections. Piercing the nose for ornaments may likewise cause infection. It is very important to observe hygienic and safety measures with our nose and avoid bad habits that can harm the nose: 1. Cover the nose from— dust--This helps avoid accumulating dirt in the nose and spreading germs as well. foul smell cigarette smoke thick smoke strong chemicals 2. Use clean cloth, tissue, handkerchief, upper sleeve or the crook of the elbow to cover the nose (NOT your hands) when sneezing or coughing. This will prevent the spread of germs. Your hands should not be used because you spread germs when you touch things with your hands. 3. Blow your nose with both nostrils open and not too hard when you have a cold. A person who has cold should blow his/her nose gently. Blowing the nose hard or violently might make the mucus (with germs) move up to the Eustachian tube to the middle ear and cause infection of the middle ear and the sinuses. Drink plenty of fluids when your nose is clogged. 4. Use a soft cloth, handkerchief, or tissue paper in cleaning your nose. 5. Be sure your hands are clean when touching your nose. 6. Avoid putting small and pointed objects into your nose. 7. Don’t stuff things such as tissue and handkerchiefs up your nose. 8. Avoid nose-picking (especially in public), sniffing, and rubbing your nose. 9. In case of nose bleeding, pinch closed the soft part below the nose bridge and keep the head leaning down. A cold compress over the nose bridge may also help. Do not pull any blood clot outside the nose. If bleeding continues after 20 minutes, see a doctor. Any nasal infection must also be checked by a physician. Let Us Learn Activity 1: Nose Test (10 mins.) Materials Needed: bottle of alcohol, perfume, flower, garlic 1. Tell the pupils to close their eyes. Say: I will go around. Afterwards, tell me what you smelled. 2. Open a bottle of alcohol, perfume, and flower or food item with a distinct smell and place a drop / rub it in your hands. Go around the room and put your hands near the nose of the pupils. 9
3. Ask: What did you smell? What did you use in smelling? Why is the nose important? What are other uses of our nose? 4. Let the pupils read the text. Activity 2: Good Smell, Bad Smell (15 mins.) Answer Key 1. Orange 3. Aroma of food 2. Flowers in the garden Activity 3: Nose Care (10 mins.) 1. Tell the pupils that you will play a game. 2. As you call the number of the picture, tell them to raise their hands if the practice is healthy and to point their two thumbs down if it is not. Answer Key: Nos. 2,3,6,7 Discuss each answer. Let them explain why each is a good or bad practice. Remember (5 mins.) Teach the following song and make appropriate actions so that the pupils will remember the lyrics. Our Nose (Tune: Leron-leron Sinta) by Teodora D. Conde
Our nose is for breathing Our nose is for smelling Let it smell the good. Let it not smell the bad. Keep our nose real clean Keep our nose healthy. Always blow it gently. Clean it so carefully
Lesson 4: Tongue that Tastes Number of Sessions: 1 Objectives At the end of the lesson, the pupil should be able to: 1. tell the importance of the tongue 2. demonstrate proper care of the tongue Content Health Habits and Hygiene Care of the Tongue Background Information 10
The tongue is the primary organ of taste. The tongue also helps us in chewing food, in speaking and forming sounds, and in keeping our teeth clean. The upper surface of the tongue is covered with taste buds. They have pores connected to the external surface of the tongue. Food molecules start to dissolve in saliva. This in turn interacts with the taste buds, stimulating nerve endings that send messages to the brain for interpretation of the different tastes: sweet, bitter, salty, sour, although some scientists have added a fifth taste-- umami, a pleasant savory taste (Umami Information Center). The notion that the tongue is mapped into four areas is wrong. The ability to perceive different tastes is not localized in different parts of the tongue. All qualities of taste can be elicited from all regions of the tongue that contain taste buds (Smith & Margolskee, 2001). A good diet and proper digestion keep the tongue free from diseases and it is the soul of healthy mouth care. When the tongue is burned by eating spicy food, take sugar and