Home Safety Audit Slides Home Safety Audit
Becoming a Medication Safety Agent
Agent Briefing: Spot the Hazard
Open Bottle
Loose Pills
Expired Box
What safety risks do you see here?
Did you find all 5?
Medicine within reach
Unlabeled containers
Spilled loose pills
Open pill organizers
Trash can access
The Agent's Storage Code
Preventing accidents starts with three simple rules.
Up High
Store medicine in a place where small children and pets cannot reach or even see it.
Locked Away
Cabinets or lockboxes add an extra layer of security that simple height doesn't provide.
Out of Sight
Don't leave medicine on counters or bedside tables. If it looks like candy, it's a hazard.
The Clean Up Protocol
Expired or unused medicine doesn't belong in the trash or down the drain. This can harm our environment or be found by someone else.
Take-Back Locations
Pharmacies and police stations often have safe drop boxes.
National Take-Back Day
Special community events held twice a year.
Safe Home Disposal
If you must throw it away at home (and the label doesn't say otherwise):
Mix pills with something "unappealing" (like coffee grounds or kitty litter).
Place the mixture in a sealed container/bag.
Scratch out your personal information on the prescription label.
Throw the container in the household trash.
Mission: Audit Your Home
Tonight, you are the Safety Agent. Work with a parent or guardian to check every room for medication hazards using your audit checklist.
Identify
Discuss
Secure
Home Safety Audit Worksheet Home Safety Audit
Official Agent Mission Log
Agent:
Date:
Mission Objective
Your goal is to survey your home for potential medication safety risks. Work with a parent or guardian to identify, discuss, and secure medications using the 'Up, Locked, Out of Sight' protocol.
Safety Protocol Checklist
Are all medications stored "Up High"?
Check: Bathroom cabinets, kitchen shelves, bedside tables.
Are prescriptions kept in a "Locked" space?
Check: Lockboxes, locked cabinets, or child-proof latches.
Are medications "Out of Sight" of children and pets?
Ensure nothing is left on countertops or open shelves.
Are there any expired medications in the home?
Check the 'Use By' or 'Expiration' dates on bottles.
Do you know where your local "Take-Back" location is?
Search online or ask a pharmacist for the nearest drop box.
Agent Action Plan
If you found a hazard during your audit, what steps did you and your adult take to fix it? (For example: "Moved the vitamins from the counter to the high shelf")
Verification
I have completed this Home Safety Audit with my child and discussed safe medication storage.
Parent / Guardian Signature
Home Safety Audit Teacher Guide Lesson 1: Home Safety Audit
Teacher Guide
Estimated Time
45-60 MIN
Objective
Students will define safe medication storage protocols (Up, Locked, Out of Sight) and explain the importance of proper disposal to prevent accidental poisoning and environmental harm.
Essential Question
"How can we transform our homes into 'Safety Zones' for our families?"
Materials Needed
Home Safety Audit Slides
Audit Worksheets (1/student)
Sample Lockbox (optional)
Kitty litter/Coffee grounds (demo)
Instructional Sequence
1
The Hook: Hazard Hunt (10 min)
Display the 'Spot the Hazard' slide. Have students work in pairs to find at least 5 safety risks. Encourage them to look for things that might attract a younger child (e.g., bright colored pills that look like candy).
Discussion Prompt:
"Why might a toddler or a pet think a bottle of vitamins left on a table is a toy or a snack?"
2
The Protocol: Up, Locked, Out of Sight (15 min)
Define each rule clearly. Explain that even "natural" supplements or vitamins can be dangerous if taken incorrectly. Use the slides to visualize proper storage locations versus high-traffic hazards (like bedside tables).
3
Disposal Demonstration (10 min)
Explain the 'Clean Up Protocol'. Demonstrate how to mix medicine with coffee grounds or kitty litter in a baggie. This makes the medicine unappealing to animals and prevents it from being easily recovered from the trash.
Key Point: Never flush medication down the toilet unless the label specifically says to do so, as it contaminates the water supply.
4
Mission Briefing: The Audit (10 min)
Pass out the Home Safety Audit worksheets. Review the checklist items together. Emphasize that this is a collaborative task with an adult, not a "policing" activity.
Common Misconceptions
"Childproof lids are 100% safe." Actually, they are "child-resistant," not "child-proof." Given enough time, many children can open them."Vitamins aren't real medicine." Overdosing on vitamins (especially iron) can be very dangerous for small children.
Differentiation
Support: Provide a floor plan template for students to mark "Safety Zones" in their homes.Extension: Have students research the location of the nearest permanent drug take-back box in their zip code. Detecting Trouble Slides Protocol 02
Detecting Trouble
Becoming a Critical Observer
Observe, Don't Diagnose
The Wrong Way
"I think they took some pills."
