QUARTER 4

DRAFT
April 10, 2014
INJURY PREVENTION
AND SAFETY
1
INTRODUCTION:

According to a study by the World Health Organization one of the leading

causes of unintentional injury globally is road traffic injuries. Our country is of no
exception especially with the high number of crashes involving public utility
vehicles. More citizens are therefore exposed to hazard since most people are
public transport commuters.

These lessons in road safety seek to put a stop into this. Hence, many hands-on
activities and actual practice are provided for this quarter, the goal of which to
help the learners develop safety habits that will minimize their risks of meeting
accidents in the road and in vehicle.

DRAFT
Instruct the pupils to answer the Pre-test.

I. Direction: Encircle the letter of the correct answer.

1. Who are road users walking and crossing the streets?

A. Drivers C. Passengers

April 10, 2014

B. Commuters D. Pedestrians

2. What is a safe area for pedestrians in crossing the streets?

A. Behind the vehicles C. Terminal
B. Middle area of the streetD. Pedestrian Lane

3. Which is a safe part to sit in a bus?

A. Near the door
B. Near the window
C. Behind the driver
D. Far from the door

4. What must you do to avoid accidents?

A. Throw your litter outside the vehicle.
B. Do not extend any part of your body outside the vehicle.
C. Do not wait for the bus to make a complete stop before boarding.
D. Transfer from one seat to another while the vehicle is moving.

2
5. What road safety rule will you apply?

The jeepney is full and there are no vacant seats. Some passengers
are holding on to the bars. Some are clinging at the bar at the
entrance.

A. No overloading
B. Sit near the entrance
C. No running into the street
D. Line up while waiting for your turn

6. A natural hazard in the community is _______________.

A. Earthquake C. Snatching
B. Kidnapping D. Car accident

DRAFT
7. To keep safe during an earthquake, one must______
A. Cover-duck-hold C. Cover-hold-duck
B. Duck-cover-hold D. Hold-cover-duck
8. A man-made hazard in the community is ________________.

A. Flood C. Typhoon

April 10, 2014

B. Landslide D. Road accident

9. A guideline for man-made hazards is__________.

A. Don’t go to dark places. C. Have an emergency kit ready.

B. Listen to news updates. D. Look for a safe place.

10. A stranger encourages Rodel to accompany him. Rodel should

____________.

A. neither talk nor follow him

B. accept his offer
C. follow him
D. talk to him

3
II. Direction: Match column A to column B. Write the letter of the correct
answer on the space before the number.

A B
___1. Pedestrian Not Allowed a.

___2. School Zone b.

___3. Pedestrian Crossing c.

DRAFT
___4. Slippery road d.

April 10, 2014

___5. Road Work/Construction Going on e.

f.

Key to Correction

I. 1. D
2. C
3. C
4. B
5. A

4
 6. A
7. D
8. A
9. C
10. A

II. 11. C
12. D
13. B
14. A
15. F

Lesson 1: Keep Safe with Road Signs

I. Objectives: At the end of the lesson, the learners will be able to:

DRAFT
- Identify the different road signs which can help them as a
pedestrians
- Explain the meaning of traffic signals and road signs

II. Subject Matter:

Content: Road Safety Practices as Pedestrian: Traffic Rules and Road Signs

April 10, 2014

Materials:
- Pictures of actual road signs and pedestrian
- green, yellow and red signages
References:
‐ Ibanez, N. (2012). How to read traffic signs: recognizing
shapes and colors. Retrieved from
http://www.dmv.org/articles/how-to-read-traffic-signs-
recognizing-shapes-and-colors/
‐ Crossing enhancements. Retrieved from http: //
www.walking info.org/engineering/crossings
‐ School safety reference manual (2004). Philippines: DuPont

Background Information

Road signals and signs provide important information and warnings to

ensure safety for users. These also help maintain order in the streets. Road signs
should be clearly visible to all users.

5
 Pedestrians are road users who walk and cross the streets. Thus, it is
essential to understand the different signs and symbols in the streets to avoid
any untoward incident. Shapes and colors that are shown in traffic signs have
different meanings.

Red – almost always indicates stop! This commonly gives

prohibitions to any pedestrian or vehicle to enter.
Green – almost always indicates go particularly in traffic lights.
It may also indicate direction or information on where to
proceed.
Yellow – stands for CAUTION. It mostly serves as a general
warning.
Black and White – provides regulation (i.e. speed limit)
Orange – signifies construction. You will likely see this at a
construction site or the color of the traffic cones.