let it stay in your mouth, drink milk or any other dairy product, or eat bread. The tongue can also be burned when taking very hot soup or drink. First aid for this is to sip ice water. Try to hold the ice water in the mouth a few seconds before swallowing. Do this periodically for 30 mins. or so to cool the burn. DON’T put ice cube or burn ointment directly on the burn. See a doctor if the pain persists. Let Us Learn Activity 1: Put Out Your Tongue (10 mins.) Materials Needed: piece of food representative of different tastes such as sugar, salt, calamansi, and ampalaya plastic cups for the food items neckerchief or cloth for blindfolding 1. Blindfold 10 pupils and tell them that you will drop / put a piece / pinch of food on their tongue. 2. One at a time, put a little drop / piece / pinch of the food item on the tongue of each pupil. 3. Ask: How does it taste? What helped you taste the food? (The tongue helps us taste food). Why is the tongue important? Activity 2: Tongue in Cheek (5 mins.) 1. Tell the boys to let their tongues touch the inner part of their cheek. 2. Tell the girls to curl their tongue inwards. 3. Dictate a rhyme and tell the pupils to repeat it with their tongues in the positions you mentioned. 11
4. Ask: Can you speak clearly? Why can’t you speak clearly? Why is the tongue important? Our tongue helps us talk clearly. Activity 3: Clean Your Teeth (5 mins.) Material Needed: cracker or biscuit for every pupil 1. Distribute a cracker or biscuit to each pupil. Tell the pupils to chew the cracker. 2. Say: There’s food on your lower teeth. Let your tongue remove it. Etc. 3. Ask: How does our tongue help our teeth? How does our tongue keep our teeth clean? Activity 4: Tongue That Tastes (10 mins.) Answer Key 1. Sweet 5. Salty 2. Sour 6. Sweet 3. Salty 7. Sour 4. Bitter 8. Sweet
9. Sour 10. Salty
Activity 5: Care for Your Tongue (5 mins,) Answer Key: Pupil brushing tongue (2) Remember 1. Read the poem with the pupils. 2.
Ask: How important is the tongue? How will you care for your tongue?
Lesson 5: Smile Bright, Healthy Mouth
Number of Sessions: 2
Objectives At the end of the lesson, the pupil should be able to: 1. demonstrate the proper ways of caring for the mouth and teeth 2. practice the correct habit of tooth brushing and flossing to prevent tooth decay 3. display self–management skills to prevent mouth diseases Content Health Habits and Hygiene for the Mouth and Teeth Background Information The mouth is an important part of the digestive system. It secretes the saliva, which contains the enzyme Ptyalin that digests starch in the mouth. The mouth also contains the teeth, which cut and grind food into small pieces. It also contains the tongue, which helps turn the food around the mouth to be properly grounded, so it can be swallowed easily. 12
The tooth is a remarkable structure. It has an outside covering of enamel and has a root that lies in the socket of the jaw bone. The center of the tooth is the pulp which contains blood vessels. Other parts include the dentin, which forms the main bulk of the tooth and gives the tooth its yellowish color, and the cementum, which covers the root of the tooth There are 20 milk teeth that should be present by 24 months of age. Lack of primary teeth after 2 years is considered delayed development. Milk teeth are lighter in color than permanent teeth. There are 28 permanent teeth that become 32 when all wisdom teeth have erupted. Baby teeth are also important because they hold the space for the permanent teeth. When the adult teeth are about to come out, they dissolve the root of the baby tooth and in the process loosening the baby tooth so that it can easily come out. Pupils lose their baby teeth at approximately the following ages: Age
6-7 7-8
9-12
10-12
Tooth that Comes out
Difficulty in Eating
What to Do
Lower central incisors Upper central incisors Lateral Incisors found between central incisor cuspid
Whole hard fruits Food with bon Whole corn
Cut food to bitesized pieces Cut food to bitesized pieces
Upper and lower first Primary molars 2nd primary molar Lower cuspids and primary cuspid Upper cuspid Upper and lower primary molars
Food stuck between
Regular brushing and flossing and visit to the dentist
