Safety Education Course. Lesson Plans For Educators

SAFIGI Outreach Foundation
Safety First For Girls Nonprofit

SEC EDITION 1
SAFIGIs Vision is
to create a world
where girls are
empowered,
equipped and fulfilled for
the benefit of
the entire world.
SAFIGI Outreach Foundation will not be liable for any liability whatsoever encountered during the lessons.
Do not reproduce without permission.
Letter from the Editor

Safety is one of the most underrated element in our daily life and yet it is a crucial
determinant for the quality of life we lead.
The importance of Safety cannot be ignored especially that it is the most important
need just after breathing, eating, shelter and reproduction according to Maslows
Hierarchy of Needs.
It is for this reason that SAFIGI Outreach Foundation aka Safety First for Girls has put
forward a Safety Education Course Lesson Plans that will easily guide educators and
parents in teaching their young girls on safety in a friendly and interactive manner.
Why only focus on girls, is a question we usually receive. The truth is, we care equally
for boys and this course has been designed to be gender neutral so that both sexes
can benefit.
EDITOR IN CHIEF
Hadassah Louis,
Editor in Chief and CEO of SAFIGI
Outreach Foundation.
However, women and children are the majority of victims when it comes to safety
related issues such as gender based violence, human trafficking, inequality and
stigmatizing societal norms. That points to the male gender statistically being the
common perpetrator even though both men and women can commit such injustice.
My point is, every man born criminal or not, is born of a woman. Every person who
has once broken the law has a mother, wife, sister, niece or girl friend in their life. A
woman is a touching point in every persons life on Earth and thus her influence
should never be underestimated.
If we are ever to achieve world peace and equality between the genders, we have to
educate the daughters of today on things that matter.
This course will guide you how.
Hadassah Louis
CONTRIBUTOR
Special thanks: [L-R]

Sontia Levy
Kwan Nguen
Debbie Illunga
Hom Zurn
Mary Mwema
Moe Pwint
2
BRIEF
Safety: (Noun) freedom from harm or danger. the state of being safe. the state of
not being dangerous or harmful. a place that is free from harm or danger.
[Merriam-Webster Dictionary]
The Safety Education Course Edition consists of Three Units. Unit One,
entitled The SAFETY Formula, breaks down safety into six important
parts:
Survival Skills
Adapt
Fight or Flight
Eat Right
Think Critically
Yearn development
Unit two then proceeds to highlight the Need for inner safety with
safety of:
The Mind
The Heart
The Emotions
This leads us to Unit Three, focusing on External Safety with safety

concerning:
The Body
The Other Person
The Property
After all 60 lessons, concluding the chapters are situational General

Knowledge tips that are useful for daily life.
About SAFIGI
SAFIGI Outreach Foundation aka Safety First for Girls, founded on May 9 2012, aims
at education girls on safety issues using social media, safety projects, volunteer
activities and collaborating with other organizations.
Our vision is to raise a generation where girls are empowered, equipped and fulfilled
for the benefit of the entire world.
3
SAFETY EDUCATION COURSE
INDEX
UNIT ONE: The SAFETY Formula
LESSON ONE: SURVIVAL SKILLS
LESSON THREE: FIGHT OR FLIGHT
1.o Introduction to Survival Skills
3.0 Introduction to Fight or Flight
24
1.1 Surviving in the 21st century
3.1 The Fight or Flight principle
25
1.2 Learning responsibility
10
3.2 The Flight response
26
1.3 Preventing daily dangers
11
3.3 Initiating the Flight response
27
1.4 Choosing the right friends
12
3.4 The Fight response
28
1.5 Protecting online identity
13
3.5 Initiating the Fight response
29
Conclusion
14
15
Conclusion
Assessment Questions
Problem Solving
Problem Solving
LESSON TWO: ADAPT
LESSON FOUR: EAT RIGHT
30
31
2.0 Introduction to Adapt
16
4.0 Introduction to Eat Right
32
2.1 Understanding the world
17
4.1 Understanding food
33
2.2 Conformity vs Individuality
18
4.2 How to eat right
34
2.3 Adapt without conforming
19
4.3 Proper food preparation
35
2.4 Environment to suit needs
20
4.4 Where food comes from
36
2.5 Positively adapting to needs
21
4.5 Unhealthy eating habits
37
Conclusion
Problem Solving
22
23
Conclusion
38
39
Problem Solving
INDEX
UNIT TWO: INTERNAL SAFETY
LESSON FIVE: THINK CRITICALLY
LESSON SEVEN: THE MIND
5.0 Introduction Think Critically
40
7.0 Introduction to the Mind
57
5.1 What is critical thinking
41
7.1 Qualities of the mind
58
5.2 The Ws in critical thinking
42
7.2 Maintaining a healthy mind
59
5.3 Benefits of critical thinking
43
7.3 Detecting manipulation
60
5.4 Taking charge of own thoughts
44
7.4 Stress effect on the mind
61
5.5 Obstacles to critical thinking
45
7.5 The Mind vs the Heart
62
Conclusion
46
47
Conclusion
Problem Solving
Problem Solving
LESSON SIX: YEARN DEVELOPMENT
LESSON EIGHT: THE HEART
63
64
6.0 Introduction to Development
48
8.0 Introduction to the Heart
65
6.1 What is development
49
8.1 Two types the Heart
66
6.2 Personal development
50
8.2 Maintaining Physical Heart
67
6.3 Attaining maturity
51
8.3 The Heart and Relationships
68
6.4 Community development
52
8.4 Obstacles Heart Health
69
6.5 Obstacles to development
53
8.5 Making the Heart Happy
70
Conclusion
Problem Solving
54
55
Conclusion
71
72
Problem Solving
INDEX
UNIT THREE: EXTERNAL SAFETY
LESSON NINE: THE EMOTIONS
LESSON ELEVEN: THE OTHER PERSON
9.0 Introduction to the Emotions
73
11.0 Introduction to Other Person
90
9.1 Emotions experienced daily
74
11.1 Responsibility toward others
91
9.2 Emotions affect perception
75
11.2 Finding a Role Model Mentor
92
9.3 Hazardous emotions
76
11.3 Respect for other persons
93
9.4 Building self-esteem
77
11.4 Conflict with other persons
94
9.5 Emotions toward other people
78
11.5 Reporting crime and abuse
95
Conclusion
79
80
Conclusion
96
97
Problem Solving
Problem Solving
LESSON TEN: THE BODY
LESSON TWELVE: THE PROPERTY
10.0 Introduction to the Body
82
12.0 Introduction to Property
98
10.1 How the body works
83
12.1 Various types of property
99
10.2 Maintaining the body
84
12.2 Protecting property
100
10.3 Healthy self-image
85
12.3 Conserving the planet Earth
101
10.4 Protecting the body
86
12.4 Threats to community
102
10.5 Overcoming physical abuse
87
12.5 Property violation response
103
Conclusion
Problem Solving
88
89
Conclusion
104
105
Problem Solving
UNIT ONE
The SAFETY Formula
Unit One Lessons

Survival Skills ....... 8
Adapt ................... 16
Fight or Flight....... 24
Eat Right .............. 32
This unit focuses on a persons ability to understand how

they fit in the world around them.
Think Critically ..... 40

Yearn Development ...48
Survival Skills
Unit One: Lesson One
1.0 Introduction to Survival Skills

Survival of the fittest: this ability is as
crucial today as it was in the
beginning of human time. Lets face
it, time has changed but we humans
have not, well not significantly since
we fully evolved and started using the
thumb or walking upright.
The point is, no matter how much
time has passed, how developed the
world appears to be or how much the
world is becoming a global village, we
still need to survive. Believe it or not,
we can still learn from our ancestors
on how to survive.
how to find the money to buy the

latter three, being safe from crime
especially now that weapons are
advanced, avoiding complex diseases
and being resistant to cyber bullies
and online fraud, to mention just a
few dangers that threaten our
survival and safety.
In short, survival of the fittest game is
as active as ever. With the following
practical lessons, we will impart in
students the skills they need to
survive in the real world, all with the
assistance of an educator.
The basic things a human needs to

survive is ability to breath, food to
eat, water to drink and shelter. These
factors remain the same but the
simple things that have changed is
Lesson 1.1: Surviving The 21st Century

UNIT ONE: SURVIVAL SKILLS
Content: Identifying the skills needed to survive in the modern day
Goals
Age group: Pre-teen Young adult
The students will learn to be more attentive of their surroundings so that they can navigate it with awareness.
Objective
The educator will guide the students in identifying the major

changes in the modern day from that of the stone age through
a role play so that the students become more aware of their
developing environment.
Materials
Props for the play.
Introduction
The educator will give a brief explanation of what life in the

stone age was like. Divide the students into equal groups and
instruct them to make a role play based on the imagination
that they are people who have time travelled from the stone
age into the present day.
Development
Let the students present the role play of how people from the
stone age would survive in todays world and what it would
take for their survival.
Practice
After all the plays, have an open discussion with the students
on the quality of life they presented and what major challenges they faced in portraying modern day life with a perspective
of people from the stone age.
Checking for understanding
Ask the students what important skills one needs to possess in

order to survive in the present day.
Closure
Instruct the students not to take for granted the things they
have in the modern day and to use them only positively.
Lesson 1.2: Learning Responsibility

Content: Method to teach the students responsibility skills
Goals
To have the students become more responsible for their own actions by
observing and being responsible for others.
Objective
The educator will give the students an assignment that will give them
opportunity to be responsible for another individual.
Materials
Paper and pen.
Introduction
Put two matching numbers in a box and then have each student pick out a
number. Students with matching numbers will become a pair. Be sure that
everyone in the class is paired up.
Development
Instruct the paired students that they will be responsible for their partner
and his/her actions for the next three days. During this time, they are to
observe the strong points of their partners habits and the challenges they
came across in being responsible for him/her.
*Understand that some partners may not be cooperative but it is a key part
of the lesson so do not switch partners afterwards. .
Practice
On the lesson after the three days, have each student present their partner
to the class and state the strong points in his/her character and the challenges faced in being responsible over him/her.
Checking for
understanding
Ask each student what changes in their own character they would make
based on this experience. What did this experience teach them about responsibility?
Closure
Resolve any problems the students might have had during this exercise
and reinforce the importance of responsibility.
10
Lesson 1.3: Preventing Dangers Daily

Content: Identifying prevention methods for daily dangers
Goals
To impart in students the skills needed for prevention.
Objective
The educator will guide students in discovering preventive measures in order

for them to have a healthy body and prevent disease, accidents and abuse.
Materials
PowerPoint presentation.
Introduction
Introduce the topic by stating the negative factors that can arise from disease,
accidents, abuse and having an unhealthy body. Then divide the class into four
equal groups.
Development
Instruct each group to research and then create a PowerPoint presentation

based on one of the following topics:
1. Measures to keep the completely body fit and healthy
2. Measures to prevent diseases (airborne, waterborne and sexually transmitted
diseases)
3. Measures to prevent accidents (at home, on the road and elsewhere)
4. Measures to prevent abuse (drug or alcohol abuse, battering, sexual abuse,
verbal abuse and any related abuse)
Practice
Have each group present their findings to the class with aid of the PowerPoint
and interactivity with their classmates.
Checking for
understanding
Ask questions to the class related to the presentations given by each group and
listen for the answers. Allow for an open discussion on these topics.
Closure
Summarize the lesson by emphasizing on important prevention points.

11
Lesson 1.4: Choosing the Right Friends

Content: Self-assessment activity on the influence of peers
Goals
To make students realize the impact that friends can have in an individuals
quality of life and wellbeing.
Objective
The educator will help the students identify the skills to get rid of negative
friends once the students self-assess the type of friends in their life.
Materials
Paper and pen.
Introduction
Have an open discussion by asking the students the benefit of having right
friends and the effects of having negative friends. What are the qualities
that identify each?
Development
Instruct each student to list on a paper the type of friends currently in his or
her life. Are they positive or negative friends? How do they influence him or
her? If any of the listed are negative influences, why he or she is still friends
with them.
*The students should not write their names on the paper
Practice
Collect the pieces of paper and shuffle them before reading each aloud to
the rest of the class. Ask the class to give advice or their feedback on the
type of friends being identified. The educator should give counsel on how to
avoid negative friends.
Checking for
understanding
Ask the student what new skill they learnt about dealing with negative
friends in their life.
Closure
The educator should remind the students that the same skills can also be
applied to all negative people in their life.
12
Lesson 1.5: Protecting Online Identity

Content: Preventing identity theft, online fraud and cyber-relationships Age group: Pre-teen Young adult
Goals
To make students internet wise so they can make smarter decisions online.
Objective
The students will explore the cyber world in order to recognize the benefits
of internet and identify the potential dangers it possess.
Materials
Board and marker.
The educator will ask the students the following questions:
Introduction
1. How many of you are connected to social media e.g. Facebook, Twitter,
Google, Viber, BB, Line etc.
2. How many of you converse with someone you have never met before on
these social networks? What do you talk about?
3. Do you have privacy settings on your social profile sites?
Development
The educator will have an open discussion with the students on the influence of internet in their life and its benefits. Encourage the students to
share their online experiences.
Practice
The educator will give a lecture about online safety highlighting on these
topics:
1. How to protect your identity online
2. Identifying scammers online
3. How to identify harmful online relationships and avoid them
4. Protecting your privacy online
Checking for
understanding
Ask the students what steps they will take in order to ensure that they are
safe online.
Closure
Summarize the lesson by emphasizing on important online safety points.
13
Survival Skills
Lesson One Summary
CONCLUSION
Survival skills are as important today as was in the past, to be

able to live a safe life. Being aware of the changes in our
environment and improving the skills needed to cope with
these changes will not only lead to a safer life but to a fulfilled
one too.
The given lessons should have helped to make student:
Identify skills needed to survive in the present day.

