TEACHER S HOME SAFETY: PREVENTION, PREPARATION, AND PRACTICE

TEACHER S HOME SAFETY: PREVENTION, PREPARATION, AND PRACTICE

This Teacher s Guide provides information to help you get the most out of Home Safety: Prevention, Preparation, and Practice. The contents in this guide will allow you to prepare your students before using the program and present follow-up activities to reinforce the program s key learning points. This program begins by alerting viewers to the surprisingly common and often serious occurrence of accidents and injuries in the home. The importance of being aware and taking proper precautions is then illustrated through three simple principles of effective home safety: Prevention, Preparation and Practice. Instead of providing a long list of do s and don ts to memorize, Home Safety defines these principles and applies each to common situations in the home. Viewers come away with an understanding of home safety as a way of thinking looking ahead, preparing for consequences, and focusing full attention on routine activities. LEARNING OBJECTIVES After viewing the program, students will be able to: Describe the types of circumstances that lead to accidents and injuries in the home. Identify the three principles of a home safety plan: Prevention, Preparation and Practice. Understand the meaning of prevention, and provide examples of how accidents and injuries can be prevented. Describe what it means to be prepared and provide examples of being prepared for an emergency or accident. Identify ways in which home safety can be practiced on a daily basis. EDUCATIONAL STANDARDS National Standards This program correlates with the National Health Education Standards* from the Joint Committee on National Health Education Standards. The content has been aligned with the following educational standards and benchmarks from this organization. Demonstrate the ability to practice health-enhancing behaviors and reduce health risks. Analyze the short-term and long-term consequences of safe, risky and harmful behaviors. Develop strategies to improve or maintain personal, family and community health. Develop injury prevention and management strategies for personal, family, and community health. Demonstrate ways to avoid and reduce threatening situations. *This represents the work of the Joint Committee on National Health Education Standards. Copies of National Health Education Standards: Achieving Health Literacy can be obtained through the American School Health Association, Association for the Advancement of Health Education or the American Cancer Society.

The activities in this Teacher s Guide were created in compliance with the following National Educational Standards for Language Arts* developed by the National Communication Association and the National Council of Teachers of English. Uses the general skills and strategies of the writing process. Gathers and uses information for research purposes. Uses strategies to adapt writing for different purposes (e.g., to explain, inform, analyze, entertain, reflect, persuade). Uses reading skills and strategies to understand and interpret a variety of informational texts. Uses discussions with peers as a way of understanding information. Uses listening and speaking strategies for different purposes. Makes formal presentations to the class (e.g., includes definitions for clarity; supports main ideas using anecdotes, examples, statistics, analogies, and other evidence; uses visual aids or technology, such as transparencies, slides, electronic media; cites information sources). *Standards for the English Language Arts, by the International Reading Association and the National Council of Teachers of English, Copyright 1996 by the International Reading Association and the National Council of Teachers of English. Reprinted with permission. Technology Standards The activities in this Teacher s Guide were created in compliance with the following National Educational Technology Standards for Students from the International Society for Technology in Education and the NETS Project. Proficient in the use of technology. Practice responsible use of technology systems, information, and software. Understand the ethical, cultural, and societal issues related to technology. Use technology tools to process data and report results. Use technology to locate, evaluate, and collect information from a variety of sources. The National Education Technology Standards reprinted with permission from the International Society of Technology Education. PROGRAM OVERVIEW Nicks and cuts, minor burns, bruises, abrasions more accidents occur in the home than anywhere else. To reduce the number and severity of injuries, people need to understand the three P s: Prevention, Preparation, and Practice. In addition to giving plenty of information on how to deal with common household dangers, this video stresses the importance of thinking ahead to eliminate hazards before they can become a problem. This program is ideal for students living at home or out on their own.

Topic 1: Prevention This section describes how awareness and forethought can be applied to avoid many accidents that occur in the home. Examples of common situations illustrate how easily accidents can occur, as well as simple ways to avoid them. Topic 2: Preparation Not all accidents and emergencies can be anticipated and avoided. This section identifies many essential elements of emergency preparation, including what items to include in a first aid kit, using smoke and carbon monoxide detectors, and planning escape routes in case of a fire. Topic 3: Practice Thinking safety and incorporating safe practices into daily activities is the focus of this section. Providing for home safety is not something that is taken care of once and then forgotten, but is rather a way of thinking and anticipating on a daily basis. FAST FACTS Each year more people are hurt at home than anywhere else. The three parts to any good home safety plan include prevention, preparation and practice. The most common household dangers are fires and burns, nicks and cuts, falls, electrical shocks, and poisonings. The U.S. Consumer Product Safety Commission estimates that over 6 million injuries occur in U.S homes per year. Of the more than 6 million injuries that occur in U.S homes per year, the U.S. Consumer Product Safety Commission estimates that 4,195 result in a fatality. Each year more than 6,000 people die and an estimated 300,000 suffer disabling illnesses as a result of unintentional poisoning by solid and liquid substances. One of every three Americans 65 years old or older falls each year. Falls are the leading cause of non-fatal unintentional injuries and emergency department visits for children between 0 and 14 years of age. There are basically four different types or classes of fire extinguishers, each of which extinguishes specific types of fires. About 200 people die each year from carbon monoxide poisoning associated with home fuel-burning heating equipment. Anticipating emergencies and planning a response can greatly lessen the extent of injuries and limit equipment, material, and property damage. VOCABULARY TERMS accident: An unfortunate event resulting especially from carelessness or ignorance. anticipation: A prior action that avoids or prevents a possible accident. carbon monoxide: A toxic, colorless, odorless gas that is produced when any fuel is

