Lesson Plan
My Space, My Rules!
Students will be able to define personal boundaries, identify examples of healthy and unhealthy boundaries, and practice communicating their own boundaries respectfully in a 60-minute session.
Understanding and setting healthy boundaries is a fundamental life skill that empowers children to protect their physical and emotional well-being. It fosters self-respect, teaches consent, and helps prevent uncomfortable or unsafe situations, leading to more positive relationships and greater self-confidence.
Audience
1st and 2nd Grade Students
Time
60 minutes
Approach
Interactive discussions, visual aids, role-playing, and creative activities to explore boundaries.
Materials
Whiteboard or projector, Markers or pens, Slide Deck: My Space, My Rules!, Script: Navigating My Space, My Rules, Warm Up: How Do You Feel?, Reading: The Boundary Builders, Activity: Boundary Charades, Worksheet: My Boundary Map, Discussion: Talking About My Space, Game: Boundary Bingo, Quiz: Boundary Check-In, Answer Key: Boundary Check-In Quiz Answers, Project Guide: My Healthy Boundary Book, Rubric: Healthy Boundary Book Rubric, and Cool Down: One Big Idea
Prep
Review Materials and Setup Classroom
15 minutes
- Review all generated materials: Lesson Plan: My Space, My Rules!, Slide Deck: My Space, My Rules!, Script: Navigating My Space, My Rules, Warm Up: How Do You Feel?, Reading: The Boundary Builders, Activity: Boundary Charades, Worksheet: My Boundary Map, Discussion: Talking About My Space, Game: Boundary Bingo, Quiz: Boundary Check-In, Answer Key: Boundary Check-In Quiz Answers, Project Guide: My Healthy Boundary Book, Rubric: Healthy Boundary Book Rubric, and Cool Down: One Big Idea.
- Ensure projector or interactive whiteboard is set up for the Slide Deck: My Space, My Rules!.
- Print copies of Worksheet: My Boundary Map, Reading: The Boundary Builders, Quiz: Boundary Check-In, and Game: Boundary Bingo cards for each student.
- Gather any props needed for Activity: Boundary Charades (optional).
- Prepare materials for the take-home Project Guide: My Healthy Boundary Book.
Step 1
Warm Up: How Do You Feel?
5 minutes
- Begin with the Warm Up: How Do You Feel? to gauge students' initial feelings and connect to the idea of personal space. (See Script: Navigating My Space, My Rules for detailed instructions and prompts).
Step 2
Introduction to Boundaries
10 minutes
- Use Slide Deck: My Space, My Rules! slides 1-3 to introduce the concept of personal space and boundaries.
- Facilitate a brief discussion using prompts from the Script: Navigating My Space, My Rules to define 'boundary' in simple terms.
Step 3
Reading: The Boundary Builders
10 minutes
- Distribute and read aloud Reading: The Boundary Builders.
- Discuss the characters' experiences and how they set or respected boundaries, using guiding questions from the Script: Navigating My Space, My Rules.
Step 4
Activity: Boundary Charades
15 minutes
- Divide students into small groups.
- Explain the rules of Activity: Boundary Charades where students act out scenarios involving healthy and unhealthy boundaries.
- Circulate and provide feedback, encouraging communication and problem-solving. (See Script: Navigating My Space, My Rules for detailed instructions).
Step 5
Worksheet: My Boundary Map
10 minutes
- Distribute Worksheet: My Boundary Map.
- Guide students through identifying their own personal boundaries and how they might communicate them.
- Encourage drawing or writing to express their ideas.
Step 6
Discussion and Game: Talking About My Space & Boundary Bingo
5 minutes
- Lead a short Discussion: Talking About My Space to review key concepts and answer any remaining questions.
- Play a quick round of Game: Boundary Bingo as a fun way to reinforce learning.
Step 7
Assessment & Project Introduction
5 minutes
- Administer Quiz: Boundary Check-In as a quick check for understanding. (Refer to Answer Key: Boundary Check-In Quiz Answers for grading).
- Introduce the take-home Project Guide: My Healthy Boundary Book, explaining the task and the expectations outlined in the Rubric: Healthy Boundary Book Rubric.