Responsible for ones own actions and that of others.
Learn preventive measures.
Be aware of the type of friends in ones own social circles.
Be Internet-smart.
14
LESSONS
Answer the following five questions to your best understanding.
1. What skills are needed to survive in the present day that would not
have been relevant in the Stone Age?
2. Why should you ensure your privacy on social network? Explain
how to ensure this privacy.
3. Name at least five qualities that identify a toxic friend.
4. What steps do you need to make in order to become more responsible?
5. What are the steps needed in order to have a completely healthy
body?
Problem solving
If you find that you dont really identify with your group of friends and want to
leave the friendship but you feel that shunning them may leave you in a bad
light or even with no friends. What do you do?
15
Adapt
Unit One: Lesson Two
2.0 Introduction to Adapt

A key element to living a wholly safe
life is the ability to adapt to your
environment. Change is a constant in
the life we live and unless we become
flexible in order to adjust with the
situation, we might break.
We can get our lesson from the
chameleon. A chameleon has the
ability to change its color in order to
suit its environment. However, have
you observed that even though the
chameleon changes its color to suit a
present need and protect itself from
predators, it has never ceased to be a
chameleon no matter the color it
became?
but never must we change who we

really are otherwise we become less
ourselves and more of that situation.
Losing ones true identity may bring
doubt to ones self worth, the way one
relates to others and could cause
confusion, depression or related
issues.
The following lessons will be
practical activities in which students
can learn about adaptability, with the
Thus, we can conclude that in any

circumstance we find ourselves in, it
is only right to adapt to suit the need
16
Lesson 2.1 Understanding the World

UNIT ONE: ADAPT
Content: Modern societys influence on an individual
Goals
Students will be able to identify the negative and positive influences of society and then brainstorm on how to best adapt to the needs of society
without conforming.
Objective
The educator will give a short presentation overview of the world the students live in. Highlight the use of internet, social media, human rights and
whatsoever is affecting the students most.
Materials
Plain paper and pen. Board and Board Marker.
Introduction
Talk about the society you live in and its qualities. Make sure to talk about
culture, media influence and issues affecting your student. Then ask the
students the struggles they face in the society they live in.
Development
Have the students answer on a piece of paper the following four questions.
1. What are 3 positive and 3 negative issues happening in your society right
now?
2. How do you adapt to the influences of the society around you?
3. What do you do if societys opinion is strongly not your opinion regarding an issue you care about?
4. Do you believe you fit into your society?
Practice
Have each student tell the rest of the class at least one answer of the given
questions. After which the rest of the group should give feedback to the
student on what is the best way to tackle societys negative influence.
Checking for
understanding
Ask a random student one of the above questions and listen carefully for
the answer. Use the answer as an example to summarize the lesson.
Closure
Emphasize that every student is an individual and society is a foundation

for their growth. Encourage students to stick to their core values.
17
Lesson 2.2 Conformity vs Individuality

UNIT ONE: ADAPT
Content: Individuality in the face of a large opposing group
Goals
To encourage the student to have confidence in their opinion on what is

right or wrong even if that opinion stands different from the rest of the
group.
Objective
To make the student understand the importance of being themselves in

any circumstance, the class will be divided into equal groups of more
than two for the play. Instructions will be given by the educator on how
the play is to proceed.
Materials
Props for the play.
Introduction
Assign groups of more than two. Give them time to exchange personal
experiences of situations when they did what they thought was right and
did not conform to the majority. Instruct them to choose the most interesting story in the group and make a short play based on it.
Development
Have each group present one play based on the non-conforming experience of their peer to the rest of the class, highlighting the benefits of not
conforming.
Practice
After all the plays have been presented, allow for an open discussion to
let the students voice situations where they can be forced to conform
and advise on how to overcome it.
Checking for
understanding
Ask a random student whether they would rather stand out or follow the
group and why. Also highlight situations where people have conformed
to the behavior of others then ask the students whether the person made
the right choice to conform.
Closure
Emphasize to the students that not conforming does not justify a condescending attitude. Explain in which situations conformity can be good
and in which situations conformity can be damaging with examples.
18
Lesson 2.3 Adapt without Conforming

UNIT ONE: ADAPT
Content: Overcome peer pressure in school, at home or anywhere
Goals
To have students acknowledge the peer pressure they face every day, address the situations that they experience, and educate them about how to
handle this type of scenarios.
Objective
The educator will assign groups and then have each group identify or create a situational sketch where they have been in a peer pressured situation
and overcame it.
Materials
Plain paper and pen. Any props for the sketch.
Introduction
Introduce the lesson by asking the following questions:

1. How many of you know what peer pressure is?
2. How many of you have experienced peer pressure?
3. What made you conform to the peer pressure?
4. Have you overcome it, if so how?
Development
Break your students into equal groups, and allow them to come up with a
sketch that exhibits peer pressure and overcoming that obstacle.
Practice
After all of the presentations, sit your students down and discuss some of
the issues that they brought up in their sketches. Let them know that it's
ok to stand up for the right thing, and that even though peer pressure is
everywhere, they are strong enough to fight it.
Checking for
understanding
Relate to your students the situations that they may be faced with and ask
them how they would resist peer pressure in such situations.
Closure
After discussions, make the students take the 'I Am Stronger Than Peer
Pressure' Pledge. Have them all stand up, place their left hand in the air,
and their right hand on their chest and have them repeat after you:
I Promise to be me, no matter what and to always stand up for what I believe in. I am smart, I am beautiful and I AM stronger than Peer Pressure.
19
Lesson 2.4 Environment Suit Your Needs

UNIT ONE: ADAPT
Content: Encourage students to speak of their circumstances
Goals
To support students so that they will have confidence, flexibility and be

able to adapt in different environments or situations.
Objective
The educator will create open dialogue and give audience to the students
to talk about the challenges they face in their environment and how their
life circumstance affects them.
Materials
Paper and pen.
Introduction
Have each student think about their current environment or circumstance.
Development
Instruct the students to write a 1 page essay of themselves regarding the

challenges they face in their current environment or circumstance and
how they try to overcame it. Once done, the students will put their papers
together in a box.
*note that the students should not write their name or any identifying
qualities on the paper.
Practice
The educator should shuffle the box and papers then take each paper and
read aloud to the class. Once the challenge written on the paper is identified, the educator will advise the class concerning the highlighted problem.
Checking for
understanding
Ask feedback from the student in regards to the challenges they have
heard from the essays read. Allow the students to voice their advice on the
issues highlighted.
Closure
The educator will emphasize that change is inevitable yet the students can
still make the best of every situation with the skills learned in this lesson.
20
Lesson 2.5 Positively Adapting to Needs

UNIT ONE: ADAPT
Content: Overcoming negative influences even if its majority
Goals
To help the student be confident about sticking to a different opinion even

though the majority believes otherwise.
Objective
The educator will isolate certain individuals in a group by giving them a

different opinion to defend. The rest of the group will try to influence the
individual with a different opinion to give in so that the group can gain a
greater reward. It is up to the individual to stick to their given opinion.
Materials
Blue paper cards. White paper cards. Or any two different color cards.
*the students should not see that there are only two colors
Introduction
Development
Practice
Checking for
understanding
Closure
The educator will break the class into equal groups of more than three students. The educator will give every person in the groups a white paper card
and only one individual in the group will receive a blue paper.
Instruct the students to convince the other members in their group to represent as a team that color which they have been given. Once everyone in
the group agrees to represent one certain color, the group would have won
the game.
Have each group stand before the class to tell which color the whole team
has chosen to represent. Observe if the sole individual with the blue or varying color spoke up and refused to represent a different color and how the
team reacted to this. Observe if the individual conformed to the rest of the
group in order for the team to win the game.
Have the student with the blue paper or different card speak about how
they felt with their decision to change the color they represented or stick
with it. Ask the students what their reaction to this game is.
Have an open discussion with the class on negative influences they face
from peers every day and how they overcome this.
21
Adapt
Lesson Two Summary
CONCLUSION
It is important that we adapt to our environment without

conforming or giving in to peer pressure. Adapting is key to
being productive in any given environment and making the
most of any situation.
Understand the society they live in.

Understand their individuality versus conformity.
Stand against peer pressure.
To make the environment suit their need.
To positively adapt to the environment they are in .
22
ADAPT LESSONS
1. What is conformity? Give an example.

2. What do you need to do in order to adapt to a situation that you do
not like? Give an example.
3. Do you believe that society has to change in order to suit your
need? If so, why. If not, why not?
4. Do you need to give up on your individuality in order to adapt to a
situation? Why or why not?
5. Which is more important to you, individuality or following the
opinions of a group? Explain.
Problem solving
Think of the community you live in. What is the hardest thing for you to adapt
to? What do you do about it?
23
Fight or Flight
Unit One: Lesson Three
3.0 Introduction to Fight or Flight

The principle of Fight or flight is the
primal response of an individual to
either fight or flee when faced with
perceived danger or stress. This
response has been inherited from our
ancestors and it is still as relevant as
ever today.
This principle is in fact a natural
instinct. However, in a world that has
become highly fabricated with development of the communication media
and with systems that are becoming
more complex each day, this sense
will have to be fully tuned to the new
environment in order to function as
effectively for safetys sake.
will be badly hurt or left unscathed in

a given situation. This is an all-round
requirement for safety in daily life.
The following practical lessons will
impart in students the ability to
determine when to fight and how to
go about it or when to flee and how to
go about it, all with the assistance of
an educator.
Being able to correctly determine

when to fight or flee can determine
whether one lives or dies, or if one
24
Lesson 3.1 The Fight or Flight Principle

UNIT ONE: FIGHT OR FLIGHT
Content: Understanding reaction responses in different situations
Goals
To impart understanding of the human Fight or Flight response and its

relevance in our daily life.
Objective
The educator will help the students identify the Fight response or the
Flight response in any given situation.
Materials
Small pieces of paper. Pen.
Introduction
Development
The educator will give a brief explanation of what Fight or Flight response
is. Before the lesson, the educator should prepare small pieces of paper
with different characters that a given student will reenact. The small pieces of paper should have short description e.g. Lion, Armed robber, Fraudster, Stormy weather or any characteristic the students can react to.
Have the class stand up and make a round circle. Choose one student to
stand in the middle of the circle and then pick out a piece of paper with a
character on it then reenact that character to the rest of the class. The
rest of the class has to respond to the character portrayed e.g. if the student picks out the character lion, the student will act like a lion and try to
attack the rest of the class to initiate a response. Let this be done a couple
of times, with different characters portrayed and different reactions observed.
Practice
After each reenactment, ask the class the type of response they gave and
have them identify whether it was a fight response or a flight response.
Checking for
understanding
Ask the students to think back on a situation where they had to fight or
flee, and have them share this with the class in an open discussion.
Closure
Summarize the principles of Fight or Flight to the class.

25
Lesson 3.2 The Flight Response

Content: Detecting when to flee and not fight
Goals
To impart in students right judgment when it comes to fleeing from a situation.
Objective
The educator will help the students identify when to flee in any given situation.
Materials
Board and marker.
Introduction
Revise on the Fight or Flight lesson. The educator must emphasize about
the importance of fleeing from a situation instead of fighting.
Development
Practice
Instruct the students to sit down. Call up five or more students to the front
of the class. Single out one student to stand opposite the five students. Let
the sole student imagine the five other students want to hurt him or her
and have the other students get into character in order to make this realistic but without actually harming the sole student.
After watching how the sole student reacts, let the students in front of the
class go back to their seats. Have an open discussion regarding the demonstration and write important points on the board. Let the students voice
their opinion on which situations they feel it is advisable to flee no matter
what.
Checking for
understanding
Give the students different difficult situations one can face. Have them
identify whether to fight or flee in the given circumstance.
Closure
The educator should advise the students that if it is possible to flee, they
should not put up a fight, unless they have to.
26
Lesson 3.3 Initiating Flight Response

Content: Skills for fleeing any given situation
Goals
To impart in students the most effective skills for safely fleeing a situation.
Objective
The educator will help the students brainstorm and demonstrate different
ways to flee a given situation.
Materials
Presentation tools.
Introduction
The educator should revise on the Flight response lesson. Divide the class
into five groups, have each group explore how to escape the given situations without fighting:
1. How to escape a robbery without fighting.
2. How to escape a bully without fighting.
3. How to escape a charging animal without fighting.
4. How to escape and not fight in any given situation.
5. How to make sure the situation is solved after fleeing.
Development
Let each group present their finding in a creative way i.e. Demonstration,
PowerPoint presentation, debate, video etc.
Practice
After each group presents, have an open discussion with the students on
how to escape aggressive situations and non-aggressive yet crucial situations.
Checking for
understanding
Ask a random student whether they would fight of flee in a given situation.
Closure
The educator should let the students understand that fleeing a situation
doesnt symbolize hypocrisy. In some cases, fleeing is the safest option.
27
Lesson 3.4 The Fight Response

Content: Detecting when to fight and not flee
Goals
To impart in students right judgment when it comes to fighting in any

given circumstance.
Objective
The educator will help the students identify when to fight in a given situation.
Materials
Board and marker.
Introduction
Revise on the Fight or Flight lesson. The educator must explain to the
students that in situations that one cannot flee, they must fight.
Development
The educator should ask the students in which in which situations they
would have to fight and write these points on the board.
Practice
Divide the class into four groups. Have each student in the group think of
a situation in which they have fought instead of running away. Let the
group choose one situation and present it to the class, justifying why the
student fought in that situation instead of avoiding conflict by running
away.
Checking for
understanding
Ask the rest of the class what they would do in the circumstances presented by their classmates in the group presentation.
Closure
The educator should have the students understand that the flight response should only be initiated for survivals sake and never to hurt others.
28
Lesson 3.5 Initiating Fight Response

Content: Skills for fighting any given situation
Goals
To impart in students the most effective skills for safely fighting in a given
situation.
Objective
The educator will help the students brainstorm and demonstrate different
ways to fight in a given situation.
Materials
Presentation tools.
Introduction
The educator should revise on the Fight response lesson. Divide the class
into five groups, have each group explore how to escape the given situations by fighting:
1. How to fight when a dangerous weapon is involved.
2. How to fight a bully if one cannot flee.
3. How to fight a charging animal.
4. How to fight in order to escape any given situation.
5. How to fight without being physical e.g. emotional fighting, mental
fighting, tactical fighting etc.
Development
Let each group present their finding in a creative way i.e. Demonstrations,
PowerPoint presentation, videos etc.
Practice
After each group presents, have an open discussion with the students on
how to fight without hurting oneself or others, how to fight without becoming physical and how to fight in order to bring peaceful resolution.
Ask a random student on how they would best fight in a given situation.
Closure
The educator should let the students understand that fighting is not always a solution and should be used as a last resort, and never to hurt others but only to bring resolution.
29
Fight or Flight
Lesson Three Summary
CONCLUSION
It is important that we learn to fight or flee according to the

need of a situation, not only to ensure safety but also to have
peaceful resolution. Understanding the Fight or Flight
response will help students make right judgment in any given
situation.
Understand the Fight or Flight principle

Identify when to flee
Know how best to flee
Identify when to fight
Know how best to fight
30
FIGHT OR FLIGHT LESSONS
1. What is the Fight or Flight response? Give an example.

2. What are the best methods for fighting? Explain.
3. Would you flee a situation if you knew that you would be laughed
at for not staying to fight? If you would still flee, explain why. If not,
explain why not.
4. What situations would you have to flee?
5. Do you believe you have the skill to fight in any given situation?
Explain.
Problem solving
Imagine that you are walking on a street at night and you witness someone getting battered, you do not have cellphone service to call for help so what do you
do, do you flee the situation or fight?
31
Eat Right
Unit One: Lesson Four
4.0 Introduction to Eat Right

The importance of eating right has
often been overlooked especially in
regards to safety. But without the
right nutrition, it is nearly impossible
to properly pursue anything in life,
let alone be safety conscious.
With respect to Maslows Hierarchy
of Need, food is one of the basic
needs that every human requires in
order to survive. Without fulfilling
this need, even safety cannot be
attained. In regards to nutrition, food
is crucial for health, physical and
mental growth, strength and
nourishment, all which are important
factors in regards to safety.
The following lessons will be

practical activities in which students
can learn about their food, where it
comes from, what is healthy and not,
the right amount to eat and related
issues such as dieting or such related,
all with the assistance of an educator.
We can therefore safely conclude that

without food, it is impossible to live a
fulfilled life.
32
Lesson 4.1 Understanding Food

UNIT ONE: EAT RIGHT
Content: Important elements to include in every meal
Goals
To have students identify the right food they need to include in their
daily diet in order to be healthy.
Objective
The educator will present the types of food that need to be included in
every meal as well as the foods that need to be avoided or only taken in
moderation.
Materials
Protein food e.g. fish. Starch food e.g. corn. Vegetable e.g. cabbage. Water. Sugar drink e.g. Cola. Fruit juice e.g. Pure orange juice. Sweets. Fatty
food e.g. Donuts or sausage. Snacks. Milk. Alcoholic beverage. Fruit. Etc.
Introduction
The educator must place the food on a table in front of the whole class
and explain what group each food belongs to. E.g starch, protein, drink,
fruit etc. Then Divide the class into equal groups. Have each group come
to the table and pick the foods they would prefer to have for their lunch.
Development
After all the groups have selected their preferred lunch, Have each group
send a student representative to explain to the rest of class, what food
they picked, why and whether it is actually healthy for them.
Practice
Rate the food each group has picked on the basis that it has a starch,
protein, fruit and vegetable. Explain to each group the importance of
starch, protein, fruits and vegetables in every meal.
Checking for
understanding
Closure
Ask the groups to improve their lunch meal choice by either removing or
adding certain food elements to their chosen meal. Understanding can
be proven when the groups select healthier choices of protein, starch,
fruits and vegetables.
Explain why certain foods should be eaten more than others. Also explain why it is important for health to avoid fatty food, excessive snacks
and sugar drinks. Emphasize that clean water is the best drink.
33
Lesson 4.2 How to Eat Right

UNIT ONE: EAT RIGHT
Content: The right food needed for health
Goals
Students will learn to identify the food that is right for them and why it is
essential in their meals.
Objective
The educator will identify the food that the students normally eat in order
to determine that the students have a balanced diet. The students will
learn how to improve their diet.
Materials
Board and pen.
Introduction
Review the last lesson on the types of food to have in every meal. Ask the
students:
1. Give examples of the right food to include in your meals.
2. What should you eat to be healthy?
3. What food do you eat nearly every day?
Development
Draw on the board the variety of food the students have mentioned they
eat daily. With feedback from the students, separate the food that is
healthy to eat from that which is unhealthy to eat by drawing a chart on
the board. Highlight which foods are only healthy when eaten in moderation.
Practice
Explain to the students the importance of eating healthy and explain the
different groups you have divided the food. Have an open discussion on
the foods the students should eat more, what they should refrain from
and why.
Checking for
understanding
Ask the students about the last meal they ate and let them explain about
the food and its nutritious qualities.
Closure
Emphasize the importance of eating the right food and how it prevents
illnesses.
34
Lesson 4.3 Proper Food Preparation

UNIT ONE: EAT RIGHT
Content: Cleaning food and identifying that its good to eat
Goals
Student will learn how to properly clean fruits, meats and vegetables
and also identify whether they are good to eat.
Objective
The educator will demonstrate to the students how to clean food

properly and identify that it is good to eat.
Materials
Introduction
Jug of water. Bowl. Soap. Hand towel. Tissue. Healthy fruit. Raw fruit.
Very ripe fruit. Uncooked chicken. Uncooked meat.
Present the food before the class. Ask one student to come before the
class and separate the food that is good from that which is bad, explaining why the particular food is bad.
*Be prepared to guide the student.
Development
Invite another student to demonstrate how to wash fruit in front of the

class, then have another to wash the meat, chicken and other foods respectively. Observe that the students took the initiative to wash their
own hands without being instructed to.
Practice
Have an open discussion about how to identify the food is right to eat.
Give a presentation on diseases related to eating dirty food or undercooking food.
Checking for
understanding
Ask the students to explain how they think food poisoning can happen
and at which food preparation process it can take place. How do they
identify this?
Closure
Encourage the students to apply these skills when shopping for food
and deciding what to eat.
35
Lesson 4.4 Where Food Comes From

UNIT ONE: EAT RIGHT
Content: Identifying where food is produced and processed
Goals
Students will understand the process it takes in order to have a finished

plate of food before them.
Objective
The educator will help the students understand where the finished product
of food begins, from a seed or animal to a finished plate of food.
Materials
Introduction
Development
Bowl of porridge or similar food. Plate of chicken or similar food. Biscuit or

any snack. Fruit.
Show the cooked food to the class. In an open discussion, have the class
identify what the food is, what it tastes like, the ingredients involved, who
cooked it and where it came from.
Break the class into equal groups. Have the students draw a mind map of
how one of foods came before them i.e. from the finished meal before
them, to the food ingredients needed for the meal, to who cooked the ingredients to make the meal, who bought the ingredients etc. until the food
is back to its raw state e.g. seed, or baby animal.
*This can also be a timeline of how the food came to be from its raw stage
to cooked meal.
Practice
Have each group present a timeline or mind map for the food they have
selected to the rest of the class, explaining what labor was involved in the
food making process and how the food ingredients came about.
Show the class a seed e.g. fruit seed, maize seed, and have them identify
the type of meal the seed has potential to become once processed.
Closure
Ask the students to consider both the state of the laborers involved in the
food making process and also how much chemicals or GMOs is used in the
food before purchasing or eating it.
36
Lesson 4.5 Unhealthy Eating Habits

UNIT ONE: EAT RIGHT
Content: Discussing healthy and unhealthy eating habits
Goals
Student will learn the importance of having sufficient nutrition and dangers
involved in excessive dieting or bingeing.
Objective
Students will encourage one another on the best eating habits and reasons
to avoid excessive dieting or bingeing.
Materials
Paper and pen.
Introduction
Explain the similarities and differences of dieting and bingeing to the class.
Then ask the class who has or intends to diet or binge and put them in one
group. Put those who havent dieted or binged and dont intend to in a separate group.
Development
Pair the students from each group. Let each member interview the other on
their preference to diet or not. Ask these questions.
1. Why do you (or do you not) prefer to diet or binge?
2. How has your eating habit affected your health, wellbeing, happiness and
weight?
3. How do you think this eating habit will affect you or your health in the
future?
Let them write these findings on paper.
Practice
Have the two teams choose at least three students to hold a debate. Each
team will defend the need to diet/binge or not to diet/binge with evidence
from the findings of the prior interview.
Checking for
understanding
Have an open discussion with the students on what they heard in the debate. Have them name the benefit of healthy eating habits.
Closure
The educator should emphasize that being healthy is more important than
achieving a number on the scale.
37
Eat Right
Lesson Four Summary
CONCLUSION
Good nutrition does not only benefit the body but it is also
crucial for emotional and mental health. All these qualities are
essential for safety, long term health and living fulfilled lives
among other benefits.
Know the food elements needed for a balanced diet.

Understand where their food comes from.
How to properly prepare their food.
The benefits of good nutrition.
The dangers of excessive dieting and bingeing.
38
EAT RIGHT LESSONS
1. What are the four types of food you should include in every meal in
order to have a balanced diet? Give an example for each.
2. Explain the best way to wash meat.
3. What is bingeing and how is it different or similar to dieting? Explain.
4. Draw a timeline of the process it takes for you eat a fruit.
5. What improvements or adjustments will you make to your daily diet in order to have a balanced meal every day? Explain.
Problem solving
Think of the laborers who work to produce the food you eat every day. Should
you still buy this food if you happened to find out that the people working to
produce this food are under forced labor, mistreated or very poor, even if it is
very cheap because of that?
39
Think Critically
Unit One: Lesson Five
5.0 Introduction to Think Critically

Critical thinking is a skill that has the
capacity to change lives. In a world
where right from wrong has become
blurred, important decisions are
made by a few for the mass.
The given practical lessons, with aid

of an educator, will guide students on
how to think critically in order to
make better decisions and solve
problems effectively.
People are blindly forced into the

opinion of the majority due to fear of
rejection, media influence or peer
pressure, so much that critical
thinking and standing for what is
right for the individual strongly
needs reinforcement.
Critical thinking is evaluation and
analytical skills needed to make
correct judgment. It is vital for
problem solving, reasoning, analysis,
evaluation and decision making
abilities, all which are very relevant
for safety.
40
Lesson 5.1 What is Critical Thinking

UNIT ONE: THINK CRITICALLY
Content: Understanding critical thinking and its qualities
Goals
To make the students understand critical thinking and its importance.
Objective
The educator will help students brainstorm on critical thinking, after

which there will be an open discussion on the topic.
Materials
Board and Marker.
Introduction
The educator will ask the students what they think critical thinking is
and write the feedback points on the board. Then the educator will explain what critical thinking is. Divide the class into two groups A and B.
Development
Organize a debate in which five student representatives from Group A

will defend critical thinking as a tool for survival against five representatives from Group B which will oppose stating that critical thinking is not
crucial for survival. With practical evidence as support.
Practice
After the debate, let the rest of the class voice their opinion on the debate and which side they support and why.
Checking for
understanding
Ask a random student to share how critical thinking has been beneficial
in his or her life.
Closure
The educator will give real life examples of how critical thinking has been
beneficial thus encouraging students to think critically.
41
Lesson 5.2 Ws in Critical Thinking

Content: Important questions to ask in any situation
Goals
To identify the key questions that help one to think critically and know the
real facts.
Objective
The educator will introduce to the students the basic questions they need
to ask whenever they face a situation.
Materials
Board and Marker.
Introduction
On the board the educator will write one below the other these words:
Who, What, Where, When, Why, How. Introduce these words as key questions to ask for critical thinking.
Development
Have an open discussion with the students how these questions can help
get to the truth.
Ask the students to answer the following questions on paper:
Practice
1. Name one problem that is unsolved in your life.
2. How can the W Questions help you solve this problem?
3. Find clues to solving your chosen problem by answering: What happened, Who did it, Why, When did it happen, Where did it happen and
how?
Checking for
understanding
Ask some students to share their problem and answers they found by answering the W questions.
Closure
The educator will insist that answering the W questions can help solve
many problems that the students may face.
42
Lesson 5.3 Benefits of Critical Thinking

Content: Benefits of thinking and thought processes
Goals
To enlighten the students on the benefit of thinking in their life.
Objective
The students will explore what life without thinking is and find ways to
make the best out of their thoughts with instruction from the educator.
Materials
Props for presentation.
Introduction
Ask the students to imagine life without thinking. Let the educator highlight that is impossible to imagine that without having to think.
Development
Divide the class into two equal groups and let them prepare a presentation for one of the following questions:
1. What would humans be like if they couldnt think? Demonstrate this in
a play.
2. How does thinking help in problem solving, reasoning, analysis, evaluation and decision making. Demonstrate this in a creative way.
Practice
The students will present their assignment in front of the rest of the class.
The educator will give feedback or guidelines if need be.
Checking for
understanding
The educator will ask a random student to share how thinking has been
beneficial to his or her life.
Closure
The educator must emphasize that the students always think before
acting.
43
Lesson 5.4 Taking Charge of Your Thoughts