Regular brushing and flossing as well as visit to the dentist twice a year cannot be overemphasized. Poorly aligned teeth may lead to interference in proper chewing. This condition is called malocclusion. Malocclusion may also lead to faulty nutrition. A dislodged tooth needs immediate attention. This may happen because of an accident. When this happens, take the pupil immediately to the dentist, with the undisturbed dislodged tooth. Black teeth are seen in pupils who might have taken iron oral preparations or Tetracycline antibiotics. Black teeth may also indicate decay or dead teeth. It is important to brush our teeth properly. Poor oral hygiene may result to plaque formation in the teeth. Plaque is the main cause for tooth decay, bad breath, gingivitis, and other gum diseases. Plaque is a colony of bacteria, with food debris and saliva that sticks on the tooth surface. When plaque is not removed, it takes color and minerals from food that later becomes calcular deposits or tartar. Calcular deposits can only be removed by the dentist using special instruments, and not by brushing alone. Avoiding excessive amounts of sticky, sweet foods in the diet help promote healthy teeth. Some foods serve as good cleaning agents for the teeth. Among these 13
foods are fruits and vegetables, such as carrots or other crisp, raw fruits and leafy vegetables. These foods make fine between-meal snacks since they have high nutritive value as well as being good teeth cleansers. Cooked vegetables also have the same effect. Brushing the teeth right after eating is the best method of cleaning away particles of food that cling to the teeth, especially bits of sweet foods that foster growth of bacteria and the production of cavity-producing acids. The best kind of toothbrush is one that has firm bristles, and a head small enough to get to all surfaces of the teeth. For adults, use vertical strokes or sweeping motion, from the gums downward for the upper teeth and from the gums upward for the lower teeth. For younger pupils, tooth brushing must be done in a circular motion. Using toothpaste with fluoride helps in providing extra protection for the teeth. This is done by adapting the “No-Rinse” brushing using the procedure below: 1. Floss the teeth to remove food debris. 2. Put a pea-sized amount of toothpaste on the toothbrush. 3. Wipe the toothpaste on all surfaces of the teeth. Make sure the toothpaste is well-distributed. 4. Brush by areas following a pattern, so as not to miss out on some surfaces (e.g., right-upper-top, left-upper- top, left-lower-top, right-lower-top, right-upperouter side, front-upper-front, left-upper-outer side, and so on). 5. Spit out excess toothpaste and remaining food debris. 6. Wash your toothbrush. 7. Brush your tongue. 8. Repeat steps 6 and 7 until the toothpaste taste is gone (around 2 or 3 tonguebrushing). “No rinse” brushing maximizes the effect of the fluoride since it is not rinsed-off after brushing. Fluoride naturally occurs in some water sources in the country. Adding fluoride to a community’s water supply is another method of helping prevent tooth decay. In communities where water supply is deficient in this substance, dentists may recommend, as a routine measure, the application of a fluoride solution directly to the teeth, using either sodium fluoride or stannous fluoride. If it is not possible to brush the teeth after a meal, swishing and gargling water around in the mouth is helpful in washing away food particles. But it is a requirement that you should properly and adequately brush your teeth at least twice a day-- after breakfast and before going to bed, even without toothpaste. Remember that it is the proper brushing technique that cleans and not the toothpaste. In fact, salt and baking soda can be used as substitute for commercial toothpaste. Toothpaste should not be swallowed, but is not very harmful if accidentally swallowed in small amounts. Proper care of the teeth and correct tooth brushing must be taught at an early age. The minimal use of the toothpaste (about mongo size) and other toothpaste substitutes (e.g. salt) to be used sparingly must also be given emphasis. Dental floss or a thin thread completes the teeth cleaning, sweeping the food particles in-between teeth, which the toothbrush cannot reach. Correct the misconception among pupils that nganga or chewing betel nut strengthens the teeth.
