Specific Learning Outcomes 

By the end of sub strand the learner should be able to; a) identify safe  places, objects and activities in the immediate environment

• identify  dangerous places, objects and activities in the immediate environment
• Able to identify strangers and tell what to do when dealing with strangers
• handle different  materials in the immediate environment appropriately e) use different materials and facilities appropriately in the immediate environment 

f) appreciate the need for safety in the immediate

Suggested Learning Experiences 

•     learners are guided to identify safe places, objects, activities and games in their environment

• learners are guided to identify dangerous places, objects, activities and games in their environment
• Learners are guided in talking about strangers and what to do when they meet strangers
• learners are guided on how to handle different materials for safety
• learners are guided to clean working areas after an activity
• learners are guided to watch videos            showing dangerous people, places, objects, activities and games
• learners are  guided on how to use different materials and facilities properly

Learners sing songs and recite poems related to safety

Key Inquiry Question(s)

1.  What are the dangerous places, objects, activities and games?
2. How can you identify suspicious and unfriendly people?
3. How do you observe

safety 

• How do you use materials safely?

Core-Competences to be developed: 

• Communication and collaboration through  discussion
• Critical thinking and problem solving- identifying strangers responding appropriately and reporting incidences of safety.
• Learning to learn-how to handle unsafe objects and respond to strangers

Link to Pertinent and contemporary issues:

•     ESD: disaster and risk reduction- personal safety

•     Citizenship- child care and protection avoid dangerous places

•     Life skills- effective communication

Links to other learning areas:

•     Language activities

•     Music and movement activities

•     Psychomotor and creative Activities

Suggested non formal activity to support learning: 

      •           Disaster Risk Reduction  club

Suggested resources:

        •           Realia, videos, Photographs and pictures

Link to values:

•     Responsibility 

•     Unity

•     Respect

Suggested community service learning activities:

      •           Parental engagement: Taking care of their children

Suggested assessment:

      • Oral question

• Observation

Suggested Assessment Rubrics

Exceeds Expectation

 Able to identify safe and dangerous places, objects and activities in the immediate environment, handle different materials in the immediate environment appropriately, use different materials and facilities appropriately in the immediate environment, appreciate the need for safety in the immediate environment besides guiding other learners to recognize strangers, safe and dangerous places, objects and activities.

Meets Expectation

 Able to identify strangers safe and dangerous places, objects and activities in the immediate environment, handle different materials in the immediate environment appropriately, use different materials and facilities appropriately in the immediate environment, appreciate the need for safety in the immediate environment.

Approaches Expectation

Sometimes able to identify strangers, safe and dangerous places, objects and activities in the immediate environment, handle different materials in the immediate environment appropriately.

Below Expectation

 Sometimes identifies strangers, safe and dangerous places, objects and activities in the immediate environment.

Suggested Learning Resources

•           Local Environment

•           Reali a Real Objects

•           Videos and Audio-visual Digital Material

•           Print materials – textbooks, workbooks, posters

•           Weather instruments

•           ICT devices

•           Pictures, photographs and drawings 

•           Environmental natural and man-made structures

•           Newspapers, magazines and newsprints

•           Charts, flash cards

•           Domestic utensils and equipment

•           Cloth materials

•           Teachers guides and handbooks

•           Containers 

•           Toilet facilities 

•           Hygiene materials – handwashing and teeth brushing materials

•           Improvised materials and equipment

•           Resource persons 

•           Water

•           Light sources

•           Sound materials – drums, sticks, metals

•           Curriculum designs