004 MAKABAYAN 1 - Babala at Tuntunin PDF

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FOREWORD
T h e s c h o o l yo u t h a r e t h e h o p e o f t h e n a t i o n t o wa r d s d e ve l o p me n t a n d p r o g r e s s . With the help of the e d u c a t i o n a l i n s t i t u t i o n s , we d e ve l o p c h i l d r e n t o b e l e a d e r s , h o n e t h e i r ta l e n ts a n d b e a wa r e o f t h e i r c a pa b i l i t i e s a n d r e s p o n s i b i l i t i e s . We t e a c h t h e m wi t h t h e h i g h e s t va l u e s t o b e we l l - r o u n d e d c i t i z e n s i n s c h o o l , a t h o m e , a n d i n t h e c o m m u n i t y, i m b u e d wi t h n a t i o n a l i s m. I t i s i n d e e d t h e p r i d e o f e ve r y pa r e n t i f h i s / h e r k i d / s e xc e l i n s c h o o l , b e a c t i ve a n d pa r t i c i pa t i ve i n s c h o o l p r o g r a ms a n d a c t i vi t i e s . T h e f a mi l y i s o u r b e s t s h i e l d . H o we ve r, we a r e a l wa ys e xp o s e d t o d a n g e r s b r o u g h t a b o u t b y c a l a m i t i e s , f o r e s e e n a n d u n f o r e s e e n , e s p e c i a l l y f i r e s . O n e c a n a l wa ys r e c o u n t o n t h e wi s e s a yi n g , A l l t h e t h i e v e s i n t h e w o r d c a n n o t ta k e a l l y o u r b e l o n g i n g s , b u t o n e g o o d f i r e c o u l d r a ze them to the ground in five (5)-minute time. We s e e o u r f u t u r e i n t h e yo u n g g e n r e . Th e r e n e e d t o e d u c a t e a n d mo u l d t h e m t o b e l e a d e r s a t yo u n g a g e , wh o a d vo c a t e a n d p r a c t i c e f i r e s a f e t y p r e ve n t i o n a t h o me , i n s c h o o l a n d i n t h e c o mm u n i t y. i s t o p r e pa r e t h e m t o b e e ve r vi g i l a n t n o t o n l y wi t h f i r e i n c i d e n ts a n d o t h e r e me r g e n c i e s b u t also in p r e ve n t i n g the occurrence of d e s t r u c t i ve f i r e s . T h r u t h e J U NI O R FI R E M A R S HA L P r o j e c t , t h e DI L G - B FP wi l l b e h e l p i n g t h e e d u c a t i o n a l i n s t i t u t i o n s d e ve l o p s c h o o l c h i l d r e n d u r i n g t h e i r f o r m a t i ve s ta g e t o be role models in public safety for both t h e yo u n g e r a n d o l d e r g e n e r a t i o n s . is a their and Th i s
Ryan//fsto_nhqbfp@yahoo.com
MESSAGE
It has been said, time and again, that "an ounce of prevention is better than a pound of cure." It is this adage that guides the Department of the Interior and Local Government, through the Bureau of Fire Protection, as it seeks to ensure your daily safety, particularly from fire incidents. Hence, we partnered with the Department of Education to bring you this Junior Fire Marshal instructional material. Through the instructional material, you will find useful tips and information on how to prevent the occurrence of fire and what you should do in case of fire incidents. Knowledge, I am sure you agree, is power especially in the area of fire protection. We have seen how fire threatens, consumes and destroys. Now more than ever, we must make sure that all our communities, especially the most vulnerable, are not only aware but prepared. Your DILG relentlessly works towards providing our communities with basic services and programs that would ensure public safety, including education and information materials, such as this one. It is my hope that you will learn much from these materials and impart what you learn to everyone around you, especially the members of your family, relatives and friends. Let your learnings serve as building blocks as we build a strong community under the rule of law.