DRAFT
Blue – stands for guidance. It contains instructions and
information for motorists.

Octagon – means stop!

April 10, 2014

Triangle – gives warning or junction signs
Upside down triangle – means “yield” or “give way”

Diamond – warns possible hazards ahead

Pennant – advanced warning of no passing zones

Round – stands for railroad or indicates instruction on

prohibitions

Pentagon – school zone ahead, pedestrian crossing

6
 Horizontal rectangle – provides guidance to motorists

Vertical rectangle – serves as regulatory notice

III. Procedure
A. Preliminary Activities: “Green, Yellow and Red”
Motivation
This activity will activate the prior knowledge of your pupils in following
directions, particularly in traffic rules.
1. Using green, yellow and red signages, engage the pupils in activities
(ex. group stop dance, marching, etc.) that focus on the basic

DRAFT
colors in road safety. Ask them do Let’s Try on page ____.
Green – Go Yellow – Slow down Red – Stop
2. After the activity, ask/guide the pupils to relate the situation by
asking the following:
a. Where else can you see these colors?
b. Aside from these colors, what traffic signs do you see in the

April 10, 2014

road?

B. Developmental Activities
1. Show models or pictures of the different road signs. If the pupils
have seen this model or picture before answer yes by raising hands.
If not, answer no by putting their hands down.
a. Stop Light for pedestrian
b. Pedestrian Crossing and Children’s Crossing
c. No Jaywalking
d. School, Church and Hospital Zone
e. Stop and Go Signs
f. Pedestrian Lane
g. Pedestrian Not Allowed
h. Railroad Crossing
2. Ask the pupils to share their insights on the meaning of each sign
based on the symbols.
3. Reveal the exact meanings of the basic road signs and check if
they got the correct answers. Ask them do Let’s Do This Activity 1
on page___.
4. Follow-up questions:
a. For whom are these road signs?
7
 b. Why should road users or pedestrians know and follow all
these traffic signs?

C. Generalization
1. Ask the pupils to identify individually the traffic signs they might
encounter as pedestrians.
2. Teach the class an action song about road safety on the basic
precautions of stop, look and listen. Ask them to do Let’s
Remember on page ___.

D. Evaluation
Please see Let’s Check on LM p.____

E. Assignment
Please see Let’s do this at Home on LM p. ____

DRAFT
Lesson 2: Crossing the Street Safely

I. Objectives: At the end of the lesson, the learners will be able to:
‐ Explain road safety practices as pedestrians
‐ Demonstrate road safety practices as pedestrians

April 10, 2014

II. Subject Matter:
Content: Road Safety Practices as Pedestrian
‐ Cross safely using the pedestrian lane (with an adult or in groups)
‐ Walk facing traffic (best chance to see approaching vehicles)
‐ Walk on the sidewalk
‐ Be aware of bikers and runners while walking
Materials:
- Improvise pedestrian lane
- green, yellow and red signages
- chart of road safety signals for pedestrian

References:
‐ School safety reference manual (2004). Philippines: DuPont

Background Information

Accidents and injuries may happen anytime and anywhere. These occur
frequently in residential and main streets. There is a greater risk of accidents

8
when drivers are careless and do not observe traffic signs and speed limits, and
there are no sidewalks and pedestrian lanes.

Pedestrian lanes and sidewalks are safe areas for pedestrians. Pedestrian
lanes are used for crossing the street, while sidewalks are the road edges for the
pedestrians. Take at least one big step back from the edge of the road to have
boundaries for the incoming vehicles.

Here are some safety reminders for the pedestrians;

1. Read and obey traffic signs and signals.
2. Stop, look and listen before crossing the street.
3. Be alert while on the streets. Listen and watch out carefully for
incoming bikers, runners/joggers, or vehicles.
4. Walk opposite the traffic flow in order to see the incoming

DRAFT
vehicles and to protect yourself quickly.
5. Stay focused. Do not play along the streets. Do not use gadgets.
6. Use the safe areas of the road for pedestrians such as sidewalks,
overpass, underpass and pedestrian lanes.
7. Wear bright colored clothes to be visible when crossing the street

April 10, 2014

at night.
8. Cross safely using the pedestrian lane (with an adult or in
groups).

III. Procedure
A. Preliminary Activities
1. Check the assignments by asking at least 3 pupils to read their answers
aloud.
2. Sing the action song that you learned from Lesson 1.
3. Motivation:
Activate prior knowledge by asking the following questions:
a. Who is a pedestrian?
b. What road signals and signs do you see on your way to school?