medical aid can be obtained. organize: To bring order to a space or system. poison: A substance that through its chemical action usually kills, injures, or impairs. practice: To do or perform often, customarily, or habitually. prevention: The act of hindering or avoiding. safety: The condition of being safe from undergoing or causing hurt, injury, or loss. PRE-PROGRAM DISCUSSION QUESTIONS 1. Who is responsible for ensuring safety in your home? 2. What are some common causes of accidents and injuries in a home? 3. What types of household products can be dangerous? 4. What would you do in the event of a fire in your home? 5. What do you do around the house on a daily basis to avoid accidents? 6. Why are children and the elderly more likely to be hurt at home? POST-PROGRAM DISCUSSION QUESTIONS 1. What additional safety measures might you have to take if you have small children or an elderly person living with you? 2. What is an emergency response plan, and who needs to have one? 3. How would you leave your home if there were a fire outside your bedroom door? What if the fire were in the kitchen? 4. What can you do to be prepared for a natural disaster or terrorist attack? 5. What can you do to protect your home and your family from intruders? GROUP ACTIVITIES First Aid Learn the basics of first aid. Each group of two or three students should choose a first aid topic to learn about, such as the treatment of burns, small cuts, a large bleeding wound, a head injury, broken limb, obstructed airway, etc. Each group should use media resources and/or the Internet to learn about the proper way to treat the condition until professional help arrives. Each group should then present their findings to the class in a five to ten minute oral presentation using appropriate handouts, visual displays, and demonstrations. What to do as well as what NOT to do should be addressed. Classroom Safety Using the methods and tips from the program, assess the safety of the classroom. Create a list of potentially hazardous situations. Discuss the following: What is currently being done to avoid accidents and injuries? What is available in the event of an emergency? What should be done on a daily basis to avoid accidents?

nvestigate how and when to use various types of fire extinguishers. Visit a local or on-line hardware store to see what types of fire extinguishers are available. When should each type of extinguisher be used? Why is it important to use the right type of extinguisher? How do you know when to use a fire extinguisher, and when you should get out of the house and let the fire company put the fire out? Next, each student should find out what type(s) of fire extinguishers are kept in their own homes and where they are located. Are they the appropriate type for fighting a fire on the stove? What about a chemical fire that breaks out in the garage? Read the directions on the canister carefully to become familiar with how an extinguisher works. INDIVIDUAL STUDENT PROJECTS Home Safety To Do List Prevention is locating potential dangers in the home and removing or fixing the danger before it causes an accident. Make a list of prevention steps you can take around your home to make it safer. Preparation is the second part of a home safety plan. Make a list of steps you can take to prepare yourself and your home for an accident or emergency. Childproofing Discover the extra steps necessary to make your home safe for small, curious, sometimes even fearless children. What types of situations need to be anticipated? What areas of your home are potentially dangerous? Find out what childproofing products are on the market. What items are essential? Write a checklist of what would need to be done to childproof your home. Natural Disasters Natural disasters can present unavoidable emergency situations. Find out what types of natural disasters occur where you live. For example, do you live in a flood zone? Along the coast where hurricanes occur? In the Midwest where tornados can strike? Find out what you can do to prepare your home and family in the event of a natural disaster in your area. Create a poster that could be displayed in a public place which illustrates what to do and what not to do. Emergency Supply Box and First Aid Kit Assemble a first aid kit and/or emergency supply box to be kept in your home or car. Find out what items need to be included. For example, your first aid kit should include prescription or special medications needed by family members. An emergency supply box should include a gallon of water per person per day and enough non-perishable food to last the same amount of time. What else should be included?

