Class: Primary One
Term: Third Term
Subject: National Values Education
Curriculum Theme: Security Education
Previous Lesson: Sources Of Danger
Topic: Relationship With Strangers
Content/Learning Area: Identifying strangers, Safe practices around strangers, Seeking help from trusted adults
Time Allocation: 40 minutes

Performance Objectives

By the end of the lesson, pupils should be able to:

Cognitive Domain:

1. Identify who a stranger is.
2. Explain safe practices when interacting with strangers.
3. List examples of trusted adults to seek help from.

psychomotor Domain:

1. Demonstrate how to maintain a safe distance from strangers.
2. Role-play seeking help from a trusted adult.

Affective Domain:

1. Develop an understanding of personal safety.
2. Show confidence in seeking help when needed.

Social Domain:

1. Cooperate with peers during role-playing activities.
2. Communicate effectively their needs for help.

Reference Materials

9 – Years Basic Education Curriculum
Abuja Educational Resource Center Scheme of Work
NAPPS National Unified scheme of Work
Online Data
Relevant Textbooks

Instructional Materials

To deliver this lesson,the teacher will use the following materials:

Whiteboard or chart paper
Markers or crayons
pictures depicting safe and unsafe situations

Rationale for the Lesson

Understanding how to interact with strangers is crucial for children’s safety and well-being. This lesson equips them with essential knowledge and skills to protect themselves from potential harm.

Prerequisite/Previous Knowledge

The teacher will begin by asking pupils to share their experiences of meeting new people. The teacher will then introduce the concept of strangers and the importance of safety.

Lesson Content

Relationship with Strangers

A stranger is someone you do not know. It’s crucial to know how to stay safe around strangers.

Ways to Relate With a Stranger

Interacting with strangers requires caution. The following are some ways to relate with a stranger:
1. Never share personal information (name, address, phone number).
2. Always keep a safe distance from strangers.3. Never go anywhere with a stranger,even if they offer something tempting.
4. shout for help if a stranger tries to take you away.
5. tell a trusted adult if a stranger approaches you.
6. Avoid direct eye contact with strangers.
7. Do not accept gifts or favors from strangers.

Seeking Help

If you feel unsafe near a stranger, seek help from a trusted adult. Examples are:
1. Parents or guardians
2. Teachers
3. School staff
4. Police officers
5. Neighbors
6. Security guards
7. Religious leaders

Teaching Methods

To deliver this lesson,‌ ⁤the teacher will⁤ adopt⁤ the following methods: Discussion, Role-playing, Question and answer

Instructional Procedures

To deliver this lesson, the teacher will adopt the following steps:

Step 1: Introduction

Time: 5 minutes
Teaching Skill: Set Induction
Teacher’s Activity: Asks pupils to share experiences of meeting new people. Introduces the topic: “Relationship with Strangers.”
Pupils’ Activity: Share experiences and listen attentively.

Step 2: Explanation of Key Concepts

Time: 10 minutes
Teaching Skill: Explaining
Teacher’s Activity: Explains the definition of a stranger and the importance of safety around strangers.
Pupils’ Activity: Listen attentively and ask clarifying questions.

Step 3: Exhibition/Guided Practice

Time: 10 minutes
Teaching Skill: demonstrating
Teacher’s Activity: Demonstrates safe practices through role-playing scenarios.
Pupils’ Activity: Observe and participate in role-playing.

Step 4: Autonomous practice

Time: 5 minutes
teaching skill: Monitoring
Teacher’s Activity: Guides pupils in practicing safe responses to different scenarios.
Pupils’ Activity: Practice safe responses in small groups.

Step 5: Note-Taking

Time: 5 minutes
Teaching Skill: Summarizing
Teacher’s Activity: Summarizes key points on the board.
Pupils’ Activity: Take notes.

Step 6: Evaluation/Review

Time: 5 minutes
Teaching Skill: Questioning
Teacher’s Activity: Asks evaluation questions.
Pupils’ Activity: Answer evaluation questions.

Objective-aligned checks:

Identify who a stranger is.
Explain safe practices when interacting with strangers.
List examples of trusted adults to seek help from.

Step 7: Conclusion

Time: 2 minutes
Teaching Skill: Summarizing
Teacher’s activity: Reviews the key points and emphasizes the importance of staying safe. Commends pupils for their active participation.
Pupils’ Activity: Listen attentively and ask questions for clarification.

Lesson Keywords

Stranger – Someone you do not know.
Safety – Being protected from harm or danger.
Trusted Adult – A grown-up you can rely on for help.
Personal Information – Details about yourself like name, address, and phone number.
Safe Distance – Staying far enough away from someone to feel secure.

Lesson Evaluation

To evaluate the learning, the teacher asks pupils to:
1. Who is a stranger?
2.Name two safe practices when dealing with strangers.
3. What should you do if a stranger makes you feel unsafe?
4. List three trusted adults you can seek help from.
5. Why is it critically important to keep a safe distance from strangers?

Assignment/Homework

1. Draw a picture showing a safe way to interact with a stranger.
2. Write down three things you should never do when talking to a stranger.
3. Ask your parents to name five trusted adults you can go to for help.

Differentiation

For slower learners: Provide one-on-one assistance and use simpler language.
For advanced learners: Encourage them to create their own safety scenarios and solutions.
For visual/auditory/kinesthetic learners: Use pictures, songs, and role-playing to reinforce the lesson.

Note for Teachers

Ensure to create a supportive and encouraging environment where pupils feel agreeable sharing their thoughts and concerns. Emphasize that seeking help from trusted adults is a sign of strength, not weakness.