B. Developmental Activities
1. Ask the pupils to study the picture on Let’s Do This on p ____.
Ask:
a. Based on the picture, how will you cross the street?
b. How can a pedestrian be safe while on the street?

9
 2. Make instructional materials on road safety practices for pedestrians
and explain its use. (Refer to background information)
3. Instruct the pupils do Let’s Do This-Activity 2 on p. _____.

C. Generalization:
1. Create a scenario wherein the pupils will play pedestrians and apply the
different road safety practices.
2. Ask some pupils to act out some roles in road safety situations.
Example:
- Pedestrians
- Traffic enforcer
- Vehicles
- Stop light
3. Guide and ask the pupils to recite individually the different road safety

DRAFT
practices while crossing and walking on the streets.

D. Evaluation
‐ Please see Let’s Check on LM p. ____ or evaluate the pupils’ performance
in play acting while crossing and walking on the street.

April 10, 2014

Rubrics for Participation

KEY 1 2 3 4
Working Rarely listens to, Often listens to, Usually listens Almost always
with shares with, and shares with, and to, shares with, listens to, shares
Others supports the supports the and supports with, and
efforts of others, efforts of others, the efforts of supports the
often disrupts or but sometimes others efforts of others.
discourages not actively Inspires others to
others’ attempts listening or volunteer
to participate responding
Attitude Shows little Shows effort but Seems Exhibits
towards evidence of displays some interested in extremely
learning wanting to be in extreme playful learning, diligent and
the class to learn attitudes which makes an spirited desire to
disregards the above learn the
essence of the average effort material, and
activity to maximize enhance the
the learning learning of
experience others in the
class

10
Lesson 3: Safety at Loading and Unloading Zones

I. Objectives: At the end of the lesson, the learners will be able to:
‐ Explain basic road safety practices as passengers
‐ Demonstrate road safety practices as passengers

II. Subject Matter:

Content: Road Safety as Passenger-Safe Loading and Unloading

Material:
‐ Pictures of actual road safety signs and commuters

References:
‐ DepEd (2013). K to 12 Health curriculum guide. Pasig: DepED.
‐ ELL activity guide Grade 3, Health and wellness (2001).

DRAFT
Mcmillan/McGraw-Hill.
‐ School safety reference manual (2004). Philippines: DuPont

Background Information

April 10, 2014

Passengers refer to users who use and pay for any mode of transportation
to reach their destination. There are many kinds of transportation we can
choose as commuters, like “padyak”, tricycle, jeep, bus, taxi, LRT, etc. In some
instances, passengers and public utility vehicles (PUV) cause unnecessary traffic
on the road because they do not follow traffic rules. To ensure smooth and safe
traffic flow, passengers and vehicles have proper areas to load and unload.
Safety measures in loading and unloading include:
‐ Stay at the sidewalk and wait at the designated safe area.
Stay five giant steps away from the side of the vehicles.
‐ Do not play on the streets while waiting for transportation.
‐ Fall in line and wait for your turn to board. Allow passengers to
get off first.
‐ Before getting on, wait for the vehicle to make a complete
stop on the proper area before loading. Before getting on,
stay seated until the vehicle stops.
‐ Do not push or play while getting off the vehicle.
‐ To avoid accidents, use handrails or hold on strongly to the
vehicle.

11
III. Procedure
A. Preliminary Activities
1. Review the different road safety practices for pedestrians by
showing the pictures again to the pupils.
2. Motivation:
Ask the class to study the picture on LM Let’s Try p ___.
Follow-up questions:
‐ What are the differences between the two pictures?
‐ Which picture do you think is safer?

B. Developmental Activities
1. Present the different road signs and get pupils’ feedback if they
have seen this before by answering “yes” or “no”.
a. Loading and unloading zones
b. No loading and Unloading

DRAFT
2. Ask the pupils to share their insights about the meaning of each
sign.
3. Reveal the exact meanings of common road signs and check their
answers.
4. Follow up questions:

April 10, 2014

a. For whom are the road signs intended?
b. How should commuters behave while waiting for
transportation?

C. Generalization:
1. Ask the pupils to identify individually the traffic signs for passengers.
Follow-up questions:
‐ What safety rules should we follow as commuters?
‐ Why do we need to follow these safety rules? Explain.
2. Read the poem about road safety. Sing to the tune of “We Can Do
Everything Together.”