Content: Identifying what influences thoughts
Goals
To empower students to make decisions for themselves and identify factors that influence their thoughts.
Objective
The educator will help the students realize that their thoughts can be
influenced by opinions of others through peer pressure, media or societal norms.
Materials
Paper and Pen. A neutral subject that the students are not familiar with
i.e. a picture, painting, video, song or any item theyve never encountered before.
Introduction
The educator will show the students the selected item and ask them to
write the first thought that came to mind about it when they saw the
item.
Development
The educator will then give a lesson about the item, speaking passionately about it either very positively or negatively. The educator cannot
be neutral about the subject but must show a strong bias about the item.
After teaching about the item, ask the students to write again on the
same paper, what their thought about the item is.
Practice
After the students have done this, ask which students changed their
mind about the item, why did they do so and how did the educators
opinion influenced theirs. Have an open discussion on how media, society and peer pressure is influencing the students thoughts. What can
they do to be in charge of their thoughts?
Checking for
understanding
Ask the students what they thought about themselves when they were
young. How has their self-perception changed now that theyve grown
up and been told by society what they should do or not do?
Closure
Emphasize that the students must strive to keep their thoughts original
and avoid negative influence from society, media or peer pressure.
44
Lesson 5.5 Obstacles to Critical Thinking

Content: Identifying what prevents critical thinking
Goals
To make the students identify factors that can prevent them from thinking critically.
Objective
The educator will help students brainstorm on issues that can cloud their
critical thinking abilities.
Materials
Props for presentation.
Introduction
Briefly revise on Critical Thinking and its benefits. The educator will then
ask the students to share factors they know that hinder critical thinking.
Development
Divide the class into five groups and let them prepare a creative presentation for one of the following questions:
1. How can emotions affect your ability to think critically?
2. How can media affect your critical thinking abilities?
3. How can the society you live influence your thoughts? Is this negative
or positive?
4. How can controlling your thoughts help you control your behavior?
5. What are the consequences of not thinking critically?
Practice
The groups will present their topic to the rest of the class in a creative
way i.e. demonstration, sketch, video etc.
Checking for
understanding
The educator will ask the students to share with the class what hinders
them from thinking critically most of the time.
Closure
The educator will emphasize that being able to think critically will help
the student make the best decision in any situation.
45
Think Critically
Lesson Five Summary
CONCLUSION
Critical thinking is crucial when it comes to making decisions

in our daily life. It is only this tool that can help us foresee what
would have otherwise been clouded by emotions, media noise
or societal standards. In short, critical thinking is not only
important for safety but for survival as well.
The given lessons should have helped the student to:
Understand the meaning of Critical Thinking

Identify the importance of thinking critically
Learn the W Questions that support Critical Thinking
Take charge of his or her thoughts
Detect the obstacles to Critical Thinking
46
THINK CRITICALLY LESSONS
1. What is Critical Thinking?

2. Name the W questions and how they can help you think critically.
3. How can someone elses opinion on something affect your own?
4. What are the most common obstacles to Critical Thinking? Give
examples.
5. Give one example of how critical thinking has helped you in your
life.
Problem solving
What is the biggest problem in your community right now? Think critically on
how to solve this problem and write down the solution you thought of.
47
Yearn Development
Unit One: Lesson Six
6.0 Introduction to Yearn Development

Development is a trait that cannot be
missed in human evolution. Even in
present day, we are seeing constant
changes in technology, architecture,
communications, lifestyles and even
the climate, all of which highly
influence human development.
The key to making the most out of
life and being safe is the ability to
develop as an individual even with all
the developments that are taking
place in the world around us.
development and trouble coping with

a constantly developing system.
In order to be fully tuned to safety,
there is need to develop at the same
pace or even faster than ones given
environment.
In the given lessons, with the aid of
an educator, students will learn the
qualities needed for personal
development in a world that is ever
evolving.
Personal development is also

important for survival skills,
adaptation, fight or flight, eating
right and thinking critically, which
are all relevant for safety.
Not developing as a person makes
one rigid and leads to under
48
Lesson 6.1 What is Development

UNIT ONE: YEARN DEVELOPMENT
Content: Understanding the qualities of development
Goals
To make the students understand what is development and identify its

signs.
Objective
The educator will instruct the students to watch and ensure the development of a plant until Lesson 6.5 on development. This will help the student identify positive or negative signs of development.
Materials
A plant for each student. Board and Marker.
Introduction
The educator should give the class a brief explanation on development

before presenting each student with a plant they will be in charge of tendering until Lesson 6.5
Development
Instruct the students to label, take care of their given plant and closely
watch its development until Lesson 6.5
Practice
Have an open discussion with the students of the similarities and differences of a plant compared to a human beings development. Draw a chart
on the board to depict the said ideas.
Checking for
understanding
Ask the students on how they will learn to develop from taking care of
their given plant.
Closure
Encourage the students to seek your counsel if they face a hurdle in taking care of their given plant and ask them to use the best of their
knowledge in taking care of it.
49
Lesson 6.2 Personal Development

Content: Detecting negative, stagnant or positive personal development Age group: Pre-teen Young adult
Goals
To make the students realize how much they have developed since the past
year and channel what they learn to further development for the next year.
Objective
The educator will help the students self-assess their own development
since the prior year and guide their steps to develop for the upcoming year.
Materials
Pen and Paper. Board and Marker.
Introduction
The educator should give the class a brief introduction to personal development. Ask the students to answer the following five questions on paper:
1. Think of who you were a year ago. What personal changes have taken
place in your life from then till today?
2. If there are changes, are these changes positive or negative?
3. In what areas of your life is there stagnant development, thus no change?
Is this good or bad for you?
4. Imagine yourself next year. What developments do you expect to have
happened in your life?
5. How can you control your personal development for next year?
Development
Have each student tell one of their answers to the rest of the class. Allow
the class to give feedback in regards to the students answer.
Practice
The educator should draw a chart on a board highlighting the important

factors needed for personal development and how the students can achieve
this.
Checking for
understanding
Ask the students to summarize the important points they have learnt.
Closure
The educator should emphasize that community development strongly depends on personal development of each individual in the society.
50
Lesson 6.3 Attaining Maturity

Content: How to become a more mature person
Goals
To make the students understand maturity and how to become a mature

person.
Objective
The educator will help students identify what immaturity is, how to become mature and the benefits of maturity.
Materials
Any props needed for the lesson.
Introduction
The educator will introduce the course by asking the students: When
someone tells you to grow up, what do they actually mean? Have a short
open discussion before dividing the class in five groups. Let each group
tackle one of the questions below:
1. What does it take to become a mature person?
2. What does immaturity look like?
3. What are the benefits of being a mature person?
4. How is maturity similar to emotional development?
5. How does a mature person deal with an immature person?
Development
Have each group present their topic creatively to the rest of the class i.e.
Demonstration, Role Play, PowerPoint Presentation, Video, Debate etc.
Practice
After all the presentations, let the rest of the class give their contributions
based on what was presented.
Checking for
understanding
Ask the students to rate themselves from 0 to 10 (with 10 being more mature and 0 immature) on how mature or immature they think they are. Let
them share their score with the rest of the class and explain why they gave
themselves that particular score. Allow the class to contribute their opinion on how mature they imagine their mate to be, also explaining why.
Closure
Emphasize to the students that personal development is one of the ways to

attain true maturity regardless of their age.
51
Lesson 6.4 Community Development

Content: Identifying the needs of the community and address them
Goals
To make students realize that they are what the community needs for development.
Objective
The educator will assign students to go and do one thing for community
development during this class lesson.
Materials
Board and Marker. Props for the activity.
Introduction
The educator will let the students know that the community cannot develop if the individuals in it do not do anything for its development. Let
the students divide themselves into equal groups.
Development
Instruct the groups to go out into the community and do something of

their choice for the sake of community development within the time constraints of the lesson.
Practice
After the students return from performing their chosen activity in the
community. Let them write the activity they did on the board. Compare
the activities of each different group.
Checking for
understanding
Ask the students how they imagine that there chosen activity helped their
community develop and how this development can be sustained.
Closure
Encourage the students to continue doing activities that will help develop
their community.
52
Lesson 6.5 Obstacles to Development

Content: Understanding hindrances to development
Goals
To highlight the common problems that hinder proper development.
Objective
The students will bring in their plant from Lesson 6.1 to the class, observe
the development and highlight the challenges they faced.
Materials
Paper and Pen. The plant from Lesson 6.1.
Introduction
Each student will present their plant to the rest of the class, give a summary of the development of the plant and what it took to help the plant
develop.
Development
After each student presents the plant, the educator will ask them what obstacles they faced in helping the plant develop.
Practice
The educator will ask the students to answer the following questions individually:
1. Compare and contrast the growth of the plant to your own.
2. How did knowledge about the plant help you in growing it?
3. How can knowledge about yourself help you develop?
4. What challenges are you facing in your personal development?
5. How does the community you live in affect your development?
Ask the students to share their answers with the rest of the class.
Closure
The educator must advise the students on how to overcome the challenges
to development. Answer any questions that the student may have in
regards to this topic.
53
Yearn Development
Lesson Six Summary
CONCLUSION
Being too comfortable with our circumstances and the

condition of our society is the foremost hindrance to
development anywhere. Until the individuals yearn
development for one-self and the community at large, only
then will development have potential to take ensue.
The given lessons should have helped the student to:
Understand the meaning of development.

Identify the strengths and weaknesses involved in
personal development.
Work on an activity for community development.
Learn the skills to be a mature person.
Identify the obstacles to development.
54
YEARN DEVELOPMENT LESSONS
1. What is personal development? Give an example of yourself.

2. Name five activities that can help your community to develop.
3. What are the similarities and differences of the development of a
plant and your own development? Explain.
4. What are the most common obstacles to development worldwide?
Give examples.
5. Do you consider yourself a mature person? Explain.
Problem solving
Think of your community. In what ways can your community hinder your
personal development and what would you do about this?
55
UNIT TWO
Internal Safety
Unit Two Lessons

The Mind .............. 57
The Heart ............. 65
The Emotion ......... 73
This unit puts focus on issues a person has to deal with that
cannot be seen such as emotion or intuition.
56
The Mind
Unit Two: Lesson Seven
7.0 Introduction to The Mind

Mental safety is vital for any other
form of safety to exist in the first
place. What happens in the mind is
reflected by our actions, feelings and
also in the way we relate those
around us.
The mind or more specifically, the
brain is the control center of our
being and a person cannot survive
without one.
That is to say that everything we do
can be pointed back to our mind. By
learning to exercise our mind,
managing our thoughts and
identifying our thought patterns, we
will be able to channel the most
effective thoughts for the benefit of
our safety and quality of living.
Learning to detect when the mind is

at its best, if the mind is being
manipulated or abused can help any
individual in making more informed
decisions that will offer long term
positive results as well as shield the
mind from mental abuse and prevent
mental illness.
With the following practical lessons,
we will impart in students the skills
they need to put their mind to
positive use and identify their
thought patterns, all with the
57
Lesson 7..1 Qualities of The Mind

UNIT TWO: THE MIND
Content: Understanding the use of the Mind
Goals
The students will learn how to maximize the use of their mind for
greater benefit.
Objective
The educator will help the students explore the various uses of the
mind.
Materials
Board and Marker. Props for the play.
Introduction
The educator will draw a brain on the board and briefly explain its importance. The educator will compare and contrast qualities of the brain
and the mind.
Development
Divide the students into equal groups. Ask the groups to present a
short play based on the question: What could you do without a mind?
Practice
After all the plays have been presented, the educator will highlight the
need of the mind and how use of it improves our lives drastically.
Checking for
understanding
Ask a random student to name the most useful thing the mind helps
them to do every day.
Closure
The educator will revise the important points the students are
supposed to learn in the lesson.
58
Lesson 7.2 Maintaining a Healthy Mind

UNIT TWO: THE MIND
Content: How to be mentally healthy
Goals
The students will learn how to protect their mind from unhealthy or destructive habits.
Objective
The educator will help the students explore the various issues that can
deem the mind unhealthy and identify qualities of a healthy mind.
Materials
Paper and pencil. Board and Marker.
Introduction
The educator will introduce the topic by letting the students understand
that what we feed our mind affects our perception of the world.
Development
Divide the students into three equal groups. Ask the groups to draw an
image which depicts one of the following:
1. What a healthy mind looks like.
2. What an unhealthy mind is full of.
3. What do you feed the mind?
Practice
After all the drawings have been decoded and presented to the class.
The educator will give a lecture on how an unhealthy mind can lead to:
Depression, Poor self-image, Anger, Blaming others, Poor life choices,
Chronic sadness, Mental illness and such related.
Checking for
understanding
Ask the students to rate from 0 to 10 (with 10 being the healthiest) on

how healthy they think there mind is and what they can do to make it
healthier.
Closure
The educator will advise the students on methods to keep their mind
healthy at all times.
59
Lesson 7.3 Detecting Mental Manipulation

