Help, situations of danger and people to approach for Primary 1

Class: Primary 1
Term: Third Term
Week: 4
Age: 6 years
Duration: 45 minutes
Subject: Social and Citizenship Studies
Curriculum Theme: Life Skills for Social and Healthy Living
Focal competence: Seeking help from teachers and parents when in need
Key competencies/values: Communication; Collaboration
Skills:

• Identifying people to approach for help when in danger

Previous Lesson: Applying Positive Attitudes and Values in Daily Life
Topic: Finding Help In Danger
Subject Matter: Meaning of help, situations of danger, people to approach

Specific Objectives

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

Cognitive Domain

• Explain the meaning of help.
• Identify situations where help is needed.
• Identify people to approach for help when in danger.
• Describe qualities of adults that can be trusted.
• State characteristics of adults whom children should not trust or approach for help.

Affective Domain

• Show willingness to seek help from trusted adults when in danger.
• Appreciate the importance of knowing who to trust.

Psychomotor Domain

• Demonstrate how to call or shout for help in a simple role-play.
• Point out trusted adults in given scenarios.

Social Domain

• Communicate clearly when describing a dangerous situation.

Reference Materials

The following resources were used in planning this lesson:

• 2025 Revised 9 Years Basic Education Curriculum
• Relevant State Unified Scheme of Work
• Social and Citizenship Education for Primary 1
• The HeadTeacher Scheme of work

Instructional Materials

The teacher will teach this lesson with the aid of:

• Relevant pictures showing dangerous situations and people helping
• Scenario cards depicting situations of danger
• Charts showing trusted adults (parents, teachers, police, doctor)
• Optional audio or video clips on seeking help

Rationale for the Lesson

This lesson is important because it equips young children with essential life skills to protect themselves from harm. Understanding how to identify danger and who to approach for help builds confidence and promotes safety. It helps pupils develop critical thinking about personal safety and trust.

Prerequisite/Previous Knowledge

Pupils have basic knowledge of their family members and some community helpers.

Lesson Content/Board Summary

Finding Help In Danger

Meaning of Help

Help means to assist someone who is in need or trouble. It is when someone gives support or makes things easier for another person.

Meaning of Danger

Danger is a situation where you can get hurt or something bad can happen to you. It is an unsafe situation.

Situations of Danger (When Help is Needed)

1. When you are lost in a new place.
2. When someone tries to touch you in a way that makes you feel uncomfortable.
3. When you are being bullied by another child.
4. When you feel sick or have an injury.
5. When a stranger offers you sweets or a ride.
6. When there is a fire or an accident.

People to Approach for Help (Trusted Adults)

Trusted adults are people who care for you and will keep you safe. You can always go to them for help.

1. Parents (Mummy and Daddy)
2. Teachers
3. Grandparents
4. Older siblings (brothers and sisters)
5. Aunties and Uncles
6. Police officers
7. Doctors or Nurses
8. Firefighters

Qualities of Adults That Can Be Trusted

1. They listen to you carefully.
2. They make you feel safe and comfortable.
3. They keep their promises.
4. They respect your feelings.
5. They do not ask you to keep secrets from your parents or teachers.

Characteristics of Adults Whom Children Should Not Trust or Approach for Help

1. Adults who ask you to keep secrets from your parents.
2. Adults who make you feel uncomfortable or scared.
3. Adults who try to touch you in private areas.
4. Adults who offer you gifts or sweets to go with them.
5. Adults who tell you not to tell anyone about what they did.

How to Call, Shout, or Report for Help

1. Shout loudly: “Help me!” or “This is not my Mummy/Daddy!”
2. Run to a safe place or a trusted adult.
3. Tell a trusted adult what happened as soon as possible.

Information a Child Should Give When Asking for Help

1. Your name.
2. What happened.
3. Where you are (if lost).
4. Who is involved (if you know them).

Things a Child Should Not Do in an Emergency

1. Do not go with a stranger.
2. Do not keep secrets that make you feel bad or scared.
3. Do not hide what happened from a trusted adult.
4. Do not touch dangerous objects.

Teaching Methods/Instructional Techniques

Discussion, Demonstration, Guided Practice, Question and Answer, Explanation, Role-play, Scenario Analysis.

Instructional Procedures

Step 1: Introduction

Time: 5 minutes

Teaching Skill: Storytelling/Engagement

Teacher’s Activity: The teacher starts by telling a very short story about a child who got lost in the market and needed help. The teacher then asks pupils what they would do if they were in a difficult situation.

Pupils’ Activity: Pupils listen to the story and share their ideas on what they would do.

Learning Point: Introduction to help

Step 2: Meaning of Help and Danger

Time: 7 minutes

Teaching Skill: Explanation/Definition

Teacher’s Activity: The teacher explains the meaning of “help” as giving support when someone needs it, and “danger” as an unsafe situation. The teacher uses simple examples like falling down or feeling sick.