Step 8
Cool Down: One Big Idea
5 minutes
- Conclude the lesson with the Cool Down: One Big Idea, asking students to reflect on one key takeaway from the lesson. (See Script: Navigating My Space, My Rules for prompts).
Slide Deck
My Space, My Rules!
Understanding personal boundaries for a happy YOU!
Welcome students and introduce the exciting topic of the day: understanding our personal space and setting our own rules!
What is Personal Space?
It's the invisible bubble around you!
It makes you feel safe and comfortable.
Everyone's bubble is a little different!
Ask students: 'What does personal space mean to you? How does it feel when someone is too close or too far?' Encourage them to share their initial thoughts. Connect this to physical space around them.
What is a Boundary?
A boundary is a rule we set for ourselves.
It tells others how to treat us and our space.
It helps us feel safe and respected!
Introduce the idea of a 'boundary' as a rule for your space. Use simple examples like property lines or game rules. 'Just like a fence around a yard, a boundary is a rule about how people can interact with you.'
Healthy Boundaries Make You Feel...
Safe
Respected
Happy
Calm
In control
Explain that boundaries aren't just about physical space; they're also about our feelings and what we're comfortable with. Introduce the idea of healthy boundaries making us feel good and respected.
Unhealthy Boundaries Can Make You Feel...
Uncomfortable
Sad or Upset
Confused
Ignored
Explain that unhealthy boundaries can make us feel uncomfortable or sad. Give a simple example: 'If someone keeps tickling you even when you say stop, that's an unhealthy boundary situation.'
Let's Read About Boundaries!
Meet 'The Boundary Builders'!
Listen carefully to their stories.
How do they learn about 'My Space, My Rules'?
Transition to the reading. 'We are going to read a story about some friends who learn all about boundaries. Pay attention to how the characters feel and what they do.'
Activity: Boundary Charades
Act out scenarios!
Show healthy boundaries.
Show what happens when boundaries are not respected.
Explain the charades activity. 'Now it's time to act! You'll get a scenario, and your team will act out how to show a healthy boundary, or how someone might ignore one. No talking, just acting!'
My Boundary Map
What are YOUR boundaries?
How can you tell others your rules?
Draw or write your ideas!
Introduce the worksheet. 'Now you get to think about YOUR OWN space and YOUR OWN rules. This worksheet will help you draw or write about what makes you feel comfortable and safe.'
Quiz Time: Boundary Check-In!
A quick check to see what you remember.
Show what you know about boundaries.
Transition to the quiz. 'Time to see what you've learned! This quick quiz will help you remember the important ideas about boundaries.'
Your Mission: My Healthy Boundary Book
Create your own book about healthy boundaries!
Be a boundary expert!
Share your knowledge with others.
Introduce the project. 'You've been doing great learning about boundaries! Now you get to make your very own book about healthy boundaries to share what you've learned with your family and friends!'
One Big Idea
What is the most important thing you learned today?
How can you use this idea in your life?
Conclude the lesson. 'Today we learned so much about our space and our rules! Remember, everyone has a right to feel safe and respected. What is one big idea you'll take with you today?'
Script
Navigating My Space, My Rules: Teacher Script
Warm Up: How Do You Feel? (5 minutes)
Teacher: Good morning, wonderful learners! Let's start our day by checking in with our feelings. Take a moment to think about how you're feeling right now. Are you feeling happy? Calm? A little sleepy? Excited?
(Pause for students to think or give a quick thumbs up/down.)
Teacher: Now, look at the Warm Up: How Do You Feel? on the screen. Choose the picture that best shows how you feel right now. You don't have to share out loud unless you want to. Just notice how your body feels.
Teacher: Why do we check in with our feelings? Because knowing how we feel helps us understand ourselves better! Today, we're going to talk about something really important that helps us feel safe and comfortable with ourselves and with others. We're going to talk about 'My Space, My Rules!'
Introduction to Boundaries (10 minutes)
Teacher: (Display Slide Deck: My Space, My Rules! - Slide 1: My Space, My Rules!)
Teacher: What do you think this lesson might be about? When you hear "My Space, My Rules!", what comes to mind?
Teacher: (Move to Slide Deck: My Space, My Rules! - Slide 2: What is Personal Space?)