D. Evaluation:
Answer activity on LM page ____. Please see Let’s Check!

E. Assignment
See Let’s Do this at Home on LM p. ____

12
Lesson 4: Safety First Inside a Vehicle

I. Objectives: At the end of the lesson, the learners will be able to:
‐ Explain basic road safety practices as a passenger
‐ Display self-management skills for road safety

II. Subject Matter:

Content: Road Safety as Passenger

Materials:
‐ pictures
‐ charts

References:

DRAFT
‐ DepEd (2013). K to 12 Health curriculum guide. Pasig: DepED.
‐ ELL activity guide Grade 3, Health and wellness (2001).
Macmillan/McGraw-Hill.
‐ School safety reference manual (2004). Philippines: DuPont

April 10, 2014

Background Information

Public transportation is a system of vehicles such as buses, jeepney, trains,

that operate on fixed routes and are meant for the public. Some vehicles are
often not equipped with safety devices since it is commonly being used by the
general public.

Private transportation is a system wherein people use their own vehicles

on the way to a destination. Private vehicles are equipped with safety devices
like seatbelts, airbags, reinforced impact beams and bumpers.

Safety Rules for taking public transportation

a. Jeepneys /buses
‐ Wait for the vehicle to make a complete stop before
boarding.
‐ Choose a place far from the entrance. Don’t sit by the back
or side door. Although these places provide good views,
these are the most vulnerable during accidents.

13
 ‐ Never put arms, hands and head outside the window.
‐ Don’t stand or transfer from one seat to another while the
vehicle is in motion.
‐ Always hold on to the safety bars while inside the jeep or bus.
b. Tricycles /Pedicabs
‐ When riding tricycles, never sit behind the driver. Always sit in
the sidecar, the inner portion of which is the safest area.

III. Procedure
A. Preliminary Activities
1. Check the assignments by asking at least 3 pupils to read their
answers aloud. Collect notebooks and check.
2. Review road safety including the different road signs for passengers.
Ask the pupils to identify the different safety guidelines for passengers.

DRAFT
3. Let the pupils to read the poem entitled “The King of the Road” on
LM p ____.
1. Discuss every stanza of the poem.
2. Follow-up questions
a. Who is the “king of the road”?

April 10, 2014

b. Why do you think the jeepney is the king of the road?
c. Have you experienced riding in a jeep? How did you feel?
d. Is it safe to cling to the bars while riding in a jeep?
e. Which habits of jeepney drivers cause accidents?
f. How can passengers of jeepneys avoid accidents?

B. Developmental Activities
1. Ask the pupils do activity 1 on LM p ____.
2. Discuss the story of Lucia and her family.
a. What happened while Lucia and her family were on their
way to the birthday party?
b. What would have happened if they did not wear their
seat belts?
c. If you were a passenger, what are the different ways to be
safe in a vehicle?
d. Have you experienced riding a tricycle? Where did you
sit? Is it safe to ride outside the tricycle, behind the driver?
Where is it safer to sit?

14
 C. Generalization:
1. Do Activity 2 on LM p.___
2. What safety rules should we follow as passengers?
3. Why do we need to follow these rules?

- Choose to sit in the sidecar of the tricycle or in the

middle if in a car.
- Choose a place far from the entrance.
- Never put arms, hands and head outside the
window.
- Be seated while the vehicle is moving.
- Always wear a seatbelt if available.

DRAFT
D. Evaluation:
Do the activity on page ____.
Please see Let’s Check!

E. Assignment

April 10, 2014

Ask the children to bring local newspapers with stories about road
hazards.

Lesson 5: Unsafe Roads

I. Objectives:
‐ Describe dangerous, destructive and disturbing road situations
that need to be reported to authorities
‐ Display self-management skills on road safety

II. Subject Matter:

Content: Road hazards and accident prevention
Materials:
‐ pictures
‐ charts

References:
‐ DepEd (2013). K to 12 Health curriculum guide. Pasig: DepED.

15
 ‐ Kids on the move Levels 1 & 2: Traffic safety education for
primary schools-Book 2 (2006). Victoria, Australia: Vicroads.
‐ Cronan, Kate et al(2005). Decisions for Health. United States
of America:Holt.
‐ Meeks, LB & Heit, P. Stay safe, health & wellness. United States
of America:Macmillan/McGraw-Hill Publishing

Background Information

The increasing number of road accidents is alarming. These accidents

are caused by dangerous, destructive and disturbing road situations that
may even lead to death.