14
Careful supervision by a dentist during the growing-up years can help prevent many of the conditions affecting the teeth. Some conditions commonly found among pupils are poorly aligned teeth, overlapping teeth, widely-spaced teeth and protruding teeth. Only dental intervention is applicable in these cases. Regular check-up with the dentist at least twice a year as a preventive health measure should be emphasized. Day 1 Let Us Learn Activity 1: Healthy Smile (3 mins.) Answer Key Girl with complete teeth Explain that some of them may have lost their front teeth, which is natural. Activity 2: Our Mouth (5 mins.) Material Needed: 1 small mirror for every pupil 1. Tell the pupils to read “Our Mouth.” If they cannot read yet, tell them to follow as you read. After reading, ask: Why is our mouth important? What is inside our mouth? What’s the use of our teeth? What does our tongue do? What will happen if we have no mouth? no teeth? no tongue? 2. Tell the pupils to read “Our Teeth” silently, then orally. 3. Ask: How many teeth do you have? What are they called? 4. Tell the pupils to do the Activity 3: My Milk Teeth. 5. Tell the pupils to look at the mirror and to count their teeth. 6. Tell them to look at the picture of the baby teeth in the Learner’s Material. 7. Let them match the picture with their teeth. Tell them to put an X on the teeth that match their missing teeth.
Activity 3: Stay Away, Tooth Decay (7 mins.) Materials Needed: 3 cooked eggs with shell soaked in different liquids, such as dark soft drinks, vinegar, and fruit juices in different containers toothbrush half filled with toothpaste (pea-sized amount) 1. Label the different cups. Show the eggs still soaked in the different liquids. 15
2. Tell the pupils that the liquids are tooth attack “monsters.” 3. Using a toothbrush with a small amount of toothpaste, gently start brushing the egg as if it were a large stained tooth. Use small circles, just as you would if you were brushing real teeth. The toothpaste will start to remove the cola stain immediately. 4. Have the pupils take turns brushing the color of the eggs. Activity 4: We Brush Our Teeth (15 mins.) Materials Needed: cartolina model of teeth, big model of toothbrush For each pupil: toothpaste or salt, glass of water, dental floss or clean thread, small towel, a toothbrush 1. Ask: How many brushed their teeth this morning? When did you brush your teeth? Why did you brush your teeth? How did you brush your teeth? 2. Let the pupils read the text silently, then orally. Ask: Why should we brush our teeth? 3. Teach proper brushing of teeth. Do it step by step with the pupils using their own toothbrush while you model brushing with the giant toothbrush. 4. Read each step. Let the pupils repeat what you say. 5. Tell them to put only pea-sized toothpaste. 6. Do the action and let the pupils imitate you. Count 1 to 10 as the pupils brush each part. 7. Repeat the activity while singing the “Tooth Brushing Song.” Have the pupils sing along with you to the tune of Row, Row, Row Your Boat. Brush, brush, brush your teeth, brush them every day. Brush the top, front and back, clean food bits away. Brush, brush, brush your teeth, brush them every day. Brush your tongue; don’t forget; now we smile all day. Activity 5: Don’t Forget to Floss (5 mins.) Materials Needed: dental floss or clean thread, glass of water 1. Teach proper flossing the way you taught proper tooth brushing. 2. Follow the step-by-step procedure of flossing. Remember (5 mins.) 16
Tell the pupils to finish these sentences. I will brush my teeth __________. In brushing my teeth, I use __________. I will floss my teeth __________. In flossing my teeth, I use __________. We will visit the dentist __________. Day 2 Let Us Learn Activity 1: Good or Bad? (10 mins.) Answer Key A: Eating vegetables Brushing teeth Gargling with water Having dental check-up B. Eating candies and chocolate Drinking cola Biting pencil Sucking thumb 1. Let the pupils do the Activity. 2. Let them explain and give reasons for their answers. Be sure to add information that the pupils need. Activity 2: Healthy Food for the Mouth (5 mins.) 1. Let the pupils read the text silently, then orally. Then, let them do the activity. Answer Key : Guava and makopa, malunggay and pechay : Ice cream, chocolate, cake
17
Activity 3: Healthy Habits for Bright Smile (15 mins.) 1. Divide the class into two. Have one group read the Do’s and another Don’ts. 2. After each group are done reading, ask the pupils to explain. Remember (10 mins.) 1. Have a guessing game. Act out a health habit learned from the lesson. Ask the pupils to guess the health habit. Tell them to explain their answers. You might start the game and call on another to continue. 2. End the lesson with the song. Put action in the song or have a group sing a line standing.