Secretary, DILG
MESSAGE
The Department of Education has always given much importance to fire prevention and safety tips. We highlight this through our partnership with the Junior Fire Marshal project of the Department of Interior and Local Government. This will certainly help develop the school children as role models for both their peers and family in public safety. When grade school pupils and high school students are oriented, trained and organized in public safety, they become our kiddie and junior fire marshals who will promote fire prevention programs within their schools, in their homes and within the community. I take pride in the effort of our writers and the enthusiasm of our friends at DILG-BFP to have come up with a validated instructional material intended to enhance our curriculum in fire safety practices. May this endeavour with the DILG-BFP bear fruitful results and that this instructional material serves as a tool in constituting public safety awareness in every Filipino child.
USEC FE HIDALGO
OIC, Department of Education
MESSAGE
The Department of the Interior and Local Government (DILG) through the Bureau of Fire Protection (BFP) has been preoccupied with devising effective ways to instil a culture of consciousness and preparedness in our society, especially with regard to fire safety. And Rizal once again proved himself right when he said: "Ang kabataan ang pag-asa ng ating bayan." Working hand in hand with the Department of Education (Dep Ed) has shed light on how the youth can specifically contribute in creating a well-informed and responsible community that can rely on itself in meeting the dangers of fire even with the services of our firefighters being available. Hence, the launching of Junior/ Kiddie Fire Marshal Project and this information kit. With this instructional material, I hope you could help us make other people sensitive to their role in preventing destructive fires and impart the ability to cope in the event of such disasters.
Undersecretary for Peace and Order
MESSAGE
Fire safety is everyone's concern and responsibility. Thus, aside from continuing to enhance the basic services that we bring to you, we feel it just as important to come up with programs and projects that will make room for your active involvement. And Junior/Kiddie Fire Marshal is just among the breakthrough projects that we launched this year as a product of collaboration with the Department of the Interior and Local Government (DILG) and the Department of Education (Dep Ed), which, as the title itself suggests, taps the youth sector as the seed of fire safety consciousness in our society. We have come up with this information kit to guide you on how to deal with fire situations, and, more importantly, how to make fire safety measures part of your daily routines. We, your partners in the government, are consistently working not only hard but also smartly to "help" build a secured and orderly community because we have always believed you deserve it and you are more than willing to work just as dedicatedly to enjoy such a community.
PAMBUNGAD Hindi mapapasubalian ang isang katotohanan. Mahalaga ang buhay at maligaya kung may ari-ariang pinagsikapang ipundar sa maraming pagkakataon, marami ang hindi marunong magpahalaga sa buhay at ari-arian. Kaya nga masasayang ito at nawawalang parang bula. Isa sa dahilan nito ay ang SUNOG na tila halimaw na walang iginagalang, walang pinipiling oras, pook at panahon. Subalit isa ang tiyak, maaari itong IWASAN. Kung ang LAHAT lang sana ay magkakaisa upang gawin ang mga karampatang hakbang upang hindi mabiktima ng APOY. PAANO GAGAMITIN ANG MODYUL? Ang modyul na ito ay PARA SA GURO. Naniniwala ang lahat na ang pinakamabisang pangkat ng propesyunal na makapagbabahagi ng mga kaalaman, kasanayan at attitude sa mga kabataan ay kayong mga GURO. Sa inyong mga kamay nakasalalay ang katatagan ng buhay ng susunod na henerasyon. Kung ganon, ganito ninyo gagamitin ang modyul na ito. Una: Batay ito sa 2002 BEC Learning Competencies. Ang mga aralin ay may karampatang point of entry. Pagdating sa akmang kasanayan, bibigyang diin ang tungkol sa araling nakatakda. Ikalawa: Susundin ang mga hakbang na iminumungkahi upang mabisang matalakay ang paksa. Ikatlo: Ipinapaalala sa mga guro na hindi hihikayatin