Some Causes of Dangerous Road Situations:

DRAFT
 Bent or curved roads, hills, and blind corners
 Things on the footpath that cause you to leave the footpath, like
people riding bikes, motorcycles, and scooters; potholes and open
manholes; cars, vans, jeepneys, trucks and tricycles parked across foot
paths

April 10, 2014

 Lack of footpaths especially in rural areas, so people need to walk
along the side of the road
 Poor lighting on the road
 Slippery road after heavy rain

Other dangerous road situations occur because of the following reasons;

1. Pedestrians and commuters who do not follow road safety
practices
2. Drivers who do not obey traffic rules and signals
3. Drivers under the influence of alcohol or drugs
4. Inadequate number of traffic enforcers
5. Lack of traffic signals

The authorities who attend to road incidents include police officers,

traffic enforcers and medical officers. Others are firefighters and other
representatives of organizations like Philippine Red Cross. They should always be
visible to monitor any road accident.

III. Procedure

16
 A. Preliminary Activities
1. Review road safety by recalling the different road safety guidelines for
passengers.

2. Motivation
a. Complete the semantic web on Let’s Try! p____.
b. Discuss the answers of the students related to dangerous road
situations.

B. Developmental Activities
1. Do activity 1 on LM p._____.
2. Ask the pupils to bring local news papers.
3. Ask a pupil to read a news item about road hazards.
4. Ask:

DRAFT
a. What happened in the news?
b. Why did this kind of accident happen?
5. Instruct them to do Activity 2 on LM p ___.

C. Generalization:

April 10, 2014

1. Discuss different road hazards such as open manholes, slippery
surfaces, crowded sidewalks, uneven surfaces and poor lighting.
2. Ask the pupil, about their responses if they see the dangerous situation
in the road mentioned above?
D. Evaluation:
Answer the activity on LM p___.
Please see Let’s Check!

Lesson 6: Hazards in the Community

I. Objectives: At the end of the lesson, the learners will be able to:
- Identify hazards in the community
- Follow safety rules to avoid accidents in the community

II. Subject Matter:

Content: Hazards in the Community: Natural Hazards
Materials:
‐ pictures
‐ charts

17
References:
‐ DepEd (2013). K to 12 Health Curriculum Guide. Pasig: DepED.
‐ Index Mundi (2013). Philippines Country Profile. Retrieved from
www.indexmundi.com/philippines
‐ The Philippine public storm warning signals (2012). Retrieved
from http://www.gov.ph/crisis-response/the-philippine-public-
storm-warning-signals/
‐ Natural disaster reduction. Retrieved from
http://kidlat.pagasa.dost.gov.ph/ndrb/NDRB_Website.html

Background Information

Community hazards put us at risk of being hurt, and even dying. These
community hazards can be divided into two types, natural and man-made

DRAFT
hazards.

Natural hazards include (Index mundi, 2013)

 Earthquake
 Typhoon

April 10, 2014

 Flood
 Tsunami and storm surge
 Volcanic eruption
 Landslide
 Forest fire

To ensure public safety, community guidelines should be set to lessen

victims of these community hazards. These guidelines should always be
promoted and observed in homes and in the community.

Natural hazards
 Don’t panic.
 Be familiar with people in the community who can help you in
the community.
 Look for a safer place and stay there.
 Always listen to news and parental advice.
 If trapped, make some noise without speaking to conserve
voice.

18
  Prepare an emergency kit with food, water and important
documents.
Fire
 Do not play with candles or any flammable material.
 Unplug appliances if not in use.
 Monitor your cooking.

Practice the following guidelines to be safe during natural disasters.

Earthquake

DRAFT Duck Cover Hold

April 10, 2014

Rainfall Advisory

Warning Indication

Serious flooding expected in low lying

Response

RED areas
Evacuation
WARNING

Alert
ORANGE Flooding is threatening
for the possible
WARNING evacuation

Monitor
YELLOW for possible

19
 WARNING Flooding is possible flooding

Philippine Public Storm Signal Warning

1. When a tropical cyclone
intensifies and moves closer,
this warning signal number
may be upgraded.
2. The waves on coastal waters
may gradually develop and
swell.
3. The people are advised to listen to PAGASA updates and severe weather
bulletins.
4. Business may be carried out as usual except when floods occur.
5. Disaster preparedness units are activated to alert status.

DRAFT
1. The sea and coastal waters
are dangerous to small sea
craft.