UNIT TWO: THE MIND
Content: Identifying when the mind is being manipulated
Goals
The students will learn how to protect their mind from being manipulated
by others.
Objective
The educator will help the students realize that the mind can be used to
control behavior and skills needed to detect this.
Materials
Board and Marker. Props for demonstration.
Introduction
The educator will ask two students A and B to come stand in front of the
rest of the class. Then ask student A to try and influence student Bs behavior. How does student B react?
Development
The educator will then give a lecture/open discussion based on this

demonstration and using the students or other resources as an example.
The following topics will be covered:
1. How can people use your mind to manipulate your behavior? Why?
2. How can you detect mind manipulation? Is it also a form of mental
abuse?
3. What does mental abuse look or feel like?
4. Is all manipulation bad?
5. How do you protect your mind from being manipulated?
Practice
Have an open discussion with the students on issues that affect their mental wellbeing on a daily basis. The educator will then give healthy approaches to overcoming these issues.
Checking for
understanding
Ask the students in what situations they felt manipulated and what they
did about it.
Closure
The educator will encourage the students to take care of their mental
health and also identify any issues that may hinder them from using their
mind to its best ability.
60
Lesson 7.4 Stress Effect on the Mind

UNIT TWO: THE MIND
Content: Understanding how stress affects the Mind
Goals
The students will understand how stress affects their mental health and
learn skills they need to cope with stress.
Objective
The educator will help the students understand what stress, its effect on the
mind and skills needed to manage daily stresses.
Materials
Board and Marker. Paper and Pen.
Introduction
The educator will ask one student to sit before the rest of the class. Ask the
student to count aloud from a 100 to 0 backwards whilst writing an essay
copied from another text in 1 minute. Ask a few more students the same.
After the activity is done, evaluate the quality of the students work.
Development
Ask the students to explain to the class to the class how they felt working
under pressure. How did the stress affect the quality of their work? How did
the mind react under stress?
Practice
The educator will give a lecture on stress based on the activity. The following questions will be covered in the lecture.
1. What is stress?
2. How does stress affect our mind in daily life activities?
3. When can stress be beneficial and when is it harmful?
4. How should an individual cope with stress?
5. How should an individual react to a stressful person or situation?
Checking for
understanding
Ask some students to share with the class the most stressful situations they
have experienced and how they dealt with it.
Closure
The educator will emphasize that stress has potential to make a situation
worse than it is and encourage the students to remain calm in any situation.
61
Lesson 7.5 The Mind vs The Heart

UNIT TWO: THE MIND
Content: Evaluating whether to follow the Heart or Mind
Goals
The students will understand how to use their mind without having it conflict with what the heart wants.
Objective
The educator will help the students develop skills needed to make the right
decision when the mind and heart is conflicted.
Materials
Board and Marker.
Introduction
The educator will ask the students this question: In what situation in your
life, did you heart and mind want different things? What did you do about
it? Have an open discussion based on this.
The educator will give a lecture on how the students can make the right
decision even when the mind or heart is conflicted. The educator should
stress that for a more fulfilled life, the heart and mind need to have the
same objectives.
Development
The educator will give circumstances and the ask the students what they
would do in that situation. Some situations can be:
1. Imagine that your senior or someone older than you is calling you a
name that you dont like, your heart wants to tell off this senior but your
mind wants you to pretend that everything is okay so that they dont get
upset with you. What do you do?
2. Imagine that your parent has made you join a club or activity that you do
not like. You want to please your parents you are not interested in the club
or activity. What you do you.
*The educator can come up with more situations the students relate to.
Practice
Checking for
derstanding
Closure
un-
Ask one of the students to summarize the skills they have learnt.
The educator should emphasize to the students that they should always
trust their gut feeling.
62
The Mind
Lesson Seven Summary
CONCLUSION
The mind is a tool that can be used to unlock a lot of potential

in our lives. Using our mind positively and detecting ways to
maintain its health is a sure way to stay safe in any given
situation whether it be mental or physical.
Understand the Mind and its use

Skills to maintain a healthy mind
Identify signs of mental manipulation
Realize the effect of stress on the Mind
Equip on skills to make the right choice even when the mind
and heart is conflicted
63
THE MIND LESSONS
1. What are the qualities of a healthy mind? Give five examples.

2. What are some tell-tale signs of mental manipulation?
3. What is stress? How does it affect mind health?
4. Name the most common thing you use your mind for daily.
Explain.
5. Would you rather follow the mind or the heart? Explain.
Problem solving
Does the community you live in influence your mental picture of the world? If
yes, explain how. Can this also be considered mental manipulation?
64
The Heart
Unit Two: Lesson Eight
8.0 Introduction to The Heart

Every human being, at least once in
their life has had to struggle between
following the mind or the heart or at
some point suffered one of the
various sort of conditions related to
heart.
revolutionize our lives and make us

happier. This can also help us make
decisions that are better for our
wellbeing as well as transform our
lifestyles so that they can benefit us
in the long term.
Basically, the heart is a blood

pumping organ. However, the heart
also takes the position of being the
center of emotion with the heartbeat
increasing or decreasing depending
on what we are experiencing.

they need to make heart health a
priority as well as make them sensitive to the needs of their heart, all
with the assistance of an educator.
Just this makes it crucial to

understand the heart and keep it safe
because just like the mind, our
survival depends on it.
Understanding how our heart works
and learning how to take care of it
has the potential to positively
65
Lesson 8.1 Two Types of The Heart

UNIT TWO: THE HEART
Content: Understanding the physical and emotional Heart
Goals
The students will identify traits of the physical and emotional hearts as
well as highlight how the two are codependent.
Objective
The educator will ask the students to brainstorm on the codependence of

the physical and emotional hearts.
Materials
Board and Marker.
Introduction
The educator will ask the students these questions:

1. What is the heart? Allow the students to answer this question by coming to the board and drawing what the heart looks like.
2. What is the use of the heart? Have a short open discussion about this.
Development
The educator will divide the class in two groups. The first group will prepare a creative group presentation showcasing how the physical heart has
effect on the emotional heart. The second group will prepare a creative
group presentation showcasing how the emotional heart has effect on the
physical heart.
*These presentations should be done with practical examples.
Practice
The groups will give their presentation in front of the whole class, allowing for an open discussion at the end of each where the students will be
able to add their opinions.
The educator will ask the students how their heart is doing that day and
what is troubling them.
Closure
The educator will give students advice on how to deal with some heart
issues that the students have highlighted during the lesson.
66
Lesson 8.2 Maintaining The Physical Heart

UNIT TWO: THE HEART
Content: Identifying habits that will keep the heart healthy
Goals
The students will learn how to take care of the physical heart to prevent
heart failure.
Objective
The educator will instruct the students on measures they can take to
keep their physical heart healthy and prevent heart failure.
Materials
Board and Marker.
Introduction
The educator will ask the students this question: What are the qualities
of a healthy physical heart?
The students will answer and the educator will write their answers on
the board.
Development
The educator will give a lecture on habits that put the health of the heart
at risk i.e. smoking, high cholesterol in diet, Over exercise, no exercise,
stress, pollution, disease, drug alcohol abuse and such related.
Practice
The educator will ask the students if any of them have exposed their
heart to the dangers highlighted in the lecture. Have an open discussion
with the students on the most common threat to their physical heart
they face in their day to day life.
Checking for
understanding
Ask one of the students to summarize the lesson to the rest of the class
and give their advice on how to maintain a healthy heart.
Closure
The educator will instruct the students on most effective methods to

maintain heart health to prevent heart failure.
67
Lesson 8.3 Emotional Heart & Relationships

UNIT TWO: THE HEART
Content: Identifying how the emotional heart affects relationships
Goals
The students will learn how to take care of the emotional heart to ensure
heart health and overall wellbeing especially in their relationship with others.
Objective
The educator will help students understand the emotional heart in relation to feelings and how this influences relationships with others.
Materials
Board and Marker.
Introduction
The educator will give revise on the emotional heart and highlight its key
function in the human experience such love, relationships, decision making etc.
Development
The educator will ask which of the students have been in a relationship
before to raise their hands. Let the students who raised their hands share
with the class the type of relationship they have experienced, if they are
still in it and whether it is a good relationship or not.
Practice
The educator will give a lecture on the qualities of a healthy relationship

and qualities of a harmful relationship. Instruct further of the role of the
heart in these relationships. The students will also contribute ideas on
how to prevent or heal from heart break in relationships.
Checking for
understanding
Ask a random student whether they think there relationship with others is
healthy. Why or why not?
Closure
The educator will allow the students who are in harmful relationships to
have confidence to report. Warn the students on the effects of staying in a
bad relationship.
68
Lesson 8.4 Obstacles to Heart Health

UNIT TWO: THE HEART
Content: Identifying dangerous habits that affect heart health
Goals
The students will identify issues that can hurt the health of the heart and
brainstorm ways to prevent such.
Objective
The educator will help the students explore issues in their life that is keeping them from making their heart reach its healthy potential.
Materials
Pen and Paper.
Introduction
The educator will ask the students this question: What are the most common hindrances to heart health in our daily life?
The educator will highlight on the negative effects of anger, bitterness, envy, regret and other negative feelings to the heart before giving a lecture on
the importance of forgiveness.
Development
The educator will ask the students to write on a piece of a paper about the
biggest issue they forgave someone or something for and why they forgave.
*The students should not write their names or any identifying information
on the paper.
Practice
Collect the papers from the students. Shuffle them and hand then back out.
Let each student read the piece of paper they received on forgiveness to the
rest of the class. Allow for an open discussion on this to follow.
Checking for
understanding
Ask a random student what habit or feeling they have that is most harmful
to their heart. What will she or he do to improve this?
Closure
Give the students advice on any questions they might have about
relationships.
69
Lesson 8.5 Making the Heart Happy

UNIT TWO: THE HEART
Content: Accomplishing what makes an individual happy
Goals
The students will search within to find what truly makes their heart
happy.
Objective
The educator will help the students do an activity that makes them happy, in order to promote a healthy heart.
Materials
Props for the chosen activities.
Introduction
The educator will ask the students this question: What makes you happy?
Give a short lecture on how happiness affects the heart and improves
quality of life.
Development
Let the students think of something that makes them happy which can be
done within the time constraints of the lesson. The activity can be done
as an individual or in a group depending on the students preference.
Practice
During this time, the students will do their happy activity, alone or in
front of the whole class according to their preference.
*All activities need to be done in class.
Ask the students to explain how their chosen activity made them happy
and what benefits it has contributed to their heart.
Closure
Emphasize that the students do not need to seek happiness in someone

or something else but that true happiness comes from within.
70
The Heart
Lesson Eight Summary
CONCLUSION
The physical and emotional heart is the driving force to the

abilities we are capable of and how we carry them out. It is
possible to have all the strength in the world but still be faint
due to a condition of the heart which makes safety of the heart
a primary importance.
Understand the two hearts.

Learn to maintain health of the physical heart.
Identify emotions that are potentially damaging to the
heart.
Value healthier relationships with others.
Realize what it is that makes them truly happy.
71
THE HEART LESSONS
1. What are the qualities of the two hearts? Explain.

2. Name some poisonous emotions. How do these affect the health of
the heart?
3. What are some steps you need to take in order to have a healthy
physical heart?
4. How does the health of the Emotional heart affect relationships?
5. Where can happiness be found? Explain.
Problem solving
Think of the relationships you have, the good ones and also the bad ones. Who
is responsible for how both these relationships have turned out? Explain.
72
The Emotions
Unit Two: Lesson Nine
9.0 Introduction to The Emotions

Emotions are the feelings that add
color to our life yet have the potential
to overwhelm us if left unmanned.
The only person allowed to have
control over ones emotions is one
self and no one else.
The importance of this is that
emotions have the potential to turn
loving beings into hateful creatures
and vice versa. Emotional
management is crucial whenever
safety is concerned because emotions
have the power to dictate the
outcome of an individual or that of a
situation.
term future. And because children

are our future, we need to educate
them on this important issue of
feeling and feeling right.
to understand their emotions, detect
threat to their emotions and manage
their emotions so that they can
improve the quality of the life they
live, all with the assistance of an educator.
Educating the individual on how to

understand, use and manage ones
own emotion will lead to better
decisions being made for the long
73
Lesson 9..1 Emotions we Experience Daily

UNIT TWO: THE EMOTIONS
Content: Identify how different emotions affect in our lives
Goals
The students will understand different emotions they experience daily and
how it affects their life.
Objective
The educator will help the students identify strong emotions and what
causes them.
Materials
Board and Marker.
Introduction
Ask the students the type of emotions they usually feel. Write these emotions on the board.
Development
Divide the class into two equal groups and ask them to give a creative
presentation for the following questions:
1. How do emotions such as love, peace, happiness, understanding, patience and such related, make you react? How does this influence your relationship with other people and the world around you?
2. How do emotions such as hate, jealousy, bitterness, anger, sadness and
such related, make you react? How does this influence your relationship
with other people and the world around you?
Practice
After the presentations, have an open discussion about how both positive
and negative emotions in their excess can negatively affect the students
daily life.
Checking for
understanding
Ask a random student to share the strongest positive or negative emotion

they felt that day and what caused it.
Closure
Encourage the students to not let their emotions control their life but only
to be a guideline for the decisions they make.
74
Lesson 9.2 How Emotions Affect Perception

Content: How emotions affect the way we see the world
Goals
The students will understand that emotions can influence the way they
experience the world around them.
Objective
The educator will help the students understand the importance of emotions and also how emotions influence daily decisions.
Materials
Board and Marker.
Introduction
Ask the students this question: Do you think people would make better
decisions in life if emotions did not exist? Why or why not.
Development
Divide the class into two equal groups. Let each group prepare a creative
presentation for one of the following questions:
1. In what ways can emotions negatively influence decisions in our daily
life? Give practical examples.
2. In what ways can emotions positively influence decisions in our daily
life? Give practical examples.
Practice
After the presentations, give a lecture on the importance of emotions for

daily life and how to not let emotions get in the way of making the right
decision.
Checking for
understanding
Ask a random student to share an experience in which emotion caused

them to make a wrong decision. Ask another student to share an experience in which emotion caused them to make a right decision.
Closure
Emphasize to the students that feeling emotion is a great part of the human experience which strongly influences the quality of life we lead.
75
Lesson 9.3 Hazardous Emotions