Guessing the cause can lead to mistakes. We are not doctors.
The Agent Way
"I see that they are breathing very slowly and won't wake up."
Describing what you see helps emergency responders give the right help.
Sign Category: The Fade
Some substances cause the body to "slow down" or shut off.
Cannot Wake Up
Will not respond to their name or a gentle shake.
Slow Breathing
Breathing is shallow, irregular, or has stopped.
Blueish Color
Lips or fingertips look blue, gray, or pale.
"Gurgling"
Making snoring or choking sounds while unconscious.
Sign Category: The Surge
Some substances cause the body to "speed up" or overheat.
Extreme Jitters
Uncontrollable shaking or twitching of the limbs.
Overheating
Skin is very hot to the touch; heavy sweating.
Rapid Pulse
Heart beating extremely fast or visible in the neck.
Confusion
Acting very paranoid, scared, or aggressive.
When in doubt, act.
If someone cannot be woken up, or if they are having trouble breathing, it is always an emergency. You don't need to know why they are sick to know they need help.
Stay Calm
Call 911
Find an Adult
Signs of Trouble Worksheet Signs of Trouble
Observational Skill-Building
Agent Name
Date
Part 1: The Observer's Log
Read the scenario below. Instead of guessing "what" happened, list three physical signs you observe.
"You walk into the living room and see your older cousin on the couch. They are making a strange snoring sound, but they look like they are sleeping. When you say their name loudly, they don't move. You notice their lips look a bit purple."
Observation 01
Observation 02
Observation 03
Part 2: The Body's Response
Categorize the following physical signs. Write the letter of each sign in the correct box.
A. Blue or pale lips
B. Shaking limbs / Jitters
C. Breathing very slowly
D. Very hot skin / Sweating
E. Snoring/Gurgling sounds
F. Acting scared or paranoid
G. Cannot be woken up
H. Heart racing very fast
The "Fade" (Slowing Down)
The "Surge" (Speeding Up)
Part 3: Critical Thinking
You see someone showing the signs from the "Fade" box above. They aren't waking up. What is the very first thing you should do?
Detecting Trouble Teacher Guide Lesson 2: Detecting Trouble
Teacher Guide
Estimated Time
50-60 MIN
Objective
Students will accurately identify physical signs of medical emergencies related to stimulants and depressants, emphasizing objective observation over diagnosis.
Essential Question
"How can we use our eyes and ears to recognize when someone needs urgent medical help?"
Materials Needed
Detecting Trouble Slides
Signs of Trouble Worksheets
Stopwatch/Timer
Instructional Sequence
1
The Hook: Pure Observation (10 min)
Show two scenarios of people acting "off." One student should act sluggish/unresponsive, another should act jittery/anxious. Ask students to describe only what they see or hear . Correct any guesses like "He's on drugs" to "He is shaking" or "He isn't waking up."
2
Instruction: The Body's Signals (20 min)
Use the slides to introduce the "Fade" (Depressants/Opioids) and the "Surge" (Stimulants). Explain that different medications affect the brain and body in different ways.
The Fade: Think of a battery dying. Slow breathing, cold skin, blue lips, unresponsiveness.
The Surge: Think of a motor revving too high. Jitters, heat, fast heart rate, paranoia.
3
Skill Practice: Sorting Signs (15 min)
Students complete the "Signs of Trouble" worksheet independently or in pairs. Review the answers as a class, emphasizing that any of these signs—especially unresponsiveness—require immediate action.
4
Closure: The Golden Rule (5 min)
Reiterate the Golden Rule: "When in doubt, act." If someone is not breathing normally or won't wake up, it is a medical emergency regardless of the cause.
Safety Note
Remind students never to touch unknown pills or needles. If they see someone in distress near drugs, they should keep a safe distance while calling for help.
Do not attempt to move the person unless instructed by 911 dispatch.
Discussion Prompts
"Why is it better to tell a 911 operator 'They aren't breathing' instead of 'I think they took a pill'?"
"What should you do if you aren't sure if it's an emergency?"
Dispatch Heroes Slides Protocol 03
Dispatch Heroes
The 911 Emergency Workshop
The 3 W's of 911
When you call, the dispatcher needs three things fast.
Where
Tell them exactly where you are. Look for street signs or house numbers.
What
Describe exactly what is happening. "My friend is breathing slow and won't wake up."
Who
Tell them who is sick or hurt and how many people are with you.
Don't Hang Up
The dispatcher is your partner. They will stay on the phone with you until help arrives.
They might give you instructions.
They will tell you exactly where the ambulance is.
"Stay Calm, Stay Clear"
Your calm voice helps the dispatcher get help to you faster.
The Good Samaritan Rule
Sometimes kids are afraid to call 911 because they think they might get in trouble. Safety is always the priority.