April 10, 2014

2. Special attention should be
given to the latest position,
direction, movement, speed,
and intensity of the storm as it moves toward an area.
3. The public, especially people travelling by sea and air, are cautioned.
4. Classes in elementary and secondary levels are suspended
5. Outdoor activities of children should be postponed.
6. Disaster preparedness agencies/organizations must alert their communities.

1. The weather condition is

dangerous to the
communities.
2. The sea and coastal waters
are very dangerous to all sea
craft.
3. Travel especially by air and
sea is very risky.
4. People are advised to evacuate low-lying areas and stay away from the
coasts and riverbanks.
5. Classes in all levels are suspended and children stay in the safety of strong
buildings.

20
6. Disaster preparedness and response agencies/organizations are in action
with appropriate response to emergency.

1. The situation is potentially very

destructive to the
community.
2. All travels and outdoor
activities should be
cancelled.
3. Evacuation to safer shelters
should have been completed.
4. Food and water must be secured.
5. The area is very likely to be hit directly by the eye of the typhoon.
6. The disaster coordinating council and other disaster response organizations
are now fully responding to emergencies.

DRAFT
Survival tips in case of fire

April 10, 2014

Test the door before
opening it. If the knob is
Sleep with the bedroom hot, use alternative exits
Use windows as
door closed
alternative exit but don’t
This will prevent smoke jump if it is too high. Call
from entering and to for help!
reduce the risk of
suffocation.

21
 Crawl low under the If your clothes catch fire, Call the fire department in
smoke. There is more stop, drop and roll in an your community.
oxygen at the bottom. open area

III. Procedure
A. Preliminary Activity

DRAFT
1. Review different hazards in road situations by showing the pupils the
signs and symbols.

B. Developmental Activities

April 10, 2014

1. Show different pictures of natural disasters.
2. Ask:
a. What are the causes of these disasters? (Explain until it is clear to
them that these are natural disasters.)
b. Who has experienced any of these disasters?
c. Can these disasters happen in your community?
d. Are you ready to face these disasters?
3. Divide the class into 3 to 4 groups. Ask them to share their experiences
during different natural calamities.
4. Do Let’s Do Activity 2 on LM p.____
5. Discuss the following general safety precautions during natural hazards:
a. Don’t panic.
b. Seek for immediate help from trusted adults.
c. Look for a safer place and stay there.
d. Always listen to news and parental advice
e. If trapped, make noise but don’t speak.

C. Generalization:

22
 1. Divide the class into groups. Assign each group to study a different
natural hazard and get summarized answers.
2. Ask the pupils about how they can be safe during natural hazards?
3. After listening to answers, synthesize by emphasizing best insights.

D. Evaluation
Answer activity on LM p ___.
Please see Let’s Check!

E. Assignment
Answer activity on “Let’s Do this at Home! p. ___.

Lesson 7: Be Alert!

DRAFT
I. Objectives: At the end of the lesson, the learners will be able to:
‐ Identify hazards in the community
‐ Follow safety rules to avoid accidents in the community

April 10, 2014

II. Subject Matter:
Content: Hazards in the community-human-caused hazards (crime and
violent acts)
Materials:
‐ pictures
‐ charts
References:
‐ DepEd (2013). K to 12 Health Curriculum Guide. Pasig: DepED.

Background Information

Man-made hazards include:

 House and community fire
 Road accidents
 Crime and violent acts
o Burglary
o Holdup
o Snatching

23
 o Fixing
o Kidnapping
o Rape
To ensure public safety and to lessen casualties or victims of these
man-made hazards, some community guidelines should be set and these
include:
How to Prevent Crime and Violent Acts:
 Don’t talk to strangers.
 Don’t accept anything from strangers.
 Don’t go to any dark place or area, which you do not know.
 Memorize the contact numbers of your parents.

III. Procedure
A. Preliminary Activities

DRAFT
1. Ask the pupils to answer the assignments about hazards in their homes if
natural disaster strikes. Let some pupils share their answers.
2. Review on the different natural hazards in the community by showing
pictures.

April 10, 2014

B. Developmental Activities
1. Choose scenario depending on your situation and location.
Situation 1: Stranger trying to talk to kids
Situation 2: Stranger offering food to kids
Situation 3: Kids passing through a dark place
Situation 4: Kids who do not know their address
Situation 5: Kids who do not know the contact numbers of their
parents
2. Give the pupils time, at least 2 to 3 minutes to brainstorm on how they
should act during these situations.
3. Let the pupils show their group presentations for 3-5 minutes only.

