Lesson Plan | Socioemotional Learning | Domestic Accident Prevention

Objectives

Duration: (10 to 15 minutes)

This stage aims to introduce students to the theme of preventing household accidents, highlighting the importance of understanding and applying safety measures in daily life. Additionally, it seeks to develop socio-emotional skills, such as recognizing and naming emotions that arise in risk situations, promoting awareness and individual responsibility.

Main Goals

1. Understand the best ways to prevent common household accidents involving sharp objects, flammable items, electricity, and cleaning products.

2. Recognize and name emotions associated with risk situations at home, aiming for the development of self-awareness and self-control.

Introduction

Duration: (10 to 15 minutes)

Emotional Warm-up Activity

I Found My Inner Calm

Guided Meditation

1. Ask students to sit comfortably in their chairs, with their feet on the floor and their hands resting on their knees.

2. Guide them to close their eyes and breathe deeply, inhaling through the nose and exhaling through the mouth.

3. After a few moments of breathing, ask students to imagine a calm and safe place, like a garden or a beach.

4. Suggest they visualize the details of this place, such as colors, sounds, and smells, while continuing to breathe deeply.

5. Guide them to focus on the sensations of calm and peace that this place brings, allowing any tension or worry to fade with each exhalation.

6. After a few minutes, ask students to start gently moving their fingers and toes, bringing attention back to the classroom.

7. Finally, ask them to slowly open their eyes, maintaining the feeling of calm and presence.

Content Contextualization

It is essential for students to understand the importance of preventing household accidents, as they are present in our daily lives and can cause serious harm. Imagine a child touching a bare wire or grabbing a cleaning product thinking it is juice. These situations, in addition to being dangerous, generate strong emotions like fear and concern, both for the child and for the parents.

By learning about the prevention of household accidents, students not only acquire practical knowledge to maintain safety at home, but also develop the ability to recognize and manage their emotions in risk situations. This contributes to their self-awareness and self-control, which are fundamental for responsible decision-making and the development of social skills and social awareness.

Development

Duration: (60 to 75 minutes)

Theoretical Framework

Duration: (20 to 25 minutes)

1. Sharp Objects: Explain that objects like knives, scissors, and blades can cause serious cuts. Use examples like cutting food in the kitchen or using scissors for crafts. Explain the importance of keeping these objects out of children's reach and using them only under adult supervision.

2. Flammable Materials: Highlight the dangers of flammable substances such as alcohol, matches, and lighters. Use analogies like the flame of a candle to explain how these substances can cause fires. Emphasize the importance of keeping these objects away from heat sources and out of children's reach.

3. Electricity: Detail the risks associated with the improper use of electrical devices and exposed wires. Use examples like plugging in a fan or charging a cellphone. Explain that electricity can cause dangerous shocks and that it is essential not to touch outlets and wires without adult supervision.

4. Cleaning Products: Explain that cleaning products like detergents, disinfectants, and bleach can be toxic if ingested or inhaled. Use analogies like the strong smell of a product to show that they should not be confused with food or drinks. Emphasize the importance of storing these products in safe and secure places.

Socioemotional Feedback Activity

Duration: (30 to 35 minutes)

Safe Treasure Hunt

In this activity, students will participate in a 'treasure hunt' in the classroom, where they will need to identify and categorize different objects (or images of objects) as safe or dangerous, explaining the reasons for each classification. This activity will help students apply theoretical knowledge practically and develop responsible decision-making skills.

1. Divide the class into small groups and provide each group with a piece of paper and a pencil.

2. Spread images of safe and dangerous objects (e.g., knife, toys, cleaning products, books, etc.) around the room.

3. Instruct the groups to search for and collect the images, discussing among themselves whether each object is safe or dangerous and why.

4. Ask the groups to write down their conclusions on the piece of paper, classifying each object and justifying their classification.

5. After the collection, gather the groups and ask each one to present their conclusions to the class, explaining the reasons for their classifications.

Group Discussion

After each group's presentation, apply the RULER method to guide the group discussion. Acknowledge and appreciate each student's effort in sharing their conclusions. Understand the emotions that arose during the activity by asking how they felt when identifying dangerous and safe objects. Name these emotions to help students develop their emotional vocabulary. Express empathy and support by validating the students' concerns and feelings. Finally, regulate emotions by discussing strategies to remain calm and safe in real-risk situations, reinforcing the importance of self-control and responsible decision-making.

Conclusion

Duration: (15 to 20 minutes)

Emotional Reflection and Regulation

Suggest that students write or discuss the challenges faced in the class, specifically during the 'Safe Treasure Hunt'. Ask them to reflect on how they felt when identifying dangerous and safe objects, and how they managed those emotions. Encourage them to think of real situations at home where they can apply what they learned and how they can use emotions positively to make safe and responsible decisions.

Objective: The objective of this subsection is to encourage students to conduct a self-assessment and emotional regulation, helping them identify effective strategies to deal with challenging situations. This promotes self-awareness and the development of skills to recognize, name, express, and regulate emotions, applying these learnings to the context of preventing household accidents.

Closure and A Look Into The Future

Explain to students how they can set personal and academic goals related to the content of the class. For example, a personal goal could be helping parents organize the house to prevent accidents, while an academic goal could be sharing what they learned with peers or family members. Encourage them to write down these goals and think of small daily actions they can take to achieve them.

Possible Goal Ideas:

1. Help parents keep sharp objects and cleaning products out of reach.

2. Do not touch outlets and wires without adult supervision.

3. Share with friends and family the safety tips learned in class.

4. Stay calm and ask for help when noticing a risk situation at home. Objective: The objective of this subsection is to strengthen students' autonomy and the practical application of learning, aiming for continuity in academic and personal development. By setting goals, students commit to applying what they learned about preventing household accidents and developing socio-emotional skills such as responsibility and social awareness.