### National Values Education Lesson Plan: Primary 2
#### Topic: Courtesy, Politeness, and Etiquette; Sources of Insecurity - Strangers; The Nutrients in the Food that We Eat
**Grade Level:** Primary 2
**Duration:** 60 minutes
**Objective:**
By the end of this lesson, students will be able to:
1. Understand the importance of courtesy, politeness, and etiquette.
2. Identify and understand the dangers of interacting with strangers.
3. Recognize the main nutrients in the food they eat and their importance to the body.
**Materials Needed:**
- Chart paper and markers
- Flashcards with different foods shown
- Pictures or role-play props
- A storybook or short video about a stranger-danger situation
- Coloring sheets
**Lesson Outline:**
### Introduction (10 minutes)
1. **Greeting and Warm-Up Activity:**
- Start with a friendly greeting.
- Sing a simple, familiar song that encourages polite behavior such as “Please and Thank You” song.
2. **Introduction to the Topics:**
- Explain that today’s lesson will cover three important areas:
a. How to be polite and show good manners.
b. Understanding the potential dangers of strangers.
c. Learning about the nutrients in the food we eat.
### Section 1: Courtesy, Politeness, and Etiquette (15 minutes)
1. **Discussion:**
- Ask the students what they think politeness means.
- Discuss common polite behaviors (e.g., saying "please," "thank you," "excuse me").
2. **Role-Play:**
- Have the students act out scenarios that demonstrate courteous behavior (e.g., asking for help, sharing, saying thank you).
3. **Class Activity:**
- Divide the students into small groups and give each group a scenario card.
- Ask them to come up with a polite response to each scenario and share it with the class.
### Section 2: Sources of Insecurity - Strangers (15 minutes)
1. **Discussion:**
- Explain who strangers are.
- Discuss why it’s important to be cautious around strangers.
2. **Storytime or Short Video:**
- Read a storybook or show a short video that deals with stranger danger.
- After the story or video, discuss with the students what they learned.
3. **Class Activity:**
- Provide coloring sheets with pictures that represent safe and unsafe stranger situations.
- Ask the students to color the safe situations green and the unsafe situations red.
### Section 3: The Nutrients in the Food That We Eat (15 minutes)
1. **Discussion:**
- Explain the basic nutrients (e.g., vitamins, proteins, carbohydrates).
- Discuss why these nutrients are important for their body (e.g., vitamins for health, proteins for growth, carbohydrates for energy).
2. **Show and Tell:**
- Use flashcards with different foods.
- Talk about which foods contain which nutrients.
3. **Class Activity:**
- Divide the class into groups and give each group a set of food flashcards.
- Ask them to classify the foods into categories based on their primary nutrient.
### Conclusion and Recap (10 minutes)
1. **Review:**
- Recap the main points of the lesson.
- Ask questions to check understanding (e.g., "What should you do if a stranger approaches you?" "Why is it important to say thank you?" "Can you name a food that gives you energy?").
2. **Q&A:**
- Open the floor for any questions the students might have.
3. **Closing:**
- Conclude with a positive reinforcement for their participation.
- Hand out a small worksheet for them to take home and discuss with their family.
### Assessment:
- Monitor student participation during discussions and activities.
- Check understanding through their responses to questions and role-play scenarios.
- Evaluate the worksheet they take home for comprehension.
**Sources:**
- Storybooks on politeness and stranger danger (available in the school's library)
- Educational videos on nutrition (available online, e.g., Sesame Street's healthy eating segments)
- Teacher's guide on nutrition (provided by the school's health education curriculum)
**Note to the Instructor:**
Ensure to be patient and encouraging, as these are foundational lessons that will shape the students' understanding of personal safety, dietary awareness, and social interactions. Always be ready to provide additional support for students who might need it.