Rosaliawong

• Keep up with our energy

Lesson 2

• Activities in school

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• Discuss the need to sleep well during nighttime.
• Discuss our dietary e.g. sugar – how does it relate to our energy?
• Show with example such as using the windup toy and how does it relate to our energy?

Lesson 2

• Discuss the activities in school
• Divide students up in groups of three or four, and talk about physical activities that they like in school.

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• Warm-up

Lesson 2

• Work-out activities

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• Explain and demonstrate a few warm-up activities such as marching, walking, knee lifting and half squats, elbows in and out, curls, reach for the sky and shoulder rolls.
• Play game such as follow the leader, walk and stopped seven steps.

Lesson 2

• Demonstrate and explain a few workout activities such as aerobics – with /without music in hopping, hand to front touches, arm rolling, knee raising, stepping sideways, jumping on spot, jumping on circles: two to right two to left and jumping alternately forward and backward, right and left.

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• Activities in school

Lesson 2

• Physical activity

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• Discuss those activities available in school
• Identify students’ favourite activities.
• Construct a chart of ‘favourite activities’ and ‘least favourite activities’.

Lesson 2

• Discuss the meaning of ‘Physical activity’. Activities that can be done as a whole class or in groups.
• Demonstrate and explain ‘Fast runs’, do some more warm up and workout activities.

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• Decision-making

Lesson 2

• Decisions of actions

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• Discuss the meaning of ‘Free Choice’.
• Demonstrate ‘making decision’ by giving students a range of toys, games and books to choose from.
• Ask ‘Why making Decision’?

Lesson 2

• Discuss ‘How to make up your decision in a given situation.’
• Divide students in groups, and list as many decision making as possible when encounter situation such as ‘House fire’, ‘Flood’, etc.

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• Making-decision

Lesson 2

• Your favourite fruits and vegetables

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• Discuss the meaning of ‘Making Choices’.
• Discuss a few situation such as Fallen over and injured an arm, a headache, a stomach pain.
• Demonstrate by role-playing.

Lesson 2

• Discuss the meaning of ‘Home gardens’.
• Discuss, draw and colour students’ favourite fruits and vegetables.
• Suggest a time to grow and own vegetable patch in the school.

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• Least favourite food and most favourite food

Lesson 2

• Food Groups

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• Discuss students’ ‘least favourite food’ and ‘most favourite food’
• Discuss ‘Why some favourite food?’
• In groups, use old magazines, ask students to cut out ‘foods’ and glue the ‘cut outs’ on a big cardboard paper under the heading ‘least favourite’ and ‘most favourite’.

Lesson 2

• Discuss ‘food groups’
• Use colours, plants or animals, snack of meal as headings.
• In groups, use old magazines to cut out foods, and put them into ‘food groups’ under the above headings.

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• ‘SAFE’

Lesson 2

• Safety with fire

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• Discuss the word ‘SAFE’. In small groups, discuss ‘SAFE’ and its’ synonyms, feelings that people experience when they consider themselves safe, places where individual feel, and early warning signs that indicate unsafe situations.
• Demonstrate the word ‘SAFE’ in the cooking room – what they need to do to stay safe by cooking something on stove.

Lesson 2

• Discuss the three important words ‘STOP’, ‘DROP’, and ‘ROLL’ when come to safety with fire: STOP, DROP and ROLL. Describe to students ‘STOP’ means stop where you are. ‘DROP’ means drop to the ground, and ‘ROLL’ means on the ground with hands covering your face.
• Discuss some important instructions on fire awareness – call 000, talk about what things you have to say to the operator and all the different reasons you might call 000. Show children smoke alarm, and explain every home should have a smoke detector and talk about how families can keep their smoke detector working e.g. changing batteries. Talk about different aspects of a fire e.g. heat, flames, smoke, explain protection such as have wet rag over your mouth for smoke, drink lets water and wear long clothes for heat etc.

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• Storing medicines

Lesson 2 * Find the meanings of violence, bullying, drugs, terrorism, etc.                       __________________

• Discuss a map of the main rooms and indicate safety locations for storing medicines and other potentially dangerous items, e.g. bathroom cabinet, shed, high shelf.
• Demonstrate bottles and packages of drugs and medicines that contain potentially harmful products. Items students identify the warning signs displayed in the labels to alert people to potential dangerous. Visit local supermarket to investigate the types of products that display warning symbols.

Lesson 2

• Discuss the meanings of the words, and tell stories about the words.
• Organise students to go to outdoor and check the playground, and record information on the checklists, for example:

i)               Make sure surfaces around playground equipment have at least 12 inches of wood chips, mulch, sad, or pea gravel, or one mats made of safety-tested rubber or rubber-like materials. ii)              Check that protective surfacing extends at least 6 feet in all directions from playground. For swings, be sure surfacing extends, in back and front, twice the height of the suspending bar. iii)            Make sure play structures more than 30 inches high are spaced at least 9 feet apart. iv)            Check for dangerous hardware, like open ‘S’ hooks or protruding bolt ends. v)             Make sure spaces that could trap children, such as openings in guardrails or between ladder rump, measure less than 3.5 inches or more than 9 inches. __________________________________________

• Playground checklist

• Continue to check the safety in and around the playground, for example, other areas such as:

vi) Between ladder rump, measure less than 3.5 inches or more than 9 inches. Check for sharp point or edges equipments. vii) Look out for tripping hazards, like exposed concrete footings, tree stumps, and rocks. viii) Make sure elevated surfaces, like platform and ramp, have guardrails to prevent falls. ix) Check playgrounds regularly to see that equipment and surfacing are in good order form. x) Carefully supervise children on playground to make sure they’re safe.

• Report – Playground safety check

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• Discuss the result of the checklist.
• Explain the necessity to fix up some damaged appliances available on the playground.

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• Burns, cuts, falls, poising, asthma, etc.

Lesson 2

• First Aid

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• Explain the meaning of the words.
• Discuss the special actions that would be needed if electricity or other dangers were involved. Have students mime an accident and demonstrate the first aid procedures appropriate to the injury
• Divide the class into groups of four, and list ways to recover the conditions.

Lesson 2

• Explain the meaning of first aid.
• Discuss the special actions for accidents and other dangers.

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• First aid procedures

Lesson 2

• Emergency situations

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• Explain first aid procedures.
• Role-play first aid procedures.

Lesson 2

• Prepare a class call on fire drill, and identify it as an emergency situation.
• Discuss the procedures or steps for fire drill.

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• Assessment

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• Discuss and talk about First Aid procedures by the Red Cross Professional.
• Demonstrate the procedures by the Red Cross professional.

Lesson 2

• Invite the Red Cross professional to assess students individually on how much they are able to recall on what they learn from the previous lesson.

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