Content: Identifying emotional abuse and how to prevent it
Goals
The students will understand the effect of emotional abuse and how to
heal their emotions from abuse.
Objective
The educator will educate the students on ways to identify emotional

abuse in relationships and how to prevent such abuse.
Materials
Board and Marker.
Introduction
Explain to the students what emotional abuse is and its effect on

emotional health.
Development
Ask the students the different ways in which one can identify emotional
abuse. Can it be seen? What does it feel like? Who is most likely to be an
emotional abuser? Who is most likely to be an emotional abusers victim?
Where can emotional abuse take place? Have an open discussion based
on these questions.
Practice
Give a detailed lecture on how to identify emotional abuse and how to

walk away from it.
Ask two students A and B to stand in front of the class. Tell student A to
impersonate an emotional abuser and student B to be the victim for this
role play. Let student A demonstrate to the rest of the class what an emotional abuser acts like. Now reverse roles. Repeat with as many students
as possible.
Closure
Warn the students that anyone can be an emotional abuser or emotionally abuse. Urge them to refrain from condescending, bullying or manipulative tendencies in order for them not to be emotional abusers too.
76
Lesson 9.4 Building Self-Esteem

Content: Improving self-confidence and discovering self-worth
Goals
The students will learn to become confident and have self-esteem no

matter the circumstance or emotion they are feeling.
Objective
The educator will help students build their own self-esteem and realize
their self-worth.
Materials
Board and Marker. Paper and Pen. Classroom bin.
Introduction
Explain to the students what confidence is and how each individual in

the classroom is a worthy human being. Ask the class to point out who
the most confident student in the class is and what characteristics make
the person appear confident.
Development
Ask the chosen students to stand up and explain to the class if he or she
believes she is confident. What can other students do to exhibit confidence even when they are not confident? What emotions does this student feel to be able to look so confident?
Practice
Checking for
understanding
Closure
Ask ahe students to write on a paper all the reasons they dont feel confident or worthy. They should not include their name on the paper. Once
finished, let them walk to the classroom bin and shred the paper saying
these words: I am no longer defined by the things written on this paper.
I am now confident and believe that I am worthy of good things.
*This can be done simultaneously to save time.
Once the student has done this, let them stand in front of the class. The
rest of the class will name one good quality or characteristic they admire
the student for. Every student should be given a chance to do this.
Encourage the students to act confident in any situation even if they

dont feel confident at first. Reaffirm that each student is a worthy person regardless of who they are or what theyve been through.
77
Lesson 9.5 Emotions toward Other People

Content: Improving relations with others despite emotional conflict
Goals
The students will learn how to not let emotions get in the way when they
deal with someone they dislike or someone who has a different opinion.
Objective
The educator will help students find ways to deal with people who they do
not like or believe in something different to their own belief.
Materials
Board and Marker.
Introduction
Ask the students the following questions:

1. Who of you students has someone that they dont like?
2. Is there a reason you do not like this person?
3. What emotion do you feel when you see this person?
4. If you see this person, how does it affect your day?
5. Does the other person feel the same way about you?
Write the answers to the discussion on the board. Talk about how emotions influence the way we treat ourselves and others.
Development
Divide the class into two equal groups A and B. Let each group choose no more
than five representatives for a debate. The debate topic will be: It is possible to
have peace with someone you dont like or person with different beliefs. Group A
will defend the topic and Group B will oppose it.
Practice
Let the debate take place in front of the rest of the class. Each side should have
factual evidence to present with their debate.
Checking for
understanding
Ask the students this question: Imagine you are serving at the food court. There
is one last apple left on the table. Your friend is late and you know s/he may like
the apple however someone you dont really like or who has different beliefs from
you is getting food and might get the last apple. You are able to remove the apple
before s/he sees it. What do you do?
Closure
Let the students know that sometimes they can be treated with prejudice because
they look, act or believe differently. Encourage the students to not lose confidence in such cases and not to treat others the same way because how we treat
others reflects back on our own character.
78
The Emotions
Lesson Nine Summary
CONCLUSION
A lot of problems arise when individuals do not know how to

manage their emotions and instead let their emotions control
who or what they become. The danger of emotional abuse,
poisonous emotions and untamed emotions could lead to
effects such as depression, mental illness or even the worst,
suicide. It is important that Emotional education is instilled for
the benefit of safety and overall wellbeing.
Understand the emotions.

Realize how emotions influence daily decisions.
Identify signs of emotional abuse.
Become more assertive.
Manage negative emotions.
79
THE EMOTIONS LESSONS
1. What are the telltale signs of an emotional abuser?

2. Name five positive emotions and five negative emotions. How do
each affect the quality of life?
3. Why are emotions important?
4. How can feeling negative emotions towards someone you dont like
negatively affect your wellbeing? Give an example.
5. What do you need to do to become a more confident person?
Problem solving
Think of your life. What has been your biggest emotional concern? What are
you doing to cope with this?
80
UNIT THREE
External Safety
Unit Three Lessons

The Body .............. 82
The Other Person..90
The Property ........ 98
This unit puts sensitizes the way a persons body connects to

the other and material world around them.
81
The Body
Unit Three: Lesson Ten
10.0 Introduction to The Body

The body is ones channel to interact
with the world and the world, with
us. Without a body, our existence on
earth ceases to be because it is with
our bodies that we can experience the
world.
It is for this reason that safety of the
body should be a priority for every
one yet needs to be protected without
dulling our experience here on earth.
health as well because all these exist

within our body. This emphasizes
how crucial it is to be wary of where
we put our bodies and the
experiences we can allow it to have.
we will help the students develop
skills to protect, maintain and use
their bodies in a positive way, all with
the assistance of an educator.
Unlocking the mysteries of our body,

maintaining it and understanding
how it works will influence the
quality of our lives. More than that,
the body is the most exposed
function of the body thus it can easily
be harmed.
Protecting the body means caring for
our emotions, mental and heart
82
Lesson 10..1 How The Body Works

UNIT THREE: THE BODY
Content: Different growth stages of the body and its needs
Goals
The students will learn to understand the needs of their bodies at a given
age and differentiate these needs from wants.
Objective
The educator will help the students explore the development stages of a
human being and the needs associated with each stage.
Materials
Board and Marker. Picture depicting body development of a child, tween,

teenager, young adult, adult and retiree.
Introduction
Introduce the body as a channel with which we can interact with the
world. Explain the basic things a human being needs to survive such as air,
water, food and shelter and go through the different changes a body develops as it ages.
Development
Practice
Divide the students into four equal groups. Ask the groups to give a
presentation based on the following:
1. Bodily needs and wants of a child and tween (before teenager)
2. Bodily needs and wants of a teenager.
3. Bodily needs and wants of a young adult and adult.
4. Bodily needs and wants of an old person.
After all the presentations, talk in detail about the bodily needs and wants
based on the age group and gender of your students. Talk about the development of feelings, reproductive health and what the appropriate time to
give in to sex is. Explain that the needs of the body are crucial but the
wants can be lived without.
Checking for
understanding
Ask the students what the greatest challenge they have faced in their bodily development.
Closure
Advise the students to recognize what the body needs and refrain from
fulfilling bodily wants that have no good long term benefits.
83
Lesson 10.2 Maintaining The Body

Content: Personal hygiene and the body
Goals
The students will learn different ways to maintain personal hygiene for the
sake of a healthier body.
Objective
The educator will encourage the students to focus on personal hygiene in

order to maintain bodily health.
Materials
Board and Marker. Props for presentations.
Introduction
Ask the students what they understand by personal hygiene. Explain what
personal hygiene is and how it is beneficial to physical health and disease
prevention.
Development
Divide the students into five equal groups. Let them present in a creative
way one of the following topics:
1. How to maintain a clean body daily.
2. Common diseases that affect the body and how to prevent them.
3. How Genital Mutilation affects the wellbeing of the body.
4. The right time to indulge in sex and when can sex be damaging to the
body?
5. How to protect the body from injury, self- harm and harm from others.
Practice
After all the presentations, advise the students to always go for medical
checkups, learn about their own body and pay a visit to the dentist regularly. Allow the students to ask questions based on this.
Checking for
understanding
Ask a random student what new personal hygiene method they have learnt
from the lesson.
Closure
Emphasize that eating healthy food, keeping the body and its environment
clean, exercising and keeping an active lifestyle is one way of maintaining
the body.
84
Lesson 10.3 Healthy Body Self-Image

Content: Accepting the body with all its flaws and imperfections
Goals
The students will learn to embrace their bodies and accept their flaws as
beauty.
Objective
The educator will guide the students in self-acceptance of what they look
like and help them address their flaws whilst promoting health as the only
standard their bodies should work towards.
Materials
Board and Marker. Paper and Pen.
Introduction
Explain what body self-image is and how it affects a persons view of their
own body. Talk about what influences body self-image such as media, peer
groups and society.
Development
Ask the students to take answer these questions on their paper, without writing
their name or any identifying factor on it:
1. What physical feature on your body dont you like? Explain why you dont like it
and when you stopped liking it.
2. What physical feature on your body do you like? Explain why you like it and
when you started liking it.
3. Has anything or anyone influenced what you like or dont like about your body?
4. Have you ever thought or said that your friend or a complete stranger would
look better if one of their physical features was different? Why did you say this?
5. In your own words describe what a perfect body looks like.
Practice
After the students have written this, fold the papers and put it in the box. Shuffle
the box before redistributing the papers. Let each student read aloud what is written on the paper to the rest of the class and then give their own opinion about
what they have read.
Checking for
understanding
Ask the students to raise their hand if they are willing to change anything about
their body. Then ask the students who do not want to change anything about
their body to raise their hands. Discuss the different opinions.
Closure
Explain to the students the negative effects of cosmetic surgery, bleaching and
self-hating. Encourage the students to love themselves no matter what.
85
Lesson 10.4 Protecting The Body

Content: Using the body as a self defense tool
Goals
The students will learn the strengths of their body and how to use this for
their self-defense.
Objective
The educator will help the students find their strong points and guide
them on how to use that strength to defend themselves if need arises.
Materials
Any props needed for demonstration.
Introduction
Explain the physical body is vulnerable to attack and needs to be protected.

Let the students understand that the body can be used as a self-defense
tool all by itself even if one is not physically strong. i.e. use the teeth to
bite. Mouth to scream. Elbow or knee to kick. Feet to run etc.
Development
Ask the students to each think of a physical strength or tactic they possess
or are very good at. Each student should imagine that they are in physical
danger and demonstrate to the rest of the class how they will use their
strong point to escape from the situation.
Practice
After all the students have demonstrated to the class. The educator or a
special instructor will demonstrate some life-saving tactics and self-defense
methods to the students. Practice with these skills with the students.
Checking for
understanding
Let the students give feedback on the skills they have learnt and share
some skills they already know for self-defense.
Closure
Explain to the students that self-defense should always be a last resort.

However when confronted with a dangerous situation, they should always
keep calm in order to think clearly and trust their intuition. They should
never feel shy to scream or use their body to defend themselves.
86
Lesson 10.5 Overcoming Physical Abuse

Content: How to recover when the body has been abused
Goals
The students will learn that they can overcome abuse and be whole again, no matter their experience.
Objective
The educator will help the students on their journey to recovering from any kind of
abuse they have gone through and guide them on where to find the nearest help.
Materials
Board and Marker.
Introduction
Development
Explain what physical abuse is. Highlight the different types of physical abuse such
as but not limited to battering, torture, sexual assault, mutilation, choking, manual
labor, bullying etc.
Divide the students into five equal groups and let them make a creative presentation on the following:
1. Who is to blame for abuse, the victim or abuser? Give practical examples to support your answer.
2. Most victims of abuse do not report it, why is this?
3. What type of physical abuse is someone most likely to experience in the community you live? What can be done about this?
4. How does physical abuse affect the body? Show practical examples.
5. Can self-harm such as cutting or willingly ingesting poison or drugs be considered physical abuse? Can a person abuse himself or herself? Explain with examples.
Practice
After all the students have presented, give practical steps on how to escape an abusive relationship, prevent physical abuse, report abuse and how not to let any
abuse define them. Write this on the board. Allow contributions from the students.
Checking for
understanding
Ask a random student to explain what an abuser looks likes or characteristics associated with such a person. Be ready to correct the student if they give an inaccurate
answer. *Anyone can be an abuser so they dont have to look a certain way.
Closure
Tell the students that any abuse they have ever experienced is not their fault and
they do not need to feel guilty or ashamed about it. Instruct the students of a trusted person in the community who they can report to if they are facing or recovering
from abuse.
87
The Body
Lesson Ten Summary
CONCLUSION
The body is our channel to this world so when the body is

harmed in any way, it jeopardizes our whole world. Physical
abuse is one of the most identified visually but there are many
forms of physical abuse that go unseen and even unheard of
because victims do not report this. Being educated on safety of
the body will raise awareness on dire issues such as battering,
self-harm, manual labor and poor body self-image among
other key matters.
Learn how the body works.

Realize the importance of personal hygiene.
Address body self-image issues.
Use the Body as a tool for self-defense.
Identify different forms of physical abuse.
88
THE BODY LESSONS
1. List the process it takes to maintain personal hygiene.