"Getting help for a person in a medical emergency is the right thing to do."
Workshop Time
We are going to practice being Dispatchers and Callers. Use your workshop script to practice staying calm and giving clear information.
Practice 01
Practice 02
911 Workshop Activity Dispatch Workshop
911 Communication Training
Emergency Protocol
CALL 911
Role A: The Caller
Step 1: Location
"My location is [Write Street Address Below]"
Step 2: The Emergency
"I am calling because [Describe what you see]"
Step 3: Patient Condition
"The person is [Awake / Not Awake] and they are breathing [Fast / Slow / Not at all]."
Role B: Dispatcher
Question 1
"911, what is the address of the emergency?"
Question 2
"Tell me exactly what happened."
Question 3
"Is the person conscious and breathing?"
Crucial Instruction
"Help is on the way. Stay on the line with me. Do not hang up."
Workshop Scenarios
Scenario 1: The Quiet Park
You are in Oak Hill Park. You see someone sitting against a tree who looks pale and won't wake up even when you yell.
Scenario 2: The Fast Heartbeat
You are at a friend's house. Their older brother is acting very scared and saying his heart is "beating out of his chest." He is sweating heavily.
Post-Training Reflection
What was the hardest part about being the Caller? How did the Dispatcher help you stay calm?
Dispatch Heroes Teacher Guide Lesson 3: Dispatch Heroes
Teacher Guide
Estimated Time
60 MIN
Objective
Students will demonstrate effective 911 communication skills, including providing location and condition details, and understand the ethical and legal importance of seeking help during a medical emergency.
Essential Question
"How can a single phone call save a life?"
Materials Needed
Dispatch Heroes Slides
911 Workshop Activity Sheet
Toy/Disabled Phones (optional)
Instructional Sequence
1
The Hook: Calm vs. Frantic (10 min)
Perform two simulated 911 calls for the class. In the first, act frantic, scream, and don't give the address. In the second, act scared but speak slowly and give clear details. Ask students which caller helped the patient more effectively.
Key Takeaway: The dispatcher cannot help you if they cannot hear or understand you.
2
The 3 W's (15 min)
Use the slides to break down Where, What, and Who . Brainstorm ways to find a location if you are not at home (e.g., looking at store names, landmarks, or asking a passerby for the address).
3
The Good Samaritan Concept (10 min)
Discuss the fear of "getting in trouble." Explain that for 5th graders, the priority is always safety. Briefly mention that many places have "Good Samaritan Laws" to protect people who call for help, but the focus should stay on the moral responsibility to help others.
4
Dispatch Workshop (25 min)
Divide students into pairs. Provide the workshop activity sheets. Students should rotate roles twice so each child practices being the Caller and the Dispatcher. Circulate and provide feedback on their "radio voice" (clarity and calm).
Student Concerns
"What if I call by mistake?"
Answer: If you call 911 by mistake, do NOT hang up. Stay on the line and tell the dispatcher it was an accident. If you hang up, they will often send a police officer to check on you anyway.
Roleplay Script Tips
Encourage the Dispatcher to be firm but kind.
Remind Callers to speak 1/2 as fast as they usually do.
Focus on "Stay on the line" —ending the call too early is a common mistake.
Safety Net Slides Protocol 04
Safety Net Connections
Building Your Network of Trusted Adults
What is a Safety Net?
In safety work, no agent works alone. A Safety Net is a group of adults you know and trust who can help you in a difficult situation.
Home
Parents, guardians, older relatives.
School
Teachers, nurses, counselors, coaches.
Connected & Strong
The more "strands" in your net, the safer you and your community are.
Qualities of a Helper
How do we know who belongs in our Safety Net?
Follows Rules
They follow safety rules and laws themselves.
Listens
They take your concerns seriously and don't brush them off.
Makes You Feel Safe
You feel comfortable talking to them about hard things.
Safety > Secrecy
Sometimes we see things that feel like a "secret" (like finding pills or seeing a friend acting weird). If it's about safety, it's not a secret you should keep.
"When safety is at risk, tell a trusted adult immediately."
How to Start the Conversation
It can be hard to start. Try these "Safety Agent Starter Phrases":
"I have a safety concern I need to tell you about."
"I found something that looks like medicine and I'm not sure what to do."
"I'm worried about [Name] and I need some help."
Safety Net Worksheet My Safety Net Map
Identifying My Trusted Adults
Agent:
Date:
ME
Trusted Adult: Home
Why I trust them:
Trusted Adult: Home
Why I trust them:
Trusted Adult: School
Why I trust them:
Trusted Adult: Community
Why I trust them:
Approaching Your Trusted Adult
Choose one of the adults from your map. How would you start a conversation with them if you saw something unsafe at school or in your neighborhood?
I would talk to:
I would say:
Safety is a team sport.