Teacher: Everyone has an invisible bubble around them. This is your personal space. It's the area around you where you feel comfortable and safe. How does it feel when someone gets too close to your bubble?
How does it feel when they respect your bubble?
Teacher: (Move to Slide Deck: My Space, My Rules! - Slide 3: What is a Boundary?)
Teacher: Sometimes, we need to tell people about our personal space. This is called setting a boundary. A boundary is like a rule you set for yourself about how others can treat you and your space. It helps you feel safe and respected. Can anyone give an example of a rule they have at home or at school that helps them feel safe?
Teacher: (Move to Slide Deck: My Space, My Rules! - Slide 4: Healthy Boundaries Make You Feel...)
Teacher: When we have healthy boundaries, we feel good! We feel safe, respected, happy, calm, and in control. What are some things that make you feel safe and happy?
Teacher: (Move to Slide Deck: My Space, My Rules! - Slide 5: Unhealthy Boundaries Can Make You Feel...)
Teacher: But sometimes, if our boundaries aren't listened to, or if we don't set them, we might feel uncomfortable, sad, confused, or ignored. We want to avoid these feelings! This is why learning about boundaries is so important.
Reading: The Boundary Builders (10 minutes)
Teacher: (Move to Slide Deck: My Space, My Rules! - Slide 6: Let's Read About Boundaries!)
Teacher: We're going to read a story called Reading: The Boundary Builders. As I read, I want you to listen carefully to the characters. Think about:
- How do the characters feel?
- What problems do they have?
- How do they solve their problems by setting or respecting boundaries?
(Read Reading: The Boundary Builders aloud to the class.)
Teacher: Now that we've read the story, let's talk about it!
- What was a problem one of the characters faced?
- How did they use a boundary to solve it?
- What happened when someone didn't respect a boundary in the story? How did that character feel?
- What did you learn from the story about respecting other people's space and rules?
Activity: Boundary Charades (15 minutes)
Teacher: (Move to Slide Deck: My Space, My Rules! - Slide 7: Activity: Boundary Charades)
Teacher: Now for a fun activity! We are going to play Activity: Boundary Charades! I will divide you into small groups. In your groups, you will get a card with a scenario. Your job is to act out the scenario. One person might try to do something that crosses a boundary, and another person will act out setting a healthy boundary. Or, you might act out what it looks like to respect someone else's boundary. Remember, no talking during the acting – just actions!
(Divide students into groups and distribute scenario cards from Activity: Boundary Charades. Circulate among groups, providing guidance and positive feedback. After each group acts, have the class guess what boundary was being shown or not respected.)
Teacher: Great job everyone! This helps us see how important it is to use our words and actions to show our boundaries.
Worksheet: My Boundary Map (10 minutes)
Teacher: (Move to Slide Deck: My Space, My Rules! - Slide 8: My Boundary Map)
Teacher: We've talked about boundaries in general, and seen them in our story and charades. Now it's time to think about your boundaries! I'm going to give you a Worksheet: My Boundary Map. On this worksheet, you can draw or write about:
- What makes you feel comfortable and safe.
- What things you like or don't like when people interact with you.
- How you can tell someone your rules nicely.
(Distribute Worksheet: My Boundary Map and guide students as they work. Offer individual support and encourage them to express themselves.)
Discussion and Game: Talking About My Space & Boundary Bingo (5 minutes)
Teacher: (Facilitate a short Discussion: Talking About My Space to review key concepts.)
Teacher: Who would like to share one thing they put on their boundary map? How might you tell someone about that boundary?
Teacher: (Transition to Game: Boundary Bingo)
Teacher: Now for a quick and fun way to remember what we learned! We're going to play Game: Boundary Bingo. I will call out different boundary words or scenarios, and if you have them on your card, you can mark them off. The first one to get a Bingo wins!
(Lead the game, calling out terms/scenarios from Game: Boundary Bingo.)
Assessment & Project Introduction (5 minutes)
Teacher: (Move to Slide Deck: My Space, My Rules! - Slide 9: Quiz Time: Boundary Check-In!)
Teacher: You've all done an amazing job learning about boundaries today! To help me see what you remember, we're going to do a quick Quiz: Boundary Check-In. Do your best!