C. Generalization:
Synthesize the group presentations by discussing the different safety
guidelines on man-made hazard.

D. Evaluation
Evaluate the group presentations about safety guidelines on disaster and
emergency preparedness. Use the following rubrics.

24
 RUBRIC FOR GROUP PRESENTATION
KEY 1 2 3 4
Content Presentation Presentation Presentation Presentation
Did the contained had had a good had
presentation little to no moments amount of exceptional
have valuable when materials amount of
valuable materials valuable and benefits valuable
materials material was the class materials
present but and was
as a whole, extremely
content was beneficial to
lacking the class
Collaboration Only few Certain Most of the All members
Did everyone members members members participated
contribute to participated participated participated and output is

DRAFT
the and no with not very and output is excellent
presentation? group output good output good and
beneficial to
the class

Assignment

April 10, 2014

Answer activity on p___.
Please see “Let’s Do This at Home!”.

Lesson 8: I Want to be Safe!

I. Objectives: At the end of the lesson, the learner will be able to

‐ Follow safety rules/guidelines to avoid accidents in the community
‐ Recommend preventive action for a safe community

II. Subject Matter:

Content: Community Safety-Safety Guidelines
‐ Participate in family and community disaster drills
‐ Be vigilant (do not talk to strangers; do not invite a stranger to the house;
do not accept anything from a stranger)
‐ Report to a trusted adult or authority any suspicious looking person or
suspicious actions
‐ Know places and the people to go to when seeking help

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 Materials:
‐ pictures
‐ charts
‐ coloring and art materials
‐ Manila paper
References:

‐ Rowett, R. Community safety-its everyone’s responsibility.

Retrieved from http://www.free-
training.com/Randy/Community%20Safety.htm
‐ World Health Organization. Becoming a member of the
International Safe Community Network-Guidelines. Retrieved
from
http://www.ki.se/csp/pdf/guidelines/20120124guidelines_safe_
community_applications.pdf

DRAFT
‐ Sundstrom, M. Safe communities. Retrieved from
http://www.ki.se/csp/who_safe_communities_en.htm

Background Information

Safety in homes, offices and schools is sometimes taken for granted.

April 10, 2014

Some people boast that they know their neighbors well and that serious
incidents will not occur in their community. However, in today’s world we are
surprised to hear shocking news about crimes near our residence. Therefore,
there is a need to keep the community safer and to have preventive
programs.

The World Health Organization, more than two decades ago,

developed the “Safe Communities” concept. A “Safe Community” can be a
municipality, a county, a city or a district of a city working with safety
promotion, injury, violence and suicide prevention and prevention of the
consequences (human injuries) related to natural disaster, covering all age
groups, gender and areas and is a part of an international network of
accredited programs (Sundstrom, 2007).

Communities can apply and be recognized as safe communities.

However, as individuals, the following can be done to have safer
communities:

- Join a crime prevention program.

- Participate in family/community disaster drills.
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 - Be vigilant (do not talk to strangers, do not invite strangers to the
house, do not accept anything from a stranger).
- Report suspicious behavior of unknown or unrecognized persons in
the area to a trusted adult or authority.
- Keep doors locked even if you are just in the back yard. Do not
assume that you can easily hear or see someone if they try to enter
without approval .
- Use safe routes for walking in the community.
- At night time, walk in groups or with a buddy.
- Know the places and the people to go to when seeking help.

III. Procedure
A. Preliminary Activity
1. Check the assignment of the pupils on details of their contact persons in

DRAFT
cases of emergency and community hazards.

2. Review the previous lesson on how to become safe during man-made

hazards by answering Let’s try on p. ______. Ask at least 2-3 pupils to
present it by group game recitation.

April 10, 2014

B. Developmental Activities

1. See Let’s Do Activity 1: Drawing Maps on p. ____.

2. Post the map on the wall of the classroom for everyone to see.
3. Form 3 groups who will trace the route for the following on the map:
Group 1- safe route for walking in the community
Group 2-trace places/people to go when seeking help
Group 3-trace route of places where to report suspicious looking
people/suspicious actions

4. Ask:
a. Why is it important for you to know these routes?
b. Have you participated in any disaster drill?
5. Stress that as part of safety guidelines they should participate in
disaster drills so that they will know what to do when disaster
happens. Schools usually do earthquake and fire drills.
6. Discuss again the safety guidelines on dealing with strangers.
7. Point out that these three things make up safety guidelines.

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 8. Ask if they can add more safety guidelines or preventive actions for
a safe community by doing Activity 2 on p. ____.