Safety Net Teacher Guide Lesson 4: Safety Net Connections
Teacher Guide
Estimated Time
50 MIN
Objective
Students will identify a personal network of at least four trusted adults and practice the specific language needed to report safety concerns, specifically bridging the gap between peer secrecy and communal safety.
Essential Question
"Who can we turn to when safety is at risk, and how do we ask for their help?"
Materials Needed
Safety Net Slides
My Safety Net Map Worksheets
Large ball of yarn/string
Instructional Sequence
1
The Hook: The Safety Net (15 min)
Have students stand in a circle. Hold a ball of yarn. State one adult in the school you trust and hold the end of the string. Toss the ball to a student. They state one adult (at home, school, or community) they trust, hold a piece of string, and toss the ball to the next person. Continue until a visible "net" is formed in the center.
Discussion: "Look at the net we made. If one person let go, the net stays. If many people let go, it breaks. This is why we need many trusted adults."
2
Defining Trust (10 min)
Use the slides to define the qualities of a trusted adult. Emphasize that a trusted adult doesn't just mean "fun"—it means someone who follows rules and takes safety seriously.
3
Safety Net Mapping (15 min)
Students complete the "My Safety Net Map." Encourage them to think of at least one person in each category: Home, School, and Community.
4
Roleplay: Breaking Secrecy (10 min)
Discuss the "Secrecy Barrier." Use the starter phrases in the slides to practice role-playing. Ask for volunteers to act out approaching a teacher or parent with a concern about "finding something that looks like pills."
Sensitive Context
Some students may feel they have limited trusted adults at home. Be prepared to suggest additional school-based adults (librarians, custodians, administrators) or community figures (religious leaders, neighbors).
"You are never alone in this school."
Assessment
Check for:
Safety Signal PSA Slides Final Mission
Safety Signal
The Medication Safety PSA Project
Public Service Announcement
The Definition
A PSA is a short message designed to educate the public about an important issue and persuade them to take action.
"PSAs save lives by spreading awareness fast."
PSA Essentials
Short (30-60 seconds)
Clear Call to Action
Memorable Hook
Choose Your Signal
Pick one core message for your group's PSA.
Option A: Safe Storage
Teach your community about "Up, Locked, and Out of Sight." Focus on preventing accidents at home.
Option B: Calling 911
Teach people the "3 W's" and how to stay calm when reporting a medical emergency.
Your PSA Script Guide
1
The Hook
Grab attention with a sound effect or a surprising fact.
2
The Message
State the facts clearly. Why is medication safety important?
3
The Call to Action
Tell the audience exactly what to do. "Check your medicine cabinet today!"
Start Your Broadcast
Work with your group to complete your storyboard and script. Once approved, you will record your Safety Signal!
Storyboard
Script
Record
PSA Production Template Safety Signal
PSA Production Kit
Production Group:
Focus Topic:
Phase 1: The Hook
How will you grab the audience's attention in the first 5 seconds? (A loud sound? A scary question? A catchy slogan?)
Phase 2: The Script
Time
Script & Audio Details
00:00 - 00:05
The Hook
00:05 - 00:20
The Message
00:20 - 00:30
Call to Action
Phase 3: Storyboard (If Filming)
Scene 1
Scene 2
Scene 3
Safety Signal Teacher Guide Lesson 5: Safety Signal PSA
Teacher Guide
Culminating Project
Phase: Mastery
Objective
Students will synthesize their knowledge of medication safety or emergency response to create a persuasive 30-second PSA, demonstrating mastery of safety protocols and advocacy skills.
Essential Question
"How can we use our voices to influence others to stay safe?"
Materials Needed
Safety Signal PSA Slides
PSA Production Templates
Recording devices (tablets/phones)
Production Timeline
Phase 1
The Hook
Brainstorm attention-grabbing opening. (10 min)
Phase 2
Drafting
Complete the script template with specific facts. (15 min)
Phase 3
Review
Teacher sign-off on the script for accuracy. (5 min)
Phase 4
Record
Students record audio or video. (20-30 min)
Success Criteria (Rubric)
Criteria Target (3 pts) Developing (1-2 pts) Accuracy Safety protocol is 100% correct (e.g., Up/Locked/Sight). Message is slightly confusing or missing a detail. Persuasion Includes a strong, clear "Call to Action." Audience isn't sure what to do next. Clarity Voice is calm, clear, and well-paced. Too fast, too quiet, or cluttered with extra talk.
Group Roles
Director: Manages time and makes final script choices.Scriptwriter: Lead on filling out the template.Talent: Performs the lines in the recording.Editor/Tech: Handles the recording device.
The "Broadcasting" Day
Once all PSAs are recorded, hold a "World Premiere" in class. Have students provide one positive feedback (a "Glow") for each group's PSA.