(Distribute and administer the Quiz: Boundary Check-In. Collect them for review using the Answer Key: Boundary Check-In Quiz Answers.)
Teacher: (Move to Slide Deck: My Space, My Rules! - Slide 10: Your Mission: My Healthy Boundary Book)
Teacher: For homework, you get to be a boundary expert! You will create your very own Project Guide: My Healthy Boundary Book. This book will show what you've learned about healthy boundaries. You can draw pictures, write words, or both! I'll give you a Rubric: Healthy Boundary Book Rubric so you know exactly what to do.
(Distribute Project Guide: My Healthy Boundary Book and Rubric: Healthy Boundary Book Rubric, answering any questions.)
Cool Down: One Big Idea (5 minutes)
Teacher: (Move to Slide Deck: My Space, My Rules! - Slide 11: One Big Idea)
Teacher: Okay, everyone, as we wrap up our lesson on "My Space, My Rules!", I want you to think about one important idea or feeling you're taking away from today. What is one big idea about boundaries that you will remember or try to use?
Teacher: You can share it with a partner, or just think about it quietly. Thank you all for being such thoughtful learners today! Remember, your space, your rules! And it's important to respect everyone else's space and rules too!
Warm Up
Warm Up: How Do You Feel Today?
Circle the face that shows how you feel right now!
😊 Happy
😐 Okay
🙁 A little sad
😠 A little grumpy
😴 Sleepy
What makes you feel that way? (Optional)
Reading
The Boundary Builders
Lily loved to build tall towers with her blocks. She would stack them higher and higher! Her friend, Tom, loved blocks too, but sometimes he would zoom his toy car right into Lily's tower, making it crash.
Lily would feel a little frustrated. Her shoulders would get tight, and sometimes she felt like crying. One day, after her third tower crash, Lily took a deep breath. "Tom," she said, "I like building my towers, and it makes me sad when your car crashes into them. Can you please drive your car over here, away from my blocks?"
Tom looked at Lily. He hadn't realized how much he was upsetting her. "Oh, okay, Lily," he said. "I didn't know it made you sad. I can drive my car on this side of the rug."
Lily smiled. Her shoulders relaxed. Tom respected her new rule about her blocks, and they both had fun playing, just in different spaces.
Across the classroom, Maya was trying to draw a very special unicorn. Her friend, Sam, kept peeking over her shoulder, asking, "What are you drawing? Is it a horse? Can I see?"
Maya loved Sam, but sometimes she wanted to draw by herself. She felt a little crowded when Sam was so close and kept asking questions. She remembered what her teacher said about personal space.
"Sam," Maya said gently, "I'm drawing something I want to keep a surprise right now. I'll show you when I'm all done. Can you please give me a little space for a few minutes?"
Sam understood. "Okay, Maya," he replied, and went back to his own drawing. Maya felt happy that she could draw her unicorn in peace, and Sam felt good that he listened to his friend.
The End
In our story, Lily and Maya both set boundaries. They told their friends what they needed to feel comfortable and happy. And Tom and Sam were good friends because they respected those boundaries! We all have our own special space and rules, and it's important to share them kindly and listen when others share theirs.
Activity
Boundary Charades!
Instructions: In your small groups, pick a card and act out the scenario. Show how someone sets a healthy boundary, or how someone respects (or doesn't respect) a boundary. Remember, no talking while you act!
Scenario Cards (Cut these out!)
Card 1
Scenario: A friend keeps taking your crayons without asking, even though you are still using them.
Act it out: Show how you would use your words to tell your friend to stop and ask next time.
Card 2
Scenario: You are building a big block tower, and another friend wants to join. They come very close and try to grab a block from your hands.
Act it out: Show how you would gently step back and say, "Please give me some space. You can ask if you want to build with me."
Card 3
Scenario: Your friend wants a hug, but you don't feel like hugging right now.
Act it out: Show how you would politely say, "No thanks, I don't feel like a hug right now," and maybe offer a high-five instead.
Card 4
Scenario: You are telling a story, and a friend keeps interrupting you.
Act it out: Show how you would put your hand up gently and say, "Please let me finish talking, then it will be your turn."
