Subject: Health and Family Life Education

Theme: Safety and Security Grade: 2

Topic: The Right Thing to Do Sub-Topic: Should I Be an Informer?
Duration: 3 to 4 Sessions
General Objective: Apply relevant skills to demonstrate that some socio- cultural and
economic norms can bring harm to self and others.
Value: Courage
Dominant Life Skill: Decision Making
Specific Objectives: At the end of the lesson students should be able to:
Knowledge: Examine the importance of sharing information that puts them at risk with
parents and authorities.
Attitude: Display courage when reporting information to parents or to the authorities.
Skill: Demonstrate decision making skill in reporting information that puts them at risk for
the protection of self and others in a manner that shows courage.
Content Summary:
An informer is a person who informs (speaks out about what is seen or heard) on another
person to an adult, the police or other authorities. This is in an effort to protect oneself and
others from danger. Information that puts others at risk should be reported to any relevant
authority with care and caution.
We have to ensure that the information we share is necessary for the purpose for which we
are sharing it, is shared only with those people who need to have it, is accurate and up-to-
date, is shared in a timely fashion, and is shared securely keeping their identity a secret.
We should
base our information sharing on the safety and well-being of the person and others who
may be affected. We should also share with consent where appropriate and where possible
and respect the wishes of those who do not consent to share confidential information.
We may still share information without consent if it can be a threat to the life of person or
others.

Different types of risks are associated with sharing harmful information. These risks
include:
1. Violation of privacy.
2. Putting oneself in harm’s way.

Courage is having the strength or ability to do something that frightens the person. One
should display courage in reporting harmful information so that the lives of self and others
can be protected.

Decision Making Skill:

 Stop and think it through
 Talk it over with myself or another responsible person
 Consider consequences
 Decide

OR

 S – state the problem/situation

  O- options (weigh options and consequences)
 D – decide
 A – act upon your decision
Resources: Video entitled, “3-year-old calls 911 and saves his mom's life”
https://youtu.be/Zj_N2rKzNck
Video entitled, “Police: 4-Year-Old's 911 Call Saves Mom's Life”
https://youtu.be/jERxN45lSYI.
HFLE Curriculum Guide, Pictures of persons in dangerous situations, life skills cards,
teacher made story
Engagement: Students and teacher will play the game “Chinese Telephone”. Students will
stand in a circle and teacher will whisper a message in the ear of the closest student to
him/her. The student will do the same with the student next to him/her, until all students
have received the message. The last student to receive the message will stand in the middle
of the circle and repeat the message aloud. The other students will verify it that was what
they heard or passed on and finally the teacher will clarify.
Teacher will then state the objectives of the lesson and highlight the dominant life skill
(decision making) and the value (courage).

Exploration: Students will engage in discussion with about a scenario of a child who was
endangered and because information was withheld his/her life was either lost or threatened.
Students will discuss their understanding and suggest what could be done to change the
outcome. Students and teacher will discuss the definition of an ‘informer’. Teacher will
clarify any misconceptions. Students will then be introduced to the value courage through
questioning.

Guided Questions:
1. Why do you think the person withheld the information in the story?
2. Did the person who withheld the information demonstrate courage by doing so?
3. How could he/she have shown courage?

Explanation/ Life Skills Development Stage: Students will watch videos entitled, “3-
year-old calls 911 and saves his mom's life” https://youtu.be/Zj_N2rKzNck or “Police: 4-
Year-Old's 911 Call Saves Mom's Life” https://youtu.be/jERxN45lSYI. They will discuss
whether or not the children in each of the videos display courage when sharing information
and how their courage helped to save the life of someone else. Students will then be
introduced to the steps in decision making skill by viewing cards mounted on the
classroom wall. They will then be asked to practice the steps by demonstrating how they
would use them to decide what information they would report.

Reflective Questions:
1. How can the steps in decision making skill help me ensure I pass on valuable
information to authorities?

Elaboration: Students will be given pictures of people who appear to be in danger and will
be asked to role play how they use the steps in decision making skill to courageously report
the matter. They will discuss who they would tell in each situation and how sharing the
information would help the person.
Reflective Questions:
1. What can I do when someone else appears to be in danger?

Evaluation: In groups, students will be given scenarios and ask to simulate how they
would show courage and use decision making skill to share important information to the
relevant authorities in a manner that will help to keep them safe.

Teacher’s Evaluation: