Suspicious Movement Security Education Primary 4 First Term Lesson Notes Week 5

Lesson Title: Suspicious Movement

Subject : Security Education

Grade: Primary 4

Term: First Term

Week: 5

Duration: 45 minutes

Learning Objectives:

1. Understand the concept of suspicious movement.
2. Identify examples of suspicious movement in their surroundings.
3. Learn how to respond safely to suspicious movement.

Embedded Core Skills:

• Critical thinking
• Communication
• Problem-solving

Learning Materials:

• Whiteboard and markers
• Pictures of different scenarios
• Flashcards with key terms
• Scenario cards with descriptions of suspicious movements
• A checklist for assessing understanding

Content :

Suspicious movement means when someone or something acts in a way that makes us feel uneasy or unsure about what they’re up to. It’s important to know about it for our safety! 🔍👀

Let’s think about some examples of suspicious movement in our neighborhood and school:

1. 🏡 In our neighborhood, if you see a stranger hanging around near your home or a parked car for a long time, that’s suspicious!
2. 🌳 At the park, if someone is watching kids play but doesn’t have kids of their own with them, it’s best to tell an adult you trust.
3. 🏫 In school, if someone you don’t recognize tries to enter the building without checking in at the front desk, that’s definitely suspicious!
4. 🎒 Also, if someone asks you lots of personal questions, like where you live or who picks you up from school, be careful and let an adult know.

Remember, it’s always better to be safe and tell a grown-up if you ever see something that doesn’t seem right. 🙌 Safety first! 😊

Evaluation :

1. Suspicious movement means when someone acts in a way that makes us feel ___________.
a) Happy
b) Uneasy
c) Excited
d) Bored

2. If you see a stranger hanging around near your home for a long time, it’s ___________.
a) Funny
b) Normal
c) Suspicious
d) Exciting

3. In school, if someone you don’t recognize tries to enter the building without checking in at the front desk, that’s ___________.
a) Helpful
b) Normal
c) Suspicious
d) Fun

4. When you see something that doesn’t seem right, it’s always better to be ___________.
a) Angry
b) Silent
c) Safe
d) Tired

5. If someone asks you lots of personal questions, like where you live, it’s important to be ___________.
a) Honest
b) Shy
c) Careful
d) Excited

6. At the park, if someone is watching kids play but doesn’t have kids with them, it’s best to tell a ___________.
a) Joke
b) Friend
c) Grown-up
d) Teacher

7. Suspicious movement can happen in our ___________ and at ___________.
a) School / Park
b) Home / School
c) Library / Pool
d) Beach / Movie

8. If you see a _________ near your home or school, that’s suspicious.
a) Butterfly
b) Stranger
c) Friend
d) Bird

9. It’s important to be _________ and tell a grown-up if you see something strange.
a) Quiet
b) Loud
c) Safe
d) Lazy

10. When someone acts in a way that makes you feel uneasy, it’s better to be _________.
a) Happy
b) Careful
c) Sleepy
d) Hungry

11. Suspicious movement means someone is acting _________.
a) Normal
b) Funny
c) Strange
d) Smart

12. At the park, if someone is watching kids but doesn’t have their own kids with them, it’s _________.
a) Good
b) Suspicious
c) Normal
d) Funny

13. If someone asks you a lot of personal questions, it’s best to be _________.
a) Honest
b) Scared
c) Rude
d) Silent

14. Suspicious movement can happen in our _________ or when we’re _________.
a) Classroom / Playing
b) Bedroom / Sleeping
c) Playground / Studying
d) Bathroom / Eating

15. When you see something that doesn’t seem right, it’s important to tell a _________.
a) Friend
b) Teacher
c) Grown-up
d) Stranger

Presentation:

1. Begin with a brief discussion on safety and why it’s important to know about suspicious movement.
2. Define “suspicious movement” as when someone or something behaves strangely and makes us feel uneasy.
3. Use pictures to illustrate examples of suspicious movement in familiar settings, such as the neighborhood and school.

Teacher’s Activities:

• Present definitions and examples clearly.
• Encourage questions and participation.
• Use scenarios and stories to make the concept relatable.

Learners’ Activities:

• Listen attentively.
• Discuss examples with their peers.
• Share their own experiences or observations.

Assessment:

• Observational assessment during discussions.
• Scenario cards: Ask students to identify and explain whether each scenario represents suspicious movement or not.

Evaluation Questions:

1. What does “suspicious movement” mean?
2. Why is it important to learn about suspicious movement?
3. Can you give an example of suspicious movement in your neighborhood?
4. What should you do if you see someone acting suspiciously near your home?
5. In school, how can you recognize suspicious movement?
6. Why should you be cautious if someone asks you a lot of personal questions?
7. What are some signs of suspicious movement at the park?
8. How would you respond if you encountered a suspicious situation?
9. What core skills can help you in identifying suspicious movement?
10. Can you share an experience where you felt something was suspicious? How did you handle it?

Conclusion:

• Summarize key points about suspicious movement.
• Emphasize the importance of safety and reporting suspicious behavior to trusted adults.
• Encourage students to apply what they’ve learned in their daily lives to stay safe.

Homework:

• Ask students to discuss suspicious movement with their family members and share their findings in the next class