Card 5
Scenario: A friend is telling you a secret, and another friend tries to listen in very closely.
Act it out: Show how the first friend would notice and say, "This is a private conversation," and move away slightly.
Card 6
Scenario: You are playing a game, and a friend tries to change the rules without asking.
Act it out: Show how you would say, "Let's stick to the rules we agreed on," or "We need to talk about changing rules together."
Card 7
Scenario: A friend wants to hold your hand, but you prefer not to.
Act it out: Show how you would gently pull your hand back and say, "I like to keep my hands to myself, thanks."
Card 8
Scenario: You are drawing a picture, and a friend comments, "That looks silly!" and tries to draw on your paper.
Act it out: Show how you would say, "Please don't draw on my paper. I like my drawing, and it's okay if you don't." and protect your artwork.
Worksheet
My Boundary Map
Everyone has an invisible bubble of personal space and rules that help them feel safe and happy. This is your boundary!
Draw or write about your own personal boundaries. What makes you feel comfortable? What things do you NOT like? How can you tell others your rules?
My Physical Space Boundaries
What are some rules for your body and the space around you? (Think about hugs, touching, sitting close to you, or your belongings.)
Draw your body and your invisible bubble. What makes your bubble feel safe?
How do you tell someone, "Please don't touch my things without asking"? Or, "I don't want a hug right now"? Write or draw it!
My Emotional Space Boundaries
What are some rules for your feelings and how people talk to you? (Think about teasing, interrupting, or saying kind words.)
What makes your feelings feel safe and happy when you are with friends or family?
How do you tell someone, "Please don't tease me, it makes me sad"? Or, "Can I finish talking first?" Write or draw it!
Discussion
Talking About My Space: Discussion Prompts
Review and Share (5 minutes)
Teacher: Now that you've had a chance to think about your own boundaries on your Worksheet: My Boundary Map, let's share some of our ideas!
-
Who would like to share one thing they drew or wrote on their boundary map? What is a rule you have for your physical space or your feelings?
-
How might you tell someone about that boundary nicely? What words could you use?
-
Why is it important to tell others about your boundaries? What happens if you don't?
-
What is one way you can show respect for someone else's boundaries today?
Teacher: Remember, setting boundaries is about keeping yourself safe and happy, and respecting others' boundaries helps them feel safe and happy too! It's a way we can all be good friends and classmates.
Game
Boundary Bingo!
Instructions: Listen as your teacher calls out words or phrases. If you have that word or phrase on your Bingo card, mark it off! The first person to get five in a row (horizontal, vertical, or diagonal) shouts "BINGO!"
Caller's List (Teacher reads these out loud)
- Personal Space
- Healthy Boundary
- Uncomfortable Feeling
- "No Thank You"
- Asking First
- Respect
- Sharing
- Invisible Bubble
- Happy Feeling
- Safe
- Friendship Rules
- "Stop, Please"
- Listening
- Feelings
- Kind Words
- Your Body, Your Choice
- Saying "Yes" or "No"
- Helping Hand
- Being Alone (when you need it)
- Talking it Out
- Playing Fair
- Trust
- My Rules
- Comfort Zone
- Free Space! (You can mark this one right away!)
Sample Bingo Card (Teacher can draw this on the board or provide printed cards)
| FREE SPACE! | Respect | Asking First | Happy Feeling | Listening |
|---|---|---|---|---|
| Personal Space | Uncomfortable | "No Thank You" | Friendship Rules | Invisible Bubble |
| Safe | Your Body, Your Choice | "Stop, Please" | Kind Words | Sharing |
| Healthy Boundary | Being Alone | Saying "Yes" or "No" | Comfort Zone | Trust |
| Playing Fair | Talking it Out | My Rules | Helping Hand | Feelings |
(Note: Teachers can create varied Bingo cards for students using these terms or have students create their own before the game.)
Quiz
Boundary Check-In
Answer Key
Answer Key: Boundary Check-In Quiz Answers
Here are the answers and explanations for the Quiz: Boundary Check-In.
Question 1: What is 'personal space'?
Correct Answer: The invisible bubble around you
Explanation: Personal space is like an invisible bubble that surrounds each of us. It's the area where we feel comfortable and safe. Everyone's bubble is a little different, but it's important to respect it.
Question 2: What is a 'boundary'?
Correct Answer: A rule we set for ourselves about how others can treat us
Explanation: A boundary is a personal rule or limit that helps us decide what we are comfortable with and how we want to be treated. It helps keep us feeling safe and respected.
Question 3: If a friend wants a hug but you don't feel like hugging, what is a healthy boundary to set?
Correct Answer: Say 'No thank you, but I can give you a high-five!'
Explanation: It's important to use your words to communicate your comfort level respectfully. Offering an alternative like a high-five shows kindness while still setting your boundary.
Question 4: Name one feeling you might have if someone doesn't respect your boundary.
Correct Answer: Uncomfortable, sad, confused, ignored (any one of these or similar feelings are acceptable)
Explanation: When someone crosses our boundaries or doesn't listen to our rules, it can make us feel many different uncomfortable emotions. It's important to notice these feelings as they tell us a boundary has been crossed.
Question 5: What is one way you can show respect for a friend's boundary?
Correct Answer: Asking before touching their things, giving them space when they ask, listening when they say 'no' or 'stop' (any one of these or similar actions are acceptable)
Explanation: Respecting others' boundaries means listening when they tell you their rules, asking permission, and paying attention to their comfort. This helps build trust and good friendships.
Project Guide
Project Guide: My Healthy Boundary Book
Your Mission: Become a Boundary Expert!
Now that you know all about personal space and healthy boundaries, it's time to teach others! Your mission is to create your very own Healthy Boundary Book.
This book will help you share what you've learned with your family and friends. It's like being a superhero who helps everyone understand how to feel safe and respected!
What Your Book Needs:
Your Healthy Boundary Book should have at least 4 pages (you can use more if you want!). Each page will teach us something important about boundaries.
Page 1: Title Page
- Title: Give your book a creative name! (e.g., "My Safe Space Rules," "Boundary Buddies," "How to Be a Good Friend")
- Your Name: Don't forget to put your name as the author!
- Picture: Draw a picture that shows what your book is about (maybe you, your friends, and your invisible bubbles!).
Page 2: What is Personal Space?
- Explain: In your own words, tell us what personal space is.
- Picture: Draw a picture of someone respecting personal space (like two friends playing nicely but not too close).
Page 3: What is a Boundary?
- Explain: What is a boundary? Give a simple example of a boundary (e.g., "Don't touch my hair without asking").
- Picture: Draw a picture of someone setting a boundary (like saying "Stop, please" with a clear hand signal).
Page 4: How Do Healthy Boundaries Make You Feel?
- Explain: How do you feel when your boundaries are respected? (e.g., "I feel safe," "I feel happy," "I feel respected").
- Picture: Draw pictures of happy faces or people feeling good when their boundaries are honored.
Page 5 (Optional): How to Respect Others' Boundaries
- Explain: What is one way to respect someone else's boundary? (e.g., "Ask before you take," "Listen when they say no").
- Picture: Draw a picture of someone respecting another person's boundary.
How to Make Your Book:
- You can use paper, crayons, markers, or colored pencils.
- Fold pages together or staple them to make a book.
- Be creative and make your book colorful and fun!
Due Date: (Teacher will provide the due date.)
Good luck, Boundary Experts! I can't wait to read your amazing books!
(Remember to check the Rubric: Healthy Boundary Book Rubric to see how your project will be graded.)
Rubric
Healthy Boundary Book Rubric
Student Name: _________________________
Project: My Healthy Boundary Book
| Criteria | 4 - Excellent | 3 - Good | 2 - Developing | 1 - Needs Support |
|---|---|---|---|---|
| Title Page & Author | Includes a creative title, student name, and a clear, relevant picture. | Includes a title and student name, with a picture that is mostly relevant. | Missing one element (title, name, or picture) or elements are not very clear/relevant. | Missing multiple elements or elements are unclear/irrelevant. |
| Understanding Personal Space | Clearly explains personal space in own words with an accurate and supportive picture. | Explains personal space with some clarity and a relevant picture. | Explanation is somewhat unclear, or picture is not fully relevant/accurate. | Explanation is missing or very unclear, and picture is missing or unhelpful. |
| Understanding Boundaries | Clearly defines a boundary with a strong, appropriate example and an accurate picture. | Defines a boundary with an example and a relevant picture. | Definition is somewhat unclear, or example/picture is not fully relevant/accurate. | Definition is missing or very unclear, and example/picture is missing or unhelpful. |
| Feelings & Healthy Boundaries | Clearly explains how healthy boundaries make people feel with relevant and expressive pictures. | Explains feelings related to healthy boundaries with relevant pictures. | Explanation of feelings is somewhat unclear, or pictures are not very expressive/relevant. | Explanation is missing or very unclear, and pictures are missing or unhelpful. |
| Effort & Creativity | Book is well-organized, colorful, and shows high effort and creativity in both writing/drawing. | Book is organized and shows good effort and some creativity. | Book has some organization, but effort or creativity could be improved. | Book is disorganized, shows minimal effort or creativity. |
Teacher Comments:
Total Score: ________ / 20
Cool Down
Cool Down: One Big Idea
Think about everything we learned today about personal space and healthy boundaries.
What is one big idea that you will remember or try to use in your life? Draw a picture or write a few words to show your big idea!
Script
Navigating My Space, My Rules: Teacher Script
Warm Up: How Do You Feel? (5 minutes)
Teacher: Good morning, wonderful learners! Let's start our day by checking in with our feelings. Take a moment to think about how you're feeling right now. Are you feeling happy? Calm? A little sleepy? Excited?
(Pause for students to think or give a quick thumbs up/down.)
Teacher: Now, look at the Warm Up: How Do You Feel? on the screen. Choose the picture that best shows how you feel right now. You don't have to share out loud unless you want to. Just notice how your body feels.
Teacher: Why do we check in with our feelings? Because knowing how we feel helps us understand ourselves better! Today, we're going to talk about something really important that helps us feel safe and comfortable with ourselves and with others. We're going to talk about 'My Space, My Rules!'
Introduction to Boundaries (10 minutes)
Teacher: (Display Slide Deck: My Space, My Rules! - Slide 1: My Space, My Rules!)
Teacher: What do you think this lesson might be about? When you hear "My Space, My Rules!", what comes to mind?
Teacher: (Move to Slide Deck: My Space, My Rules! - Slide 2: What is Personal Space?)
Teacher: Everyone has an invisible bubble around them. This is your personal space. It's the area around you where you feel comfortable and safe. How does it feel when someone gets too close to your bubble?
How does it feel when they respect your bubble?
Teacher: (Move to Slide Deck: My Space, My Rules! - Slide 3: What is a Boundary?)
Teacher: Sometimes, we need to tell people about our personal space. This is called setting a boundary. A boundary is like a rule you set for yourself about how others can treat you and your space. It helps you feel safe and respected. Can anyone give an example of a rule they have at home or at school that helps them feel safe?
Teacher: (Move to Slide Deck: My Space, My Rules! - Slide 4: Healthy Boundaries Make You Feel...)
Teacher: When we have healthy boundaries, we feel good! We feel safe, respected, happy, calm, and in control. What are some things that make you feel safe and happy?
Teacher: (Move to Slide Deck: My Space, My Rules! - Slide 5: Unhealthy Boundaries Can Make You Feel...)
Teacher: But sometimes, if our boundaries aren't listened to, or if we don't set them, we might feel uncomfortable, sad, confused, or ignored. We want to avoid these feelings! This is why learning about boundaries is so important.
Reading: The Boundary Builders (10 minutes)
Teacher: (Move to Slide Deck: My Space, My Rules! - Slide 6: Let's Read About Boundaries!)
Teacher: We're going to read a story called Reading: The Boundary Builders. As I read, I want you to listen carefully to the characters. Think about:
- How do the characters feel?
- What problems do they have?
- How do they solve their problems by setting or respecting boundaries?
(Read Reading: The Boundary Builders aloud to the class.)
Teacher: Now that we've read the story, let's talk about it!
- What was a problem one of the characters faced?
- How did they use a boundary to solve it?
- What happened when someone didn't respect a boundary in the story? How did that character feel?
- What did you learn from the story about respecting other people's space and rules?
Activity: Boundary Charades (15 minutes)
Teacher: (Move to Slide Deck: My Space, My Rules! - Slide 7: Activity: Boundary Charades)
Teacher: Now for a fun activity! We are going to play Activity: Boundary Charades! I will divide you into small groups. In your groups, you will get a card with a scenario. Your job is to act out the scenario. One person might try to do something that crosses a boundary, and another person will act out setting a healthy boundary. Or, you might act out what it looks like to respect someone else's boundary. Remember, no talking during the acting – just actions!
(Divide students into groups and distribute scenario cards from Activity: Boundary Charades. Circulate among groups, providing guidance and positive feedback. After each group acts, have the class guess what boundary was being shown or not respected.)
Teacher: Great job everyone! This helps us see how important it is to use our words and actions to show our boundaries.
Worksheet: My Boundary Map (10 minutes)
Teacher: (Move to Slide Deck: My Space, My Rules! - Slide 8: My Boundary Map)
Teacher: We've talked about boundaries in general, and seen them in our story and charades. Now it's time to think about your boundaries! I'm going to give you a Worksheet: My Boundary Map. On this worksheet, you can draw or write about:
- What makes you feel comfortable and safe.
- What things you like or don't like when people interact with you.
- How you can tell someone your rules nicely.
(Distribute Worksheet: My Boundary Map and guide students as they work. Offer individual support and encourage them to express themselves.)
Discussion and Game: Talking About My Space & Boundary Bingo (5 minutes)
Teacher: (Facilitate a short Discussion: Talking About My Space to review key concepts.)
Teacher: Who would like to share one thing they put on their boundary map? How might you tell someone about that boundary?
Teacher: (Transition to Game: Boundary Bingo)
Teacher: Now for a quick and fun way to remember what we learned! We're going to play Game: Boundary Bingo. I will call out different boundary words or scenarios, and if you have them on your card, you can mark them off. The first one to get a Bingo wins!
(Lead the game, calling out terms/scenarios from Game: Boundary Bingo.)
Assessment & Project Introduction (5 minutes)
Teacher: (Move to Slide Deck: My Space, My Rules! - Slide 9: Quiz Time: Boundary Check-In!)
Teacher: You've all done an amazing job learning about boundaries today! To help me see what you remember, we're going to do a quick Quiz: Boundary Check-In. Do your best!
(Distribute and administer the Quiz: Boundary Check-In. Collect them for review using the Answer Key: Boundary Check-In Quiz Answers.)
Teacher: (Move to Slide Deck: My Space, My Rules! - Slide 10: Your Mission: My Healthy Boundary Book)
Teacher: For homework, you get to be a boundary expert! You will create your very own Project Guide: My Healthy Boundary Book. This book will show what you've learned about healthy boundaries. You can draw pictures, write words, or both! I'll give you a Rubric: Healthy Boundary Book Rubric so you know exactly what to do.
(Distribute Project Guide: My Healthy Boundary Book and Rubric: Healthy Boundary Book Rubric, answering any questions.)
Cool Down: One Big Idea (5 minutes)
Teacher: (Move to Slide Deck: My Space, My Rules! - Slide 11: One Big Idea)
Teacher: Okay, everyone, as we wrap up our lesson on
Script
Navigating My Space, My Rules: Teacher Script
Warm Up: How Do You Feel? (5 minutes)
Teacher: Good morning, wonderful learners! Let's start our day by checking in with our feelings. Take a moment to think about how you're feeling right now. Are you feeling happy? Calm? A little sleepy? Excited?
(Pause for students to think or give a quick thumbs up/down.)
Teacher: Now, look at the Warm Up: How Do You Feel? on the screen. Choose the picture that best shows how you feel right now. You don't have to share out loud unless you want to. Just notice how your body feels.
Teacher: Why do we check in with our feelings? Because knowing how we feel helps us understand ourselves better! Today, we're going to talk about something really important that helps us feel safe and comfortable with ourselves and with others. We're going to talk about 'My Space, My Rules!'
Introduction to Boundaries (10 minutes)
Teacher: (Display Slide Deck: My Space, My Rules! - Slide 1: My Space, My Rules!)
Teacher: What do you think this lesson might be about? When you hear