Pupils’ Activity: Pupils listen and give simple examples of when they needed help or felt danger.

Learning Point: Help and danger definitions

Step 3: Identifying Situations of Danger

Time: 8 minutes

Teaching Skill: Scenario Analysis

Teacher’s Activity: The teacher presents various scenario cards or pictures showing dangerous situations (e.g., a stranger offering sweets, a child playing with fire, getting lost). The teacher asks pupils to identify if the situation is dangerous and why.

Pupils’ Activity: Pupils identify dangerous situations and explain their reasons.

Learning Point: Recognizing dangerous situations

Step 4: Identifying Trusted Adults for Help

Time: 7 minutes

Teaching Skill: Identification/Discussion

Teacher’s Activity: The teacher displays a chart of trusted adults (parents, teachers, police, doctors). The teacher discusses why these people can be approached for help and asks pupils to name other trusted adults in their lives.

Pupils’ Activity: Pupils identify trusted adults and name others they know.

Learning Point: Trusted adults identification

Step 5: Qualities of Trusted Adults vs. Untrustworthy Adults

Time: 6 minutes

Teaching Skill: Comparison/Description

Teacher’s Activity: The teacher describes the good qualities of trusted adults (e.g., they listen, make you feel safe) and characteristics of adults children should not trust (e.g., ask for secrets, make you uncomfortable).

Pupils’ Activity: Pupils listen and state one quality of a trusted adult and one characteristic of an untrustworthy adult.

Learning Point: Trustworthy adult characteristics

Step 6: How to Seek Help and What Information to Give

Time: 5 minutes

Teaching Skill: Demonstration/Role-play

Teacher’s Activity: The teacher demonstrates how to shout for help and what basic information to give (name, what happened). The teacher also mentions things not to do in an emergency.

Pupils’ Activity: Pupils practice shouting “Help me!” and state what information they would give.

Learning Point: Seeking help methods

Step 7: Evaluation/Review

Time: 5 minutes

Teaching Skill: Questioning/Assessment

Teacher’s Activity: The teacher evaluates the learning by asking the following questions:

1. What does “help” mean?
2. Give two examples of a dangerous situation.
3. Name three people you can approach for help when in danger.
4. What is one quality of an adult you can trust?

Pupils’ Activity: Pupils answer orally and in writing.

Learning Point: Understanding help and danger

Step 8: Note-Taking

Time: 4 minutes

Teaching Skill: Guided Writing

Teacher’s Activity: The teacher guides pupils to copy the essential Board Summary notes on the meaning of help, danger, and trusted adults into their notebooks.

Pupils’ Activity: Pupils copy the notes carefully into their notebooks.

Learning Point: Recording lesson points

Step 9: Conclusion

Time: 3 minutes

Teaching Skill: Reinforcement

Teacher’s Activity: The teacher reminds pupils that it is important to always seek help from trusted adults when they are in any form of danger or feel uncomfortable. The teacher encourages them to talk to their parents or teachers about anything that worries them.

Pupils’ Activity: Pupils listen and affirm their understanding.

Learning Point: Reinforcing safety awareness

Continuous Assessment/Further Study

Type: Homework

Instruction: Draw and colour two trusted adults you would go to for help if you were in danger. Write their names below your drawings.

1. Draw a picture of your Mummy or Daddy.
2. Draw a picture of your teacher.

Lesson Keywords

• Help – To give support or assistance to someone.
• Danger – An unsafe situation where harm can occur.
• Trusted Adult – An adult who cares for you and will keep you safe.
• Stranger – Someone you do not know.
• Uncomfortable – Feeling uneasy or not safe.

Differentiation

For weaker learners: Provide more visual aids and simplified scenarios. Pair them with stronger learners during activity time. Focus on identifying just parents and teachers as trusted adults.
For faster learners: Encourage them to describe more complex dangerous situations and suggest multiple ways to seek help. Ask them to explain why certain adults are trustworthy.

Suggested Lesson Videos

For videos on identifying trusted adults and seeking help, search on YouTube for: primary 1 trusted adults safety nigeria

Teacher Guide for Using This Lesson Plan

Before the lesson, prepare your visual aids: pictures of dangerous scenarios, a chart listing trusted adults, and scenario cards for role-play. Begin by engaging pupils with a relatable story to introduce the concept of needing help. Clearly explain the difference between help and danger using simple language and examples relevant to their daily lives. During the identification of dangerous situations, ensure all pupils participate by asking open-ended questions. Emphasize the qualities that make an adult trustworthy and contrast them with characteristics of untrustworthy adults. Use role-play to practice shouting for help and stating essential information; this helps make the learning concrete. Encourage pupils to ask questions and share their experiences in a safe environment. Guide them to copy the Board Summary notes during the designated time. Conclude by reinforcing the core message of seeking help from trusted adults for their safety.