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  • BE PREPARED

Household Risks

Objectives:

- Recognise possible hazards in the home and associated risks

- Create and share a participatory map of possible risks

- Promote safety in the home

Thematic area

Civic Education

Duration

1 hour

Activity type

Individual and group work

Resource type

Activities
Download as PDF

STEP BY STEP

BEFORE STARTING

The teacher poses the question: "What is the most dangerous place in the house?" After students share their answers, the teacher reveals the correct answer: the kitchen.

The teacher then asks the class if anyone has ever experienced an accident in the kitchen and what caused it.

HOUSEHOLD HAZARDS

The teacher prepares sheets detailing safe behaviors for various household risks, organized as follows:

a) Electrical Hazards

  • Unplug unused electrical appliances.
  • Have a family member check the condition of electrical cables.
  • Never use electrical appliances while wet or damp.

b) Tools

  • Avoid rushing when using tools.
  • Ensure adequate space and lighting.
  • Use tools only for their intended purposes.

c) Fire Hazards

  • Keep a small fire extinguisher in the house.
  • Avoid letting appliances overheat.
  • Do not wear long, loose sleeves near the stove.

d) Water Hazards

  • Turn off the main water tap before leaving.
  • Do not leave the washing machine or dishwasher running when away.
  • Use non-slip mats in the bathroom and kitchen.

e) Poisonous Substances

  • Store them out of reach of children.
  • Keep them in their original packaging.
  • Learn to recognize the symbols on labels.
  • Never use them without adult supervision.

f) Gas Hazards

  • If you smell gas, open windows immediately.
  • If you notice a leak, do not turn on any switches.

THE HAZARD PLANIMETRY

In this phase, students draw a floor plan of a hypothetical house, marking potential hazards in each room. The teacher writes the following categories on the board:

  • Tools
  • Fire
  • Water
  • Electricity
  • Poisons
  • Gas

The teacher distributes the previously prepared slips of paper and asks students to match hazards with appropriate safety A condition that makes one feel that one is not in danger or that a risk can be prevented or reduced actions. To avoid confusion, this can be done one by one or in small groups.

CONCLUDING THOUGHTS

The teacher leads a discussion with the class about the hazards present in their homes, the potential damage these could cause, and the behaviors they should adopt upon returning home to mitigate these risks.

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Credits

This project has received funding from the European Union's Horizon 2020 Research and Innovation Programme under Grant Agreement No. 883490
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