Lesson 6: Smooth Skin Number of Sessions: 1 Objectives At the end of the lesson the pupil should be able to: 1. discuss the importance of the skin 2. identify helpful things for skin care 3. identify some common diseases of the skin 4. demonstrate ways of caring for the skin 5. display self-management skills in caring for the skin Background Information The skin is considered the largest organ of the body with a surface area of approximately two square meters. The skin consists of two principal layers- the epidermis, which is the superficial cellular layer and the dermis, the underlying layer of loose, irregularly arranged connective tissue with accessory structures, such as hair follicles, sweat glands, mammary glands, blood vessels, lymphatic nerves, and special nerve endings. The skin varies in thickness. It is very thin over the eyelids, and quite thick on the palms of the hands and soles of the feet. The skin is important because: 1. The skin is the organ of feeling on the outside of the body. There are 16,000 nerve endings in the skin that detect heat and cold and more than 4,000,000 that detect pain. 2. The skin also causes the sensation of touch, which in some way is heightened by the hair of the body. If a hairy portion of the body is shaved, its sensitivity to touch is temporarily reduced. 3. The skin is an organ of protection. It prevents fluid loss and reduces abrasive trauma.
18
4. The skin is also an organ of secretion because it contains sweat glands for temperature regulation and the mammary glands (modified sweat glands) under the primary control of endocrine hormones. Some common diseases of the skin among pupils are head lice or pediculosis capitis and scabies. Head lice are tiny wingless insects that suck blood from your scalp; they cannot fly nor jump. Head lice infestation is common among pupils (especially girls) and their families. According to DepEd, approximately 40% of Filipino school pupils have head lice. This is commonly spread through head-to-head contact with an infested person. Sharing personal belongings (hat or cap, comb and hairbrush, hair accessories, etc.) and home furnishings (pillows, towels, clothes, upholstery, etc.) can also spread head lice. The egg or nit (lisa) hatches into a nymph and develops into an adult louse (kuto). Lice suck blood through their needlelike mouth and in the process excretes saliva, which causes itching. If scratched, sores can develop in the scalp. A fine-toothed comb (suyod) can be used to detect the presence of lice as well as eradicate them. Scabies is another skin condition that affects many pupils and their families. It is caused by a tiny mite called Sarcoptes scabiei. The microscopic mite burrows into the skin, which triggers an allergic reaction that manifests itself through intense itching, usually at night. Burrow tracks appear as tiny blisters, usually in the scalp, face, neck, palms and soles of the feet of pupils. Vigorous scratching can result to skin infection. Scabies is highly contagious, such that the whole family is usually infected. It is spread through close contact with an infected person, and sometimes through sharing of personal belongings. Bathing and over-the-counter medicines won't treat scabies; the pupil has to be seen by the doctor. Take the pupil to the doctor for rashes, allergies, and other signs and symptoms of irregularities in the skin. To take care of the skin: Take a bath every day, even twice during summer. Use your own towel to dry you up. Wear clothes appropriate for the weather. Use comfortable footwear. Eat fruits and leafy vegetables. Play inside when the sun shines overhead, especially between 10:00 a.m. to 4:00 p.m. Encourage pupils to trim their fingernails and toenails regularly and to comb their hair, which are all outgrowths of the skin. Day 1 Let Us Learn: (5 mins.) Activity 1: Name Game (10 mins.) Materials Needed: comb, face towel, basin of water and dipper, soap and soap dish, nail clipper, hairclip, hairbrush, bath towel, clothes, shoes, slippers
19
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.
20
Remember Have the pupils read the text aloud. 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 Use 1. 2. 3. 4. 5.