2. Name five types of abuse that can affect the body and how to prevent this.
3. In what case is the victim responsible for the abuse theyve endured? Explain.
4. Name three or more consequences that result from a poor body self
-image.
5. How can use the body for self-defense? Explain with an example of
yourself.
Problem solving
Think about your age and the needs or wants you have in this phase. Are you
able to fulfill these needs or wants without being judged by society? If so, explain what you will do about this. If not, explain how your society encourages
people in your community to fulfill their personal needs.
89
The Other Person

Unit Three: Lesson Eleven
11.0 Introduction to The Other Person

There is a common saying, No man is
an island. This is in fact the truth
because technically, no one is alone.
The world is full of people and those
people have a significant influence of
the way we live our lives whether we
like it or not.
It is important to focus on our
relationship with others in order to
understand the relationship we have
with ourselves. More than that, by
understanding the people in our
community, we can easily identify
how safe we actually are.
human trafficking, rape, racism,

bullying, social inclusion of the
marginalized and such related.
needed for communal living and
understanding other persons, all with
the assistance of an educator.
The Other Person also helps us not

only to focus on ourselves but to also
open our hearts to the plight of
others as if it were our own. In this
vein we can address the issues such as
90
Lesson 11..1 Responsibility toward Others

UNIT THREE: THE OTHER PERSON
Content: How to live with other people
Goals
The students will about responsibility for other people and just how much
they can intervene in another persons life.
Objective
The educator will help the students brainstorm the importance of responsibility towards others as human beings.
Materials
Paper and Pen. Props needed for the assignment.
Introduction
Explain that humans are social creatures and we rely on one another to
survive. i.e. some people produce food and others buy food is just one example. We are responsible for one anothers wellbeing especially the less
fortunate.
Development
Divide the students into pairs. During the time allocated to the lesson, ask
the students do something for the benefit of their partner.
Practice
Checking for
understanding
Closure
Once the students have completed their chosen activity, ask them to present it to the class. Ask them to answer these question:
1. Do you feel responsible for your partner? Why or why not?
2. Are you responsible for a complete stranger? Why or why not?
3. Is someone else responsible for you? Explain how?
Talk briefly about vices such human trafficking, child labor and domestic
abuse etc. Give this example: Some children have to go through child labor
in order with little or no pay from some companies to produce clothes at a
cheap price. Ask the students to answer these questions on paper:
1. Do you feel responsible for these children?
2. Should you boycott all products made this way?
3. If you were in the shoes of the children, what would you do?
Let the students know that there are many ways to share responsibility for
others such as volunteering, reporting crime, taking care of nature and
avoiding gossip etc.
91
Lesson 11.2 Finding a Role Model or Mentor

Content: Understanding the importance of a good role model
Goals
The students will learn why they need a role model, mentor, where and
how to find one.
Objective
The educator will educate the students about role models and how they are
mentors in the students life.
Materials
Paper and Pen.
Introduction
Ask the students to raise their hand if they have a mentor or role model.
Ask the students to raise their hand if they dont have either a mentor or a
role model.
Explain who a role model or mentor is and why they are important.
Development
Give a lecture on the qualities of a good role model and mentor. Explain
further where the students can look for a role model or mentor and how to
approach the person.
Practice
Ask the students who have role models and mentors to pair up with those
who do not have. Let the student who has a role model or mentor educate
the other student on how to find one and how it is beneficial.
Checking for
understanding
Ask the students who have no role models or mentors to answer this
question:
1. Who is the role model or mentor of your given pair?
2. How did she or he choose this role model or mentor?
3. What did you learn from your partner?
Closure
Emphasize that the students should look for role models and mentors from
their own community so that they can easily be guided and seek advice.
92
Lesson 11.3 Respect for Other Persons

Content: The importance of respecting others
Goals
The students will learn how to respect themselves for the sake of other
people and will understand that everyone deserves respect.
Objective
The educator will help the students to brainstorm on the reasons why everyone deserves respect and different ways to show it.
Materials
Paper and Pen. Props needed for presentation.
Introduction
Ask the students what is respect? Let them explain how someone shows
respect. How can the students tell when someone is being disrespectful?
Have an open discussion on this.
Explain the meaning of respect and why it is important in society.
Development
Divide the class into two equal groups A and B. Group A will have to
demonstrate to the class that everyone deserves respect. Group B will try
to demonstrate to the class that not everyone deserves respect.
Practice
After all the presentations, have an open discussion about the qualities you
have seen in the demonstrations. Ask the students to share with the class
who they respect and why.
Closure
Ask the students to answer these questions on paper:

1. How do you show respect for the elderly, pregnant or a tired person in a
bus?
2. How do you show respect for someone you dont like?
3. How do you show respect for a person younger than you?
Emphasize that every human, whether male or female, of a different race,

young or old, of a different cultural back ground and so on, deserve respect.
93
Lesson 11.4 Conflict with Other Persons

Content: Finding peaceful resolution when conflicted with others
Goals
The students will learn to deal with disrespectful people, trouble makers or
those they simply dont like.
Objective
The educator will encourage the students to seek resolution when confronted
with troublesome people or people they do not like.
Materials
Props for situational sketch.
Introduction
Development
Practice
Checking for
understanding
Closure
Explain that living in society means living with people and some of the people
we meet are not nice. Ask the students this: Who in this class has someone they
dont like? Let those who raised hands mention who they dont like and why.
Divide the class into four equal groups. Each group should reenact one of the
following situations and provide a practical solution:
1. You are paired in a group with a student who really annoys you and you dont
like it. What do you do?
2. You are in a taxi and the driver gets angry about something you asked then
starts yelling at you. The taxi is moving. What do you do?
3. You are at a market with someone else, you find that the attendant is very
friendly to another customer but when you want to ask for something, the attendant is very rude to you and you feel discriminated. What do you do?
4. Youve been accused of something you didnt do. All evidence points at you
but you really didnt do it. What do you do?
After all the presentations, discuss the different situations that have been reenacted. Let the students think of other situations in which they can be at conflict
with other and share it with the class. Give advice on how to deal with conflict.
Ask a random student to mention a skill needed when dealing with conflict.
Remind the students that conflict is inevitable but they should be ready to act
wisely in any situation. Advise them not to start conflicts just as they should
avoid them too.
94
Lesson 11.5 Dealing with Injustice to Others

Content: Helping those who are faced with injustice
Goals
The students will learn skills that can help them identify abuse and safely
report crime.
Objective
The educator will help the students highlight the importance of reporting
all crime and methods to safely do it as well as how to combat abuse.
Materials
Paper and Pen.
Introduction
Development
Practice
Ask the students these questions:

1. What is the most common type of crime that happens in your community? Has it ever affected you personally?
2. What is the most common type of abuse happening in your community? Has it ever affected you personally? Does the community do anything
about solving this abuse?
3. Would you help a stranger who was in trouble? Why or why not?
Give a lecture on different types of crime and how they affect the society
and individuals. Also revise about different types of abuse and talk about
how this is damaging to sufferers.
Give a step by step guide on how students can report crime and abuse.
Emphasize that in such a case, the student should always remain calm, if it
is possible, stay hidden as well. The student should collect evidence by
video if possible. The student must never confront the situation alone but
must always call the police immediately, among other steps.
Ask a random student how they can help someone facing abuse in their
community. Ask another student what step he or she will take after witnessing a crime.
Closure
Remind the students to never blame the victim for crime or abuse. Letting
a criminal or abuser go unreported gives him or her chance to hurt others.
95
The Other Person

Lesson Eleven Summary
CONCLUSION
Community living is the best and most challenging part of

being a human being. The quality of life other people are living
directly or indirectly affects us especially now that the world is
becoming one big village. Addressing issues such as human
trafficking, abuse and conflict with other persons will not only
improve our quality of life but also make the world a safer place
to live in.
Be more responsible toward others.

Understand the importance of role models and mentors.
Respect other people.
Deal gracefully with conflict.
Learn skills for reporting crime and abuse.
96
THE OTHER PERSON LESSONS
1. Why is responsibility towards others important?

2. Name five reasons a role model and mentor is important in your
life.
3. What are the factors that identify if someone is abused?
4. What do you do when you are conflicted with another person? Give
practical examples.
5. Who deserves your respect? Explain why.
Problem solving
Think of your community and how responsibility towards one another is
helping the community grow. Now imagine an individual who has no regards
for others. Are you still going to be responsible for an irresponsible person in
your community? Why or why not?
97
The Property
Unit Three: Lesson Twelve
12.0 Introduction to The Property

Every living human being owns
something. Our property extends
from what we have to where we live
and yes, that also includes our planet
or rather, the environment. Human
beings need to coexist with their
surrounding in order to ensure
utmost happiness and safety.
By taking charge of the things that
belong to us, we are actually making
our atmosphere a much safer place to
live in.
Of course, thats not to say that there
are no threats to the property we
own because indeed there are many
but if we know how to learn to be
responsible, we can protect that
which is ours.
Many safety lessons apply to

protecting ones own property but
what is neglected usually is the need
to make our property grow or endure
so that not only can we use it but the
future generations will benefit as
well.
This refers to things such as
recycling, living a climate friendly
lifestyle, protecting the property of
others and such related.
students will learn to appreciate the
property they own as well as learn
ways to keep them safe, all with the
98
Lesson 12.1 Various Types of Property

UNIT THREE: THE PROPERTY
Content: Recognizing what is property
Goals
The students will become aware of the property that belong to them and
the right that comes with it.
Objective
The educator will guide the students in highlight the different type of
property that belongs to them and how they use them.
Materials
Paper and Pen.
Introduction
Ask the students to take a paper and a pen. Let them list down on the paper everything within the lesson room that belongs to them.
Development
Practice
Once the students have done so, explain to them what property means.
Highlight the different properties that the students own in the class, such
as their stationery, the clothes they are wearing and even the earth itself is
something that belongs to them as human beings.
Ask the students to read aloud the property they listed on the paper. Have
this discussion:
1. Can two or more people own the same property? Why or why not?
2. Can property be exchanged?
3. What rights do you have over your property?
4. Can people or pets become property? What can you do about such a situation?
5. Do you need to pay to own property? Talk about taxes and other costs.
Ask a random student this question: What property in the lesson room is
not yours? Let the student explain his or her answer.
Closure
Emphasize on the importance of property and how life would not be if

there had been no property. Encourage the students to acknowledge the
use of property in their daily life in order for them to appreciate it more.
99
Lesson 12.2 Effectively Protecting Property

Content: Effective ways to maintain and protect property
Goals
The students will learn skills to maintain and protect the property around
them, whether it is theirs or not.
Objective
The educator will guide the students in identifying common threats to

property, how to maintain property and how to protect property.
Materials
Presentation material.
Introduction
Revise on the previous lesson. Give a short lecture on the things that put
property at risk such as theft, vandalism and misuse etc.
Development
Divide the class into three equal groups. Let each group make a creative
presentation for one of the following:
1. How do you maintain personal belongings, what is the most common
threat to them and what do you do if your personal belongings have been
violated? Give practical examples.
2. How do you maintain public property, what is the most common threat
to them and what do you do if public property has been violated? Give
practical examples.
3. How do you maintain the environment, what are the most common
threats to it and what do you do if the environment around you is exploited? Give practical examples.
Practice
After the students have presented it, summarize the points mentioned
and add further detail on how to maintain and protect property.
Checking for
understanding
Ask a random student to share his or her experience about a time in their
life when their property was stolen or vandalized. What did they do then?
Closure
Let the students know that their life is worth more than property. Taking
another persons property is a crime and if someone takes their property
without permission, they have the right to claim it back or call the police.
100
Lesson 12.3 Conserving the Planet Earth

Content: Preventing deforestation, pollution and global warming
Goals
The students will learn about problems affecting the world and what they
can do to prevent them.
Objective
The educator will guide the students in recognizing key problems affecting
the Earth and in identifying ways that they can make a difference.
Materials
Board and Marker. Presentation material.
Introduction
Development
Practice
Ask the students to identify the most common problems they think is
affecting planet Earth and why. Write the points on the board.
Talk about deforestation, pollution and other hazards that increase global
warming. Explain how global warming affects the students lives and the
Earth at large.
Explain to the students them importance of the 3 Rs when it comes to taking care of the Earth which are Reduce, Reuse and Recycle. Explain what
these mean.
Divide the Class into three equal groups. Let each group give a creative
presentation one of the following:
1. What type of things or activities need to be Reduced in order to preserve
the earth? How can this be effectively implemented?
2. Show effective ways to Reuse five or more different things that may have
been thrown away. How does this benefit the environment?
3. Recycle three or more things and present them to the class. What things
can be recycled at a large scale to protect the environment?
Checking for
understanding
Ask a random student how he or she has contributed to global warming.

Ask what steps he or she will make in order to prevent global warming.
Closure
Emphasize that global warming is not a myth and that students need to
take care of the Earth because it is their only home.
101
Lesson 12.4 Identifying Community Threats

Content: Preventing danger in the community and street smarts
Goals
The students will learn to make decisions that optimize their safety in
different community situations.
Objective
The educator will help the students highlight dangers that can affect them
in the community and how they can prevent it.
Materials
Board and Marker. Pen and Paper.
Introduction
Give a lecture on how students can identify danger in their community before it happens. Evaluate how safe the community is at night, how safe it is
for women and children, if robbery is rampant and other such dangers.
Development
Ask the students to answer the following question on paper: What are the
steps to identify if a community is safe to live in?
Practice
Have an open discussion on what to do if a community is unsafe to live in.