ang mga bata na makibahagi sa tuwirang pagsugpo ng apoy at pagliligtas ng buhay. Sa halip, linangin ang mungkahing batayang kaisipan at mga paraang pangkaligtasan. Ikaapat: Magbigay ng karampatang takdang gawain upang MAISABUHAY ang mga natutuhan sa aralin. TUNGKOL SAAN ANG MODYUL NA ITO? Taon-taon, sa ating bansa ay may malaking pinsalang dulot sa buhay at ari-arian ang SUNOG. Itinuturing itong isang KALAMIDAD. Sa loob ng anim (6) na taon, buhat noong 1999 2004, may 1,548 tao ang namatay at 25 bilyong piso ang ari-ariang nawala. Dahil dito, dapat na magkaroon ng mataas na level ng awareness ang ating mga mag-aaral sa sekundarya, kaya nga ang modyul na ito ay tatalakay tungkol sa: a. Pangangalaga, pagpapahalaga sa buhay ng tao. b. Pangangalaga, pagpapahalaga sa ari-arian. c. Ang SUNOG bilang sanhi ng kapinsalaan sa buhay at ari-arian. ANO ANG AASAHAN SA MODYUL NA ITO? Pagkatapos ng mga aralin ang mga mag-aaral ay inaasahang: Makapagpapahalaga sa buhay at ari-arian Makapagmumungkahi kung paano mapapangalagaan at mapahahalagahan ang buhay at ari-arian Makapapangako na makipagtutulungan upang maiwasan ang sunog Makapagbabahagi ng mga karanasang may kaugnayan sa sunog
PANIMULA Ang modyul na ito ay gagabay sa mga guro upang makabuluhang maituro sa mga bata ang nararapat nilang gawin sakali mang makakita ng posporo o anumang bagay na pansindi. MENSAHE Maging ligtas sa kapahamakang dulot ng sunog MGA KASANAYAN SA PAG KATUTO Kindergarten: Entry point: Big group activity or Story time. Nakasusunod nang may katapatan sa mga utos/ tuntunin sa tahanan (PEHT 111.B.1.2.1 p. 17) Unang Baitang: Entry point: Makabayan 1 Nakasusunod sa mga babala at tuntunin upang mapanatili ang kalinisan at kaayusan sa paligid (BEC-PELC I.B.3 p. 3)
UNANG BAITANG
MAKABAYAN I
Babala at Tuntunin: Iyong Sundin I. Layunin Nakasusunod sa mga babala at tuntunin upang mapanatili ang kalinisan at kaayusan sa paligid Kagamitan: Kwentong larawan Kwento: Si Palitong Malikot Pagpapahalaga: II. Pamamaraan A. Panimulang Gawain 1. Magkaroon ng bahaginan ng kanilang mga karanasan tungkol sa pagsunod sa mga babala at tuntunin sa kanilang tahanan. 2. Magpabigay ng ilang mga babala tuntuning dapat sundin sa tahanan. B. Panlinang na Gawain at Pagkakaisa
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1. Ilahad sa mga bata ang mga kwentong larawan. Ipaskil ito sa pisara ayon sa pagkakasunod-sunod. 2. Imbitahan ang mga bata sa harapan upang masuri ang kwentong larawan. 3. Hatiin sa apat na pangkat ang klase. Hayaan silang makabuo ng kwento tungkol sa mga larawan. 4. Ipalahad sa harapan ng klase ang nabuong kwento ng bawat pangkat. 5. Pagtibayin ang kawastuhan ng inilahad na kwento sa pamamagitan ng pagkukwento nito sa mga bata. Kwento: Palitong Malikot Isang umaga, may biglang pupuntahan ang nanay ni Palito. Pinagbilinan niya si Palito na huwag maglikot ng gamit sa bahay. Sinabi niya rin na huwag na huwag maglaro ng posporo. Aisipan ni Palito na maglaro sa loob ng kwarto. Nakita niya sa ibabaw ng cabinet ang malaking kahon ng posporo. Lumapit siya sa kabinet at agad na kinuha ang posporo at pinaglaruan ito. Sa kanyang paglalaro, biglang nagliyab ang kumot at kumalat ang apoy. Huli na ang lahat, nakulong na siya sa nasusunog na kwarto. 6. Pag-usapan ang kwento. Itanong sa mga bata ang mga sumusunod:
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a. Ano ang ipinagbilin ng nanay ni Palito? b. Ano ang ginawa ni Palito? c. Bakit nasunog ang kwarto? d. Kung ikaw si Palito, gagawin mo rin ba ang ginawa niya? Bakit / Bakit hindi? e. Kung naging masunurin si Palito, ano kaya ang maaaring nangyari? f. Kung may makita kang posporo anong gagawin mo? 7. Bilang pagpapahalaga, talakayin at pagusapan ang kahalagahan ng pagsunod sa mga babala at tuntunin lalong-lalo na sa kaayusan sa paligid. Bigyang diin din sa talakayan ang kaugnayan ng pagiging masunurin sa pag-iwas sa sakunang maaaring maidulot ng pagkakaroon ng sunog. C. Pangwakas na Gawain 1. Bilang pagbubuo sa aralin, itanong sa mga bata ang kahalagahan ng pagsunod sa mga babala at tuntunin. 2. Pangkatin sa apat ang klase, muling ilahad ang kwento. Sa pagkakataong ito, baguhin ang katapusan ng kwento palabasin na sinunod ng bata sa kwento ang babala ng kaniyang ina at naiwasang magkaroon ng sunog. Ipasadula ito sa bawat pangkat.