Designate a spot outside of the home where the family should meet after evacuating. Practice your escape routes to make sure every family member can get out quickly and safely. INTERNET ACTIVITIES Emergency Response Plan Use the Internet to find out what an emergency response plan is and how it applies to you. When would you need to implement such a plan? What precautions do local and government agencies suggest? What steps can you take to prepare your home and your family? Print a checklist or write one of your own. Toxins in the Home Find out more about chemicals and pesticides commonly found in homes. Make a list of toxins or potentially poisonous items found in your home. Then use the Internet to find out more about at least five of these chemicals. Write a short summary of how and why the chemical can be dangerous. Are there alternative, less toxic, more earth-friendly products available on the market? Ergonomics Many injuries are due to strenuous, repetitive, or unsafe body movements. Use the Internet to write a report on how the use of ergonomics can minimize or avoid injuries and falls. ASSESSMENT QUESTIONS Q: Name three ways in which you can prepare for an emergency. Answer/Feedback: May include installing and maintaining smoke and/or carbon monoxide detectors, first aid kit, emergency escape route, a list of emergency telephone numbers, back-up food supplies, CPR classes, etc. Some accidents cannot be avoided. It is a good idea to be prepared to act quickly when necessary. Q: Prevention is. (a) learning CPR (b) keeping a first aid kit handy (c) being ready for an accident or emergency (d) taking steps to avoid an accident or injury A: (d) Feedback: Prevention is the first step toward making your home safe. Q: Preparation is. (a) repairing potentially dangerous situations in your home (b) taking steps to avoid an accident or injury (c) being ready for an accident or emergency

Q: Where is a person likely to fall in a home? (a) In the bathtub (b) On the stairs (d) Walking on a rug (d) All of the above A: (d) Q: Practicing good safety habits may include: (a) repairing potentially dangerous situations in your home (b) paying attention to what you are doing (c) periodically holding a fire drill and evacuating your home through a planned escape route (d) all of the above A: (d) Feedback: Practicing home safety means thinking about safety and taking steps to prevent and prepare on a daily basis. Q: Name five items that should be kept in a basic first aid kit. Answer/Feedback: May include bandages, antibiotic ointment or cream, painkiller (ibuprofen, aspirin), gauze, antiseptic, instant ice pack, etc. It is important to keep first aid supplies handy in case of emergency. Q: In the event of a fire, each family member should know at least ways to get out of the house. (a) one (b) two (c) three (d) none wait for the fire company to arrive A: (b) Feedback: It is important to know at least two ways out of your home, and to get out of the house quickly. Q: You do not need to write down emergency phone numbers if you have them memorized already. (True or False) A: False Feedback: Even if you have emergency phone numbers memorized, you should write them down anyway in the event that you are not available or are injured yourself. Q: More people are injured in their homes than anywhere else. (True or False) A: True Feedback: Unintentional accidents and injuries occur in homes more often than anywhere else.

Answer/Feedback: May include bleach, floor cleaner, ammonia, furniture polish, medicines, pesticides, etc. Many common household items are potentially poisonous, and should be stored carefully and out of reach of small children. ADDITIONAL RESOURCES WEB SITES Home Safety Council www.homesafetycouncil.org U.S Consumer Product Safety Commission www.cpsc.gov SafeUSA http://safeusa.org/home/safehome.htm National Safety Council www.nsc.org/index.htm BOOKS Creating a Healthy Household, by the National Safety Council. ISBN: 0-9637156-7-4 Household Safety Sourcebook, by Dawn D. Matthews. Omnigraphics, Inc., 1st edition, 2001. ISBN: 0780803388 OTHER PRODUCTS Child Care Safety, VHS/DVD, Meridian Education With over twenty-six million children per year suffering injuries from accidents, child care safety must become a major concern. This video discusses safety procedures and regulations within the child care facility, taking into account the ages of the children, the types of hazards, and the means of intervention. Also stressed is the need for cooperation between the parent/caregiver and the child care facility. Item no: 25013, www.meridianeducation.com, 1-800-727-5507 Fall Protection: It s No Game!, VHS/DVD, Cambridge Educational This fact-filled video introduces viewers to many of the falling hazards on a residential construction work site and suggests ways to avoid them. Major danger zones are identified, such as open-sided platforms, leading edges, and openings in floors and walls. Conventional safety systems, including guardrails and personal fall arrest systems, are

can t be used or would create hazards of their own. Item no: 30679, www.cambridgeeducational.com, 1-800-468-4227 Fire Safety, CD-ROM, Cambridge Educational Used in industry and manufacturing for training and certification, this informative, interactive CD-ROM combines video demonstrations, easy-to-use navigation, pop-quizzes, and tests to provide students with an understanding of how fires start, how they can be prevented, and how they can be controlled. Students can evaluate their basic fire safety knowledge by taking a challenging, interactive pre-test or go immediately to the instructional segments where they can view exciting video clips and real-world examples. (Windows only) Item no: 30116, www.cambridgeeducational.com, 1-800-468-4227

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