Gargling -------------------Cleaning the eyes ------Cleaning the ears -------Covering a sneeze ------Brushing the teeth --------
Glass of water (1-d) Clean handkerchief or Face towel (2-a or c) Face towel (3-c) Crook of the elbow (4-b) 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-BurnedTongue.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. 5 th ed. NY: McGrawHill. 21
Smith, D.V. & Margolskee, R.I. (2001 March). Making sense of taste. The Scientific American, Inc. 284 (3) 32-39. Retrieved from http://sciencealtair.wikispaces.com/file/view/Sense+-+Making+sense+of+Taste-SciAm2006.pdf Umami Information Center. The discovery of umami. Retrieved from http://www.umamiinfo.com/2011/02/the-discovery-of-umami.php Watson, 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
22
Unit 4: I Am Safe Content Standard The learner demonstrates understanding of safe and responsible behavior to lessen 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 the pupils to ask for help when they need it. It likewise deals with practices to promote safety at home, in school, in the road, with animals, and with other people. The unit also includes first aid for small wounds and appropriate response to harmful or threatening situations and protection against violent or unwanted behaviors of other people. Motivation Number of Days: 1 Introduction: (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, 8
Lesson 1: Please Help Me Number of Sessions: 1 Objectives 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 address Content 23
Safety Education People whom we can ask for help Personal Information Sharing personal information Background 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 to contact them in case of emergency. This also entails the details of a pupil’s residence and the people she / he is closely (if not family) related to. Personal information 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 pupil become safe. Community helpers (such as nurse, policeman, teacher, soldier, etc.) are people whom the pupil can trust with her/his personal information and who can help her / him, in case of stressful situations, such as getting lost or meeting an accident. Moreover, relatives, close friends, neighbors, and classmates may also be trusted and asked for help. These people may know the pupil at a personal level and will 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? 24
2. Say: You are lost. Look at the pictures. Ask: Who will you ask for help? 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 Home Number of Sessions: 1 Objectives 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 disaster Content Safety Education Things at home that may cause fire, accidents, and injuries Safety rules to prevent fire, accidents and injuries
25
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 possible accident or act that may lead to accident or injury at home. Safety is not only a concern for pupils but also for adults, because accidents can happen to anyone regardless 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.) 26
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 sharp knife scissors
thumbtacks wet floor
detergent insect spray
medicines alcohol
Remember (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 School Number of Sessions: 1 Objectives 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 school Background Information School safety does not only refer to the prevention of accidents and injuries but also to the absence of incidences of harassment, bullying, violence, and substance use and abuse. School practices and procedures that promote safety include the holding 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 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 27
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 activities Persons 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 personnel Basic 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 what they 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
28
Canteen
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. Answer Key: 1-teacher 4-security guard
2-nurse 5-doctor
3-janitor
Activity 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 Safely Number of Sessions: 1 Objectives 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
29
Background Information Vehicular safety is achieved through proper behavior and observance of rules and 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? Where is the first stop? 30
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: 1 Objectives 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 water Content Safety Education Basic first-aid for small wounds Background 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. Let Us Learn
31
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 Pets Number of Sessions: 1 Objectives 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 animals Content Safety Education Safety with Stray or Strange Animals 32
Background 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 caused by: Bites and scratches Handling of birds Eating food that has been infected by animal feces How 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 but elicit 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. Goat
Activity 2: Hello My Friend! (15 min.) Materials Needed: puppet head of the animals or finger puppets 1. 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: What animal is it? What did it say? 33
What will it do if you hurt it?
4. Continue until all of the animals have spoken. Remember: (10 min) 1. Read the points to remember. 2. Ask: What do we do with pets? What should we NOT do with pets? Let the pupils act these out. 3. End by letting the pupils finish the sentence: I will be safe with my pet. I will ______.
Lesson 7: Good Touch, Bad Touch Activity 1: We are Safe 1. Let us meet our new friends. 2. Listen to what they will say. I am Paulo. I am friendly. We can be friends. We can shake hands. We can hold hands, but not too tight. But please, not too tight. You can put your arms on my shoulders. But don’t touch other parts of my body. I am Pat. I am jolly and sweet. We can be friends. We can shake hands. We can hold hands, but not too tight. But please, not too tight. You can put your arms on my shoulders. But don’t touch other parts of my body. Activity 2: That is wrong! Look at the pictures. Which are wrong? Cross out the bad touch.