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III. Pagtataya Sagutin ang tanong sa pangatwiranan ang iyong sagot. bawat bilang at
1. Kung makakakita ka ng posporo ano ang gagawin mo? Bakit mo ito gagawin? 2. Nakita mo ang iyong kaibigan na naglalaro ng posporo. Ano ang iyong gagawin? Bakit mo ito gagawin? 3. Bakit kailangan nating sumunod sa mga babala at tuntunin? 4. Paano mo maipakikita ang pagiging masunurin sa mga babala at tuntunin? IV. Kasunduan Gumawa ng isang simpleng babala / tuntunin na may kinalaman sa pag-iwas sa sunog. Isulat ito sa isang malinis na papel.
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JUNIOR FIRE MARSHAL MARCH I Kamiy kabataang marangal; Tawag sa miy Jr. Fire Marshal; Hangad naming ay kaligtasan, Kaunlaran ng bansang minamahal. Bata pa man kami kung ituring; Paglilingkod naman ay pangunahin, Sa bayan at sa Diyos ihahain Kaalamanang pangkaligtasan ay gagawin. Halina kabataang may lakas, May talino, sigasig at sipag; Kaligtasan sa sunog nasa ting palad; Walang hadlang bayang itoy uunlad. Chorus: Handa kami, handa kami.. Para sa kabutihan ng marami; Kaayusan at lahat ng ikabubuti; Ng pamayanang ating kinakandili. Hurray! Hurray! Jr. Fire Marshal, Sa gabay ng DILG-BFP tayoy magsanay; Magandang buhay sa tiy naghihintay, Kung ligtas sa sunog ang buhay at ari-arian. (Repeat Chorus)
Titik ni: Ka Azon L. Echano BSE-DepEd 8/13/04
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BFP VISION A modern, efficient and responsive national fire protection agency working towards a public safety conscious society. BFP MISSION To protect lives and properties through the prevention and suppression of destructive fires; investigation of their causes; and the provision of emergency medical and rescue services with the active support of the public. LEGAL MANDATE The Bureau of Fire Protection was created by virtue of RA 6975 primarily to perform the following functions: 1. Be responsible for the prevention and suppression of all destructive fires on: Buildings, houses and other structures; Forest; Land transportation vehicles and equipment; Ships or vessels docked at piers or wharves anchored in major sea ports; Petroleum industry installations; Plane crashes; and others similar incidents. 2. Be responsible for the enforcement of the Fire Code of the Philippines (P. D. 1185) and other related laws; 3. Shall have the power to investigate all causes of fires and if necessary, file the proper complaint with the city or provincial prosecutor who has jurisdiction over the case; 4. In time of national emergency, all elements of the BFP shall upon direction of the President, assist the AFP in meeting the national emergency; and 5. Shall establish at least one (1) fire station with adequate personnel, fire fighting facilities and equipment in every provincial
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capital, city and municipality subject to standard rules and regulations as may be promulgated by the DILG . REPUBLIC ACT NR 8551 Philippine National Police Reform and Reorganization Act of 1998 In times of national emergency, the Bureau of Fire Protection (BFP) and the Bureau of Jail Management and Penology (BJMP) along with the Philippine National Police (PNP) shall, upon the direction of the President, assist the Armed Forces of the Philippines (AFP) in meeting the national emergency, in addition to the performance of their inherent functions as mandated by law. REPUBLIC ACT NR 6975 Department of the Interior and Local Government (DILG) Act of 1990 The tasks of fire protection and jail management and penology shall be the responsibility of the Bureau of Fire Protection (BFP) and the Bureau of Jail Management and Penology (BJMP), respectively. REPUBLIC ACT NR 9263 Rules and Regulations Implementing the Bureau of Fire Protection (BFP) and Bureau of Jail Management and Penology (BJMP) Professionalization Act of 2004 As members of the uniformed service of the government under the Department of the Interior and Local Government (DILG), the Bureau of Fire Protection (BFP) and the Bureau of Jail Management and Penology (BJMP) as line bureaus are required the same amount of service and dedication as that of their counterparts in the AFP and PNP to carry out their respective duties to the extent of risking their lives and limbs in meeting national emergencies, in addition to the performance of their inherent functions as mandated by law. The BFP and BJMP personnel shall be professionalized and restructured by upgrading their level of qualifications and standardizing the base pay, retirement and other benefits of uniformed personnel, making them at par with those of the PNP and the AFP.
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TEACHERS CLASSROOM FIRE SAFETY CHECKLIST (for the Kiddie Fire Marshal Teachers) This monthly checklist is a tool that will provide a safer learning environment for our learners in the Kindergarten and students in Grades 1 & 2. The teachers will act as fie safety stewards. In order to assist the teacher in carrying out fire safety inspections, the checklist of points to be looked at has been formulated, which covers most fire safety items in a classroom. To be checked the first school day each month Items to be checked monthly Egress paths are unobstructed (primary and secondary: Maintain clear path between primary and secondary exits) Primary and Secondary exits are clearly marked and unlocked (clear area the width and height of door and five feet back) Emergency Lights are unobstructed and working properly Fire Extinguishers are properly mounted and accessible Fire extinguishers are fully charged and ready for use anytime Fire alarm pull station is clearly visible and unobstructed Smoke detectors are regularly checked and batteries are charged Flammables (i.e. art work, posters) posted on walls does not exceed 20% of the wall space No papers or flammable materials are on or above an exit door (primary or secondary) Jun Y N n/a Y Jul N n/a Y Aug N n/a Y Sep N n/a Y Oct N n/a
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Extension cords are not use as permanent wiring Evacuation plan is posted and shows primary and secondary egress route No storage on heat producing devices (i.e. water heaters, ovens) Has the Fire Bureau visited your school to check the fire extinguishers and test the smoke detectors and sprinkler system? Once the inspection is completed, those items, which have attracted a No response, will normally require remedial attention. Deficiencies notified in this way should be notified to the appropriate office, i.e. local fire department/station or school administrator/principal, for appropriate action required. Reported by: _______________________________ (Teacher) Fire Safety Inspection Officer, BFP _____________________________ Remarks: ________________________________________________________________________________________________________ __________________________________________________________________________________________ Noted by: ______________________________ (Principal)
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K/JFM PPROJECT COMMITTEE MEMBERS

Chairman USEC MARIUS P CORPUS Co-Chairman F/DIR ROGELIO F ASIGNADO OPR SSUPT ENRIQUE C LINSANGAN Members SSUPT JACINTO C DICQUIATCO SUPT HERBERT B CEZAR SUPT ALOVEEL B FERRER SUPT BOBBY B BARUELO CINSP OSCAR P VILLEGAS SINSP VICTORIA A DOMINGO Technical Staff/Support Group INSP JEANNETTE SANTOS FO3 Neil Adam Mongcal FO1 Estrella Luz M Lantion FO1 Ryan D Asuncion FO1 Joan Sj Magbuhos FO1 Violeta F Ramirez

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