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Massachusetts Comprehensive Health Curriculum Framework - October 1999

Safety and Injury Prevention

Safety and Injury Prevention includes information to promote knowledge and skills for personal safety for the prevention and treatment of intentional or unintentional injury.

Through the study of Safety and Injury Prevention, students identify, learn, and reinforce the use of rules and procedures for safe living at home, in school, and within the community to help reduce the incidence of hazardous situations. Safety and Injury Prevention teaches students strategies to reduce their risk of personal danger. Training students in first aid and emergency procedures to assist with accidents and injuries promotes potentially life-saving intervention. Topics generally covered in Safety and Injury Prevention include: Hazard Prevention, Self Protection, and Emergency Intervention.

PreK-12 Standard 9: Safety and Injury Prevention

Students will gain the knowledge and skills to administer first aid and carry out emergency procedures, including cardiopulmonary resuscitation, will avoid, recognize, and report verbal, physical, and emotional abuse situations, and will assess the factors that contribute to intentional and unintentional injury, including motor vehicle accidents, fire safety, and weapons safety.

Learning Standards: Safety and Injury Prevention

PreK-5 Hazard Prevention
9.1 List rules for fire safety, weapons safety, bus safety, and seatbelt use where applicable, such as at home, school, community, and play, and explain why the rules are important.
9.2 Name persons and community helpers (such as police officers, fire fighters, and emergency medical personnel) who can be contacted to help with health, safety, and injury prevention and describe the appropriate procedures for contacting healthcare personnel in an emergency.
9.3 Describe personal responsibility for reducing hazards and avoiding accidents.
Self Protection
9.4 Distinguish among safe, unsafe, and inappropriate touch.
9.5 Demonstrate the use of assertive behavior, refusal skills, and actions intended for personal safety.
Emergency Intervention
9.6 Follow universal precautions for all first aid involving any blood and other body fluids.
9.7 Apply appropriate first aid for cuts and bruises, including observing universal precautions.
6-8 Self Protection
9.8 Describe actions and behaviors to protect oneself when alone at home or in the community or caring for small children (such as first aid and rescue breathing).
9.9 List safety rules for recreational activities, including the use of helmets, pads, and the proper use of equipment.
9.10 Recognize sexual abuse and child abuse and how to get help.
Emergency Intervention
9.11 Distinguish among symptoms of bleeding, choking, shock, poisoning, burns, broken bones, and cardiac arrest.
9.12 Apply appropriate first aid for bleeding, choking, and burns.
9-12 Hazard Prevention
9.13 Explain the connection between accidents and injuries, including the importance of using seatbelts.
9.14 Describe the precautions necessary for safety during violent weather conditions and natural disasters.
Self Protection
9.15 Define harassment based on gender, race, national origin, sexual orientation, religion, or handicap.
9.16 Define date and acquaintance rape, and describe both how to protect oneself in these situations and how to seek help.
9.17 Evaluate home safety conditions, including the presence and proper use of smoke detectors and fire extinguishers.
9.18 Describe practices related to safety conditions in the workplace (such as the use of eye protection, gloves, and hard hats).
Emergency Intervention
9.19 Demonstrate appropriate first aid for stings, bites, broken bones, bleeding, choking, shock, poisoning, burns, and cardiac arrest (cardiopulmonary resuscitation-CPR).
9.20 Describe symptoms and procedures for sudden illness conditions.

Selected Examples: Safety and Injury Prevention

9.2 Students role-play calling the operator, 911, or police, and giving name, address, and other information regarding an emergency. Discuss the circumstances under which not to call (such as a prank).

9.3 Students develop a checklist of safety labels and features for helmets, sports equipment, and toys, and evaluate their possessions for safety.

9.5 Students role-play ways to deal with bullying, teasing, and name-calling, and how to get away from threatening strangers.

9.12 Students use a mannequin to show the proper technique for applying first aid for bleeding, choking, and burns.

9.19 Students demonstrate the direct method for stopping bleeding, stressing the importance of placing a barrier between the victim and the assistant to avoid body fluid.

Interdisciplinary Learning Objectives: Safety and Injury Prevention

9-12 19.a. (Law & Policy. Connects with History & Social Science: Civics & Government) Identify and explain the laws governing sexual harassment, and date and acquaintance rape.

9-12 19.b. (Law & Policy. Connects with History & Social Science: Civics & Government) Describe laws related to safety conditions in the workplace (such as the use of eye protection, gloves, and hard hats).


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Last Updated: October 1, 1999
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