Mention the steps that student will have to take to ensure their safety in
such a community.
Checking for
understanding
Ask a random student to read to the class what they wrote about identifying a safe community. Does the students community have qualities of a
good community? Why or why not?
Closure
Encourage the students to optimize safety in their living space and ensure
danger prevention measures.
102
Lesson 12.5 Dealing with Property Violation

Content: How to react when property is stolen or violated
Goals
The students will learn about steps to take if their property is stolen or
violated.
Objective
The educator will help the students possess the skills to react in a healthy
and productive way when they suffer loss of property.
Materials
Board and Marker.
Introduction
Ask the students to answer this question and have an open discussion
about it:
1. What was the last property you lost, how did you lose it?
2. How did you react when you lost the property?
3. What steps did you take after this?
Development
Give a lecture on what steps the students must take when their property is
lost, stolen or vandalized. Instruct them on how to react so that their emotions dont negatively affect their health in such a situation.
Practice
On the Board, give a step by step description on how to report property

crime and who is the right person to report to. Gives steps on how to prevent such crime from happening again.
Ask the students what they would do if they found that the person stealing
or violation their property is a friend, relative or someone they know.
Closure
Encourage the students to report all crime whether it is done by someone

they know or not. Emphasize that the students should not violate other
peoples property just like they dont want theirs to be violated.
103
The Property
Lesson Twelve Summary
CONCLUSION
In our daily life, we are surrounded by the things we use called

property. Our quality of life strongly depends on how efficient
and well-kept the property is. Violations such as vandalism,
theft and mismanagement do not only hinder development but
reduce overall safety.
Understand what property is.

Learn how to maintain and protect their property.
Identify problems affecting the Earths environment.
Evaluate the safety of their community.
Recognize how to deal with property crime.
104
THE OTHER PERSON LESSONS
1. What is property? Explain.

2. Name five key problems affecting the Earths environment today.
3. What are the factors that identify a safe environment?
4. List the best way to react when property is stolen or violated. Give
practical examples.
5. How can you create a safe, crime free environment? Give practical
examples.
Problem solving
Imagine the community you live in. Is there any organization that is violating
property or the Earths environment? What role do you play in making this continue? What can you possibly do the make the situation better?
105
GENERAL KNWOWLEDGE
Conclusion Tips
What to do If......... 107
This unit puts together all the lessons learnt in this course
into a situational scenario.
106
Contributed by:
Alexandra
Baltaretu
WHAT TO DO IF...
You are being followed by someone in a car
What should you doing is someone is following you by car?
Firstly you must make sure that youre actually being followed, this is fairly straight forward you can make four consecutive left or right turns as its quite unlikely that anyone would drive in a circle, or alternatively drive a complicated
route with as many turns as possible. If indeed you are being followed, do not stop the car or go straight home.
Take note of the registration and immediately call the police (a hands free kit would be your safest option so if you
dont have one consider getting one). The operator will give you instructions and you should follow them. You will have
to give a clear description of your car and that of the car following you. Drive to the nearest police station as the perpetrator will unlikely follow you there. You could also go to any place that will be open and busy like a hospital or petrol
station.
You are being mugged

What should you do if you are being mugged?
What should you do if you are being mugged? If you are being mugged for possessions and your attacker has a weapon, give them
what they want as most just want your phone or mp3 player and will then leave you alone. If you start to scream in this situation you
may make them even more nervous and incite them to stab, shoot or injure you to get you to be quiet. Many petty thieves are more
nervous than the victim. So give them what they want and only start screaming if they dont immediately leave after youve handed
your possessions over or if they physically attack you.
If you are attacked directly (without any demands) you must scream and fight back, and do not stop until you have a chance of getting away. This type of attack is clearly one where the individual/s aim to injure, rape, abduct or kill you and reacting by screaming
could make them back off or alert any people in your vicinity that you need help. This is a situation where knowing self defense
could save your life. If there is anyone around run towards them.
You are target of a smash and grab crime

Women are seen as easy targets for smash and grab crime, never put your handbag on the passenger or back seat or anywhere easily
visible. Rather make it a habit to put your bag in the boot or under your seat.
You are physically confronted

When in a physical confrontation use all your strength to hit, punch, kick, scratch and injure your attacker in any way possible to
give yourself a chance to get away. Use your fists, open palms, fingers, elbows, knees and teeth (try not to bite open flesh but rather
through clothing to avoid diseases) and scream as loudly as you possibly can while doing this. Sensitive areas where you could probably do more harm include the eyes, nose, neck, groin and stomach or upper chest where a strong kick or elbow shot could knock
their air out and give you a chance to get away. If there are any people nearby run towards them.
You are booking a hotel

When staying in a hotel requesting a lower floor like the second or third, could give you the possibility of jumping to safety should a
fire start or if someone invades your room. This is most crucial in high risk areas and less fire-resistant hotels.
107
Contributed by:
Alexandra
Baltaretu
WHAT TO DO IF...
Your bone is broken
If someone (or yourself) has broken a bone and you need to administer first aid while waiting for help to arrive remember ICE.
I = Apply ICE to the area to reduce swelling and pain.
C = If the area is bleeding apply COMPRESSION with a clean cloth to reduce blood loss.
E = ELEVATE the area as far above the level of the heart as possible.
You feel unsafe

Get a guard dog! If you live alone getting a dog will not only keep you company but could alert you to the presence of an intruder well
before he gains access to your home giving you time to call for help and take extra security measures like locking a bedroom door,
grabbing a self defense weapon or even escaping. Small dogs may not be scary but will be just as effective at alerting you to danger.
You wake up when theres an intruder in your room

What should you do if you wake up with an intruder in your room? If the person is rummaging through your things, pretend to be
asleep and do not attempt to look until youre certain they have left. If the person approaches you act immediately, surprise could
work to your benefit. Target the eyes, nose, groin, and throat and strike them in the chin with all your strength. If you have a moment
to escape get out of the house if possible. If not run to another room and lock the door, you probably wont have your phone but
pretend to call the police and make as much noise as possible.
You are arriving home late

When arriving home late at night (whether by car or on foot) make sure you have your keys ready in your hand you cannot afford to
be distracted when looking for them.
You are being shot at

What should you do if someone starts shooting in your vicinity or at you? You have to flee, hide or fight. Your first and probably instinctual move should always be to run as fast and far away as possible. However if this is not a possibility your second thought should
be to hide and/or barricade yourself. If neither of these are possible you will have to fight, get as close the individual as possible and
strike with all your might to capacitate and disarm them.
You stop at traffic lights

When stopping at a robot, especially during the night time always be aware of whats going on around your vehicle use your mirrors!
Most people get lost in thought or distracted and make themselves an easy target. Keep a good enough distance between you and the
car ahead as this will give you space to maneuver away should anyone attempt to target your vehicle.
You are out for drinks with friends

If youre going out for drinks with friends to a club or bar always stick together and never leave your drinks unattended. If youre talking to people youve just met always keep your drink directly in front of you and your hand over your drink to prevent someone from
spiking it. You may think this seems overly paranoid but many girls have been drugged in night clubs and bar by someone that has
engaged them in conversation.
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Contributed by:
Alexandra
Baltaretu
WHAT TO DO IF...
You live alone
If you live alone make it a habit to call or SMS a friend or a relative to let them know youre home safely. This will only w ork if you
stick to it religiously, whether youve just arrived from college or a night out, make sure someone knows youre in. If something does
happen your silence should alert them that something is off and this could save your life!
You are sitting in a restaurant

When sitting in a restaurant or coffee shop always put your handbag somewhere that is either hard to get to (like under the table between your feet) or somewhere where you can clearly see it at all times. Only when sitting in a corner is it safe to hang ove r the chair
behind you.
You are travelling to a new place

If youre travelling to a place youve never been to before always study the route on a map in addition to programming it into your GPS.
GPSs are in most cases very reliable but can take you through dangerous areas just to shorten your route and a GPSs that isnt updated
regularly can direct you to roads that no longer exist and others that have been changed to one-way systems. So it is crucial that you
review the route options.
You live on a ground floor

If you live on the ground floor of a building or in a house consider planting thorn or rose bushes beneath you window sills to deter
criminals. Cacti are great as well and you can even plant them along the perimeter or fence of your house to deter criminals!
You receive mail

Remove newspapers and mail as often as they arrive, seems obvious to want people to know your home but I have dozens of neighbors
that have overflowing mailboxes that make it seem like their houses have been abandoned for weeks!
You are at home at night

Draw your curtains! If its dark outside and you have lights on inside someone can see where you are in your house and that youre
alone. Lace curtains are the easiest to see through at night so make sure you have thicker curtains that you can draw at night.
You are away from home

Lower the volume on your telephone so that passerbys wont hear it go to voicemail which is an obvious indication that no one is
home.
Your home is dark outside

Install exterior lights around your house, this not only increases the chances of an intruder being spotted (and they know it) but it will
allow you to look through the window without being seen.
109
Contributed by:
Alexandra
Baltaretu
WHAT TO DO IF...
You are leaving the house
Never hide spare keys in traditional places like under pot plants, doormats, stones or on a doorframe. If you must keep a spare key
think of a very unusual place and always make sure no one is around when you place or remove it for use.
Your curfew
Most crimes that target women happen past midnight, staying out late and returning home alone increases your chances of becoming
a target!
You have lost your keys

Lost your house keys? Change the locks and all garage and gate remotes immediately. If they are found by some random person they
probably wont know where you live but you never know if your keys were intentionally taken.
You are travelling abroad

When travelling abroad always know the exact location of your embassy and how to get there from where youre staying. Also have
their telephone number programmed on your phone and written in a book.
When travelling abroad never share a taxi from the airport or provide a stranger (even if they speak your native tongue) with an address for where youll be staying.
Before travelling abroad you need to compile hours of research (equivalent to one hour for each day youll be over there). Research
local laws and customs, common crimes, safety of water and food, access to medical care, average prices for hotels, food, transport
fares and other items. Know where your embassy is located (or an alternative countys embassy), the telephone numbers for local police and ambulance and all other things that you may need to know.
When travelling abroad it is critical for you to know at least 35 key words in the native language of the people. Panic words like stop,
help and police are a good start. Other words such as please, thank you, how much, yes and know are also a good start.
You see someone electrocuted

If someone is electrocuted do not touch them before making sure you wont shock yourself and if possible turn the power supply off.
Immediately call for help. If youve made sure the person is no longer in contact with an active current you should then feel for a pulse
and check if they are breathing, if not begin administering CPR immediately. If they are breathing talk to the person calmly and call an
ambulance.
You experience poisoning

If a person has inhaled poisonous gas or fumes immediately get them out into fresh air and call for help. If the person becomes unconscious but still has a pulse, lay them comfortably on the floor and tilt their head back to ensure free passage of air.
If a person has come into external contact with a poison immediately remove any clothing in the area and run cold water over it, if this
does not help after 20 min immediately take them to a hospital or call an ambulance.
For more tips, visit our website: www.safetyfirstforgirls.org or our Facebook page: facebook.com/SafetyFirstForGirls
110
3 UNITS. 60 CORE LESSONS. ASSESMENT QUESTIONS. INTERACTIVE.

Dive into the Safety Education Lesson Plans and explore with your student crucial life lessons
in a creative, interactive and amicable learning style. Gender neutral, easy for
singular usage and applicable to all ages.
SAFIGI Outreach Foundation

Safety Education Course
EDITION 01 2015/1
Reg No. 124336
Partners
111

Safety Education Course. Lesson Plans For Educators

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Letter from the Editor

Special thanks: [L-R]

This leads us to Unit Three, focusing on External Safety with safety

The Other Person

After all 60 lessons, concluding the chapters are situational General

SAFETY EDUCATION COURSE

UNIT ONE: The SAFETY Formula

LESSON ONE: SURVIVAL SKILLS

LESSON THREE: FIGHT OR FLIGHT

1.o Introduction to Survival Skills

3.0 Introduction to Fight or Flight

1.1 Surviving in the 21st century

3.1 The Fight or Flight principle

1.2 Learning responsibility

3.2 The Flight response

1.3 Preventing daily dangers

3.3 Initiating the Flight response

1.4 Choosing the right friends

3.4 The Fight response

1.5 Protecting online identity

3.5 Initiating the Fight response

LESSON TWO: ADAPT

LESSON FOUR: EAT RIGHT

2.0 Introduction to Adapt

4.0 Introduction to Eat Right

2.1 Understanding the world

4.1 Understanding food

2.2 Conformity vs Individuality

4.2 How to eat right

2.3 Adapt without conforming

4.3 Proper food preparation

2.4 Environment to suit needs

4.4 Where food comes from

2.5 Positively adapting to needs

4.5 Unhealthy eating habits

SAFETY EDUCATION COURSE

UNIT TWO: INTERNAL SAFETY

LESSON FIVE: THINK CRITICALLY

LESSON SEVEN: THE MIND

5.0 Introduction Think Critically

7.0 Introduction to the Mind

5.1 What is critical thinking

7.1 Qualities of the mind

5.2 The Ws in critical thinking

7.2 Maintaining a healthy mind

5.3 Benefits of critical thinking

7.3 Detecting manipulation

5.4 Taking charge of own thoughts

7.4 Stress effect on the mind

5.5 Obstacles to critical thinking

7.5 The Mind vs the Heart

LESSON SIX: YEARN DEVELOPMENT

LESSON EIGHT: THE HEART

6.0 Introduction to Development

8.0 Introduction to the Heart

6.1 What is development

8.1 Two types the Heart

6.2 Personal development

8.2 Maintaining Physical Heart

6.3 Attaining maturity

8.3 The Heart and Relationships