C. Generalization
Give time for the pupils to make posters about a safe and peaceful
community.

D. Evaluation
1. Let 2-3 pupils share their works in front of the class.
2. After rating their art work, choose a corner inside their room where
they can post their work

Rubrics for Artwork

KEY 1 2 3 4
Creativity Beginner and Improved Competent Refined and

DRAFT
restricted work to thinking and development in sophisticated work
develop the idea expression in expression of to original and
with no evidence development of creative idea unique expression
of risk taking creative idea, with increased with a high degree
but with limited attempt at risk of risk taking
risk taking taking
Effort Artwork is Class time was Class time was Class time was

April 10, 2014

obviously lacking not always used used wisely, but used wisely. Much
in detail. Looks wisely. student could time and effort
like it was done Inconsistently have put in more went into the
too hastily shows the time and effort planning and
student’s effort in at home or in design of the
artwork class project
Relevance Difficult to Inconsistently Somewhat Clearly expresses
to the understand the expresses the expresses the the deeper
reading artwork’s deeper meaning deeper meaning meaning of the
relevance to the of the topic of the topic topic
topic

POST TEST
I Direction: Write the letter of the correct answer.

1. Which is a road safety practice for pedestrians?

A. Walk near vehicles.

B. Run after the vehicles.
C. Walk facing the traffic.
D. Talk to your friends while crossing the street.

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2. Which is a road sign for pedestrian crossing?
A. C.

B. D.

3. Which is a road sign for school zone?

A. C.

B. D.

DRAFT
4. Which is a road sign for “Pedestrian Not Allowed”?

April 10, 2014

A. C.

B. D.

5. Which is a road sign for traffic lights?

A. C.

B. D.

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6. Roy rides a jeepney. When he sees his destination, he immediately
steps down the jeep. What road safety is violated?

A. Choose a spot to spit.

B. Do not run on the street.
C. Do not disturb the driver.
D. Wait for the jeepney to stop before alighting.

7. Which is a road safety practice for passenger?

A. Talk to the driver.

B. Choose a safe spot to sit on.
C. Extend your hands outside the jeepney.
D. Wave your hand outside while you are inside the jeepney.

DRAFT
8. You ride in a tricycle. You meet your friend walking down the road. You
wave your hands outside the tricycle to call her attention. Is this the
right thing to do? Why?

A. No, because you don’t want to see your friend.

April 10, 2014

B. Yes, so that your friend will recognize you.
C. Yes, so that you can talk to her.
D. No, it may cause an accident.

9. Mang Cadio is riding his bike. He wants to spit. Where should he do

this?

A. Anywhere
B. In a safe spot
C. In a garbage can
D. In front of the grocery store

10. Which causes road accident?

A. Open manhole
B. Slippery surface
C. Even road surface
D. Properly lighted streets

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II. Matching Type: Match the Column A to Column. Write the letter of the correct
answer.

Column A Column B

1. Natural community hazards A. Typhoon

which are caused by movement of
the earth’s surface

2. This will happen if heavy rain do B. Tsunami/Storm serge

not stop falling for long hours

3. Natural hazard that is common C. Earthquake

at mountain sides

DRAFT
4. Yearly, the Philippines is struck by D. Volcanic Eruption
this kind of natural hazard

5. Natural hazard which cause sea E. Landslide

elevation that can strike the
community

April 10, 2014

F. Flood

III. True or false: Write True if the statement is correct and False if not.

_____1. It is nice to talk to anyone most, especially to strangers.

_____2. Knowing how to contact my parents is very important.

_____3. Watching news on TV is not important because it’s boring.

_____4. Panicking is good when community hazards strike.

_____5. Going to dark places alone in your community is dangerous.

IV. Essay: Answer the given question.

Why do you think it is important to have safe and peaceful community?(5 pts.)

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

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 Key to Correction

I. Multiple Choice
1. C
2. A
3. B
4. C
5. A
6. D
7. B
8. D
9. C
10. B
II. Matching Type
1. C

DRAFT
2. F
3. E
4. A
5. B
III. True or False

April 10, 2014

1. F
2. T
3. F
4. F
5. T
IV. Essay: Answer varies
Rubrics for essay: Content
1 2 3 4 5
Pupil’s answer Pupil’s answer Pupil’s answer Pupil’s answer Pupil’s answer
has totally no has a little has a little has a fine has an exact
connection to connection to connection to connection to connection to
the topic with the topic with the topic but the topic with the topic with
poor poor with good good good
handwriting handwriting handwriting handwriting handwriting

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