34
1.
2.
3.
4.
5.
6.
Remember: Let’s respect our friends and family. Say NO to bad touch. There is a good touch. There is a bad touch. Let us NOT do bad touch.
Lesson 8: I Behave and I am Safe
35
Number of Sessions: 1 Objectives At the end of the lesson the pupil should be able to: 1. identify actions that are violent and hurtful 2. practice ways to protect oneself against violence or misbehavior Content Safety Education Violence Misbehavior Background Information Merriam Webster defines violence as the exertion of physical force so as to injure or abuse; an injury by or as if by distortion, infringement or profanation; intense, turbulent or furious and often destructive action or force. According to the World Report on Violence and Health, It is the intentional use of physical force or power, threatened or actual, against oneself, another person, or against a group or community that either results in or has a high likelihood of resulting in injury, death, psychological harm, development, or deprivation.
Unwanted Behavior unpleasant acts of an individual towards others undesirable manner of a person disagreeable deeds examples: disrespectful behavior, shouting, cursing, covetousness, laziness, irresponsibility, impatience
Let Us Learn All texts must be read by the pupils and clearly explained. Activity 1: That is good! (10 min.) 1. Call attention to the pictures. 2. Read and explain the directions. Let the pupil answer independently. Answer Key: 2, 4, 5, 8 Activity 2: What Will Happen Next? (10 min.) 1. Call attention to the pictures. Discuss each picture. Ask these questions: What is happening in the picture? What do you think will happen next? What will you do? How will you protect yourself? Who can you run to? What should the other pupil do?
36
2. Process the activity so that pupils will say “Sorry” when they hurt someone by their violent actions and they realize later that what they did was wrong. Activity 3: Hit Me! (15 min.) Materials Needed: plastic bottles on which are taped pictures of violent actions of pupils, ball 1. Tell the pupils that you will play a bowling game. Each pupil will roll a ball towards a bottle with a picture that shows a violent action. After hitting a bottle with a negative action, ask: What can happen in this situation? How can you prevent the situation? What will you do to protect yourself? Remember: (5 min.) 1. Read the points to remember. 2. Ask these questions: What is a violent action? What happens after a violent action? How can you avoid violent action? Posttest (30 min.) 1. Read and explain the directions thoroughly. 2. Answer each activity together but answers must come from the pupils. Answer Key: A. 1,2,3,5,8,9 B. 2,4,5,7 C. Draw Nos. 1, 2, 5, 6, 8 Synthesis (10 min) 1. Ask these questions: How can you stay safe at home? How can you stay safe in school? How can you show good behavior? 2. Show good touch. 3. Say NO to bad touch. 4. End by saying: Let us take care of ourselves. Let us stay safe always. References 6 rules for school safety. Scholastic Parents. Retrieved from http://www.scholastic.com/resources/article/6-rules-for-school-safety/
37
Pupils and safety with pets. Retrieved from http://www.rch.org.au/emplibrary/safetycentre/08_Pupil_pets.pdf Different kinds of wounds. Retrieved from http://www.livestrong.com/article/183405-different-kinds-of-wounds/ Federal Register, the Daily Journal of United States Government. Funding priorities, requirements and definitions from April 11, 2011. Retrieved from http://www.federalregister.gov/articles/2011/04/11/2011-8461/funding-prioritiesrequirements-and-definitions#p-96 . Safety tips (pupils and pets). Retrieved from http://www.thenewparentsguide.com/safety-tips-for-kids-petlovers.htm Staying safe in the car and on the bus. Retrieved from http://kidshealth.org/kid/watch/out/car_safety.html Tips for school administrator for reinforcing school safety. NASP Resources: Helping pupils achieve their best in school at home in life. Retrieved from http://www.nasponline.org/resources/crisis_safety/schoolsafety_admin.aspx
38
